What does a student learn in StateMichigan,GradeKindergarten,SubjectMathematics?

Students learn the names for numbers and practice counting in order. They count forward starting from 1 and can begin a count from any number, not just the beginning.

Students count from 1 to 100, one number at a time, and also by jumping in groups of ten: 10, 20, 30, all the way to 100.

Starting from any number, students count forward without going back to 1 first. If you say "start at 6," they keep going: 7, 8, 9.

Students write the numbers 0 through 20 and match each number to a group of objects. Zero means nothing is there, and that counts too.

Counting a group of things to find out how many are there. Students learn to count objects one by one, matching each number word to exactly one object, and say the total.

Counting a group of objects means the last number said tells how many there are in total. Students practice this by counting things out loud and stopping at the right number.

Counting means saying one number for each object, in order, without skipping or double-counting. Students point to each item as they count so every object gets exactly one number.

When students count a group of objects, the last number they say is how many there are total. It doesn't matter if the objects are in a line, a circle, or a pile, the count stays the same.

Each new counting number means one more object than the number before it. Students who count to 5 know that 5 is one more than 4, and 6 would be one more than 5.

Students count up to 20 objects arranged in a row, circle, or grid, and up to 10 objects scattered randomly. They can also start with a number and count out exactly that many objects.

Students look at two groups of objects and decide which has more, which has fewer, or whether they match. This is the foundation for understanding that numbers have size and order.

Students look at two groups of objects and decide which group has more, which has fewer, or whether both groups have the same amount.

Students look at two written numbers, both between 1 and 10, and say which one is bigger, which is smaller, or whether they are equal.

Addition means putting two groups of things together to get a bigger number. Subtraction means taking some away to get a smaller one. Students practice both with objects, drawings, and simple equations.

Students show what adding and subtracting mean by using their fingers, drawing pictures, or acting out a short story. The idea is to connect the math to something real before numbers and symbols enter the picture.

Students solve simple story problems about joining or removing small groups of things, using drawings or objects to find the answer. Numbers stay at 10 or below.

Students break a number like 5 into two groups in different ways, such as 4 and 1 or 3 and 2, then draw or write it as a simple equation. They practice this with any number up to 10.

Students practice finding the missing piece that completes 10. If you have 6, how many more make 10? Students figure that out using counters, drawings, or a number sentence.

Students quickly solve any addition or subtraction problem with answers up to 5, without counting on fingers. Think 2 + 3 or 4 minus 1, answered fast from memory.

Numbers 11 through 19 are tricky because they each hide a ten inside them. Students learn to see 14, for example, as one group of ten and four extras, which sets up how our number system works.

Students learn that numbers like 13 or 17 are really a group of ten plus a few extras. They practice breaking those numbers apart and writing it as a simple addition, like 13 = 10 + 3.

Students look at everyday objects and talk about how they compare: which cup holds more, which book is heavier, which pencil is longer.

Students pick up an everyday object, like a crayon or a book, and describe what can be measured about it: how long it is, how heavy it feels, or how tall it stands.

Students pick two objects and compare them directly, such as holding two pencils side by side to find which is longer. They then say how the two objects differ.

Students sort everyday objects into groups by color, shape, size, or type, then count how many are in each group.

Students sort everyday objects into groups (by color, shape, or size), count how many are in each group, and figure out which group has the most or fewest.

Students name and describe everyday shapes, from flat ones like circles and triangles to solid ones like cubes and spheres. They learn to spot these shapes in the world around them.

Students name shapes they see in the room and describe where those shapes are, using words like above, below, beside, and next to.

Students learn to name a triangle, square, or circle whether it's big or small, tilted or upright. The shape's name stays the same no matter how it looks on the page.

Students sort shapes into two groups: flat shapes like a circle drawn on paper, and solid shapes like a ball or a box you can pick up.

Students sort, compare, and build shapes. They describe what makes a triangle a triangle or a rectangle a rectangle, and they put smaller shapes together to form bigger ones.

Students look at shapes like squares, triangles, and boxes, then describe what makes them alike or different. They count sides and corners, and notice things like whether the sides are all the same length.

Students build shapes by hand, using craft sticks, clay, or other materials, and by drawing them on paper. The focus is on making the shape, not just recognizing it.

Students put two or more simple shapes together to build a bigger shape. For example, two triangles can become a square.