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

Students learn the names of numbers and practice counting in order. They say numbers from 1 to 100 and understand that each number has a fixed place in the sequence.

Students count out loud from 1 to 100, one number at a time, then practice again skipping ahead by tens: 10, 20, 30, all the way to 100.

Starting from any number, students count forward without going back to 1 first. A teacher might say "start at 6" and students continue: 7, 8, 9, 10.

Students write the numbers 0 through 20 and match each one to a group of objects. Zero means the group is empty.

Students count a group of objects and say how many there are. They match each object to a number as they count, and the last number they say is the total.

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

Counting means saying one number for each object, no skipping and no counting the same thing twice. Students point to each item as they count so every object gets exactly one number.

When counting a group of objects, the last number said is the total. It doesn't matter how the objects are arranged or what order students count them in.

Each new counting number is one more than the one before it. Students learn that saying "six" means one more object than "five," building the understanding that numbers go up by exactly one each time.

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

Students look at two groups of objects and say which group has more, which has fewer, or whether they match.

Students look at two groups of objects and decide which group has more, which has fewer, or whether both groups have the same amount. They check by counting or pairing objects one to one.

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

Addition means combining two groups of things. Subtraction means splitting a group or taking some away. Students practice both using small numbers, objects, and simple drawings.

Students show adding and subtracting in different ways: counting out blocks, drawing pictures, acting out a story, or writing a number sentence like 3 + 2 = 5.

Students solve simple story problems about combining or removing small groups of things, using fingers, drawings, or objects to find answers up to 10.

Students break a small number into two groups in different ways. For example, 5 can be split into 4 and 1, or into 2 and 3, and students draw or write an equation to show each split.

Students figure out what number pairs with a given number to make 10. If you have 6, what do you need to reach 10? Students work this out with counters, drawings, or a simple number sentence.

Adding and subtracting with numbers up to 5 is something students can do quickly, without counting on their fingers. Think 2 + 3 or 4 minus 1, answered right away from memory.

Numbers 11 through 19 get broken into ten and some leftover ones. Students learn to see 14, for example, as a group of ten plus four more, which is the first step toward understanding how our number system works.

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

Students look at everyday objects and compare them by size, length, or weight. They practice saying which crayon is longer or which block is heavier.

Students pick up an object and describe more than one thing about it: how long it is, how heavy it feels, or how tall it stands. One block can be both heavy and short at the same time.

Students pick two objects and compare them directly, like holding two pencils side by side to find which one is longer or shorter. They put the difference into words.

Students sort a group of objects into categories (by color, shape, or size) and count how many are in each group.

Students sort a group of objects into categories (like color or shape), count how many are in each group, and then put the groups in order from smallest to largest.

Students name everyday shapes like squares, circles, and triangles, and describe what makes each one look the way it does. They also recognize 3D shapes like cubes and spheres in the real world.

Students name everyday objects by their shape and describe where they are. A block is a cube, the clock is a circle, and the crayon is beside the book.

Students learn to name a shape correctly whether it is big or small, upside down, or turned sideways. A triangle is still a triangle no matter how it sits on the page.

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

Students sort, compare, and build shapes by looking at how many sides they have and whether edges are straight or curved. They also fit smaller shapes together to make bigger ones.

Students look at shapes like squares, triangles, and boxes, then describe what makes them alike or different. They notice things like how many sides or corners a shape has, whether the sides are the same length, and whether the shape is flat or solid.

Students build and draw shapes using everyday materials like sticks and clay. This connects the flat shapes on paper to real objects they can touch and make.

Students put simple shapes together to build a bigger one, like fitting two triangles to make a square. This is the hands-on start of understanding how shapes relate to each other.