What does a student learn in StateNew Mexico,GradeKindergarten,SubjectMathematics?

Students learn the names of numbers and how to say them in order. This is the foundation for counting objects, reading numbers on a page, and understanding which number comes next.

Students count from 1 to 100, one number at a time, and then practice counting by tens: 10, 20, 30, all the way to 100.

Starting from any number, students count forward without backing up to 1 first. If given the number 5, they say 6, 7, 8 from there.

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.

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

Counting a group of objects means the last number said tells how many there are total. Students practice this by counting things out loud and matching each number to one object.

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.

The last number students say when counting a group tells how many are in that group. It doesn't matter if the objects are in a line, a pile, or counted in a different order.

Each new counting number is one more than the number before it. Students who count to five understand that five is one more than four, not just a word that comes next.

Count a group of objects (up to 20 in a row or circle, up to 10 scattered around) and say how many there are. Students can also start with a number and count out exactly that many objects.

Students look at two groups of objects and decide which group has more, which has fewer, or whether both groups are equal.

Students look at two groups of objects and decide which has more, which has fewer, or whether they match. They count or line up the objects to compare.

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

Addition means combining groups to find a total. Subtraction means splitting a group or taking some away. Students practice both with small numbers, using objects or fingers to see what happens when things come together or get removed.

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

Students solve simple stories about combining or separating small groups of things, like "3 apples plus 2 more." They use drawings or real objects to find the answer, working with numbers up to 10.

Students break a number like 5 into two smaller numbers, finding more than one way to do it. They show their work by drawing pictures or writing simple equations like 5 = 2 + 3 and 5 = 4 + 1.

Students practice finding the missing piece that completes 10. If they have 6, they figure out they need 4 more to reach 10, using counters, drawings, or a simple number sentence.

Students quickly and correctly add and subtract any two numbers up to 5. Think of it as knowing that 3 + 2 = 5 or 4 - 1 = 3 without stopping to count on fingers.

Numbers 11 through 19 are introduced as a group of ten plus some leftovers. Students learn to see 14, for example, as one full ten and four extras, building the idea that position in a number carries meaning.

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 equation, like 13 = 10 + 3.

Students look at everyday objects and describe how they differ in size, weight, or length. They compare two things and say which is taller, heavier, or longer.

Students pick up an object and describe what they notice about it: how long it is, how heavy it feels, how tall it stands. One object can have more than one attribute worth naming.

Students pick two objects and compare them directly, such as holding two pencils side by side to find which is longer. They say which has more or less of that quality and explain the difference.

Students sort a group of objects into categories (by color, shape, or size) and 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 more.

Students name and describe everyday shapes, from flat ones like squares and triangles to solid ones like cubes and spheres. They practice spotting those shapes in the classroom and the world around them.

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

A triangle is still a triangle even when it's tilted or tiny. Students learn to name shapes like circles, squares, and hexagons no matter how big they are or which way they're turned.

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

Students sort, compare, and build shapes by looking at how many sides or corners each one has. They also put 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 talk about things like how many sides or corners a shape has, even when the shape is big, small, or turned sideways.

Students build and draw shapes using simple materials, like sticks and clay. This connects the shapes they see in the world to ones they can make with their own hands.

Students put small shapes together to build a bigger one, like fitting two triangles to make a square. They learn that familiar shapes can combine in new ways.