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

Students learn the names of numbers and how to say them in order. Counting from 1 to 100 is the foundation everything else in math builds on.

Students count out loud to 100, moving by ones, fives, or tens. They also count backward from 10 to 0.

Students practice counting up from any number, not just from 1. If you say "start at 6," they keep going: 7, 8, 9.

Students write the numbers 0 through 20 and use those numbers to show how many objects are in a group. If there are 7 crayons on the table, students write the number 7.

Students find the repeating piece inside a pattern, such as red-blue-red-blue, and use blocks or shapes to keep it going or build one from scratch.

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

Students count a group of objects and know the last number they say tells how many there are in total. Counting up to 20 things, students match each object to exactly one number as they go.

Students count up to 20 objects by touching or pointing to each one while saying its number out loud. Each object gets exactly one number, and students don't skip or double-count anything.

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

Counting up means adding one more each time; counting back means taking one away. Students learn that numbers in order always change by exactly one, whether moving forward or backward.

Students count up to 20 objects arranged in a line, a circle, or a grid, and up to 10 objects scattered randomly. They can also grab the right number of objects when given a number between 1 and 20.

Students look at two groups of objects and decide which has more, which has fewer, or whether they match. This is the first step toward understanding how numbers relate to each other.

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 numbers up to 10 and say which is greater, which is less, or whether they are equal. No symbols needed yet, just the words.

Students practice adding and subtracting small numbers by counting objects, drawing pictures, or acting out simple story problems.

Students show what adding and taking away mean using fingers, drawings, or small objects. They don't just say the answer; they show how they got there.

Adding and subtracting with numbers up to 10, students solve simple story problems like "3 birds join 4 birds, how many now?" They show their thinking with drawings, objects, or a number sentence.

Students break a small number into two groups in different ways, like splitting 7 into 3 and 4 or 5 and 2. They sketch or write an equation to show each split.

Given a number from 1 to 9, students figure out what to add to reach 10. They show their answer with a drawing or a simple equation like 6 + 4 = 10.

Students practice adding and subtracting small numbers in their head until the answers come quickly, without counting on fingers or using objects. The goal is fluency with any combination up to 10.

Numbers 11 through 19 are made of a ten and some leftover ones. Students practice building and breaking apart these numbers to get ready for place value in later grades.

Numbers 11 to 19 are made of one group of ten plus a few extras. Students use blocks or drawings to show that, then write it as an equation like 18 = 10 + 8.

Students look at two objects and talk about which is taller, heavier, or longer. This is the start of measurement: noticing what can be compared and putting words to the difference.

Students pick up an everyday object and describe what they notice about it: how long it is, how tall it is, or how heavy it feels.

Students pick up two objects and compare them directly, such as holding two pencils side by side to see which is longer or which is heavier. They put the difference into words.

Students identify coins by name and know the value each one stands for.

Students learn to tell a penny, nickel, dime, and quarter apart by size and color, and match each coin to its value.

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

Students sort a group of objects into two or more groups, then say which group has more and which has fewer.

Students learn to name basic shapes and tell them apart by how they look, whether flat like a circle or solid like a cube.

Students name everyday shapes they see around them, like a clock (circle) or a window (rectangle), and describe where things are using words like above, below, beside, and behind.

Students name basic shapes and solids, like a triangle or a cylinder, no matter how big they are or which way they're turned. A sideways square or a tiny circle still gets the right name.

Students sort everyday shapes into two groups: flat ones like squares and circles, and solid ones like cubes and spheres that you can pick up and hold.

Students sort, compare, and build shapes by describing what makes each one different. They also put smaller shapes together to make new ones.

Students look at two shapes side by side and explain what makes them alike and what makes them different. A ball and a cube are both solid, but one rolls and one stacks.

Students build or draw shapes they see in real life, like a window square or a soup can cylinder. The goal is to connect flat pictures and solid objects to the shapes they already know by name.

Students put together circles, squares, and triangles to build a larger picture or object, then point out which smaller shapes make up the whole thing.