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

Students count out loud from 1 to 100, one number at a time, and also count by tens: 10, 20, 30, all the way to 100.

Students practice counting forward starting from any number, not just 1. If asked to start at 6, they count 6, 7, 8, 9 without going back to the beginning.

Students write the numbers 0 through 20 and use them to show how many things are in a group. Zero means the group is empty.

Counting a group of objects means the last number said tells how many there are total. Students practice this by counting things they can touch, like blocks or fingers, until counting and quantity match up in their minds.

Counting a group of up to 20 objects and saying how many there are. Students also do the reverse: hear a number and count out exactly that many blocks, crayons, or other objects.

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 (like 4 and 7) and decide which is bigger, which is smaller, or if they match. No objects to count, just the numerals on the page.

Students show adding and taking away using fingers, drawings, or objects. They might hold up five fingers, sketch dots, or clap to show how numbers combine or separate.

Students hear a short story problem ("3 birds flew away, 5 are left. How many were there?") and figure out the answer using whatever method makes sense to them. Numbers stay at 10 or below.

Students find all the different ways to split a number into two groups. For example, 5 can be 4 and 1, or 2 and 3. They show their thinking with a picture or a simple number sentence.

Students figure out what number pairs with a given number to make 10. If you have 7, you need 3 more. They show their thinking with a drawing or a simple equation.

Students add and subtract small numbers up to 5 quickly and correctly. Think of combining two groups of buttons or taking some away.

Students learn that numbers like 13 or 17 are built from a group of ten plus a few extra ones. They practice breaking those numbers apart and putting them back together using blocks, drawings, or simple equations like 15 = 10 + 5.

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 of these attributes at the same time.

Two objects sit side by side, and students say which one is taller, heavier, or longer. They also say how the two are different, like "this pencil is shorter than that crayon."

Students sort everyday objects into groups (by color, shape, or size), count how many are in each group, and compare the groups to find which has more or fewer.

Students look at everyday objects around them and name their shapes, then describe where those objects sit using words like above, below, beside, and next to.

Students learn that a triangle is still a triangle whether it's tiny, huge, or turned sideways. The name of a shape stays the same no matter how it's flipped or how big it is.

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

Students look at shapes like squares, triangles, and boxes and 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 and draw shapes using everyday materials like sticks, clay, or pencil and paper. The focus is on making shapes by hand, not just recognizing them.

Students put together small shapes, like triangles and squares, to build a larger shape. A triangle and a square pushed side by side can make a house shape, for example.

Students come up with simple questions that can be answered by looking around the classroom, like "What is the most popular color?" or "How many students have a pet?"

Students sort real objects or draw pictures to record what they notice and share it with others.

Students look at a collection of pictures, objects, or tally marks and describe what they notice: which group has more, which has less, and what pattern they see.

With a teacher's help, students look at data they collected and explain what it shows, using full sentences or organized responses rather than a quick one-word answer.