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

Students look at a group of objects, pictures, or numbers and describe what they notice, like which color appears most or which pile is bigger.

Students sort objects or draw pictures to show what they counted, then explain what they noticed. This is an early form of making a chart or graph.

Students pick two objects and compare them by one feature, like length or weight, then say which has more, less, or the same amount and explain why.

Students pick up everyday objects and talk about what they notice: how long something is, how heavy it feels, or how much space it takes up.

Students sort everyday objects into groups by how they look or feel. They might group blocks by shape, crayons by color, or buttons by size.

Students sort and compare shapes like squares, triangles, cubes, and spheres by describing what they notice: how many sides, whether edges are straight or curved, flat or solid.

Students put simple shapes together to make new ones, and break them apart again. They can name a triangle or rectangle whether it is big, small, tilted, or upright.

Students name everyday objects by their shape and describe where things are using words like above, below, beside, and next to.

Students count a group of objects by touching each one and saying one number as they go. The last number they say tells how many are in the group, and numbers like "first," "second," and "third" tell where something falls in a line.

Counting a big pile of things is easier when students sort them into groups of ten first. Students practice this with tools like ten-frames or cups, counting collections up to 31.

Students read, write, and compare whole numbers up to 31, using drawings, objects, or spoken words to show how many. They also learn that numbers like 13 or 17 are just a group of ten plus a few extras.

Counting forward to 31 and backward from 20. Students practice both directions, with or without objects to touch and count.

Students practice counting forward and backward by deciding which number comes just before or just after a number someone names.

Students solve simple adding and subtracting story problems, like "3 apples plus 2 more" or "5 birds minus 1," using small objects, drawings, or numbers to show their thinking. All totals stay within 10.

Breaking a number like 7 into two groups, such as 3 and 4 or 5 and 2. Students show each split with a drawing or a simple equation, and find more than one way to break the same number apart.

Adding and subtracting with numbers up to 5 becomes quick and confident work. Students solve these small problems without counting on fingers or pausing to figure out the answer.

Students compare two groups of objects to figure out which has more, which has fewer, or whether they match. They use counting or lining objects up side by side to check.

The equal sign means both sides have the same amount. Students learn that "=" is not just a signal to write an answer but a way to show two amounts balance each other.

Students spot what comes next in a pattern, then build or continue one of their own. The pattern might repeat, grow, or shrink, using shapes, colors, sizes, or numbers.

Students find the pattern in counting by 10s: 0, 10, 20, 30, all the way to 100. They practice saying those numbers in order until the sequence feels predictable.