What does a student learn in StateNorth Carolina,GradeKindergarten,SubjectMathematics?

Counting out loud to 100, one number at a time, and then by tens: 10, 20, 30, all the way to 100. Students learn the names of numbers and the pattern they follow.

Starting from any number, students count forward without going back to 1 first. For example, starting from 7, they say 7, 8, 9, 10 instead of starting over from the beginning.

Students write the numbers 0 through 20 and use them to show how many objects are in a group. Writing a 0 means there is nothing there to count.

Counting a group of objects means pointing to each one and saying one number as you go. The last number said tells how many there are total, and students learn to spot groups up to five at a glance without counting at all.

Counting a group of objects to say how many are there, and figuring out what number comes next when one more is added. Students practice with up to 20 objects in a row, a circle, or a scattered pile.

Two groups of objects sit side by side, and students decide which has more, which has fewer, or whether both have the same amount. They figure it out by lining up the objects to match them or by counting each group.

Students look at two written numbers (both 10 or under) and decide which one is greater, which is smaller, or whether they are equal. No counting objects, just the numerals themselves.

Students show what adding and subtracting means using whatever helps them think: fingers, drawings, small objects, or acting it out. They connect those different ways to show they understand what joining and separating numbers actually does.

Students listen to simple add-and-remove story problems and figure out the answer using objects or drawings. All numbers stay at 10 or below.

Breaking a number into two smaller pieces shows how numbers are built. Students split numbers up to 10 in different ways, like seeing that 7 can be 3 and 4, or 5 and 2, and draw or write each split.

Starting with any number up to 10, students find what to add to reach exactly 10. They might use blocks, fingers, or a drawing to figure it out, then write or sketch the answer.

Students look at small groups of objects and instantly see how many there are without counting one by one. They also put two groups together and recognize the total, as long as the combined amount is 5 or less.

Students add and subtract numbers up to 5 quickly and accurately, without counting on their fingers. Think of it as knowing that 3 plus 2 equals 5 the same way they know their own name.

Students take numbers like 13 or 17 and break them into a group of ten and a few leftovers. They show this with blocks, drawings, or simple math expressions.

Students look at one object and describe more than one thing they can measure about it, like how tall a cup is and how heavy it feels.

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

Students sort everyday objects into groups (by color, shape, or size), count how many are in each group, and figure out which group has the most or least.

Students look around the room and name what they see: circles, squares, triangles. They also describe where things are, above, below, beside, or behind something else.

Students learn to recognize and name shapes like squares, circles, triangles, and cubes no matter how big they are or which way they're turned.

Students sort everyday shapes into two groups: flat (like a square or circle drawn on paper) and solid (like a can or a block you can pick up).

Students look at flat and solid shapes, like circles, cubes, and cones, and describe what makes them alike or different. They use their own words to talk about things like the number of sides, corners, or how a shape feels when you hold it.

Students draw and build everyday shapes like triangles, squares, and circles, then move into 3D objects like cubes and cones. The focus is on making shapes with their hands, not just recognizing them on a page.

Students put simple shapes together to build a bigger one, like fitting two triangles side by side to make a square. The focus is on how smaller pieces combine to form a new shape.