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

Students count, compare, and name amounts. This is the foundation for every math skill that comes after it.

Students count small groups of objects, add by putting groups together, and take away to find what's left. The work is hands-on: blocks, fingers, drawings.

Students learn to measure length and size by comparing everyday objects, and to name and sort shapes like circles, squares, and triangles.

Students sort objects into groups and count how many are in each group. That's the start of reading a simple chart or graph.

Students sort objects by shape, color, or size and find simple repeating patterns, like red-blue-red-blue. Recognizing what comes next builds the foundation for math rules they will use for years.

Students count objects, pictures, and groups of things up to 100, using whatever counting method makes sense for the situation, such as starting from a different number or counting in groups.

Counting objects one by one, students touch or point to each item in a group of up to 30 things and say a number for each one. The last number they say tells them how many are in the group.

Counting ten toys in a line gives the same answer as counting the same ten toys in a circle. Students learn that rearranging objects doesn't change how many there are.

Counting forward means saying numbers in order: 1, 2, 3. Students practice this by filling in grids and paths that show each number as its own step, building a picture of how numbers grow.

Counting out loud from 0 to 100, one number at a time, in order. Students practice saying each number in the right sequence without skipping or repeating.

Starting from any number, students count forward out loud to 100. This builds the mental number line they will use for adding and subtracting later.

Students start at any number between 1 and 20 and count down out loud. It is the same idea as a rocket launch countdown, practiced until it feels as automatic as counting forward.

Given any number up to 30, students say the next number right away without counting up from the start. This builds number fluency so students stop relying on finger-counting for every problem.

Given a number between 1 and 20, students say the number that comes just before it without counting up from one. For example, if given 14, students say 13 right away.

Breaking apart numbers 11 through 19, students show that each one is made of a ten and some leftover ones. They use blocks, drawings, or written numbers to do it.

Students sort a pile of small objects into groups of ten, then count by tens to find the total. A pile of 36 pennies becomes 3 groups of ten with 6 left over.

Students count objects, draw groups, and figure out which pile has more or fewer. They work with quantities up to 30.

Students read and write every number from 0 to 30 and match each written numeral to the right amount.

Given a number, students build a matching group of objects. If the number is zero, they show an empty set with nothing in it.

Students count a group of up to 30 objects and write the number that shows how many there are.

Students look at a group of objects and build a new group that has more, fewer, or the same amount. This works with up to 30 objects, using real items or pictures.

Given a number like 14, students build a group of objects that has more, fewer, or the same count. They show they understand what that number means by physically making a matching set.

Students look at two groups of objects and decide which group has more, which has fewer, or whether both groups have the same amount. Groups can have up to 30 objects each.

Students look at two numbers and say which is bigger, smaller, or the same, using tools like a ten-frame or their fingers as a reference point.

Students solve simple addition and subtraction story problems using numbers up to 10. Think combining a few apples or taking some away.

Students use blocks, drawings, or fingers to break a number like 4 into smaller parts and put it back together again. They practice finding more than one way to do it.

Breaking a small number into two parts and putting them back together. Students practice this with numbers up to 5, using objects, pictures, or drawings until it feels natural and quick.

Students figure out what number, when added to another small number, equals exactly 5. For example, if you have 3, students find that 2 more makes 5.

Students use blocks, drawings, or fingers to show how a number like 7 can be split into different pairs, such as 3 and 4 or 2 and 5. Breaking one number apart in several ways builds the number sense students need before adding and subtracting.

Students find the missing piece that completes a group of 10. Given a number like 6, students figure out that 4 more makes 10.

Students solve simple add-and-subtract word problems using small groups of objects they can hold and count, like blocks or coins. The total never goes above 10.

Students pick up two objects and compare them directly, deciding which is longer, heavier, or holds more. No rulers or scales needed, just the two objects side by side.

Students pick up two objects and decide which one is longer, heavier, or holds more. They explain how they know, using words like "longer than" or "heavier than."

Students place two objects side by side and say which one is longer and which is shorter. They are comparing real things, like a crayon and a pencil, not measuring with numbers yet.

Students line up two objects side by side and decide which one is taller and which one is shorter.

Students pick up two objects and decide which one is heavier and which is lighter. They use those words to describe what they feel, not numbers.

Students fill two containers with water or sand and say which one holds more and which holds less.

Students compare how long two activities take and say which one took longer or shorter. For example, they might decide that eating lunch takes longer than tying a shoe.

Students learn to recognize and name basic shapes like circles, triangles, squares, and rectangles. They compare how shapes look and draw them on their own.

Students learn to name circles, triangles, squares, and rectangles by their shape, whether the shape is drawn on paper, made from blocks, or turned sideways.

Students count and name the sides and corners of triangles, squares, and rectangles. A triangle has three of each, a square four equal sides and four corners, and a rectangle four sides and four corners with opposite sides the same length.

Students describe a circle out loud, using words like "round" and "curved" to explain what makes it different from shapes with straight edges.

Students look at a mix of shapes and decide which ones are actually circles, triangles, squares, or rectangles, and which ones just look similar but don't quite fit.

Students look at two shapes side by side and explain what makes them alike and what makes them different, using features like the number of sides or corners.

Students build shapes like circles, triangles, squares, and rectangles using everyday materials such as straws or pipe cleaners. Making the shapes by hand helps students understand what makes each one different.

Students learn to read a calendar and name its parts. They identify days, weeks, and months and explain what each one means.

Students learn that a calendar is a tool for measuring time, the same way a ruler measures length. They practice reading days, weeks, and months on a real calendar.

Students name the seven days of the week in order and learn that those seven days make up one full week.

Students look at a calendar and figure out which day comes before and which day comes after a given day. They practice naming yesterday, today, and tomorrow by pointing to real dates on the calendar.

Students learn the names of all twelve months, in order, and understand that those twelve months make up one full year.

Students learn which words name days of the week and which name months of the year. They can tell you that Monday is a day and March is a month.

Students gather information by counting real objects or pictures, then arrange the results in a simple graph. They practice asking a question, collecting answers, and explaining what the graph shows.

Students sort real objects into groups based on one shared trait, like putting all red blocks together or grouping shapes by size. This is the first step in reading and making graphs.

Students look at a sorted group of objects, like buttons or coins, and put a name to what makes each group alike: its color, size, or shape.

Students come up with simple questions that can be answered by collecting information, like "What is your favorite color?" with no more than four answer choices and 25 or fewer total responses.

Students figure out what to count or draw to answer a simple question, then gather that information by counting real objects or making pictures of what they find.

Students sort real objects into groups and arrange them in rows or columns to make a graph. For example, they might line up blocks by color to show which group has more.

Students arrange pictures of real objects into rows or columns to make a simple graph that shows how many of each kind there are.

Students look at a finished graph and answer questions about it, such as which group has the most, which has the least, and how many are in each group.

Students look at a simple graph made of pictures or real objects and answer questions about it, like which group has the most and which has the fewest.

Students look at a finished graph and answer questions about what it shows, then guess what might happen next based on what the data shows.

Students spot a repeating pattern, say what comes next, and make one of their own. The pattern might use colors, shapes, sounds, or movements.

Students look at a repeating pattern, like red-blue-red-blue, and name the smallest chunk that repeats. That repeating chunk is called the core.

Students see a repeating pattern (like red, blue, red, blue) and keep it going by adding at least two full rounds of that pattern. The focus is on recognizing what repeats and copying it correctly.

Students make their own repeating pattern, such as red-blue-red-blue, using objects, colors, sounds, or movements, then explain what the pattern is doing.