What does a student learn in StateWest Virginia,GradeKindergarten,SubjectMathematics?

Students count out loud from 1 to 100 and learn the names and order of numbers. They practice saying numbers in sequence, including counting on from any number, not just from 1.

Students count out loud from 1 to 100, one number at a time, then practice again by jumping in steps of ten: 10, 20, 30, all the way to 100.

Starting from any number, students count forward without going back to 1 first. If asked to start at 6, they say 6, 7, 8, 9 and keep going.

Students write the numbers 0 through 20 and match each number to a group of objects. Zero means the group is empty.

Students count a small group of objects and say how many there are in total. The number they land on last is the answer.

Counting a group of objects means the last number said tells how many there are total. Students practice this by counting out loud and stopping at the right number when asked to show a certain amount.

Students count a group of objects by touching or pointing to each one exactly once, saying one number per object. This one-to-one matching is how counting gives a group its total.

When students count a group of objects, the last number they say is the total. It doesn't matter how the objects are arranged or what order they were counted in. The answer stays the same.

Each new counting number means one more object than the one before it. Students learn that 6 is just 5 with one added, and 9 is just 8 with one added.

Students count up to 20 objects arranged in a line, circle, or grid, and up to 10 objects scattered randomly. They also hear a number and count out exactly that many objects.

Students look at two numbers and decide which is bigger, which is smaller, 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. They figure this out by counting or by pairing objects one to one.

Students look at two numbers written on the page and decide which one is bigger, which is smaller, or whether they match. Numbers can be anywhere from 0 to 20.

Adding means putting two groups together to get a bigger number. Subtracting means taking some away to get a smaller one. Students work with both ideas using objects, fingers, or drawings.

Students use objects, fingers, drawings, or simple movements to show what adding and subtracting mean before writing any numbers down.

Students solve simple add-and-take-away story problems using objects or drawings. The numbers stay within 10.

Students break a small number into two groups in different ways, like showing that 7 can be split into 5 and 2 or into 6 and 1. They record each split with a drawing or a simple equation.

Starting with any number from 1 to 9, students figure out what to add to reach exactly 10. They show their answer by drawing or writing a simple equation.

Students add and subtract with numbers up to 5 quickly and accurately. They build enough practice to get the answer without counting on their fingers every time.

Students spot repeating patterns, like colors in a row or shapes on a page, and figure out what comes next.

Students spot repeating patterns, like red-blue-red-blue or circle-square-circle-square, and make their own. They practice with colors, shapes, and sizes.

Students break numbers like 13 or 17 into a group of ten and some leftovers. That hands-on counting lays the groundwork for understanding how bigger numbers are built.

Students learn that teen numbers are just ten plus a few extras. Counting out 14 objects, for example, means one full group of ten and four left over. Students draw or write that as 10 + 4.

Students pick up two objects and describe which one is longer, heavier, or taller. They use words like "bigger" and "shorter" to compare what they notice.

Students pick up an object and describe what can be measured about it, like how long it is or how heavy it feels. One object can have more than one attribute worth noticing.

Students pick up two objects and compare them directly, such as holding two pencils side by side to find which one is longer or shorter. They say out loud what they notice about the difference.

Students sort a group of objects into categories, like colors or shapes, then count how many are in each group.

Students sort everyday objects into groups, count how many are in each group, and arrange the groups from smallest to biggest. Each group has 10 or fewer items.

Students sort coins by name and recognize what each one is worth. They practice identifying pennies, nickels, dimes, and quarters by sight.

Students learn to recognize a penny, nickel, dime, and quarter by sight. They practice naming each coin and telling them apart from one another.

Students count a small pile of pennies, one by one, up to twenty. It builds the habit of careful counting with real objects they already know.

Students learn to name and describe basic shapes, from flat ones like circles and triangles to solid ones like cubes and spheres. They practice spotting those shapes in pictures and in the real world.

Students name the shapes they see in everyday objects, like a clock or a door, 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 or tilted. The name of a shape doesn't change when it's turned, flipped, or drawn bigger or smaller.

Students sort everyday objects like a coin or a book into flat shapes and solid shapes. They learn that flat shapes lie on a surface while solid shapes take up space you can hold in your hand.

Students name everyday shapes like circles, squares, and triangles, then sort and compare them by size or side count. They also put smaller shapes together to build new ones.

Students look at flat and solid shapes, like squares, triangles, and boxes, and put into words what makes them alike or different. They notice things like how many sides or corners a shape has.

Students build and draw basic shapes like squares, triangles, and circles. They might use sticks and clay or pencil and paper to recreate shapes they see in the real world.

Students put simple shapes together to build a bigger one, like sliding two triangles side by side to make a rectangle. The focus is on how pieces fit when their full edges touch.