# Kindergarten: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 24 concepts ready. In the app: https://ai.page/roadmap/ga-kindergarten Part of: [Georgia: Mathematics](https://ai.page/roadmap/ga.md) Goal: Georgia academic standards: Mathematics, Kindergarten ## 1. Geometric & Spatial Reasoning · Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures. - [2-D shapes](https://ai.page/c/2-d-shapes/index.md): Recognise and name common 2-D shapes (circles, triangles, rectangles including squares) - [Combining Simple Shapes](https://ai.page/c/combining-simple-shapes/index.md): Compose simple shapes to form larger shapes (e.g. two triangles make a rectangle) - [Composing Shapes](https://ai.page/c/composing-shapes/index.md): Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, quarter-circles) to create composite shapes, and compose new shapes from the composite shape - [Positional Language](https://ai.page/c/positional-language/index.md): Describe the position of objects using terms such as above, below, beside, in front of, behind, next to - [3-D shapes (age 5+)](https://ai.page/c/3-d-shapes-age-5/index.md): Analyse and compare 2-D and 3-D shapes using informal language to describe sides, vertices, and other attributes ## 2. Measurement & Data Reasoning · Observe, describe, and compare the physical and measurable attributes of objects and analyze graphical displays of data to answer relevant questions. - [Measurable Attributes of Objects](https://ai.page/c/measurable-attributes-of-objects/index.md): Describe and identify measurable attributes of objects such as length, height, weight, and capacity; use comparative language (longer, shorter, heavier, lighter, more, less) - [Sorting into categories](https://ai.page/c/sorting-into-categories/index.md): Classify objects into given categories, count the number in each category, and sort the categories by count ## 3. Patterning & Algebraic Reasoning · Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time. - [Patterns & Sequences](https://ai.page/c/patterns-and-sequences/index.md): Order and arrange combinations of mathematical objects in patterns and sequences ## 4. Numerical Reasoning · Explain the concepts of addition, subtraction, and equality and use these concepts to solve real-life problems within 10. - [Representing Addition and Subtraction](https://ai.page/c/representing-addition-and-subtraction/index.md): Represent addition and subtraction using objects, drawings, and mental images - [Addition and subtraction word problems](https://ai.page/c/addition-and-subtraction-word-problems/index.md): Solve addition and subtraction word problems within 10 using objects or drawings - [Finding a missing number in addition](https://ai.page/c/finding-a-missing-number-in-addition/index.md): Understand subtraction as finding an unknown addend (e.g. 10 − 8 = ? is the same as 8 + ? = 10) - [Numbers up to 10 into pairs](https://ai.page/c/numbers-up-to-10-into-pairs/index.md): Decompose numbers up to 10 into pairs in more than one way (part-part-whole) ## 5. Numerical Reasoning · Identify, write, represent, and compare numbers up to 20. - [Comparing groups: more or fewer](https://ai.page/c/comparing-groups-more-or-fewer/index.md): Compare two groups of objects to determine which has more, fewer, or whether they are equal, using matching and counting strategies - [Counting objects to 20](https://ai.page/c/counting-objects-to-20/index.md): Count a set of objects to answer 'how many?' for sets up to 20 (arranged in lines, arrays, circles, or scattered) - [Reading and writing numbers to 20](https://ai.page/c/reading-and-writing-numbers-to-20/index.md): Read and write numerals from 0 to 20 ## 6. Numerical Reasoning · Use place value understanding to compose and decompose numbers from 11–19. - [The teen numbers](https://ai.page/c/the-teen-numbers/index.md): Understand that the teen numbers (11–19) are composed of ten ones and some further ones (early place value) ## 7. Numerical Reasoning · Use count sequences within 100 to count forward and backward in sequence. - [Counting forwards and backwards](https://ai.page/c/counting-forwards-and-backwards/index.md): Count forwards and backwards in steps of 3 from 0 - [Rote counting to 100](https://ai.page/c/rote-counting-to-100/index.md): Rote count forwards and backwards from 0 to 100, beginning from 0, 1, or any given number, by ones ## 8. Numerical Reasoning · Demonstrate and explain the relationship between numbers and quantities up to 20; connect counting to cardinality (the last number counted represents the total quantity in a set) - [Connecting Representations](https://ai.page/c/connecting-representations/index.md): Move between real-world situations, drawings, and number sentences, explaining how each representation connects to the others (quantitative reasoning) - [How Many in Total?](https://ai.page/c/how-many-in-total/index.md): Cardinality principle: the last number said when counting a set tells how many objects are in the set, regardless of arrangement or order counted - [One More Each Time](https://ai.page/c/one-more-each-time/index.md): Each successive counting number represents a quantity that is one larger than the previous number ## 9. Mathematical Practices · Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective - [Explaining Mathematical Reasoning](https://ai.page/c/explaining-mathematical-reasoning/index.md): With teacher prompting, explain and justify mathematical reasoning using drawings, number sentences, or words - [Making Sense of Problems](https://ai.page/c/making-sense-of-problems/index.md): Make sense of a problem by identifying what is being asked, choosing concrete objects or pictures to represent the situation, and explaining a pathway to the solution - [Precise Maths Communication](https://ai.page/c/precise-maths-communication/index.md): Communicate with mathematical precision: use correct vocabulary, specify units, and use symbols accurately ## Health: 0 of 100 Of its 24 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - 2-D shapes has no explanation yet - Combining Simple Shapes has no explanation yet - Composing Shapes has no explanation yet - Positional Language has no explanation yet - 3-D shapes (age 5+) has no explanation yet - Measurable Attributes of Objects has no explanation yet - Sorting into categories comes before Counting objects to 20, which it needs - Sorting into categories has no explanation yet - Patterns & Sequences has no explanation yet - Representing Addition and Subtraction has no explanation yet - Addition and subtraction word problems has no explanation yet - Finding a missing number in addition has no explanation yet - Numbers up to 10 into pairs has no explanation yet - Comparing groups: more or fewer has no explanation yet - Counting objects to 20 comes before How Many in Total?, which it needs - Counting objects to 20 has no explanation yet - Reading and writing numbers to 20 comes before How Many in Total?, which it needs - Reading and writing numbers to 20 has no explanation yet - The teen numbers comes before How Many in Total?, which it needs - The teen numbers has no explanation yet - Counting forwards and backwards has no explanation yet - Rote counting to 100 has no explanation yet - Connecting Representations has no explanation yet - How Many in Total? has no explanation yet - One More Each Time has no explanation yet - Explaining Mathematical Reasoning has no explanation yet - Making Sense of Problems has no explanation yet - Precise Maths Communication has no explanation yet Credit: The structure of Georgia academic standards: Mathematics (https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/Mathematics/Georgia-K12-Mathematics-Standards/Georgia-Mathematics-Curriculum-Maps/HS-Algebra-Mathematics-Curriculum-Map-NEW-2023.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.