How to learn Kindergarten: Mathematics

Indiana academic standards: Mathematics, Kindergarten

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1. Data Analysis · With guidance, collect and organize data into simple bar graphs, pictographs, and/or tables to identify patterns and make comparisons. (E)

1. Pictograms and tally charts: Interpret and construct simple pictograms, tally charts, block diagrams, and simple tables

2. Measurement · Identify and use appropriate terms to describe intervals of time including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year; describe how calendars an

1. Comparing durations: Use comparative language for time: quicker, slower, earlier, later
2. Telling time to the minute: Measure and begin to record time in hours, minutes, and seconds
3. Ordering Events in Time: Sequence events in chronological order using language such as before, after, next, first, today, yesterday, tomorrow, morning, afternoon, evening

3. Measurement · Make direct comparisons of the length, capacity, weight, and temperature of objects, and identify which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more

1. Measurable Attributes of Objects: Describe and identify measurable attributes of objects such as length, height, weight, and capacity; use comparative language (longer, shorter, heavier, lighter, more, less)
2. Comparing Lengths & Heights: Compare two objects directly by length or height and describe the difference using language such as long, short, tall, longer, shorter, taller, double, half

4. Geometry · Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices

1. 3-D shapes (age 5+): Analyse and compare 2-D and 3-D shapes using informal language to describe sides, vertices, and other attributes

5. Computation and Algebraic Thinking · Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes.

1. Patterns & Sequences: Order and arrange combinations of mathematical objects in patterns and sequences

6. Computation and Algebraic Thinking · Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing

1. Number bonds to 9: Find the number that makes 10 when added to a given number from 1 to 9 (number bonds to 10)

7. Computation and Algebraic Thinking · Use objects or drawings to model the decomposition of numbers less than 10 into pairs in more than one way. Identify corresponding equations. (E)

1. Numbers up to 10 into pairs: Decompose numbers up to 10 into pairs in more than one way (part-part-whole)

8. Computation and Algebraic Thinking · Solve real-world problems that involve addition and subtraction within 10 using modeling with objects or drawings. (E)

1. Addition and subtraction word problems: Solve addition and subtraction word problems within 10 using objects or drawings
2. Using objects to model real problems: Use objects, drawings, or simple number sentences to represent a real-world situation (early mathematical modelling)

9. Number Sense · Define and model a "ten" as a group of ten ones. Model equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. (E)

1. A Ten Is Ten Ones: Understand that 10 can be thought of as a bundle of ten ones — called a 'ten'

10. Number Sense · Compare the values of two numbers from 1 to 20 presented as written numerals.

1. Reading and writing numbers to 20: Read and write numerals from 0 to 20
2. Number Words to Twenty: Read and write number words from one to twenty
3. Two written numerals between 1 and 10: Compare two written numerals between 1 and 10 to determine which is greater or less

11. Number Sense · Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies).

1. Comparing groups: more or fewer: Compare two groups of objects to determine which has more, fewer, or whether they are equal, using matching and counting strategies

12. Number Sense · Identify sets of 1 to 10 objects in patterned arrangements and tell how many without counting. (E)

1. Counting objects to 20: Count a set of objects to answer 'how many?' for sets up to 20 (arranged in lines, arrays, circles, or scattered)

13. Number Sense · Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that th

1. One-to-one counting: One-to-one correspondence when counting objects: each object is paired with exactly one number name

14. Number Sense · Count to at least 100 by ones and tens. Count by one from any given number. (E)

1. Counting in 2s: Count in multiples of 2, 5, and 10 (skip counting)