# Kindergarten: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 20 concepts ready. In the app: https://ai.page/roadmap/ne-kindergarten Part of: [Nebraska: Mathematics](https://ai.page/roadmap/ne.md) Goal: Nebraska academic standards: Mathematics, Kindergarten ## 1. Kindergarten · Classification: Students will sort and classify objects using one or more attributes. - [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 ## 2. Kindergarten · Time and Money: Students will know coin names and values and tell time to the hour. - [Telling Time: Hours and Half Hours](https://ai.page/c/telling-time-hours-and-half-hours/index.md): Tell the time to the hour and half past the hour, and draw clock hands to show these times - [Halves and quarters (age 7+)](https://ai.page/c/halves-and-quarters-age-7/index.md): Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately ## 3. Kindergarten · Measurement: Students will describe and compare measurable attributes. - [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) ## 4. Kindergarten · Shapes and Their Attributes: Students will identify and represent the attributes of two-dimensional shapes and three-dimensional solids. - [2-D shapes](https://ai.page/c/2-d-shapes/index.md): Recognise and name common 2-D shapes (circles, triangles, rectangles including squares) - [3-D shapes](https://ai.page/c/3-d-shapes/index.md): Recognise and name common 3-D shapes (cubes, cuboids, pyramids, spheres, cylinders, cones) - [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 ## 5. Kindergarten · Number and Algebraic Relationships: Students will understand and demonstrate the meaning of addition and subtraction. - [Addition as combining or putting together two](https://ai.page/c/addition-as-combining-or-putting-together-two/index.md): Understand addition as combining or putting together two groups to find the total - [Representing Addition and Subtraction](https://ai.page/c/representing-addition-and-subtraction/index.md): Represent addition and subtraction using objects, drawings, and mental images - [Fluent adding and subtracting within 5](https://ai.page/c/fluent-adding-and-subtracting-within-5/index.md): Fluently add and subtract within 5 - [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) ## 6. Kindergarten · Base Ten: Students will work with numbers 11 to 19 to gain a foundation for place value. - [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. Kindergarten · Counting and Cardinality: Students will understand the relationship between numbers and quantities. - [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 - [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 - [Counting forwards and backwards (age 6+)](https://ai.page/c/counting-forwards-and-backwards-age-6/index.md): Count forwards and backwards in tens from any number (not just multiples of 10) - [Counting forwards and backwards](https://ai.page/c/counting-forwards-and-backwards/index.md): Count forwards and backwards in steps of 3 from 0 - [One-to-one counting](https://ai.page/c/one-to-one-counting/index.md): One-to-one correspondence when counting objects: each object is paired with exactly one number name - [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) - [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 ## Health: 0 of 100 Of its 20 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): - Sorting into categories comes before Counting objects to 20, which it needs - Sorting into categories has no explanation yet - Telling Time: Hours and Half Hours comes before Reading and writing numbers to 20, which it needs - Telling Time: Hours and Half Hours has no explanation yet - Halves and quarters (age 7+) has no explanation yet - Measurable Attributes of Objects has no explanation yet - 2-D shapes has no explanation yet - 3-D shapes has no explanation yet - 3-D shapes (age 5+) has no explanation yet - Addition as combining or putting together two has no explanation yet - Representing Addition and Subtraction has no explanation yet - Fluent adding and subtracting within 5 has no explanation yet - Finding a missing number in addition has no explanation yet - Numbers up to 10 into pairs has no explanation yet - The teen numbers comes before Reading and writing numbers to 20, which it needs - The teen numbers has no explanation yet - Comparing groups: more or fewer has no explanation yet - Reading and writing numbers to 20 has no explanation yet - Counting forwards and backwards (age 6+) has no explanation yet - Counting forwards and backwards has no explanation yet - One-to-one counting has no explanation yet - Counting objects to 20 has no explanation yet - One More Each Time has no explanation yet Credit: The structure of Nebraska academic standards: Mathematics (https://www.education.ne.gov/wp-content/uploads/2022/10/Nebraskas-College-and-Career-Ready-Standards-for-Mathematics-Final-10.20.22.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.