# Kindergarten: Mathematics A course roadmap (maths). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 21 concepts ready. In the app: https://ai.page/roadmap/sc-kindergarten Part of: [South Carolina: Mathematics](https://ai.page/roadmap/sc.md) Goal: South Carolina academic standards: Mathematics, Kindergarten ## 1. Patterns, Algebra, and Functional Reasoning · Recognize, describe, extend, and create patterns. - [Patterns & Sequences](https://ai.page/c/patterns-and-sequences/index.md): Order and arrange combinations of mathematical objects in patterns and sequences ## 2. Patterns, Algebra, and Functional Reasoning · Develop an understanding of the relationship between addition and subtraction to solve problems. - [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) ## 3. Numerical Reasoning · Demonstrate the ability to compare quantities of objects and numerals representing quantities of objects. - [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 ## 4. Numerical Reasoning · Demonstrate and explain the relationship between numbers and quantities.Count forward by ones and tens to 100 and backward from 10 by ones. - [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) - [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) ## 5. Numerical Reasoning · Represent multi-digit numbers in a variety of ways to build the foundation for place value understanding. - [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 - [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) - [Representing Numbers](https://ai.page/c/representing-numbers/index.md): Identify, represent, and estimate numbers using different representations including the number line ## 6. Measurement, Geometry, and Spatial Reasoning · Analyze, describe, and manipulate shapes to make sense of their relationships in mathematical and real-world situations. - [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 - [2-D shapes](https://ai.page/c/2-d-shapes/index.md): Recognise and name common 2-D shapes (circles, triangles, rectangles including squares) ## 7. Measurement, Geometry, and Spatial Reasoning · Describe and compare objects in real-world situations using units of length, weight, money, and time. - [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) - [Comparing Lengths & Heights](https://ai.page/c/comparing-lengths-and-heights/index.md): Compare two objects directly by length or height and describe the difference using language such as long, short, tall, longer, shorter, taller, double, half ## 8. Data, Probability, and Statistical Reasoning · Collect and organize data and communicate through multiple representations.Sort pictures or objects into at least two categories. Count to determine how - [Sorting Data into Categories](https://ai.page/c/sorting-data-into-categories/index.md): Organise and represent data with up to three categories by counting objects in each category and sorting categories by quantity ## 9. Mathematical Process Standards · Structure & Patterns - [Generalising Patterns](https://ai.page/c/generalising-patterns/index.md): Recognise and use repeated reasoning to generalise: spot calculation patterns, describe rules for sequences, and predict results using known mathematical facts ## 10. Mathematical Process Standards · Analyze & Justify - [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 ## 11. Mathematical Process Standards · Connections - [Real-World to Maths Connections](https://ai.page/c/real-world-to-maths-connections/index.md): Move between a real-world situation and a mathematical representation using concrete objects, drawings, diagrams, tables, number sentences, or bar models ## 12. Mathematical Process Standards · Representation & Communication - [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 ## 13. Mathematical Process Standards · Problem Solving - [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 ## Health: 0 of 100 Of its 21 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): - 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 has no explanation yet - Counting forwards and backwards (age 6+) has no explanation yet - Reading and writing numbers to 20 has no explanation yet - The teen numbers has no explanation yet - Representing Numbers has no explanation yet - Positional Language has no explanation yet - 2-D shapes has no explanation yet - Measurable Attributes of Objects has no explanation yet - Comparing Lengths & Heights has no explanation yet - Sorting Data into Categories has no explanation yet - Generalising Patterns has no explanation yet - Explaining Mathematical Reasoning has no explanation yet - Real-World to Maths Connections has no explanation yet - Precise Maths Communication has no explanation yet - Making Sense of Problems has no explanation yet Credit: The structure of South Carolina academic standards: Mathematics (https://ed.sc.gov/instruction/standards/mathematics/standards/2025-south-carolina-college-and-career-ready-mathematics-standards/); 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.