What does a student learn in
California, Kindergarten, Mathematics ?

Students count to 100 out loud, moving one number at a time or jumping by tens. This is the foundation for every addition and money problem they will meet in first grade.

Students practice counting forward from any number, not just from 1. Given a starting number like 4 or 7, they keep the sequence going from there.

Students write the numbers 0 through 20 and match each number to the right count of objects. Zero means nothing is there.

Counting a group of objects means the last number said tells how many there are total. Students also learn that each next number is always one more than the one before.

Count a group of up to 20 objects arranged in a line or circle, and up to 10 objects scattered randomly. Students also count out a specific number of objects when asked, and say which group has more.

Students compare two groups of objects and decide which group has more, which has fewer, or whether both groups have the same amount.

Students look at two written numbers and say which one is bigger or smaller. This is an early step toward understanding how numbers relate to each other.

Students name the shapes they see around them, like circles, squares, and triangles, then describe where things are using words like above, below, beside, and next to.

Students learn to name shapes like circles, triangles, and squares no matter how big they are or which way they're turned. A triangle lying on its side is still a triangle.

Students sort shapes into two groups: flat shapes like circles and squares, and solid shapes like cubes and cones. They compare shapes by size and sides, then use smaller shapes to build bigger ones.

Students look at shapes like squares, triangles, and boxes, then describe what makes them alike or different. They notice things like how many sides or corners a shape has, whether the sides are equal, and whether the shape is flat or solid.

Students build shapes by hand, using materials like sticks and clay, and by drawing them. The focus is on how shapes are actually put together, not just what they look like in a picture.

Students fit small shapes together to build bigger ones, like joining two triangles side by side to make a rectangle. This is early practice in seeing how shapes combine and relate to each other.

Students look at shapes like squares and circles to spot patterns in how they're put together. That noticing helps them understand addition and subtraction.

Students sort and describe shapes by noticing what makes them alike or different, such as how many sides or corners each one has.

Students pick up an object and describe what can be measured about it: how long it is, how heavy it feels, or how tall it stands. One object can have more than one measurable attribute.

Students pick two objects, like two pencils or two cups, and decide which one is taller, longer, or heavier. Then they put a group of objects into categories and count how many are in each group.

Students sort everyday objects into groups (by color, shape, or size), count how many are in each group, and put the groups in order from smallest to biggest.

Students break numbers like 13 or 17 into a group of ten and some leftovers. 13 is ten and three more. This is the first step toward understanding how our number system works.

Adding and subtracting can be shown in lots of ways. Students use fingers, drawings, claps, or small objects to act out simple math problems before writing any numbers down.

Students solve simple adding and subtracting stories using numbers up to 10. They can use blocks, fingers, or drawings to figure out the answer.

Students break a small number into two parts in more than one way. For example, 7 can be split into 3 and 4, or into 6 and 1, and students draw or write an equation to show each split.

Students pick a number between 1 and 9, then figure out how many more are needed to reach 10. They show the answer by drawing or writing a simple equation.

Students quickly and correctly add and subtract small numbers, like 2 + 3 or 4 minus 1, without counting on fingers. The goal is confident recall, not working it out each time.