What does a student learn in StateLouisiana,GradeKindergarten,SubjectMathematics?

Students learn the names of numbers and how to say them in order. This is the foundation for all the counting work they do in kindergarten.

Students count out loud from 1 to 100, one number at a time, then practice counting by tens: 10, 20, 30, all the way to 100.

Starting from any number, students count forward without going back to 1 first. If asked to start at 6, they say 6, 7, 8, 9 and keep going.

Students write the numbers 0 through 20 and match each number to a group of objects. Zero means nothing is there, and that counts too.

Students count a group of objects to find out how many there are. They point to each object one at a time and give it a number, then say the total aloud.

Counting a group of objects means the last number said tells how many there are total. Students practice this by counting real things, like crayons or blocks, until the final count and the actual amount match up.

Counting means one number word for each object, nothing skipped, nothing counted twice. Students point to each item as they count it out loud.

The last number said when counting a group tells how many are in the group. It doesn't matter if the objects are spread out or stacked up, the count stays the same.

Counting up means each new number is exactly one more than the one before it. Students learn that 6 is one more than 5, and 7 is one more than 6.

Students count a group of objects and say how many there are. This works with up to 20 things arranged in a line, a scattered pile, or an array, and with up to 10 things when asked to count out a specific number.

Students count up to 20 objects laid out in a row, a grid, or a circle. The arrangement changes, but the counting stays the same.

Students count a small group of objects (up to 10) that are spread out randomly, not lined up in a neat row. This builds the habit of keeping track even when things are jumbled.

Given a number up to 20, students find and count out that many objects, like blocks or coins. It's the flip side of counting a pile: starting with the number and building the group to match it.

Students look at two groups of objects and decide which has more, which has fewer, or whether both groups are equal.

Students look at two groups of objects and decide which group has more, which has less, or whether they have the same amount. Counting or lining objects up side by side helps make the comparison.

Students look at two written numbers, both between 1 and 10, and decide which is bigger, which is smaller, or whether they are the same.

Addition means combining groups to find a total. Subtraction means removing or splitting a group to find what's left. Students work with small numbers to build both ideas using objects, fingers, and drawings.

Students show adding and subtracting in different ways: using fingers, drawing pictures, acting out a story, or writing a number sentence like 2 + 1 = 3.

Students solve simple story problems about adding or taking away, using objects or drawings to find the answer. All numbers stay within 10.

Students learn that one number can be split apart in different ways. For example, 5 can be 4 and 1, or 2 and 3. They show each split with a drawing or a simple equation.

Students figure out what number pairs with a given number to make 10. If you show them 6, they find 4. They practice this with objects or drawings until the pairs feel automatic.

Students quickly and accurately add and subtract with numbers up to 5. By the end of kindergarten, answers like 2 + 3 or 4 minus 1 should come without counting on fingers.

Numbers 11 through 19 are each made of a ten and some leftover ones. Students learn to see 14, for example, as one group of ten plus four singles, which sets up how place value works in later grades.

Students learn that the numbers 11 through 19 are each made of one group of ten and some leftover ones. Counting 14 blocks, for example, means one full group of ten and four more.

Numbers like 13 or 17 are built from one full group of ten plus some left over. Students learn to see any teen number as "ten and a little more" instead of just a count.

Students break numbers like 13 or 17 into a group of ten and some leftovers. They build this with blocks or drawings to see how two-digit numbers are put together.

Students draw or write an equation to show how a number like 18 is made from a ten and some ones. A simple picture or number sentence such as 18 = 10 + 8 is enough.

Students look at objects and describe how they differ by size, length, or weight. They practice saying things like "this crayon is longer" or "that block is heavier" before numbers enter the picture.

Students pick up an object and describe what they notice about it: how long it is, how heavy it feels, how tall it stands. One object can have several of these qualities at once.

Students pick two objects and compare them side by side to figure out which is taller, shorter, heavier, or longer. They put the difference into words.

Students sort objects into groups (by color, shape, or size) and count how many are in each group.

Students sort everyday objects into groups by color, shape, or size, then count how many are in each group. They also compare the groups to see which has more or fewer.

Students identify coins by name and know the value each one stands for. They practice using pennies, nickels, dimes, and quarters in simple, real-world situations.

Students learn the names and cent values of everyday coins: a penny is 1 cent, a nickel is 5, a dime is 10, and a quarter is 25.

Students learn to name and describe everyday shapes like squares, circles, triangles, and cubes. They practice telling shapes apart by what they look like, whether flat or solid.

Students look around the room and name the shapes they see, like a square window or a round clock, then describe where things are using words like above, below, beside, and next to.

Students can name a triangle whether it's tiny or tilted, and a rectangle whether it's tall or wide. The shape's name doesn't change just because it's flipped around or a different size.

Students sort shapes into two groups: flat shapes you can draw on paper, like a square or circle, and solid shapes you can pick up and hold, like a block or a ball.

Students sort, compare, and build shapes by looking at how many sides they have, how long those sides are, and whether the corners are sharp or flat.

Students look at shapes like squares, triangles, and boxes, then describe what makes them alike or different. They talk about how many sides or corners a shape has, and whether its sides are the same length.

Students build and draw basic shapes like circles, squares, and triangles. They use materials like sticks and clay to make shapes they see in the real world.

Students put small shapes together to build a bigger one, like sliding two triangles side by side to make a square. They learn that larger shapes are made of smaller pieces.