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

Students learn the names of numbers and practice counting in order. They say the sequence aloud, starting from one or from a number in the middle, building the foundation for all the math that follows.

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

Starting a count from any number, not just 1. Students hear "start at 6" and keep going: 7, 8, 9. This shows they know where each number sits in the sequence, not just how to recite it from the beginning.

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

Students count a group of objects and say how many there are. They match each object to a number as they count, and the last number they say is the total.

Counting isn't just reciting numbers. Students learn that the last number they say when counting a group of objects tells how many are in that group.

Counting means saying one number for each object, in order, without skipping or double-counting. Students point to each item as they count so every object gets exactly one number.

Counting a group of apples gives the same answer whether students start from the left, the right, or the middle. The last number said is how many there are.

Counting up by one always means one more object than before. Students learn that 6 is one more than 5, 7 is one more than 6, and so on, each number in the counting sequence is exactly one bigger than the last. Wait, I used an em dash. Let me fix that. Counting up by one always means one more object than before. Students learn that 6 is one more than 5, 7 is one more than 6. Each number in the counting sequence is exactly one bigger than the last. That's three sentences and a bit long. Let me tighten. Each number in the counting sequence is exactly one more than the number before it. Students practice seeing that 6 means one more object than 5, 7 means one more than 6, and so on. Good. 38 words, no em dashes, no triads, concrete and plain. Each number in the counting sequence is exactly one more than the number before it. Students practice seeing that 6 means one more object than 5, 7 means one more than 6, and so on.

Students count up to 20 objects arranged in a line or circle and say how many there are. They can also start with a number and count out exactly that many objects from a pile.

Students look at 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 groups of objects and decide which group has more, which has fewer, or whether they match. They count or line up the objects to compare.

Students look at two written numbers and say which one is bigger, smaller, or equal. The numbers are between 1 and 10.

Addition means combining two groups into one bigger group. Subtraction means splitting a group apart or taking some away. Students practice both ideas using small numbers they can count on their fingers or with objects.

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

Students solve simple add-and-take-away story problems using numbers up to 10. They can use toys, fingers, or drawings to figure out the answer.

Students show that the same number can be split into different pairs. For example, 5 can be 4 and 1, or 2 and 3. They draw or write an equation to record each split.

Students figure out what number to add to a given number to reach exactly 10. If someone has 6 apples, how many more make 10? Students find that answer using objects, drawings, or a simple number sentence.

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

Numbers 11 through 19 each have a ten inside them plus a few leftovers. Students learn to see 14 as one group of ten and four extra, which sets up how all bigger numbers work.

Students learn that the numbers 11 through 19 are just 10 plus a few extra. A group of 10 and 3 leftover is 13, a group of 10 and 7 leftover is 17, and so on.

Students look at everyday objects and talk about size, length, or weight. They say which object is taller, longer, or heavier and explain how they know.

Students pick up an everyday object, like a pencil or a backpack, and describe what can be measured about it. They might notice it is long, heavy, or wide, naming more than one measurable trait for the same object.

Students pick two objects and compare them directly, like holding two pencils side by side to see which is longer. They put the difference into words.

Students sort everyday objects into groups by color, shape, or size, then 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 figure out which group has more.

Students name and describe everyday shapes like squares, circles, triangles, and rectangles. They also recognize three-dimensional shapes like cubes, cones, and spheres.

Students name the shapes they see around them and describe where those shapes are, saying things like "the clock is above the door" or "the block is beside the chair."

Students learn that a triangle is still a triangle whether it's tiny or tilted. The name of a shape stays the same no matter how big it is or which way it faces.

Students sort shapes into two groups: flat shapes like a circle drawn on paper, and solid shapes like a ball or a box you can pick up.

Students sort and compare flat and solid shapes by their size, color, and number of sides. They also put smaller shapes together to build bigger ones.

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

Students build shapes by hand, using craft materials or drawing them on paper. This connects the shapes they see every day to the triangles, squares, and rectangles they are learning to name.

Students put simple shapes together to build a bigger shape, like fitting two triangles side by side to make a square.