What does a student learn in
New York, Kindergarten, Mathematics ?

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

Students start counting from any number up to 100, not just from 1. If someone says "start at 47," students keep going: 48, 49, 50.

Writing numbers from 0 to 20 and matching each number to a group of objects. Students also learn that 0 means nothing is there.

Counting a group of objects means the last number said tells how many there are total. Students practice this with groups of up to 20 things, learning that each object gets exactly one count.

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

Students look at two written numbers and say which is bigger, smaller, or if they match. This is the same idea as comparing groups of objects, but now students work from the numerals alone.

Count a group of objects laid out in a line, a circle, or a grid and say how many. Students can count up to 20 objects arranged neatly, or up to 10 objects spread out randomly.

Starting with a number like 7 or 15, students gather exactly that many blocks, coins, or other objects by counting each one out loud.

Students name the shapes they see around them (a window is a rectangle, a clock is a circle) and describe where things sit using words like above, below, beside, and next to.

Students learn to name basic shapes like circles, squares, and triangles no matter how big they are or which way they face. A tilted square is still a square.

Students sort shapes into two groups: flat shapes like circles and squares, and solid shapes like balls and boxes. They explain what makes each kind different.

Students sort and compare shapes like circles, squares, and cubes by describing what makes them alike or different. They use everyday words to talk about sides, corners, and size, even when a shape is flipped or bigger than usual.

Students look at real objects around them and then build or draw the matching shape. A chair leg becomes a rectangle, a window becomes a square.

Students put simple shapes together to build bigger ones, like fitting two triangles to make a square. They learn how smaller pieces combine into a new shape.

Students look at everyday objects and describe what can be measured about them, like how long a pencil is or how heavy a backpack feels. This builds the vocabulary students need before they start measuring with rulers or scales.

Students pick up two objects and compare them side by side, then say which one is longer, heavier, or taller and by how much.

Students sort everyday objects into groups (by color, shape, or size), count how many are in each group, and figure out which group has the most or fewest.

Students learn to recognize coins, focusing on pennies and dimes. They practice telling these two apart by looking at size, color, and markings.

Students break apart numbers like 13 or 17 into a group of ten and some leftover ones. This builds the foundation for how our number system works past 10.

Adding means putting amounts together; subtracting means taking some away. Students show both ideas using fingers, pennies, drawings, or by acting out a short story with objects.

Students copy a repeating pattern, keep it going, and make one of their own using blocks, buttons, or other objects they can hold and move around.

Students practice adding and subtracting with numbers up to 10. They work out problems like 3 + 4 or 7 - 2, using fingers, drawings, or objects to find the answer.

Students hear a short story problem ("You have 7 apples and give away 3. How many are left?") and find the answer using pictures, fingers, or objects. All numbers stay at 10 or below.