Counting And Cardinality 
K.CC: Compare Numbers. 
K.CC.6  Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 

K.CC.7  Compare two numbers between 1 and 10 presented as written numerals. 
Count To Tell The Number Of Objects. 
K.CC.4  Understand the relationship between numbers and quantities; connect counting to cardinality. 

K.CC.4.a  When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 

K.CC.4.b  Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 

K.CC.4.c  Understand that each successive number name refers to a quantity that is one larger. 

K.CC.5  Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. 
Know Number Names And The Count Sequence. 
K.CC.1  Count to 100 by ones and by tens. 

K.CC.2  Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 

K.CC.3  Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). 
Measurement And Data 
1.MD: Measure Lengths Indirectly And By Iterating Length Units. 
1.MD.1  Order three objects by length; compare the lengths of two objects indirectly by using a third object. 

1.MD.2  Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 
2.MD: Measure And Estimate Lengths In Standard Units. 
2.MD.1  Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 

2.MD.2  Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 
Work With Time And Money. 
2.MD.7  Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 

2.MD.8  Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 
K.MD: Describe And Compare Measurable Attributes. 
K.MD.1  Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 

K.MD.2  Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 
3.NF: Develop Understanding Of Fractions As Numbers. 
3.NF.1  Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 
Operations And Algebraic Thinking 
1.OA: Add And Subtract Within 20. 
1.OA.6  Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 
Represent And Solve Problems Involving Addition And Subtraction. 
1.OA.1  Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2 

1.OA.2  Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 
Work With Addition And Subtraction Equations. 
1.OA.8  Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �. 
2.OA: Add And Subtract Within 20. 
2.OA.2  Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two onedigit numbers. 
Represent And Solve Problems Involving Addition And Subtraction. 
2.OA.1  Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 
K.OA: Understand Addition As Putting Together And Adding To, And Under Stand Subtraction As Taking Apart And Taking From. 
K.OA.1  Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 

K.OA.2  Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 