Early Learning Content Standards for Mathematics
Number, Number Sense and Operations for Early ChildhoodNumber and Number Sense| 1. | Count to 10 in the context of daily activities and play (e.g., number songs). (REC Resources) | | 2. | Touch objects and say the number names when counting in the context of daily activities and play (e.g., cookies on a plate, steps on a set of stairs). (REC Resources) | | 3. | Demonstrate one-to-one correspondence when counting objects (e.g., give one cookie to each child in group). (REC Resources) | | 4. | Determine "how many" in sets of 5 or fewer objects. (REC Resources) | | 5. | Construct two sets of objects, each containing the same number of objects (e.g., 5 crayons and 5 blocks). (REC Resources) | | 6. | Compare sets of equal, more, and fewer and use the language of comparison (e.g., equal, more and fewer). (REC Resources) | | 7. | Group and regroup a given set in the context of daily activities and play (e.g., 5 blocks can be 2 blue and 3 green or 1 blue and 4 green). (REC Resources) | | 8. | Represent quantity using invented forms (e.g., child's marks to represent a quantity of objects). (REC Resources) | | 9. | Write numerical representations (e.g., scribbles, reversals) or numerals in meaningful context (e.g., play situations). (REC Resources) | | 10. | Identify and name numerals 0-9. (REC Resources) | | 11. | Compare and order whole numbers up to 5. (REC Resources) | | 12. | Identify penny, nickel, dime and quarter and recognize that coins have different values. (REC Resources) |
Meaning of Operations| 13. | Construct sets with more or fewer objects than a given set. (REC Resources) | | 14. | Count on (forward) using objects such as cards, number cubes or dominoes that have familiar dot patterns (e.g., when selecting 5 apples from a bag, takes out two and continues counting 3, 4, 5). (REC Resources) | | 15. | Join two sets of objects to make one large set in the context of daily routines and play (e.g., combining 2 bags of raisins, each containing 3 pieces; combining 2 groups of blocks, each containing 3 blocks). (REC Resources) | | 16. | Equally distribute a set of objects into 2 or more smaller sets (e.g., shares 6 crackers with 3 friends equally). (REC Resources) |
Measurement for Early ChildhoodMeasurement Units| 1. | Begin to identify and use the language of units of time. For example: a. Day, night, week; b. Yesterday, today, tomorrow. (REC Resources) |
Use Measurement Techniques and Tools| 2. | Recognize that various devices measure time (e.g., clock, timer, calendar). (REC Resources) | | 3. | Sequence or order events in the context of daily activities and play (e.g., wash your hands before and after snacks, who’s next for the computer). (REC Resources) | | 4. | Begin to use terms to compare the attributes of objects (e.g., bigger, smaller, lighter, heavier, taller, shorter, more and less). (REC Resources) | | 5. | Order a set of objects according to size, weight or length (e.g., cups of different sizes). (REC Resources) | | 6. | Measure length and volume (capacity) using non-standard units of measure (e.g., how many paper clips long is a pencil, how many small containers does it take to fill one big container using sand, rice or beans). (REC Resources) |
Geometry and Spatial Sense for Early ChildhoodCharacteristics and Properties| 1. | Match identical two- and three-dimensional objects found in the environment in play situations (e.g., 2 squares of same size, 2 stop signs). (REC Resources) | | 2. | Sort and classify similar two- and three-dimensional objects in the environment and play situations (e.g., paper shapes, 2 balls of different size). (REC Resources) | | 3. | Identify, name, create and describe common two-dimensional shapes in the environment and play situations (e.g., circles, triangles, rectangles and squares). (REC Resources) | | 4. | Identify, name and describe three-dimensional objects using the child’s own vocabulary (e.g., sphere — "ball," cube — "box," cylinder — "can" or "tube," and cone — "ice cream cone"). (REC Resources) |
Spatial Relationships| 5. | Demonstrate and begin to use the language of the relative position of objects in the environment and play situations (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind, between, next to, right side up and upside down). (REC Resources) |
Patterns, Functions and Algebra for Early ChildhoodUse Patterns, Relations and Functions| 1. | Sort, order and classify objects by one attribute (e.g., size, color, shape, use). (REC Resources) | | 2. | Identify, copy, extend and create simple patterns or sequences of sounds, shapes and motions in the context of daily activities and play (e.g., creates red, blue, red, blue pattern with blocks). (REC Resources) |
Use Algebraic Representations| 3. | Use play, physical materials or drawings to model a simple problem (e.g., There are 6 cookies to be shared by 3 children. How many cookies can each child receive?). (REC Resources) |
Data Analysis and Probability for Early ChildhoodData Collection| 1. | Gather, sort and compare objects by similarities and differences in the context of daily activities and play (e.g., leaves, nuts, socks). (REC Resources) | | 2. | Place information or objects in a floor or table graph according to one attribute (e.g., size, color, shape or quantity). (REC Resources) |
Statistical Methods| 3. | Select the category or categories that have the most or fewest objects in a floor or table graph (e.g., favorite ice cream). (REC Resources) |
Mathematical Processes for Young Children
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