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

Students learn the names of numbers and practice counting in order. This is the foundation for every math skill that follows.

Students count 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 to 100 and count backward from 20. This is the foundation for adding and subtracting later.

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 small group of objects and say how many are in it. Touching each item once while counting, then naming the total, is the core skill.

Counting a group of objects means the last number said tells how many there are total. Students practice this by counting things they can see and touch, learning that numbers represent real amounts.

Students count a group of objects by pointing to each one and saying exactly one number out loud for each. No object gets counted twice, and no number gets skipped.

The last number said when counting a group tells how many are in the group. It doesn't matter if the objects are lined up, scattered, or counted in a different order, the total stays the same.

Counting up means each next number is always one more than the last. Students practice this by adding one object at a time and saying the new total aloud.

Students count a pile of up to 20 objects and say how many there are. If the pile gets rearranged, they know the count stays the same without starting over.

Students look at two groups of objects and say which has more, which has fewer, or whether they match. This is the first step in understanding that numbers have an order and a size.

Students look at two small groups of objects and decide which group has more, which has fewer, or whether both groups have the same amount. Groups have ten objects or fewer.

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

Addition means putting groups together to get a bigger number. Subtraction means taking some away to get a smaller one. Students practice both with small groups of objects they can count and touch.

Students show adding and subtracting with numbers up to 10 by using fingers, drawings, or objects. They practice finding out what happens when groups come together or are pulled apart.

Students hear a short story problem ("3 birds and 2 more, how many?") and solve it by counting objects, drawing a picture, or writing numbers. All problems stay within 10.

Students break a number (like 7) into two groups in different ways, such as 5 and 2, or 4 and 3. They show this by using blocks, drawings, or written numbers.

Students practice finding the missing piece that completes a group of ten. Given any number from 1 to 9, they figure out how many more are needed to reach 10, using objects, drawings, or numbers.

Students practice adding and subtracting with numbers up to 5 until the answers come quickly, without counting on fingers. That includes adding or subtracting zero.

Numbers 11 to 19 each have a ten and some leftover ones. Students break these numbers apart to see how a "ten" works, which prepares them for understanding bigger numbers later.

Students learn that numbers like 13 or 17 are really just ten plus a few extras. They practice building and breaking apart those numbers using objects, drawings, or written equations.

Students look at everyday objects and compare them by size, length, or weight. They notice that one crayon is longer or that one backpack is heavier.

Students pick up an everyday object and describe what can be measured about it. A crayon, for example, has a length, a weight, and a width. Students practice noticing more than one of those qualities at a time.

Students pick two objects and compare them side by side: which one is longer, heavier, or holds more? They then say out loud what the difference is, like "the red block is shorter than the blue block."

Students sort a group of objects into categories (by color, shape, or size) and count how many belong in each group.

Students sort everyday objects into groups by color, shape, size, or another shared trait, count how many are in each group, and arrange the groups from smallest to largest.

Students name and describe everyday shapes, from flat ones like squares and circles to solid ones like cubes and spheres. They notice how shapes look and where they show up in the world around them.

Students look at everyday objects around them and name their shapes, then describe where those objects are sitting using words like "above," "below," "beside," and "next to."

Students learn that a triangle is still a triangle whether it's big, small, tilted, or flipped. The name of a shape doesn't change just because it looks different on the page.

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

Students sort, compare, and build shapes by describing what makes them alike or different, such as how many sides they have or whether they stack and roll.

Squares, circles, cones, cubes: students look at shapes of different sizes and positions and describe what makes them alike or different. They talk about sides, corners, and faces using everyday words, not formal terms.

Students build and draw basic shapes by hand, using blocks, craft sticks, or pencil and paper. The goal is to recognize that shapes like squares and triangles show up in the real world and can be made from scratch.

Students put smaller shapes together to build a bigger one, like fitting two triangles side by side to make a square. The focus is on how flat shapes combine to fill a larger outline.