• P
    Pre-Kindergarten Standards
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  • Patterns and Seriation
    • P.PS.1
      Understands characteristics of patterns and non-patterns and begins to reproduce them with at least two elements (e.g., red/blue, red/blue versus a non-pattern like a rainbow)
    • P.PS.1.a
      Child recognizes patterns and non-patterns.
    • P.PS.1.b
      Child duplicates identical patterns with at least two elements.
    • P.PS.1.c
      Child recognizes pattern units (e.g., red/blue is the pattern unit of a red/blue/red/blue/red/blue pattern; dog/cat/cow is the pattern unit of a dog/cat/cow/dog/cat/cow pattern).
    • P.PS.1.d
      Child begins to independently produce patterns with at least two elements (e.g., red/blue, red/blue), with teacher support and multiple experiences over time.
    • P.PS.2
      Sorts, orders, compares, and describes objects according to characteristics or attribute(s) (seriation)
    • P.PS.2.a
      Child places objects in increasing order of size where the increasing unit is constant (e.g., unit blocks).
    • P.PS.2.b
      Child verbalizes why objects were placed in order (e.g., describes process of how and why), with teacher support and multiple experiences over time.
  • Geometry
    • P.G.1
      Shows understanding of spatial relationships and uses position words (e.g., above, below, next to, beside, on top of, inside, outside)
    • P.G.1
      Understands various two-dimensional shapes, including circle, triangle, square, rectangle, oval, and other less common shapes (e.g., trapezoid, rhombus)
    • P.G.1.a
      Child shows understanding of positional words (receptive knowledge).
    • P.G.1.a
      Child categorizes (sorts) examples of two-dimensional shapes.
    • P.G.1.b
      Child names two-dimensional shapes.
    • P.G.1.b
      Child uses the positional terms verbally (expressive knowledge) (e.g., in front of, behind, between, over, through, under), with teacher support and multiple experiences over time.
    • P.G.1.c
      Child constructs examples of two-dimensional shapes.
    • P.G.1.d
      Child identifies the number of sides of two-dimensional shapes.
    • P.G.2
      Describes relative position from different perspectives (e.g., "I am on top of the climber and you are below me.")
    • P.G.2
      Shows understanding that two-dimensional shapes are equivalent (remain the same) in different orientations
    • P.G.2.a
      Child slides shapes, with teacher support and multiple experiences over time.
    • P.G.2.b
      Child flips shapes, with teacher support and multiple experiences over time.
    • P.G.2.c
      Child rotates shapes, with teacher support and multiple experiences over time.
    • P.G.3
      Understands various three-dimensional shapes, including sphere, cube, cone, and other less common shapes (e.g., cylinder, pyramid)
    • P.G.3
      Understands and can tell the difference between orientation terms (e.g., horizontal, diagonal, vertical)
    • P.G.3.a
      Child categorizes (sorts) examples of three-dimensional shapes.
    • P.G.3.b
      Child names three-dimensional shapes.
    • P.G.4
      Analyzes and constructs examples of simple symmetry and nonsymmetry in two dimensions, using concrete objects
    • P.G.4
      Uses directions to move through space and find places in space (e.g., obstacle courses, Simon Says, Mother May I?, hopscotch, giving simple directions)
  • Measurement and Data
    • P.MD.1
      Engages in activities that explore measurement
    • P.MD.2
      Compares continuous quantities using length, weight, and height
    • P.MD.2.a
      Child measures or compares the length of one or more objects using a non-standard reference (e.g., paper clips), with teacher support and multiple experiences over time.
    • P.MD.2.b
      Child measures or compares the weight of one or more objects using non-standard reference (e.g., beans), with teacher support and multiple experiences over time.
    • P.MD.2.c
      Child measures or compares the height of one or more objects using non-standard reference (e.g., pencils), with teacher support and multiple experiences over time.
    • P.MD.2.d
      Child uses measurement vocabulary (e.g., length, weight, height) and comparative terminology (e.g., more, less, shorter, longer, heaviest, lightest), with teacher support and multiple experiences over time.
    • P.MD.3
      Represents and analyzes data
    • P.MD.3.a
      Child assists with collecting and sorting materials to be graphed.
    • P.MD.3.b
      Child works with teacher and small groups to represent mathematical relations in charts and graphs.
    • P.MD.3.c
      Child analyzes, with teacher and small groups, the relationship between items/objects represented by charts and graphs.
    • P.MD.4
      Child predicts the results of a data collection, with teacher support and multiple experiences over time.
  • Number Sense
  • Number and Operations
    • P.NO.1
      Shows understanding of how to combine sets and remove from a concrete set of objects (receptive knowledge)
    • P.NO.1.a
      Child indicates there are more when combining (adding) sets of objects.
    • P.NO.1.b
      Child indicates there are less (fewer) when removing (subtracting) objects from a set.
    • P.NO.2
      Shows understanding of addition and subtraction using a concrete set of objects (expressive knowledge) or story problems found in everyday classroom activities
    • P.NO.2.a
      Child combines sets of objects to equal a set no larger than 10.
    • P.NO.2.b
      Child removes objects from a set no larger than 10.
    • P.NO.2.c
      Child uses concrete objects (e.g., fingers, blocks) to solve complex problems.
    • P.NO.3
      Begins to develop an understanding of separating a set into a maximum of four parts, with teacher support and multiple experiences over time
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