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Learning Standards Standards

What does a student learn in ?

This is the year numbers start to mean something. Students learn to count past twenty, match a number to a group of objects, and figure out which pile has more. They start adding and taking away small amounts using fingers, blocks, and pictures. By spring, students can count to 100, name basic shapes like circles and squares, and solve simple problems like four crackers plus two more.

  • Counting
  • Adding and subtracting
  • Comparing numbers
  • Shapes
  • Sorting
Source: Maine Maine Learning Results
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
  1. 1

    Counting and recognizing numbers

    Students learn to count objects out loud and match each number to one item. They start to read and write numbers and figure out how many are in a small group without counting one by one.

  2. 2

    Sorting shapes and objects

    Students name circles, squares, triangles, and other shapes they see around the house. They sort buttons, blocks, or toys into groups by color, size, or shape and explain why a group belongs together.

  3. 3

    Adding and taking away

    Students put small groups together to find a total and take some away to see what is left. They use fingers, drawings, and small objects to act out simple story problems with numbers up to ten.

  4. 4

    Measuring and comparing

    Students compare two objects to see which is longer, shorter, heavier, or holds more. They line things up to measure and use words like more, less, and the same when talking about groups of objects.

  5. 5

    Counting to 100 and patterns

    Students count higher, often to 100 by ones and tens, and notice patterns in the way numbers repeat. They break apart bigger numbers into a ten and some extra ones, which sets up first grade math.

Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Standards for Mathematical Practice

  • Make Sense of Problems

    ME-MATH.MP.K.1

    Students figure out what a math problem is asking before they start, and keep trying even when it gets hard. They check that their answer actually makes sense.

  • Reason Abstractly

    ME-MATH.MP.K.2

    Students take a real situation, like sharing 4 apples, and turn it into numbers on paper. Then they work it back the other way, making sure the numbers still match what actually happened.

  • Construct Arguments

    ME-MATH.MP.K.3

    Students explain why their answer makes sense and listen to how a classmate solved the same problem. They practice saying "I think this because..." and pointing out when something doesn't add up.

  • Model with Mathematics

    ME-MATH.MP.K.4

    Students use simple math to make sense of everyday situations. They might draw a picture, count objects, or use numbers to figure out how many snacks to share or how many seats are taken.

  • Use Tools Strategically

    ME-MATH.MP.K.5

    Students learn to pick the right tool for the job, whether that means counting on fingers, sketching on paper, or using a calculator. The goal is knowing when each tool helps.

  • Attend to Precision

    ME-MATH.MP.K.6

    Students use the right math words and check that their counting and measuring makes sense. In kindergarten, this means saying "more" and "fewer" correctly, counting objects carefully, and using words like "longer" or "heavier" accurately.

  • Use Structure

    ME-MATH.MP.K.7

    Students notice patterns and shapes in math, like recognizing that a number always breaks apart the same way or that a shape has sides that match. Spotting those patterns helps students solve problems faster.

  • Express Regularity

    ME-MATH.MP.K.8

    Students notice when the same steps keep working the same way, like counting on by one each time. They use that pattern to solve new problems without starting from scratch.

K-8 Mathematics Content

  • Counting and Number

    ME-MATH.K8.K.1

    Students count objects, compare small groups, and work with numbers up to 20. They learn what numbers mean and how they relate to each other, building the number sense they'll use in every math class ahead.

  • Operations and Algebraic Thinking

    ME-MATH.K8.K.2

    Students add and subtract small numbers to solve simple word problems. They use objects, drawings, or fingers to figure out answers and show their thinking.

  • Measurement and Data

    ME-MATH.K8.K.3

    Students sort objects into groups and count them, then show the results in a simple chart or picture graph. They answer basic questions about what the data shows, like which group has more.

  • Geometry

    ME-MATH.K8.K.4

    Students sort and describe everyday shapes like circles, squares, and cubes. They notice what makes shapes alike or different, such as how many sides or corners a shape has.

  • Ratios and Proportional Relationships

    ME-MATH.K8.K.5

    Students use simple comparisons to solve everyday problems, like figuring out if there are enough cups for every child at a table. This is an early look at how numbers relate to each other.

No state assessments at this grade
Students take their next one in Grade 3.
State Summative

Maine Through Year Assessment: Mathematics (Grades 3-8)

Through-year mathematics assessment for grades 3 through 8, aligned to the Maine Learning Results.

When given:
multiple windows across the year
Frequency:
multiple windows annually
Official source
Common Questions
  • What math should students know by the end of the year?

    Students should count to 100, count groups of objects up to about 20, and write numbers from 0 to 20. They should also add and subtract small numbers, compare which group has more or less, and name basic shapes like circles, squares, and triangles.

  • How can I help my child practice counting at home?

    Count real things together: stairs, grapes, buttons, steps to the car. Ask questions like how many are there, how many are left after eating one, and which pile has more. Five minutes a day adds up fast.

  • My child can recite numbers but miscounts objects. Is that normal?

    Yes. Saying the number words in order and counting actual objects are two different skills. Practice touching each object once as the number is said. Line up coins or cereal pieces and count them slowly together.

  • How should I sequence number work across the year?

    Most teachers start with counting and matching numbers to small groups, then build to teen numbers as ten plus some more. Addition and subtraction within 5, then within 10, usually come after students can count groups reliably. Shapes and measurement fit in throughout.

  • Which skills usually need the most reteaching?

    Teen numbers trip up many students because the words do not match the digits the way twenty-one or thirty-one do. Counting on from a number other than one is also hard. Plan extra time and small-group practice for both.

  • Does my child need to memorize addition facts this year?

    Not yet. The goal is for students to add and subtract small numbers using fingers, drawings, or counters, and to know pairs that make five and ten by sight. Quick recall of facts comes in later grades.

  • What does mastery look like by the end of the year?

    A student counts a pile of 20 objects accurately, writes the matching number, and solves a simple story problem like three apples plus two more. They can compare two groups and name common flat and solid shapes. Tools like fingers and counters are still fine.

  • How do I help with shapes and measurement at home?

    Point out shapes in the kitchen, on signs, and in toys. Compare which spoon is longer, which cup holds more, and which book is heavier. Sorting laundry or silverware by size or type counts as math practice.