Counting and number names
Students learn to count out loud, point to objects one at a time, and write the numbers they say. By the end of this stretch, small groups of toys or snacks can be counted without losing track.
What does a student learn in
This is the year numbers become real things students can count, compare, and put in order. Students learn to count objects up to 20, figure out which group has more, and start adding and taking away with small numbers. They also name everyday shapes like circles, squares, and cubes. By spring, students can count a pile of 15 buttons, tell you it is more than 10, and show how many are left after a few are taken away.
- Counting to 20
- Adding and subtracting
- Comparing numbers
- Shapes
- Sorting and graphing
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
- 2
Comparing groups of objects
Students figure out which pile has more, which has fewer, and when two groups are the same. They start matching numbers to amounts instead of just reciting them.
- 3
Adding and taking away
Students put small groups together and take some away, using fingers, blocks, and drawings. Word problems sound like stories about cookies, toys, or kids at a table.
- 4
Shapes and measuring
Students name circles, squares, triangles, and the solid shapes they see in real life, like cans and boxes. They compare which object is longer, shorter, or heavier.
- 5
Building to bigger numbers
Students count past 20 and start to see that the teen numbers are made of ten and some more. This sets up first grade place value.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Standards for Mathematical Practice
Standards for Mathematical Practice
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Make Sense of Problems
Students figure out what a math problem is asking before they start solving it, and they keep trying even when it gets hard.
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Reason Abstractly
Students learn to move back and forth between a real situation and the numbers that describe it. Counting five apples becomes "5," and "5" can mean five of anything.
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Construct Arguments
Students explain why their answer makes sense and listen to how classmates solved the same problem. They learn to agree or disagree using math they can show or describe.
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Model with Mathematics
Students use math to make sense of real situations, like sharing snacks equally or counting chairs for a group. They show what's happening with pictures, numbers, or objects instead of just words.
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Use Tools Strategically
Students learn to pick the right tool for the job. A problem might call for a number line, fingers, or a calculator, and students practice knowing which one helps most.
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Attend to Precision
Students use the right math words and pay close attention to their numbers and measurements when solving problems.
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Use Structure
Students notice patterns and shapes in what they see, like recognizing that a group of five dots looks the same every time. That habit of spotting familiar structure helps students solve new problems faster.
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Express Regularity
Students notice when a math process keeps working the same way and use that pattern as a shortcut. For example, they see that adding zero to any number always leaves it unchanged.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems | Students figure out what a math problem is asking before they start solving it, and they keep trying even when it gets hard. | MD-MATH.MP.K.1 |
| Reason Abstractly | Students learn to move back and forth between a real situation and the numbers that describe it. Counting five apples becomes "5," and "5" can mean five of anything. | MD-MATH.MP.K.2 |
| Construct Arguments | Students explain why their answer makes sense and listen to how classmates solved the same problem. They learn to agree or disagree using math they can show or describe. | MD-MATH.MP.K.3 |
| Model with Mathematics | Students use math to make sense of real situations, like sharing snacks equally or counting chairs for a group. They show what's happening with pictures, numbers, or objects instead of just words. | MD-MATH.MP.K.4 |
| Use Tools Strategically | Students learn to pick the right tool for the job. A problem might call for a number line, fingers, or a calculator, and students practice knowing which one helps most. | MD-MATH.MP.K.5 |
| Attend to Precision | Students use the right math words and pay close attention to their numbers and measurements when solving problems. | MD-MATH.MP.K.6 |
| Use Structure | Students notice patterns and shapes in what they see, like recognizing that a group of five dots looks the same every time. That habit of spotting familiar structure helps students solve new problems faster. | MD-MATH.MP.K.7 |
| Express Regularity | Students notice when a math process keeps working the same way and use that pattern as a shortcut. For example, they see that adding zero to any number always leaves it unchanged. | MD-MATH.MP.K.8 |
K-8 Mathematics Content
K-8 Mathematics Content
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Counting and Number
Kindergarteners count objects, compare small groups, and learn that numbers have an order. They practice counting to 20 and figuring out which group has more.
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Operations and Algebraic Thinking
Students practice adding and subtracting small numbers to solve simple word problems. They learn that math can describe everyday situations, like sharing toys or counting steps.
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Measurement and Data
Students sort objects into groups and count how many are in each group, then show what they found using a simple picture or tally chart. This is their first look at turning real things into organized information.
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Geometry
Students name and sort shapes like squares, triangles, and spheres. They describe what makes each shape different, like how many sides it has or whether it rolls or stacks.
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Ratios and Proportional Relationships
Ratio reasoning shows up early. Students use phrases like "twice as many" or "half as much" to describe and solve simple everyday problems, such as sharing snacks equally or comparing groups of objects.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Kindergarteners count objects, compare small groups, and learn that numbers have an order. They practice counting to 20 and figuring out which group has more. | MD-MATH.K8.K.1 |
| Operations and Algebraic Thinking | Students practice adding and subtracting small numbers to solve simple word problems. They learn that math can describe everyday situations, like sharing toys or counting steps. | MD-MATH.K8.K.2 |
| Measurement and Data | Students sort objects into groups and count how many are in each group, then show what they found using a simple picture or tally chart. This is their first look at turning real things into organized information. | MD-MATH.K8.K.3 |
| Geometry | Students name and sort shapes like squares, triangles, and spheres. They describe what makes each shape different, like how many sides it has or whether it rolls or stacks. | MD-MATH.K8.K.4 |
| Ratios and Proportional Relationships | Ratio reasoning shows up early. Students use phrases like "twice as many" or "half as much" to describe and solve simple everyday problems, such as sharing snacks equally or comparing groups of objects. | MD-MATH.K8.K.5 |
No state assessments at this grade
Students take their next one in Grade 3.
MCAP: Mathematics (Grades 3-8)
Maryland's spring summative math test for grades 3 through 8, aligned to the Maryland College and Career-Ready Standards for Mathematics.
- When given:
- spring
- Frequency:
- annual
Common Questions
What math should students know by the end of the year?
Students count to 100, write numbers to 20, and compare small groups to tell which has more or fewer. They also add and subtract within 10, sort shapes like circles and squares, and describe objects as longer, shorter, or heavier.
How can parents help with counting at home?
Count real things together: stairs going up, grapes on a plate, cars in the driveway. Ask which group has more after counting. Five minutes a day at dinner or bath time builds the habit without it feeling like homework.
What if a child still mixes up numbers like 12 and 21?
That is common at this age. Write the number, say it out loud, and count out that many pennies or beans together. Doing this with one or two numbers a night helps more than drilling a full list.
How should the year be sequenced?
Most teachers spend the fall on counting, number names, and writing numbers to 10. Winter shifts to comparing groups and addition and subtraction within 5, then within 10. Spring brings shapes, measurement words, and teen numbers as ten and some more.
Which skills usually need the most reteaching?
Writing numbers without reversals, counting past 29 without skipping the next decade, and understanding that the last number counted tells how many. Build in short review of these every week instead of one big unit.
Do students need to memorize addition facts this year?
Not yet. Students should be fluent adding and subtracting within 5 by the end of the year, mostly by counting fingers, drawing, or using objects. Memorizing facts comes in first and second grade.
How do parents help if a child gets stuck on a math problem?
Hand over objects: blocks, cereal, buttons. Ask the child to act out the problem and count what is left or what was added. Students learn by moving things before they learn by looking at numbers on paper.
What does mastery look like before first grade?
Students count to 100 by ones and tens, instantly recognize groups up to 5 without counting, and solve simple story problems within 10 using objects or drawings. They name basic shapes and compare two objects by length or weight.