Counting and naming numbers
Students learn to count out loud, point to objects one at a time, and recognize written numbers up to about ten. They start to see that the last number they say tells how many things are in the group.
What does a student learn in
This is the year numbers become real things students can count, compare, and add. Students learn to count past twenty, match each number to one object, and figure out which group has more. They start solving small story problems by adding or taking away, often with their fingers or a few blocks. By spring, students can count a small pile of pennies, name shapes like circles and squares, and tell you that seven is more than four.
- Counting
- Adding and subtracting
- Comparing numbers
- Shapes
- Sorting
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 group has more, which has fewer, and when two groups are the same. They use lining up and matching to check, not just guessing by sight.
- 3
Adding and taking away
Students put small groups together and take some away using fingers, counters, and drawings. They start to solve simple story problems where something is added or lost.
- 4
Shapes and sorting
Students name circles, squares, triangles, and rectangles, and notice these shapes in real things like signs and windows. They also sort objects by size, color, or shape and explain how they grouped them.
- 5
Making ten and beyond
Students work with the numbers eleven through nineteen as a ten plus some extra ones. By the end of the year, many can count to 100 and recognize patterns in how numbers are built.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Standards for Mathematical Practice
Standards for Mathematical Practice
-
Make Sense of Problems
Students learn to slow down, look at a problem carefully, and keep trying even when the answer isn't obvious right away.
-
Reason Abstractly
Students take a real situation, like "3 birds flew away," and turn it into a number problem. Then they go the other direction: they look at numbers and ask what those numbers mean in the real world.
-
Construct Arguments
Students explain why their answer makes sense and listen to how classmates solved the same problem. They practice agreeing, disagreeing, and asking "why" during math.
-
Model with Mathematics
Students use drawings, numbers, or objects to make sense of real problems, like figuring out how many apples are left after sharing some. Math becomes a tool for solving things that actually happen.
-
Use Tools Strategically
Students pick the right tool for the job, whether that means grabbing a ruler, counting on their fingers, or sketching on paper. The point is choosing what actually helps, not just reaching for the first thing in reach.
-
Attend to Precision
Students use the right words and careful counting when they talk and work through math problems. They say "circle" not "round thing," measure with the same unit throughout, and check their work before they finish.
-
Use Structure
Students notice patterns and structure in numbers and shapes, like seeing that a group of four objects can be split into two pairs. Spotting that structure helps them solve problems without starting from scratch each time.
-
Express Regularity
Students notice when the same math steps keep showing up and start using that pattern as a shortcut. Spotting repetition helps them work faster and check whether an answer makes sense.
| Standard | Definition | Code |
|---|---|---|
| Make Sense of Problems | Students learn to slow down, look at a problem carefully, and keep trying even when the answer isn't obvious right away. | NH-MATH.MP.K.1 |
| Reason Abstractly | Students take a real situation, like "3 birds flew away," and turn it into a number problem. Then they go the other direction: they look at numbers and ask what those numbers mean in the real world. | NH-MATH.MP.K.2 |
| Construct Arguments | Students explain why their answer makes sense and listen to how classmates solved the same problem. They practice agreeing, disagreeing, and asking "why" during math. | NH-MATH.MP.K.3 |
| Model with Mathematics | Students use drawings, numbers, or objects to make sense of real problems, like figuring out how many apples are left after sharing some. Math becomes a tool for solving things that actually happen. | NH-MATH.MP.K.4 |
| Use Tools Strategically | Students pick the right tool for the job, whether that means grabbing a ruler, counting on their fingers, or sketching on paper. The point is choosing what actually helps, not just reaching for the first thing in reach. | NH-MATH.MP.K.5 |
| Attend to Precision | Students use the right words and careful counting when they talk and work through math problems. They say "circle" not "round thing," measure with the same unit throughout, and check their work before they finish. | NH-MATH.MP.K.6 |
| Use Structure | Students notice patterns and structure in numbers and shapes, like seeing that a group of four objects can be split into two pairs. Spotting that structure helps them solve problems without starting from scratch each time. | NH-MATH.MP.K.7 |
| Express Regularity | Students notice when the same math steps keep showing up and start using that pattern as a shortcut. Spotting repetition helps them work faster and check whether an answer makes sense. | NH-MATH.MP.K.8 |
K-8 Mathematics Content
K-8 Mathematics Content
-
Counting and Number
Counting, reading, and writing numbers is the focus here. Students work with whole numbers up to a given range, learning to count objects, compare amounts, and understand what each number means.
-
Operations and Algebraic Thinking
Adding and subtracting small numbers to solve simple word problems. Students learn to count up, count back, and write number sentences that show how amounts join together or come apart.
-
Measurement and Data
Students sort objects into groups and count each group, then show what they found in a simple picture or chart. Reading that chart tells them which group has more, fewer, or the same.
-
Geometry
Students sort and describe flat shapes like circles and squares, and solid shapes like spheres and cubes. They notice how many sides or corners a shape has and compare sizes.
-
Ratios and Proportional Relationships
Students use simple comparisons to solve everyday math problems. For example, they might figure out if there are enough cups for every child at the table, or whether two groups have the same number of things.
| Standard | Definition | Code |
|---|---|---|
| Counting and Number | Counting, reading, and writing numbers is the focus here. Students work with whole numbers up to a given range, learning to count objects, compare amounts, and understand what each number means. | NH-MATH.K8.K.1 |
| Operations and Algebraic Thinking | Adding and subtracting small numbers to solve simple word problems. Students learn to count up, count back, and write number sentences that show how amounts join together or come apart. | NH-MATH.K8.K.2 |
| Measurement and Data | Students sort objects into groups and count each group, then show what they found in a simple picture or chart. Reading that chart tells them which group has more, fewer, or the same. | NH-MATH.K8.K.3 |
| Geometry | Students sort and describe flat shapes like circles and squares, and solid shapes like spheres and cubes. They notice how many sides or corners a shape has and compare sizes. | NH-MATH.K8.K.4 |
| Ratios and Proportional Relationships | Students use simple comparisons to solve everyday math problems. For example, they might figure out if there are enough cups for every child at the table, or whether two groups have the same number of things. | NH-MATH.K8.K.5 |
No state assessments at this grade
Students take their next one in Grade 3.
NHSAS: Mathematics (Grades 3-8)
New Hampshire's spring summative math test for grades 3 through 8, aligned to New Hampshire's College and Career Ready Standards for Math.
- When given:
- spring
- Frequency:
- annual
Common Questions
What math should my child 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 I help with counting at home?
Count real things together. Steps on the stairs, crackers on a plate, cars in the parking lot. Ask which pile has more and how many would be left if one was taken away. Five minutes a day is plenty.
Does my child need to memorize math facts this year?
Not yet. The goal is to know small amounts by sight, like seeing four dots on a die without counting, and to add and subtract within 10 using fingers, objects, or pictures. Speed comes later.
How should I sequence the year?
Start with counting, matching numbers to groups, and writing numerals to 10. Move into comparing groups, then addition and subtraction within 10. Save teen numbers, shapes, and measurement comparisons for the back half of the year once counting is solid.
Which skills usually need the most reteaching?
Writing numerals (especially reversals on 3, 5, and 7), counting past 29 without skipping the decade jump, and understanding teen numbers as ten and some more. Build in short daily practice rather than one long unit.
What does mastery look like before first grade?
Students count to 100 by ones and tens, count out a group of up to 20 objects, and add and subtract within 10 without always needing fingers. They name common shapes and compare two objects by length or weight.
What if my child still counts on fingers?
That is expected and healthy at this age. Fingers are a real math tool. Over time, encourage seeing small groups without counting by flashing dot cards or asking how many fingers are up after a quick peek.
How much time should I spend on shapes and measurement?
Less than counting and operations, but weave it in weekly. Short activities work well: sorting blocks, comparing two pencils, naming shapes on a walk. These build vocabulary that supports geometry work in first and second grade.