Unit 
Topic 
Standards 
1 
Counting, Cardinality, and Algebraic Thinking
Numbers to 10
(September  November) 
 Count to 100 by ones and by tens'
 Count forward beginning from a given number within the known sequence to 100.
 Write numbers from 010. Represent a number of objects with a written numeral 010.
 Understand the relationship between numbers and quantities; connect counting to cardinality (010)
 Understand that the last number name said tells the number of objects counted.
 Understand that each successive number name refers to a quantity that is one larger.
 Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or a scattered configuration; given a number from 110, count out that many objects.
 Identify whether the number of objects in a one group is greater than, less than, or equal to the number of objects in another group.
 Compare two numbers between 1 and 10 presented as written numerals.
 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
 Solve addition and subtraction word problems, and add and subtract within 10.
 Decompose number less than or equal to 10 into pairs in more than one way, and record each decomposition by a drawing or equation.
 For any number from 1 to 9, find the number that makes 10 when added to the given number.
 Fluently add and subtract within 20.

2 
Measurement and Data
(December  January) 
 Describe measureable attributes of objects, such as length or weight.
 Describe several measureable attributes of a single object.
 Directly compare two objects with a measureable attribute in common to see which object has “more of”/”less of” the attribute, and describe the difference.
 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
 Begins to fluently add and subtract within 20.

3 
Counting, Cardinality, and Algebraic Thinking
Numbers to 20
(February  April) 
 Count to 100 by ones and by tens.
 Count forward beginning from a given number within the known sequence.
 Write numbers from 020. Represent a number of objects with a written numeral 020.
 Understand the relationship between numbers and quantities; connect counting to cardinality (010)
 Understand that the last number name said tells the number of objects counted.
 Understand that each successive number name refers to a quantity that is one larger.
 Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle, or a scattered configuration; given a number from 110, count out that many objects.
 Identify whether the number of objects in a one group is greater than, less than, or equal to the number of objects in another group.
 Compare two numbers between 1 and 10 presented as written numerals.
 Compose and decompose numbers for 1119 into ten ones and further ones, e.g., by using objects or drawings, and record each compositions or decomposition by a drawing or equation, understand that these numbers are composed of tens ones and one, two, three, four, five six, seven, eight, or nine ones.
 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.
 Solve addition and subtraction word problems, and add and subtract within 10.
 For any number from 1 to 9, find the number that makes 10 when added to the given number.
 Begins to fluently add and subtract within 20.

4 
Geometry
(May  June) 
 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
 Correctly name shapes regardless of their orientation and overall size.
 Identify shapes as twodimensional (lying in a plane, “flat”) or threedimensional (“solid”).
 Analyze and compare two and threedimensional shapes, in different sizes and orientations using informal language to describe their similarities, differences, parts, and other attributes.
 Model shapes in the world by building shapes from components, and drawing shapes.
 Compose simple shapes to form larger shapes.
 Begins to fluently add and subtract within 20.
