What does a student learn in StateAlabama,GradeKindergarten,SubjectMathematics?

Students learn the names of numbers and practice counting in order. This is the foundation for everything they do with numbers in kindergarten and beyond.

Students count out loud from 0 to 100, one number at a time or by tens. They also count backward from 10 down to 0.

Students pick any number and count forward from there, all the way to 100. This builds the habit of seeing numbers as a continuous sequence, not just a list that always starts at one.

Students practice writing the numbers 0 through 20 by hand. This is about forming each numeral correctly on the page, not just recognizing what it looks like.

Students pick up the right number of objects to match a numeral on the page. If the numeral is 0, they show an empty hand or empty space.

Students count a small group of objects and say how many are in the pile. This is the first step toward adding and subtracting later.

Students count a group of objects and understand that the last number they say tells how many are in the whole group.

Students count a group of objects by saying number names in order: one, two, three. They don't skip numbers or say them out of sequence.

When students count a group of objects, the last number they say tells how many are in the group. Counting five blocks and saying "five" means there are five, not that five comes next.

Count a small group of objects, then rearrange them and count again. Students learn that the total stays the same no matter how the objects are moved or which one they count first.

Each new number in the counting sequence means one more object than the number before it. Students learn that five is one more than four, six is one more than five, and so on.

Students count a group of objects and say how many there are. This is the skill behind every "how many apples?" or "how many kids?" question.

Students count up to 20 objects laid out in a row, a grid, or a circle. The arrangement helps them keep track of what they've already counted and what's left.

Students count up to 10 objects arranged randomly on a table or floor, not in a neat row. The arrangement changes, but the total stays the same.

Students see a number and draw that many objects to match it. Works with any number from 0 to 20, including drawing nothing at all for zero.

Students look at two groups of objects and decide which group has more, which has less, or whether both groups are equal.

Students look at two small groups of objects and say out loud which group has more, which has fewer, or whether they match. Groups have up to 10 objects.

Students look at two written numbers (up to 10) and say which one is bigger, which is smaller, or whether they are the same. No symbols needed, just the words.

Addition means putting groups together to get a bigger number. Subtraction means splitting a group apart or taking some away. Students practice both with small numbers using objects, fingers, and drawings.

Students show addition and subtraction using things they can touch or see, like fingers, coins, or drawings. They practice combining and taking away with numbers up to 10.

Students solve simple adding and subtracting problems (within 10) by drawing pictures or using objects like blocks or counters to figure out the answer.

Students practice breaking a small number into two parts, finding as many ways as they can. For example, 7 could be 3 and 4, or 5 and 2. They draw pictures or write simple equations to show each split.

Students pick a number between 0 and 10, then figure out what to add to reach 10. They show their thinking with a drawing or a simple equation like 6 + 4 = 10.

Students quickly solve any addition or subtraction problem where the answer is 5 or less. Think of it as knowing that 2 + 3 or 4 - 1 without stopping to count on fingers.

Students spot what comes next in a repeating pattern, like red-blue-red-blue, and continue it. They learn to see the rule behind the sequence.

Students copy a repeating pattern (like red, blue, red, blue) and then keep it going using blocks, shapes, or other objects.

Numbers 11 through 19 are a ten plus some leftover ones. Students learn to see 14 as one group of ten and four extra, building the foundation for how our number system works.

Students build numbers like 13 or 17 by grouping ten blocks together and counting the leftovers. This shows that every teen number is just a group of ten plus a few more.

Students gather simple information, sort it into groups, and answer questions about what they found. Think of counting how many classmates prefer apples versus bananas and talking about which group is bigger.

Students sort objects into groups (by color, shape, or size), count how many are in each group, and figure out which group has the most or fewest.

Students sort real objects or pictures into groups on simple charts and diagrams, like a yes-no chart or a picture graph, to show how things are alike or different.

Students compare objects by size, length, or weight using everyday words like "bigger," "shorter," or "heavier." They notice what can be measured before they use any tools.

Students pick up an object and describe it using size words: long or short, heavy or light, tall or short. This is the first step in learning to measure.

Students pick two objects and compare them directly, such as holding two pencils side by side to see which is longer or shorter. They put the difference into words.

Students name and describe everyday shapes, from flat ones like squares and triangles to solid ones like cubes and spheres. They learn to spot these shapes in the world around them.

Students look at everyday objects around them and name their shapes. They also describe where things are, saying whether something is above, below, beside, or in front of something else.

Students learn that a triangle is still a triangle whether it's big, small, or tipped on its side. The name of a shape doesn't change just because it looks a little different.

Students sort shapes into two groups: flat shapes like a square or circle that lie on paper, and solid shapes like a ball or box that you can pick up and hold.

Students sort, compare, and build shapes by describing what makes each one different. They put shapes together to make new ones.

Students look at flat shapes (like triangles and squares) and solid shapes (like cubes and balls), then describe how they are alike or different using words like "corners," "sides," and "round."

Students build and draw basic shapes using materials like sticks or clay. They connect the shapes they see in the real world to ones they can make with their hands.

Students put together small shapes, like triangles or squares, to build a bigger shape. Two triangles might form a rectangle, or four squares might form a larger square.