Counting and Cardinality
Initial Teachers’ Draft
Reviews
Revised Standard
Early Learning Guidelines
11/20/13
Reviewer Comments
Know number names and the count sequence.
Standard 2c
1. With adult guidance and support,
Develops increasing ability to count in the child will develop an increasing
sequence to ten.
ability to count in sequence to twenty.
Kindergarten Exit
K.CC.A.1 Count to 100 by ones and by
tens.
K.CC.A.2 Count forward beginning
from a given number within the
known sequence (instead of having to
begin at 1).
1. Recognize and name written
numerals 0–20 (e.g. the child can
name numerals when pointed to by a
teacher on a number line, in
sequence. The child can point to and
name numerals on a number line, in
sequence).
5. Identify numerals 0 – 10 out of
sequence (e.g. child can name
numerals when pointed to by others
on a number line, out of sequence).
3. Understand the relationships
between numerals and quantities up
to ten (e.g. the child can match
written numeral to quantity of objects
or objects in pictures).
4. Represent a number 0 – 5, then to
10 by producing a set of objects with
concrete materials, pictures, and/or
numerals with 0 representing a count
of no objects.
PreK focus needs to be 0-10
Use 1-9 and add 10-20 as another
standard
Identify numerals 1-10 and the
quantities each number represents.
Standard 2F
Identifies numerals one through five
2. With adult guidance and support,
the child will recognize and name
written numerals 1-9
3. With adult guidance and support,
the child will develop a beginning
understanding that Zero represents
the count of no objects.
Count to tell the number of objects.
Vicki: Too vague?
4. With adult guidance and support,
Identify numerals 1-10 and the
the child will represent a number 1-9
quantities each number represents.
using manipulatives.
No other comments
K.CC.A.3 Write numbers from 0 to 20.
Represent a number of objects with a
written numeral 0-20 (with 0
representing a count of no objects).
5. With adult guidance and support,
the child will identify the quantities
each numeral 1-9 represents. (e.g. the
child can match written numeral to
quantity of objects in a picture).
K.CC.B.4 Understand the relationship
between numbers and quantities;
connect counting to cardinality.
2. Demonstrates one to one
correspondence when counting
objects up to 10.
7. Understand that the last number
spoken tells the number of the objects
counted (e.g. begin to recognize that
each successive number name refers
to a quantity that is one larger).
Vicki: must teach prerequisite skills;
maintains one-to-one correspondence
before scattered format. (scattered
addressed in #8 )
Standard 2B
Begins to make use of 1:1 correspondence
in counting objects and matching groups
of objects. And 2D Counts objects in a set
1:1 from 1-5
6. With adult guidance and support,
the child will demonstrate one to one
correspondence when placing up to 9
objects in horizontal rows.
Begins to understand that the last
number spoken tells how many
objects are in a set.
7. With adult guidance and support,
the child will begin to understand that
the last number spoken tells how
many objects are in a set.
K.CC.B.4a When counting objects, say
the number names in the standard
order, pairing each object with one
and only one number name and each
number name with one and only one
object.

From above…separate standard? (e.g.
begin to recognize that each
successive number name refers to a
quantity that is one larger).
K.CC.B.4b Understand that the last
number name said tells the number of
objects counted. The number of
objects is the same regardless of their
arrangement or the order in which
they were counted.
K.CC.B.4c Understand that each
successive number name refers to a
quantity that is one larger.
6. Count 10 items in a scattered
configuration (e.g. the child will use
one to one correspondence to count
objects or pictures of objects in a
scattered configuration).
None
Count 1-9 members in each set in a
random order, not a horizontal line.
8. Use comparative language, such as
more/less than, equal to, to compare
and describe collections of objects up
to 5 and then 10.
Compare two sets of 1-5 items
(Vicki takes it to separate objectives for
each: equal (same), less, greater)
Equality is difficult, consider using “the
same as”
Standard 2A:
Begins to associate number concepts,
vocabulary, quantities and written
numerals in meaningful ways. 3: compares
and recognizes items that are more, less,
or the same in size.
8. With adult guidance and support,
the child will count up to 9 items in a
random order (e.g. the child will use
one to one correspondence to count
objects or pictures of objects in a
scattered configuration).
Compare Numbers
9. With adult guidance and support,
the child will compare two sets of 1-5
items using comparative language
such as “more than”, “less than” and
“the same as”.
K.CC.B.5 Count to answer “how
many?” questions about as many as
20 things arranged in a line, a
rectangular array, or a circle, or as
many as 10 things in a scattered
configuration; given a number from 1–
20, count out that many objects.
K.CC.C.6 Identify whether the number
of objects in one group is greater than,
less than, or equal to the number of
objects in another group, e.g., by using
matching and counting strategies.
Initial Teachers’ Draft
1. The child will explore addition and
subtraction concepts 0-10 using such
terms as joining/separating, putting
together/taking away, and more/less
(e.g. the child canuse manipulatives,
drawing, actions, or verbal
explanation to demonstrate addition
and subtraction through 10,
understand and state that when there
is one object, adding one more will
create two objects).
2. Decompose numbers less than or
equal to 5 into pairs in more than one
way (e.g. the child will use objects or
drawings to make pairs that equal 5).
3.For any number from 0 to 5, find the
number that makes 5 when added to
the
given number (e.g. the child will use
objects or drawings to add the new
number to
the given number to equal 5).
4. Recognize AB pattern and can
repeat it. (e.g. the child continues
and/or creates an AB pattern).
Operations and Algebraic Thinking
Reviews
Revised Standard
Early Learning Guidelines
11/20/13
Reviewer Comments
Vicki: Explore simple addition
1. With adult guidance and support,
concepts using 1-9 objects.
the child will explore simple addition
Explore simple subtraction concepts
concepts using 1-9 objects.
using 1-9 objects
Vicki: Too difficult for preschool
I agree with Vicki
Vicki: Too difficult for preschool
I agree with Vicki
Vicki: copy predictable pattern using
two colors, forming alternating
patterns and identifying what comes
next
2. With adult guidance and support
the child will, copy predictable
patterns, form alternate patterns, and
identify what comes next. (e.g. the
child continues and/or creates an AB
pattern).
Standard 1A Sorts and groups of
objects into a set and explains verbally
what the objects have in common.
1B Recognizes patterns, can repeat
them, and can explain them verbally.
SEE GEOMETRY for a possible #3 on
sorting.
Kindergarten Exit
K.OA.A.1 Represent addition and
subtraction with objects, fingers,
mental images, drawings1, sounds
(e.g., claps), acting out situations,
verbal explanations, expressions, or
equations.
K.OA.A.3 Decompose numbers less
than or equal to 10 into pairs in more
than one way, e.g., by using objects or
drawings, and record each
decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.4 For any number from 1 to 9,
find the number that makes 10 when
added to the given number, e.g., by
using objects or drawings, and record
the answer with a drawing or
equation.
Initial Teachers’ Draft
Measurement and Data
Reviews
Revised Standard
Early Learning Guidelines
11/20/13
Reviewer Comments
Describe and compare measurable attributes
Standard 4A Linear Measurement:
1. With adult guidance and support,
Measures objects using nonstandard
the child will begin to use nonstandard
units of measurement (e.g. pencil,
units to measure length (e.g. pencil,
paper clip, and blocks).
paper clip, and blocks).
Kindergarten Exit
Begin to use nonstandard forms to
measure length
1. Identify measurable attributes of
objects, such as length, and weight.
Describe them using correct
vocabulary (e.g. small, big, short, tall,
empty, full, heavy, and light).
2. Directly compare two objects with a
measurable attribute in common,
using words (such as longer/ shorter;
heavier/ lighter; or taller/ shorter).
4. Compare groups of objects by
sorting into graduating or descending
order (e.g. least to greatest, greatest
to least, largest to smallest, etc.).
3. Sort objects into categories; count
the numbers of objects in each
category. (limit category counts to be
less than or equal to 5).
Standard 4B Compares objects
according to observable attributes
(e.g., long, longer, longest; short,
shorter, shortest; small, medium,
large)
4C Compares and orders objects in
graduated order (shortest to tallest,
thinnest to thickest)
2. With adult guidance and support,
the child will identify measurable
attributes of objects, such as length,
and weight. Describe them using
correct vocabulary (e.g. small, big,
short, tall, empty, full, heavy, and
light).
3. With adult guidance and support,
the child will directly compare two
objects with a common measurable
attribute using words such as longer/
shorter; heavier/ lighter; or taller/
shorter.
4. With adult guidance and support,
the child will compare groups of
objects by sorting into graduating or
descending order (e.g. least to
greatest, greatest to least, largest to
smallest, etc.).
Classify objects and count the number of objects in each category.
5. Sort objects into given categories;
count the numbers of objects in each
category. (limit category counts to be
less than or equal to 5).
K.MD.A.1 Describe measurable
attributes of objects, such as length or
weight. Describe several measurable
attributes of a single object.
K.MD.A.2 Directly compare two
objects with a measurable attribute in
common, to see which object has
“more of”/“less of” the attribute, and
describe the difference. For example,
directly compare the heights of two
children and describe one child as
taller/shorter.
K.MD.B.3 Classify objects into given
categories; count the numbers of
objects in each category and sort the
categories by count.
Initial Teachers’ Draft
1. Identify relative position of objects
in space, and use appropriate
language (e.g. beside, inside, next to,
close to, above, below, apart).
Describes relative position from
different perspectives (e.g. "I am on
top of the climber and you are below
me").
2. Uses directions to move through
space and find places in space (e.g.
obstacle courses, Simon Says, Mother
May I?, hopscotch, giving simple
directions).
Geometry
Reviews
Revised Standard
Early Learning Guidelines
11/20/13
Reviewer Comments
Identify and Describe Shapes
Standard 3A
1. With adult guidance and support,
Builds an increasing understanding of
the child will listen and follow oral
directionality, order and position of
directions that include using position
objects and words (e.g., on, under,
words to describe where to place
above)
objects in space.
End of the year Kindergarten Skill
Similar to learning about prepositions
in Language standards
Kindergarten Exit
K.G.A.1 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.
2. With adult guidance and support,
the child will listen and follow oral
directions to move through space.
Listen and follow oral directions that
include using position words to
describe where to place objects in
space.
Listen and follow oral directions to
move through space
3. Identify shapes (squares, circles,
triangles, rectangles, hexagons, cubes,
cones,cylinders, parallelogram and
spheres).
Standard 3B
Begins to recognize, describe,
compare and name common shapes
(e.g. circle, square, triangle and
rectangle)
OAS Standard?…identify 10 shapes but
one is listed incorrectly (circle should
be round, having no corners) Your
standard suggests “spheres” …really
challenging.
Your standard suggests using
parallelogram? Octagon is more
common…shape of stop sign
3. With adult guidance and support,
the child will point to shapes with no
corners, point to shapes with corners,
and point to shapes with angles.
4. With adult guidance and support,
the child will identify up to 10 shapes
by name (square, circle, triangle,
rectangle, octagon *stop sign*, start,
heart, diamond).
???-I thought this one needed its
own separate from above.
K.G.A.2 Correctly name shapes
regardless of their orientations or
overall size.
“point to shapes with no corners”
“point to shapes with corners”
“point to shapes with angles”
Identify and name 10 shapes by
comparing attributes of each.
6. Analyze, compare, and sort twoand three-dimensional shapes and
objects, in different sizes, using
informal language to describe their
similarities, differences, and other
attributes (e.g. the child will group
shapes by various attributes - color,
size, shape, etc. - and the child will
explain how groups were sorted, by
color, size, and shape, etc.)
4. Describe the attributes of shapes
(e.g. the child will tell you a square has
four equal sides, triangle has three
sides, circle is round) such as squares,
circles, triangles, rectangles, hexagons,
etc. (minimum of 5 shapes).
5. Sort shapes of different sizes and
orientations as two-dimensional (lying
in a plane, flat) or three-dimensional
(solid) (e.g. the child will sort shapes
into two distinct groups based on their
dimensions).
7. Create and represent two- and
three-dimensional shapes (circle,
ball/sphere, square box/cube,
tube/cylinder, etc.) using various
6. begin to identify and compare
shapes that are flat and shapes are
solid.
Sort shapes into two groups or sets
using 1-3 attributes (color, shape, size)
and realizes attributes do not change
even when shape is flipped.
5. With adult guidance and support,
the child will begin to identify and
compare shapes that are flat and
shapes that are solid.
Sorting is in the Algebraic Reasoning
section of the early learning
guidelines, should we put this in the
OA section as #3?
Analyze, Compare, Create, And Compose Shapes
Using real objects for support, name
6. With adult guidance and support,
features or attributes when describing the child will explore various threeshape of object (i.e. square has 4
dimensional (“solid”) objects (e.g.,
corners, and all for sides are the same ball/sphere, box/rectangular prism,
size or equal)
square block/cube, tube/cylinder, etc.)
We already have this covered in #3 (
Vicki comments that we have
revised standard)
introduces 3D yet…I think this would
be a good place after above objective
of identifying flat vs. solid.
5. Begin to describe attributes or
special features and compare 2 shapes
telling how they are different by share
or size.
7. Uses tube, cylinder, cube and
expects child to recreate shapes with
pipe
cleaners…too challenging
K.G.A.3 Identify shapes as twodimensional (lying in a plane, “flat”) or
three-dimensional (“solid”).
7. With adult guidance and support,
the child will begin to describe
attributes or special features and
compare 2 shapes telling how they are
different by shape or size.
I agree with Vicki that recreating 3
dimensional shapes is too challenging,
I would stick to creating 2D shapes.
K.G.B.4 Analyze and compare two- and
three-dimensional shapes, in different
sizes and orientations, using informal
language to describe their similarities,
differences, parts (e.g., number of
sides and vertices/“corners”) and
other attributes (e.g., having sides of
equal length).
K.G.B.5 Model shapes in the world by
building shapes from components
(e.g., sticks and clay balls) and drawing
shapes.
manipulative materials (such as
popsicle sticks, blocks, pipe cleaners,
clay, pattern blocks, etc.).
8. The child will use shapes to form
larger or different shapes (e.g. using
blocks or other manipulatives the child
can perform tasks such as using
triangles to create a larger triangle,
using triangles to create a hexagon,
and combining shapes to cover a
trapezoid).
8. With adult guidance and support,
the child will model two dimensional
shapes using various manipulative
materials (such as popsicle sticks, pipe
cleaners, clay, straws, etc.).
Begin to create larger shapes by
combining smaller shapes.
9. With adult guidance and support,
the child will begin to create larger
shapes by combining smaller shapes.
K.G.B.6 Compose simple shapes to
form larger shapes. For example, “Can
you join these two triangles with full
sides touching to make a rectangle?”