Crosswalk: 1) Common Core Standards, Kindergarten, Math,
2) Proposed Draft for Pre-K Math Common Core, 3) MA Guidelines for Preschool Experiences, Math (2003)
Common Core Standards, Kindergarten Standards, Math http://www.corestandards.org/the-standards/mathematics
MA Working Draft Math Kindergarten and Preschool Math 2010 http://www.doe.mass.edu/frameworks/math/0610draft.doc
MA Guidelines for Preschool Experiences Math 2003 http://www.eec.state.ma.us/docs1/research_planning/ta_guideprelearnexper.pdf
Common Core Standards
Kindergarten -- Mathematics
Draft Proposed PreK Math
Common Core Standard
MA Guidelines for Preschool Experiences – Math
 Examples of Activities
Counting and Cardinality
Know number names and the count sequence
1. Count to 100 by ones and by tens.
Counting and Cardinality
MA.PK.CC.1 Listen to and say the names of
numbers in meaningful contexts.
Number Sense
1. Listen to and say the names of numbers in
meaningful contexts.
 Play games and listen to stories and poems that
contain numbers and counting sequences.
 Count concrete objects for a meaningful purpose
(e.g. three crackers for snack, two eyes to glue on
the bunny, three steps down to the playground).
2. Count forward beginning from a given number within
the known sequence (instead of having to begin at 1).
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).
Count to tell the number of objects
4. Understand the relationship between numbers and
quantities; connect counting to cardinality.
a. 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.
b. 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.
c. Understand that each successive number name
refers to a quantity that is one larger.
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.
No developmentally appropriate preschool standard.
NA
MA.PK.CC.2 Recognize and name the numerals 010.
NA
MA.PK.CC.3 Understand the relationship between
numerals and quantities.
2. Connect many kinds/quantities of concrete objects
and actions to numbers.
 Arrange and count a variety of different kinds of
objects to explore the consistency of quantities (e.g.
to build understanding of what “3” looks like,
whether you are counting blocks, beads, or
pinecones).
MA.PK.CC.4 – proposed standard removed
MA.PK.CC.5 Count many kinds of concrete objects
and actions up to ten, using one-to-one
correspondence, and accurately count as many as 7
things in a scattered configuration.
2. Connect many kinds/quantities of concrete objects
and actions to numbers.
 Use concrete objects, actions, or drawings to
represent quantities (e.g., jump two times; stack four
unit blocks; string three beads, hold up two fingers,
get three blocks on request.)
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Common Core Standards
Kindergarten-- Mathematics
Counting and Cardinality (continued)
No equivalent
Draft Proposed PreK Math
Common Core Standard
No developmentally appropriate preschool standard.
MA Guidelines for Preschool Experiences—Math
 Example Activities
Number Sense
3. Use positional language and ordinal numbers (first,
second, third) in everyday activities.
4. Use concrete objects to solve simple addition and
subtraction problems using comparative language
(more than, fewer than, same number of).
 Distribute and compare objects in meaningful ways
(e.g. which bucket has more rocks in it, how many
napkins are needed for everyone at the table).
 Figure out how many blocks they have altogether
when they join two sets or how many blocks are
needed to make two towers the same size.
NA
Compare numbers
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. (Include groups with up to ten objects.)
MA.PK.CC.6 Use comparative language such as
more/less than, equal to, to compare and describe
collections of objects.
7. Compare two numbers between 1 and 10 presented as
written numerals.
No equivalent.
No developmentally appropriate preschool standard.
Operations and Algebraic Thinking
Understand addition as putting together and adding to,
and understand subtraction as taking apart and taking
from.
1. Represent addition and subtraction with objects,
fingers, mental images, drawings, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or
equations.
2. Solve addition and subtraction word problems, and
add and subtract within 10, e.g., by using objects or
drawings to represent the problem.
Operations and Algebraic Thinking
No developmentally appropriate preschool standard
MA.PK.OA.1 Use concrete objects to model real
world addition and subtraction problems up through
5.
NA
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).
No developmentally appropriate preschool standard
NA
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
.
No developmentally appropriate preschool standard
NA
No developmentally appropriate preschool standard
5. Observe and manipulate concrete examples of whole
and half.
NA
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Common Core Standards
Kindergarten--Mathematics
Operations and Algebraic Thinking (continued)
5. Fluently add and subtract within 5.1 Drawings need
not show details, but should show the mathematics in the
problem. (This applies wherever drawings are mentioned
in the Standards.)
Draft Proposed PreK Math
Common Core Standard
Operations and Algebraic Thinking (cont’d)
No developmentally appropriate preschool standard
No equivalent
No developmentally appropriate preschool standard
MA Guidelines for Preschool Experiences—Math
 Example Activities
NA
9. Recognize, describe, reproduce, extend, create, and
compare repeating patterns of common objects/
materials.
14. Identify patterns in the environment (e.g., plaid,
stripes, or checks on clothing, floors, or walls).
Number and Operations in Base Ten
Work with numbers 11-19 to gain foundations for place
value
1. Compose and decompose numbers from 11 to 19 into
ten ones and some further ones, e.g. by using objects or
drawings, and record each composition or
decomposition by a drawing or equation (such as 18 =
10 + 8); understand that these numbers are composed of
ten ones and one, two, three, four, five, six, seven, eight,
or nine ones.
Describe and compare measurable attributes
1. Describe measurable attributes of objects, such as
length or weight. Describe several measurable attributes
of a single object.
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.
Number and Operations in Base Ten
No developmentally appropriate preschool standard
NA
MA.PK.MD.1 Recognize the attributes of length,
area, weight and capacity of everyday objects using
appropriate vocabulary (e.g. long, short, tall, small,
heavy, light, big).
12. Listen to and use comparative words to describe the
relationships of objects to one another.
 Compare and describe objects according to a single
attribute (e.g., which is bigger, smaller, taller,
longer, shorter, same length, wider, narrower,
thicker, thinner, deeper, shallower, lighter, heavier,
holds less, or holds the same amount).
MA.PK.MD.2 Compare the attributes of length and
weight for two objects, including longer/shorter,
same length, heavier/lighter, same weight, holds
more/less, holds the same amount.
8. Sort, categorize, or classify objects by more than one
attribute.
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Common Core Standards
Kindergarten -- Mathematics
Measurement and Data
Classify objects and count the number of objects in each
category
3. Classify objects into given categories; count the
numbers of objects in each category and sort the
categories by count. Limit category counts to be less
than or equal to
Draft Proposed PreK Math
Common Core Standard
Measurement and Data
MA.PK.MD.3 Sort, categorize, or classify objects
by more than one attribute.
No equivalent
No developmentally appropriate preschool standard
13. Use estimation in meaningful ways and follow up
by verifying the accuracy of estimation.
No equivalent
No developmentally appropriate preschool standard
14. Use non-standard units to measure length, weight,
and amount of content in familiar objects.
Geometry
Identify and describe shapes (squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders, and
spheres).
Geometry
MA.PK.G.1 Identify relative position of objects in
space, and use appropriate language (e.g., beside,
inside, next to, close to, above, below apart).
MA.PK.MD.4 - proposed standard removed
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. Correctly name shapes regardless of their orientations
or overall size.
MA.PK.G.2 Identify various two-dimensional
shapes using appropriate language.
3. Identify shapes as two-dimensional (lying in a plane,
“flat”) or three-dimensional (“solid”).
No developmentally appropriate preschool standard
MA Guidelines for Preschool Experiences—Math
 Example Activities
7. Explore and describe a wide variety of concrete
objects by their attributes.
 Describe the size, shape, color, and/or texture of
everyday materials (e.g., pasta, rocks, shells, unit
blocks, attribute blocks, parquetry blocks, crackers).
8. Sort, categorize, or classify objects by more than one
attribute.
15. Organize and draw conclusions from facts they
have collected.
11. Explore and identify space, direction, movement,
relative position, and size using body movement and
concrete objects.
 Play with puzzles of increasing complexity as
skills develop.
 Identify shapes in different orientations (a
triangle is still a triangle even though it’s
turned in different directions.
10. Investigate and identify materials of various shapes,
using appropriate language.
 Find examples of basic shapes such as circle,
square, triangle, and/or rectangle in the
environment (e.g. go on a “shape walk”
indoors and outdoors to find examples of
basic shapes in buildings, in the classroom, in
nature.
NA
4
Common Core Standards
Kindergarten -- Mathematics
Measurement and Data
Analyze, compare, create, and compose shapes.
Draft Proposed PreK Math
Common Core Standard
Measurement and Data
No developmentally appropriate preschool standard
MA Guidelines for Preschool Experiences—Math
 Example Activities
NA
5. Model shapes in the world by building shapes from
components (e.g., sticks and clay balls) and drawing
shapes.
MA.PK.G.3 Create and represent three-dimensional
shapes using various manipulative materials such as
popsicle sticks, blocks, pipe cleaners, pattern blocks,
etc.
10. Investigate and identify materials of various shapes,
using appropriate language.
 Create/represent shapes (e.g., using popsicle sticks,
pipe cleaners, unit blocks).
6. Compose simple shapes to from larger shapes. For
example, “Can you join these two triangles with full
sides touching to make a rectangle?”
No developmentally appropriate preschool standard
NA
No equivalent category
Proposed:
MA.K.MD.5 Identify and name U.S. coins (penny,
nickel, dime and quarter).
Work with Money
MA.PK.MD.5 Recognize that certain objects are
coins.
6. Examine, manipulate, and identify familiar U.S.
coins (penny, nickel, dime, quarter) in play activities.
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).
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