
PPrimary Standards
Top Mathematicians

The Number System

P.NS.1.1
Students will be expected to say the number sequence by
• 1s, from 1 to 20
• 1s, starting anywhere from 1 to 10 and from 10 to 1
• Performance Indicators
 N01.01 Recite the number sequence from 1 to 20 and from 10 to 1.
 N01.02 Name the number that comes after a given number, 1 to 9.
 N01.03 Name the number that comes before a given number, 2 to 10.
 N01.04 Recite number names from a given number to a stated number (forward 1 to 10, backward 10 to 1) using visual aids. 

P.NS.1.2
Students will be expected to recognize, at a glance, and name the quantity represented by familiar arrangements of 1 to 5 objects or dots.
• Performance Indicators
 N02.01 Look briefly at a given familiar arrangement of 1 to 5 objects or dots and identify the number represented without counting.
 N02.02 Identify the number represented by a given dot arrangement on a fiveframe. 

P.35

P.65

P.810

P.95

P.1010


P.NS.1.3
Students will be expected to relate a numeral, 1 to 10, to its respective quantity.
• Performance Indicators
 N03.01 Name the number for a given set of objects.
 N03.02 Match numerals with their given pictorial representations.
 N03.03 Hold up the appropriate number of fingers for a given numeral.
 N03.04 Construct a set of objects corresponding to a given numeral.
 N03.05 Record the numeral that represents the quantity of a given set of objects. 

P.45

P.55

P.65

P.810

P.1110


P.NS.1.4
Students will be expected to represent and describe numbers 2 to 10 in two parts, concretely and pictorially.
• Performance Indicators
 N04.01 Show a given number as two parts (using fingers, counters, or other objects) and name the number of objects in each part.
 N04.02 Show a given number as two parts, using pictures, and name the number of objects in each part. 

P.65

P.810


P.NS.1.5
Students will be expected to compare quantities, 1 to 10, using onetoone correspondence.
• Performance Indicators
 N05.01 Construct a set to show more than, fewer than, or as many as a given set.
 N05.02 Compare two given sets through direct comparison and describe the sets using words, such as more, fewer, as many as, or the same number as. 

P.NS.1.6
Students will be expected to demonstrate an understanding of counting to 10.
• Performance Indicators
 N06.01 Answer the question, â€œHow many are in the set?â€ 

P.NS.1.1

Geometry

P.G.1.1
Students will be expected to sort 3D objects using a single attribute.
• Performance Indicators
 G01.01 Sort a given set of familiar 3D objects using a single attribute, such as size or shape, and explain the sorting rule.
 G01.02 Explain the sorting rule used to sort a presorted set. 

P.G.1.2
Students will be expected to build and describe 3D objects.
• Performance Indicators
 G02.01 Create a representation of a given 3D object using building blocks and compare the representation to the original 3D object.
 G02.01 Describe a given 3D object using words such as big, little, round, like a box, or like a can. 

P.G.1.1

Measurement and Data

P.MD.1.1
Students will be expected to use direct comparison to compare two objects based on a single attribute, such as length, mass, volume, and capacity.
• Performance Indicators
 M01.01 Compare the length of two given objects and explain the comparison using words such as shorter, longer, taller, or almost the same.
 M01.02 Compare the mass of two given objects and explain the comparison using words such as lighter, heavier, or almost the same.
 M01.03 Compare the capacity of two given objects and explain the comparison using words such as holds less, holds more, or holds almost the same.
 M01.04 Compare the volume of two given objects and explain the comparison using words such as bigger, smaller, or almost the same. 

P.MD.1.1

Patterns and Relations

P.RP.1.1
Students will be expected to demonstrate an understanding of repeating patterns (two or three elements) by identifying, reproducing, extending, and creating patterns using manipulatives, sounds, and actions.
• Performance Indicators
 PR01.01 Distinguish between repeating patterns and nonrepeating sequences in a given set by identifying the part that repeats.
 PR01.02 Copy a given repeating pattern and describe the pattern.
 PR01.03 Extend a variety of given repeating patterns to two more repetitions.
 PR01.04 Create a repeating pattern using manipulatives, musical instruments, or actions and describe the pattern.
 PR01.05 Identify and describe a repeating pattern in the classroom, the school, and outdoors. 

P.RP.1.1