• P
Primary 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 five-frame.
• 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.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.NS.1.5
Students will be expected to compare quantities, 1 to 10, using one-to-one 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€
• Geometry
• P.G.1.1
Students will be expected to sort 3-D objects using a single attribute.
Performance Indicators
- G01.01 Sort a given set of familiar 3-D 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 pre-sorted set.
• P.G.1.2
Students will be expected to build and describe 3-D objects.
Performance Indicators
- G02.01 Create a representation of a given 3-D object using building blocks and compare the representation to the original 3-D object.
- G02.01 Describe a given 3-D object using words such as big, little, round, like a box, or like a can.
• 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.
• 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 non-repeating 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.