Preschool Math Master Standards Unpacking Document

Math Standards Naming Conventions

DC Prep Abbreviations DC Early Learning Equivalent Common Core Equivalent

NS = Number Sense Mathematics Counting and Cardinality (CC)

M = Measurement Mathematics Measurement and Data (MD)

G = Geometry Mathematics Geometry (G)

DC Prep Procedural Conceptual DC Early Learning Standards (PK)

Standard
PS.NS.1 - Use • Understands that each object I can tell how many Math: 15d – Counts 10-20 objects accurately,
one-to-one counted represents one unit of things I have by using one number name for each object
correspondenc the total quantity counting and touching
e up to 10 • Touches one object at a time each item.
• Says one number name for each
object touched I always start with the
• Counts in proper sequence up to number 1 when I count
10
and say numbers in
• Stops counting when all objects
have been counted order.

I only count each object

one time.

PS.NS.2 - • Begins to count at 1 I always start with the Math: 15a – Counts to 20 by ones
Count with • Identify what number comes number 1 when I count.
understanding next when given a number or Math: 15b – Tells what number comes next in
to at least 19 sequence prompt (“1, 2, and I say numbers in order the counting sequence when given a number
then comes…”) when I count. between 1 and 9
• Can use fingers to represent
counting when prompted The order of numbers is
• Counts in proper sequence up to constant. (4 always
19 comes after 3, etc.)
PS.NS.3 - Use • Touches one object at a time. I can tell how many Math: 15d – Counts 10–20 objects accurately,
numbers to • Says one number name for each things I have by using one number name for each object
tell how many object touched counting and touching
up to 10 • Counts in proper sequence Math: 15e – Understands that the last number
each item.
(number • Counts in proper sequence with named tells the number of objects counted
quantity) one-to-one correspondence and that the number of objects is the same
I always start with the
(using one number name for regardless of their arrangement or the
number 1 when I count
each object) 10 order in which they were counted
and say numbers in
• Stops counting when all objects
 Preschool Math Master Standards Unpacking Document

have been counted order.
• States last number counted as
total quantity I only count each object
• Counts to answer “How many?” one time.
questions
• Can display, on fingers, a specific The last number I say
quantity through 10 represents the total
• Counts in: lines quantity of objects I
counted. This is the
total number of objects
that are in the group.
Math: 15f – Counts to answer “How many?”
questions about 10–20 objects
Math: 15g – Correctly associates a numeral
with a group of as many as 10 counted objects
Math: 15h – Uses matching and counting
strategies and comparative language to
identify whether the number of objects in one
group (as many as 10 objects) is greater than,
less than, or equal to the number of objects in
another group (as many as 10 objects).

PS.NS.4 – • Can identify letters versus Numbers are different Math: 15c –Recognize and name numerals up
Recognize and numbers than letters and are to 10
name • Can point to a written number used for counting.
numerals up to when it is stated verbally
10 • Can name a number when it is For each number I can
pointed to up to 10 say or count, there is a
corresponding numeral.

PS.NS.5 - • Sees a small quantity and I know that quantities of

Quickly identifies how many without objects can be arranged
recognizes counting up to 4 (subitizing) differently, but I can still
quantities of • Can see small quantity in: lines, recognize them without
small groups of triangle, circle, bunch, rectangle counting.
objects up to 4 configuration
The arrangement of
objects does not impact
the quantity.
PS.NS.6 - • Understands that a set is a group Numbers tell me how
Constructs sets of objects many object s (quantity)
of a given • Counts in proper sequence with there are in a group
number using one-to-one correspondence regardless of what
concrete (using one number name for object it is; 4 elephants
objects up to each object) and 4 mice are both 4
10 • Stops counting at correct (e.g. quantity it is not
number related to size)
• States last number counted as
total quantity 0 represents a set of no
objects.
PS.NS.7 - Uses • Identifies a set of objects as Math: 15h – Uses matching and counting
matching and having more than another when strategies and comparative language to
counting prompted up to 5 identify whether the number of objects in one
strategies and • Identifies a set of objects as group (as many as 10 objects) is greater than,
comparative having less than another when less than, or equal to the number of objects in
language to prompted up to 5 another group (as many as 10 objects).
identify • Identifies sets of objects in: lines,
whether the circle, bunch, rectangle
number of configuration
objects in one • Selects a set of objects that is
 Preschool Math Master Standards Unpacking Document

group (as greater than or less than the

many as 5 other set in a group up to 5
objects) is
greater than,
less than, or
equal to the
number of
objects in
another group
(as many as 5
objects).

PS.NS.8 - Use • Understands first as beginning I can describe the

ordinal and last as the end location of something in
numbers to • Can count the position of objects relation to something
describe in a group using ordinal numbers else by using ordinal
position of (1st, 2nd, …) PS up to 3rd numbers.
objects • Describes people or objects as
being 1st or last in line Understands when
forming a line the 1st
person is defined by
which direction the line
is facing.

Understands that a
position in line is related
to the number of people
or things in front of it.
PS.NS.9 – • Holds writing utensil correctly Numbers can be
Writes • Write numbers correctly up to represented using
numerals 0-10 10 (reversals are expected and objects, words, or
should be corrected; however, written symbols.
number recognition is the focus)

PS.M.1 - Sort • Identify colors I can sort objects into Math: 14a – Groups objects according to a
and classify • Identify shapes groups based on common characteristic, regroups them
objects by • Discriminate between sizes different characteristics. according to a different characteristic, and
more than one (determine which object is explains the grouping rules
attribute bigger or smaller when Objects may belong to
(color, shape, compared) more than one group
size, number, • Recognize a set as a group of based on their
etc.) objects
attributes.
• Give examples of attributes
• Sort objects by 1 attribute
• Classify objects by one attribute
– how they are the same or
different (these are blue bears)
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PS.M.2 - • Identifies the existence of a Patterns can be found Math: 14b – Creates and extends simple
Recognize, pattern (AB) all around my world. repeating patterns
describe, and • Can describe the pattern (color,
copy simple shape, letters, numbers, sounds, Patterns repeat
patterns hand motions etc.) (AB) themselves over and
• Copies patterns to make their over.
pattern the same as another
(AB) When I know a pattern,
I can predict the next
thing (object, picture,
word, etc.) in the
pattern.

PS.M.3 - • Describe the length of an object I can tell how heavy Math: 16a. – Describes everyday objects in
Describes as short or long something it is by how terms of measurable attributes, such as
everyday • Describe height of an object as difficult it is to pick up. length, height, weight, or volume (capacity),
objects in tall or short using appropriate basic vocabulary (e.g., short,
terms of • Describe the weight of an object I can tell how light long, tall, heavy, light, big, small, wide,
measurable as heavy or light narrow)
something is by how
attributes,
easy it is to pick up.
such as length,
height, weight,
I can describe the length
or volume
(capacity), of an object by telling
using how long or short it is.
appropriate
basic I can describe the height
vocabulary of an object by telling
(e.g., short, how tall or short it is.
long, tall,
heavy, light, Objects can be
big, small, described based on
wide, narrow) their size.

PS.M.5 - • Identifies events in their day The things that I do Math: 16c – Knows the usual sequence of
Knows the • Identify events that occur before each day happen in a basic daily events
usual or after other events (PS - 2 specific order (1st, 2nd,
sequence of events) 3rd…last). My day
basic daily
follows a schedule.
events
PS.G.1 - • Describe a line as either straight Shapes are all around Math: 17a – Correctly names basic two-
Recognize, or curved me. Shapes can have dimensional shapes (squares, circles, triangles,
name and • Identifies 2D shapes when curves or straight lines. rectangles), regardless of their orientations or
describe compared to other things (e.g. Shapes have different size
simple two- numbers or letters): triangle, number of sides and
dimensional square, rectangle, circle, corners. Some shapes Math: 17b – Describes basic two- and three-
shapes diamond, are flat (2D) and some dimensional shapes
• Name 2D shapes: triangle, are solid (3D).
square, rectangle, circle,
diamond
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• Identify 2D objects in the Understands that a

environment using names of shape is still the same
shapes. shape no matter how it
is facing

PS.G.2 - • Identify shapes (2D) I can sort shapes into

Match, sort • Sort shapes into like groups groups based on
and classify (same attribute) different characteristics
shapes • Match pictures of shapes to (e.g. 2D or 3D, sides or
everyday objects that are the
no sides).
same shape
PS.G.3 - Builds • Create a plan for how to build a Shapes are made up of Math: 17c – Builds objects of basic shapes
objects of 2D shape using appropriate curves and lines (ball/sphere, square box/cube, tube/cylinder)
basic shapes materials by
(ball/sphere, • Accurately build and identify Shapes can be put • using various materials such as craft
square shape that was created together or broken sticks, blocks, pipe cleaners, clay, and so
box/cube, apart to make different on
tube/cylinder) shapes.
by
using various
materials such
as craft sticks,
blocks, pipe
cleaners, clay,
and so on
PS.G.4 - • Demonstrates understanding of I can tell the location of Math: 18a – Identifies the relative position of
Identifies the vocabulary: above, below, something in relation to objects, using appropriate terms such as
relative beside, in front of, behind, under something else. above, below, in front of, behind, over, under
position of and over
objects, using • Identifies an object based on its
appropriate position relative to another
terms such as object (e.g. points to object that
above, below, is ____ the chair)
in front of, • Can place a given object based
behind, over, on positional word prompt (e.g.
under “Put the bear in front of the
house”)