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Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Alaska Mathematics Standards if your intention constitutes fair use.

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Count forward beginning from a given number within the known sequence.

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).

Understand the relationship between numbers and quantities; connect counting to cardinality; a. When counting objects, say the number names in 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.

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.

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, counting, or estimating strategies).

Compare and order two numbers between 1 and 10 presented as written numerals.

Describe objects in the environment using names of shapes and describe their relative positions (e.g., above, below, beside, in front of, behind, next to).

Identify shapes as two-dimensional (flat) or three-dimensional (solid).

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), and other attributes (e.g., having sides of equal lengths).

Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle).

Describe measurable attributes of objects (e.g., length or weight). Match measuring tools to attribute (e.g., ruler to length). Describe several measurable attributes of a single object.

Make comparisons between 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.

Classify objects into given categories (attributes). Count the number of objects in each category (limit category counts to be less than or equal to 10).

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 and decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones.

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.

Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).

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). For example, 5 = 2 + 3 and 5 = 4 + 1.

For any number from 1 - 4, find the number that makes 5 when added to the given number and, for any number from 1 - 9, find the number that makes 10 when added to the given number (e.g., by using objects, drawings or 10 frames) and record the answer with a drawing or equation.

Recognize, identify and continue simple patterns of color, shape, and size.

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