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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 Georgia Mathematics Learning Standards if your intention constitutes fair use.

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Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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)

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. (one-to-one correspondence)

Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.

Understand that each successive number name refers to a quantity that is one larger.

Describe several measurable attributes of an object, such as length or weight. For example, a student may describe a shoe as, This shoe is heavy! It is also really long!

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Count to answer how many? questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration.

Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.)

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.2

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

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).

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

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

Correctly name shapes regardless of their orientations or overall size.

Identify shapes as twodimensional (lying in a plane, flat) or threedimensional (solid).

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

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.5

Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8)

Represent addition and subtraction with objects, fingers, mental images, drawings6 , sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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. (drawings need not include an equation).

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.

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