Utah PreK Math
37 Standards
3 yr.1.1
2 LessonsCount to ten by ones.
Aligned Lessons
3 yr.1.2
2 LessonsRecognize that numbers have a known sequence (for example, “1, 2, 3, 4, 5. What comes next?”).
Aligned Lessons
3 yr.1.3
Begin to recognize the difference between letters and numbers.
3 yr.1.4
2 LessonsBegin to name written numerals 0–5.
Aligned Lessons
3 yr.1.5
2 LessonsBegin to develop an understanding of the relationship between some numbers and quantities by using one-to-one correspondence.
Aligned Lessons
3 yr.1.6
2 LessonsBegin to point to and count up to five objects.
Aligned Lessons
3 yr.1.7
2 LessonsBegin to respond to the question “How many?”.
Aligned Lessons
3 yr.2.5
2 LessonsIdentify simple patterns in the environment and begin to duplicate and extend simple patterns (for example, ababab).
Aligned Lessons
3 yr.3.1
2 LessonsIdentify and describe measurable attributes (for example, big, small, tall, short).
Aligned Lessons
3 yr.3.3
2 LessonsSort objects into given categories including color, size, shape, etc.
Aligned Lessons
3 yr.3.4
2 LessonsWith prompting and support, compare the number of objects in each category to identify which groups contain more or less, or are the same.
Aligned Lessons
3 yr.4.1
2 LessonsMatch, point to, and begin to identify basic shapes by name.
Aligned Lessons
3 yr.4.4
2 LessonsWith prompting and support, begin to identify attributes of basic two-dimensional shapes (for example, a rectangle has two long sides and two short sides).
Aligned Lessons
3 yr.4.5
2 LessonsExplore shapes using a variety of media (for example, blocks, stickers, play dough/clay, art supplies).
Aligned Lessons
3 yr.4.6
Explore combining basic shapes together to represent an object (for example, use a square and a triangle to make a house).
4 yr.1.1
Count to 20 by ones.
4 yr.1.2
In the sequence of 1–10, identify numbers that come before or after one another.
4 yr.1.3
1 LessonCount a number of objects from 0–10 and begin to associate them with a written numeral.
Aligned Lessons
4 yr.1.4
Name written numerals 0–10.
4 yr.1.5
1 LessonUse one-to-one correspondence when counting objects to ten.
Aligned Lessons
4 yr.1.6
1 LessonWhen counting objects to ten, understand that the last number counted in a set tells how many.
Aligned Lessons
4 yr.1.7
2 LessonsCount two sets of objects up to 10 to determine which has more.
Aligned Lessons
4 yr.2.1
Understand and represent addition up to five (adding to or putting together) and subtraction (taking from or taking apart) with concrete objects, fingers, movement, and simple drawings.
4 yr.2.2
With prompting and support, solve addition and subtraction word problems created by the teacher using up to five concrete objects to represent the problem (for example, “Bring me three blocks, now bring me two more. How many blocks do we have?”).
4 yr.2.3
Take apart numbers less than or equal to five by using objects with different attributes (for example, 5 can be taken apart into sets of 2 blue and 3 yellow or 1 square and 4 circles).
4 yr.2.4
Use concrete objects to make sums of 5 using quantities from 0–5. (for example, 0 and 5 make a set of 5, 2 and 3 make a set of 5.)
4 yr.2.5
2 LessonsDuplicate, extend, and create simple patterns (for example, ababab).
Aligned Lessons
4 yr.3.1
2 LessonsDescribe objects using vocabulary specific to measurable attributes (for example, length [long/short], weight [heavy/light], size [big/small], and distance [near/far]).
Aligned Lessons
4 yr.3.2
2 LessonsDirectly compare two objects using measurable attributes (for example, length [longer/shorter], weight [heavier/lighter], and size [bigger/smaller]).
Aligned Lessons
4 yr.3.3
Classify/sort objects into given categories (for example, color, size, shape) by specified attributes.
4 yr.3.4
Compare the number of objects in each category to identify which groups contain more or less, or are the same.
4 yr.4.1
Describe objects in the environment by using names of shapes and identify the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
4 yr.4.2
Identify and name basic shapes regardless of their size and/or orientation (the way the object is turned or flipped).
4 yr.4.3
Begin to explore that shapes can be two-dimensional (flat) or three-dimensional (solid).
4 yr.4.4
Describe attributes of basic two-dimensional shapes including size, number of sides, number of corners, etc.
4 yr.4.5
Create basic shapes using a variety of media (for example, blocks, stickers, play dough/clay, art supplies).
4 yr.4.6
Explore combining basic shapes to create new shapes (for examMATHEMATICS | 60 ple, two triangles make a rhombus).