K-3rd Math Expectations

In order for your child to be successful in math they must master specific basic skills.  Below are the skills students in K-3rd grade should master before moving on to the next grade level.  Please take time to review these skills with your child. 

Kindergarten Math Expectations:

 At the beginning of Kindergarten, students should be able to:

  • Count verbally 1-10
  • Count small collections of items (up to 5)

By the end of Kindergarten, students should be able to:

  • Count verbally 1-30 (starting at any number)
  • Count verbally 10-1 (starting at any number)
  • Identify numerals to 30
  • Add using visible items (counters, pictures)
  • Make finger patterns up to 10 (without counting fingers)
  • Identify domino patterns (up to 6) without counting

Click here to print domino patterns: http://www.mathwire.com/templates/domflash2.pdf

First Grade Math Expectations:

 At the beginning of first grade, students should be able to:

  • Count verbally 1-30 (starting at any number)
  • Count verbally 10-1 (starting at any number)
  • Identify numerals to 30
  • Add using visible items (counters, pictures)
  • Make finger patterns up to 10 (without counting fingers)
  • Identify domino patterns (up to 6) without counting

 By the end of first grade, students should be able to:

  • Count verbally 1-100 (starting at any number)
  • Count verbally 100-1 (starting at any number)
  • Identify numerals to 100
  • Count on to solve addition problems
  • Count back to solve subtraction problems
  • Make and identify finger patterns up to 10 without counting fingers
    • Five plus (8 as 5 and 3)
    • Doubles (8 as 4 and 4)
  • Identify ten frames without counting

Click here for printable ten frame flashcards : Ten Frame Flash Cards

Click here for a great game using 10 frames: http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

Second Grade Math Expectations:

At the beginning of second grade, students should be able to:

  • Count verbally 1-100 (starting at any number)
  • Count verbally 100-1 (starting at any number)
  • Identify numerals to 100
  • Count on to solve addition problems
  • Count back to solve subtraction problems
  • Make and identify finger patterns up to 10 without counting fingers
    • Five plus (8 as 5 and 3)
    • Doubles (8 as 4 and 4)
  • Identify ten frames without counting

 By the end of second grade, students should be able to:

  • Count verbally 1-200 (starting at any number)
    • By 1s
    • By 10s (40, 50, 60 AND 4, 14, 24)
  • Count verbally 200-1 (starting at any number)
    • By 1s
    • By 10s (140, 130, 120 AND 117, 107, 97, 87)
  • Identify numerals to 100
  • Count on to solve addition problems
  • Count back to solve subtraction problems
  • Make and identify finger patterns up to 10 without counting fingers
    • Five plus (8 as 5 and 3)
    • Doubles (8 as 4 and 4)
  • Identify ten frames without counting

Click here for printable ten frame flashcards: Ten Frame Flash Cards

Click here for a great game using ten frames: http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

 Third Grade Math Expectations:

At the beginning of third grade, students should be able to:

  • Count verbally 1-200 (starting at any number)
    • By 1s
    • By 10s (40, 50, 60 AND 4, 14, 24)
  • Count verbally 200-1 (starting at any number)
    • By 1s
    • By 10s (140, 130, 120 AND 117, 107, 97, 87)
  • Identify numerals to 100
  • Count on to solve addition problems
  • Count back to solve subtraction problems
  • Make and identify finger patterns up to 10 without counting fingers
    • Five plus (8 as 5 and 3)
    • Doubles (8 as 4 and 4)
  • Identify ten frames without counting

 By the end of third grade, students should be able to:

  • Count verbally 1-200 (starting at any number)
    • By 1s
    • By 10s (40, 50, 60 AND 4, 14, 24)
  • Count verbally 200-1 (starting at any number)
    • By 1s
    • By 10s (140, 130, 120 AND 117, 107, 97, 87)
  • Identify numerals to 100
  • Use non- count by ones strategies to solve addition and subtraction problems
    • Working through 10, compensation, using a known fact etc.
  • Make and identify finger patterns up to 10 without counting fingers
    • Five plus (8 as 5 and 3)
    • Doubles (8 as 4 and 4)
  • Identify ten frames without counting
Cane Ridge Elementary School