Mathematics Standards for 3-Year-Olds
Course Preface

 

Course Introduction

 

Core Standards of the Course

Strand 1: COUNTING AND CARDINALITY
Counting and cardinality includes the ability to identify numerals by name, count in sequence, use one-to-one correspondence, and describe quantities of objects counted.

Standard Math 3 yr.1.1
Count to ten by ones.

Standard Math 3 yr.1.2
Recognize that numbers have a known sequence (for example, "1, 2, 3, 4, 5. What comes next?").

Standard Math 3 yr.1.3
Begin to recognize the difference between letters and numbers.

Standard Math 3 yr.1.4
Begin to name written numerals 0-5.

Standard Math 3 yr.1.5
Begin to develop an understanding of the relationship between some numbers and quantities by using one-to-one correspondence.

Standard Math 3 yr.1.6
Begin to point to and count up to five objects.

Standard Math 3 yr.1.7
Begin to respond to the question "How many?".

Strand 2: OPERATIONS AND ALGEBRAIC THINKING
Operations and algebraic thinking involve identifying and manipulating simple patterns, the understanding of addition as putting together and adding to, and the understanding of subtraction as taking apart and removing from.

Standard Math 3 yr.2.1
Begins in 4-year-old standard.

Standard Math 3 yr.2.2
Begins in 4-year-old standard.

Standard Math 3 yr.2.3
Begins in 4-year-old standard.

Standard Math 3 yr.2.4
Begins in 4-year-old standard.

Standard Math 3 yr.2.5
Identify simple patterns in the environment and begin to duplicate and extend simple patterns (for example, ababab).

Strand 3: MEASUREMENT AND DATA
Measurement and Data involve the ability to describe and compare measurable attributes of objects, classify objects, and count the number of objects in each category.

Standard Math 3 yr.3.1
Identify and describe measurable attributes (for example, big, small, tall, short).

Standard Math 3 yr.3.2
Begins in 4-year-old standard.

Standard Math 3 yr.3.3
Sort objects into given categories including color, size, shape, etc.

Standard Math 3 yr.3.4
With prompting and support, compare the number of objects in each category to identify which groups contain more or less, or are the same.

Strand 4: GEOMETRY
Geometry involves the ability to identify, describe, compare, and create shapes.

Standard Math 3 yr.4.1
Match, point to, and begin to identify basic shapes by name.

Standard Math 3 yr.4.2
Begins in 4-year-old standard.

Standard Math 3 yr.4.3
Begins in 4-year-old standard.

Standard Math 3 yr.4.4
With prompting and support, begin to identify attributes of basic two-dimensional shapes (for example, a rectangle has two long sides and two short sides).

Standard Math 3 yr.4.5
Explore shapes using a variety of media (for example, blocks, stickers, play dough/clay, art supplies).

Standard Math 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).

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http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Cristina  Barrera and see the Early Learning website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.