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### MT1 Number Concepts and Operations

- MT1.1 Demonstrates number sense and an understanding of quantity
- MT1.1.1 Number Names and Count Sequence
- MT1.1.1.1 Says or signs number words in order accurately with increasing ability to count to 5, then up to 10, and finally to 20 and beyond by the end of this age range
- MT1.1.1.2 Names what number comes after another number with decreasing need to count up from one (e.g., When asked “What comes after four?” immediately says “Five” instead of “One, two, three, four, five…five!”)

- MT1.1.2 Comparison of Quantity
- MT1.1.2.1 Counts to determine and compare whether the number of objects in one group is more than, less than, or the same as objects in another group (for groups of five to ten objects)

- MT1.1.3 Connection of Number, Numeral, and Quantity
- MT1.1.3.1 Shows increasing ability to count objects using one number for each object (one-to-one correspondence) and with increasing consistency uses the last number counted to represent how many objects are in a group (cardinality)
- MT1.1.3.2 Instantly recognizes without counting (subitizes) objects in sets of one to four objects (e.g., when playing game where teacher changes the number of blocks under a sheet and then uncovers them, child correctly identifies number of blocks without counting)
- MT1.1.3.3 Begins to use numerals to represent and communicate quantity (e.g., puts three counting bears on a card with the numeral “3” in a game)
- MT1.1.3.4 Shows increasing understanding of the concept of zero (e.g., holds up closed fist to show “no more monkeys jumping on the bed” during the last verse of the song; when teacher takes all of counting bears during a game and asks, “Now how many do you have?” child responds “None!”)
- MT1.1.3.5 Produces a set of a certain number when prompted (e.g., puts five napkins on the table when asked)

- MT1.1.1 Number Names and Count Sequence
- MT1.2 Explores combining and separating groups (numerical operations)
- MT1.2.1 Changes in Quantity
- MT1.2.1.1 Shows increased understanding that adding to or taking away objects from a group will increase or decrease the number of objects in the set (e.g., communicates, “I wanted more green blocks so my friend gave me three of his”) and can describe parts of a group (e.g., Says, “I have four cubes. Two are red, and two are blue”)

- MT1.2.2 Addition and Subtraction
- MT1.2.2.1 Using fingers or manipulatives as tools, shows increasing ability to solve simple addition problems by joining objects together for increasingly larger totals (up to 10; e.g. when adding a group of 3 and a group of 2, counts “one, two, three…” and then counts on “four, five!” keeping track with fingers)
- MT1.2.2.2 Using fingers or manipulatives as tools, shows increasing ability to solve simple subtraction problems by separating increasingly larger totals (up to 10; e.g., when asked how many counting bears will be left from a group of six if a friend takes two, child moves two bears to the side then counts remaining bears, “one, two, three, four…four bears!”)

- MT1.2.3 Early Division and Fractions
- MT1.2.3.1 Explores early division concepts by dividing objects into “fair-share” groups (e.g., gives three peers each two pieces of play fruit while playing restaurant) and identifying the concepts of a fraction whole and half by using real objects (e.g., identifies two equal parts of an apple or graham cracker as a half)

- MT1.2.1 Changes in Quantity

### MT2 Algebraic Thinking

- MT2.1 Uses classification and patterning skills
- MT2.1.1 Classification
- MT2.1.1.1 Sorts objects by more than one attribute (e.g., color and shape); attends to more complex attributes (e.g., weight, texture); Sorts and then resorts based on a different characteristic (e.g., sorts by size and then by color)

- MT2.1.2 Patterning
- MT2.1.2.1 Recognizes, extends, and replicates simple repeating patterns (e.g., triangle, square, triangle, square or repeated music verses)
- MT2.1.2.2 Creates own patterns in different forms (e.g., objects, sounds, movements) and fills in missing elements of a simple pattern (e.g., selects a green counting bear and completes the series of bears set out by the teacher: yellow, green, green, yellow, green, green, yellow, ____, green)

- MT2.1.1 Classification

### MT3 Measurement and Comparison

- MT3.1 Participates in exploratory measurement activities and compares objects
- MT3.1.1 Measurement
- MT3.1.1.1 Measures attributes of objects (e.g., length, height, weight) using non-standard units (e.g., lines up a variety of objects, such as blocks and cars, end-to-end without gaps, to measure rug); and explores formal measuring tools (e.g., measuring cups, scale, ruler) with increasing independence and initiation of activity
- MT3.1.1.2 Directly compares objects to see which is longer and later in this age range uses a third object to compare the length of two objects (e.g., uses yarn to measure two different objects)

- MT3.1.2 Comparison
- MT3.1.2.1 Uses comparative language (e.g., “shorter,” “heaviest”) to directly compare two or more objects (e.g., identifies “small,” “smaller,” “smallest”)
- MT3.1.2.2 Shows increasing ability to identify that different arrangements of the same number of objects are equal; begins to count to compare

- MT3.1.3 Seriation
- MT3.1.3.1 Organizes a small set of objects (i.e., three to five) in an increasing or decreasing order (seriation; e.g., arranges a set of twigs from shortest to longest)

- MT3.1.1 Measurement

### MT4 Geometry and Spatial Sense

- MT4.1 Explores and describes shapes and spatial relationships
- MT4.1.1 Shape Knowledge
- MT4.1.1.1 Recognizes and names familiar shapes (e.g., square, triangle, circle, rectangle) and later less familiar shapes (e.g., hexagon, trapezoid) and some three-dimensional shapes (e.g., cube, cone, cylinder, sphere); with increasing ability to recognize shapes regardless of orientation or size and to describe shapes in terms of their attributes (e.g., a triangle has three straight sides)

- MT4.1.2 Spatial Sense
- MT4.1.2.1 Uses increasingly complex spatial vocabulary (e.g., inside, beside, below); follows directions related to directionality, order, and position in space (e.g., “move forward,” “put it behind the green car”); and without needing to handle the object can mentally turn an object to perform simple tasks (e.g., communicates to a friend, “If you turn the puzzle piece it will fit”)

- MT4.1.3 Shape Manipulation
- MT4.1.3.1 Builds increasingly complex designs, pictures, and structures using two- and three-dimensional shapes (e.g., uses circles and rectangles to make a snowman image, constructs a castle out of building blocks), progressing from using one shape for each part of a picture to using several shapes to make one part
- MT4.1.3.2 Combines, rotates, flips, and separates shapes to create designs (e.g., using parquetry blocks) and to make other shapes (e.g., combines two wood triangle-shaped unit blocks to make a square) and later in this age range shows increasing ability to predict which shapes might be used to create other shapes

- MT4.1.1 Shape Knowledge