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Colorado Department of Education 2019-2020 Academic Standards & EEOs

Preschool
Other Colorado Extended Evidence Outcomes: Mathematics sets
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
High School

2
Instantly recognize, without counting, small quantities of up to at least three objects and indicate the number.P.CC.B.2

3
Identify the number names in order when counting, pairing one number word that corresponds with one object, up to at least 5.P.CC.C.3
4
Use the number name of the last object counted to answer “How many?” questions for up to at least 5 objects.P.CC.C.4
5
Accurately count as many as three objects in a scattered configuration or out of a collection of more than four objects.P.CC.C.5
6
Understand that each successive number name refers to a quantity that is one larger.P.CC.C.6

7
Identify whether the number of objects in one group is more than, less than, or the same as the number objects in another group.P.CC.D.7
1. a
  Groups should be small and differences should be clear.P.CC.D.7.a
2. b
  Example comparisons include 1 vs. 4, 5 vs. 2, and 3 vs. 3 (EE.K.CC.6).P.CC.D.7.b
8
Identify and use numbers related to order or position from first to at least third.P.CC.D.8

9
Associate a number of objects within a written numeral up to at least 3.P.CC.E.9
10
Recognize and, with support or assistive technology, write some numerals or an approximation of a numeral up to at least 3.P.CC.E.10

1
Represent addition and subtraction in different ways, such as fingers, objects, and drawings, to add “one more” or “take away one.” (EE.K.OA.1).P.OA.A.1
2
Solve addition and subtraction problems set in simple contexts. Add and subtract up to at least two, to or from, a given number to find a sum or difference up to at least 5.P.OA.A.2
1. a
  Examples: “If you have one block and I give you one more, how many will you have?” “If you have three cookies and eat two, how many will you have left?”P.OA.A.2.a
3
Begin to use counting on (adding 1 or 2, for example) from the larger number for addition.P.OA.A.3

4
Recognize a simple pattern by touching, pointing, or saying the pattern in sequence without skipping elements.P.OA.B.4
5
Duplicate simple patterns in the same location as demonstrated.P.OA.B.5
1. a
  Extend simple patterns. Example: Copy an ABAB pattern and extend it to ABABAB.P.OA.B.5.a
6
Identify the core unit of sequentially repeating patterns, such as color in a sequence of alternating red and blue blocks.P.OA.B.6

1
Indicate an understanding of comparative language, such as shortest, heavier, biggest, or later.P.MD.A.1
2
Compare or order up to at least three objects based on their measurable attributes, such as height or weight.P.MD.A.2
3
Measure using the same unit, such as putting together snap cubes, to see how tall a book is. P.MD.A.3

1
Indicate an understanding (e.g., by naming or sorting) of differences of shapes in terms of length of sides, number of sides, and number of angles/corners. P.G.A.1
2
Identify basic shapes (circle, square, rectangle, triangle) having the same orientation and size.P.G.A.2
3
Sort two-and three-dimensional shapes and objects in different sizes based on a countable or measurable attribute (e.g., number of sides, corners).P.G.A.3
4
Compose simple shapes to form larger shapes.P.G.A.4

5
Indicate an understanding of language related to directionality, order, and the position of objects, including up/down and in front/behind.P.G.B.5
6
Correctly follow directions involving their own position in space, such as “stand up” and “move forward.” P.G.B.6

What grade levels do these standards cover?: PRE-K
Where can I read the official document?: Colorado Department of Education 2019-2020 Academic Standards & EEOs

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Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

Extended Evidence Outcomes: Mathematics

Colorado