Illinois Social/Emotional Learning Standards

Goal 1 - Develop self-awareness and self-management skills to achieve school and life success.

Goal 2 - Use social-awareness and interpersonal skills to establish and maintain positive relationships.

Goal 3 - Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

🟩 K.CC.A.1 Count by  ones and by tens.

🟩 K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

🟩 K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

🟩 K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

🟩 K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

🟩 K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

🟩 K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

🟩 K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.s

🟩 K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Although the standards call for students to count to 100 and represent to 20, the intent of these standards is not met at this time.  Students begin to develop an understanding of the relationship between numbers and quantities. They point to objects in a sequence and match them to number names, and come to understand that the total number of objects in a set corresponds to the last number said in the sequence. The counting work students do with numbers to 5 is foundational for building fluency in expressing 5 as a sum of two numbers in different ways.

*1 additional week added to the end of the semester for review and benchmark testing

🟩 K.CC.A.1 Count by  ones and by tens.

🟩 K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

🟩 K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

🟩 K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

🟩 K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

🟩 K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

🟩 K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

🟩 K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.s

🟩 K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

🟩 K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

🟩 K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

🟩 K.OA.A.5 Fluently add and subtract within 5.

Students will continue their work with numbers to ten. They continue to count by ones, both chorally and independently. They answer “how many?” questions using different arrangements of objects. They focus now on using "greater than" and "less than" to compare the number of objects in two sets. They also practice writing numbers to ten throughout the unit.

Students expand their work in addition and subtraction to include sums and differences to 10. They use objects and drawings to represent situations of adding to and taking from. The begin this work by exploring the idea of making ten using numbers 0-9. Students start working with addition and subtraction equations, and word problems, using objects and drawings. Students develop fluency in addition and subtraction within five and expressing five as a sum in multiple ways.

🟩 K.CC.A.1 Count by  ones and by tens.

🟩 K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

🟩 K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

🟩 K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

🟩 K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

🟩 K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

🟩 K.CC.A.1 Count by  ones and by tens.

🟩 K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

🟩 K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

🟩 K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

🟩 K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

🟩 K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

🟩 K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

🟩 K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.s

🟩 K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

🟩 K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

🟩 K.OA.A.5 Fluently add and subtract within 5.

Students continue practice counting by ones and start counting by 10s. They count forward from a number other than one. They practice writing and recognizing the teen numbers before they work to understand those numbers as tens and more ones. They work with objects in various arrangements (lines, arrays, circles, and scattered) to count using a one-to-one correspondence.

🟩 K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Students learn that the numbers 11–19 can be expressed as ten ones plus some more ones. They use objects and drawings to compose and decompose these numbers and match them to equations, e.g., 18 = 10 + 8, that parallel the visual models, such as ten-frames.