Ohio Academic Standards for Math
Early Childhood
Click on the standard to view the indicators.

Number, Number Sense and Operations

Students demonstrate number sense, including an understanding of number systems and operations and how they relate to one another. Students compute fluently and make estimates using paper and pencil, technology-supported and mental methods.

1. Count to 10 in the context of daily activities and play.

2. Touch objects and say the number names when counting in the Context of daily activities and play.

3. Demonstrate one-to-one correspondence when counting objects.

4. Determine “how many” in sets of 5 or fewer objects.

5. Construct two sets of objects each containing the same number of objects.

6. Compare sets of equal, more, and fewer and use the language of comparison (i.e., equal, more and fewer).

7. Group and regroup a given set in the context of daily activities and play (e.g., 5 blocks can be 2 blue and 3 green or 1 blue and 4 green).

8. Represent quantity using invented forms (e.g., child’s marks to represent a quantity of objects).

9. Write numerical representations (e.g., scribbles, reversals) or numerals in meaningful context (e.g., play situations).

10. Identify and name numerals 0-9.

11. Compare and order whole numbers up to 5.

12. Identify some coins (e.g., penny, dime, quarter).

13. Recognize that coins have different values.

14. Construct sets with more or fewer objects than a given set.

15. Count on (forward) using objects such as cards, number cubes or dominoes that have familiar dot patterns.

16. Join two sets of objects to make one large set in the context of daily routines an play (e.g., combining 2 bags of raisins, each containing 3 pieces; combining 2 groups of blocks, each containing 3 blocks).

17. Distribute equally a set of objects into 2 or more smaller sets.

Measurement Standard

Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies.

1. Begin to identify and use the language of units of time. For

Units Example: a. Day, night, week; b. Yesterday, today, tomorrow

2. Recognize that various devices measure time (e.g., clock, timer, Techniques and calendar). Tools

3. Sequence or order events in the context of daily activities and play (e.g., wash your hands before and after snacks, who’s next for the computer).

4. Begin to use terms to compare the attributes of objects (e.g., bigger, smaller, lighter, heavier, taller, shorter, more and less).

5. Order a set of objects according to size, weight or length.

6. Measure length and volume (capacity) using non-standard units of measure

(e.g., how many paper clips long is a pencil, how many small containers it takes to fill one big container using sand, rice or beans).

Geometry and Spatial Sense

Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning, properties of geometric objects, and transformations to analyze mathematical situations and solve problems.

1. Match identical two-and three-dimensional objects found in the environment in play situations (e.g., 2 squares of same size, 2 stop signs).

2. Sort and classify similar two-and three-dimensional objects in the environment and play situations (e.g., paper shapes, 2 balls of different size).

3. Identify, name, create and describe common two-dimensional shapes in the environment and play situations (e.g., circles, triangles, rectangles and squares).

4. Identify, name and describe three-dimensional objects using the child’s own vocabulary (e.g., sphere-“ball”, cube-“box”, cylinder-“can” or “tube”, and cone-“ice cream cone”).

5. Demonstrate and begin to use the language of the relative position of objects in the environment and play situations (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind, between, next to, right side up and upside down).

Patterns, Functions and Algebra

Students use patterns, relations and functions to model, represent and analyze problem situations that involve variable quantities. Students analyze, model and solve problems using various representations such as tables, graphs and equations.

1. Sort, order and classify objects by one attribute (e.g., size, color, Relations and shape, use).

2. Identify, copy, extend and create simple patterns or sequences of sound, shapes and motions in the context of daily activities and play.

3. Use play, physical materials or drawings to model a simple problem (e.g., There are 6 cookies to be shared by 3 children. How many cookies can each child receive?).

4. Model a problem situation using physical materials.

Data Analysis and Probability

Students pose questions and collect, organize, represent, interpret and analyze data to answer those questions. Students develop and evaluate inferences, predictions and arguments that are based on data.

1. Gather, sort and compare objects by similarities and differences in the context of daily activities and play.

2. Place information or objects in a floor or table graph according to one attribute (e.g., size, color, shape or quantity).

3. Select the category or categories that have the most or fewest objects in a floor or table graph.