Click on a grade to see the NYS Standards for that grade. Then click on any of the standards to see all the Media4Math resources that align to this standard.
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Kindergarten 

NYK.CCCounting and Cardinality 

Know number names and the count sequence.  
1  Count to 100 by ones and by tens. 
2  Count to 100 by ones beginning from any given number (instead of beginning at 1). 
3  Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). 
Count to tell the number of objects.  
4  Understand the relationship between numbers and quantities up to 20; connect counting to cardinality. 

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. 

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. 

c. Understand that each successive number name refers to a quantity that is one larger. 

Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers. 
5  

a. Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. 

b. Given a number from 1â€“20, count out that many objects. 
Compare numbers.  
6  Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group. 
7  Compare two numbers between 1 and 10 presented as written numerals. 
NYK.OAOperations and Algebraic Thinking 

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.  
1  Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations, or other strategies. 
2a  Add and subtract within 10. 
2b  Solve addition and subtraction word problems within 10. 
3  Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition with a drawing or equation. 
4  Find the number that makes 10 when given a number from 1 to 9. Record the answer with a drawing or equation. 
5  Fluently add and subtract within 5. 
6  Duplicate, extend, and create simple patterns using concrete objects. 
NYK.NBTNumber and Operations in Base Ten 

Work with numbers 11â€“19 to gain foundations for place value.  
1  Compose and decompose the numbers from 11 to 19 into ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 
NYK.MDMeasurement and Data 

Describe and compare measurable attributes.  
1  Describe measurable attributes of an object(s), such as length or weight, using appropriate vocabulary. 
2  Directly compare two objects with a common measurable attribute and describe the difference. 
Classify objects and count the number of objects in each category.  
3  Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 
4  Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes. 
NYK.GGeometry 

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).  
1  Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 
2  Name shapes regardless of their orientation or overall size. 
3  Understand the difference between twodimensional (lying in a plane, â€œflatâ€) and three dimensional (â€œsolidâ€) shapes. 
Analyze, compare, sort, and compose shapes.  
4  Analyze, compare, and sort two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. 
5  Model objects in their environment by building and/or drawing shapes. 
6  Compose larger shapes from simple shapes. 
Grade 1 

NY1.OAOperations and Algebraic Thinking 

Represent and solve problems involving addition and subtraction.  
1  Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions. 
2  Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. 
Understand and apply properties of operations and the relationship between addition and subtraction.  
3  Apply properties of operations as strategies to add and subtract 
4  Understand subtraction as an unknownaddend problem within 20. 
Add and subtract within 20.  
5  Relate counting to addition and subtraction. 
6a 
Add and subtract within 20. Use strategies such as:

6b 
Fluently add and subtract within 10. 
Work with addition and subtraction equations.  
7  Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 
8  Determine the unknown whole number in an addition or subtraction equation with the unknown in all positions. 
NY1.NBTNumber & Operations in Base Ten 

Extend the counting sequence.  
1  Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 
Understand place value.  
2  Understand that the two digits of a twodigit number represent amounts of tens and ones. 

a. Understand 10 can be thought of as a bundle of ten ones, called a "ten". 

b. Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 

c. Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 
3  Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 
Use place value understanding and properties of operations to add and subtract.  
4 
Add within 100, including
Use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Relate the strategy to a written representation and explain the reasoning used. 
5  Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 
6 
Subtract multiples of 10 from multiples of 10 in the range 1090 using
Relate the strategy used to a written representation and explain the reasoning. 
NY1.MDMeasurement & Data 

Measure lengths indirectly and by iterating length units.  
1  Order three objects by length; compare the lengths of two objects indirectly by using a third object. 
2  Measure the length of an object using samesize â€œlength unitsâ€ placed end to end with no gaps or overlaps. Express the length of an object as a whole number of â€œlength units.â€ 
Tell and write time and money.  
3a  Tell and write time in hours and halfhours using analog and digital clocks. Develop an understanding of common terms, such as, but not limited to, o’clock and half past. 
3b  Recognize and identify coins (penny, nickel, dime, and quarter) and their value and use the cent symbol (¢) appropriately. 
3c  Count a mixed collection of dimes and pennies and determine the cent value (total not to exceed 100 cents). 
C. Represent and interpret data.  
4  Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 
NY1.GGeometry 

Reason with shapes and their attributes.  
1  Distinguish between defining attributes versus nondefining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes. 
2 
Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 
3  Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. 
Grade 2 

NY2.OAOperations and Algebraic Thinking 

Represent and solve problems involving addition and subtraction.  
1a 
Use addition and subtraction within 100 to solve onestep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 
1b 
Use addition and subtraction within 100 to develop an understanding of solving twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 
Add and subtract within 20.  
2a 
Fluently add and subtract within 20 using mental strategies. Strategies could include:

2b 
Know from memory all sums within 20 of two onedigit numbers. 
Work with equal groups of objects to gain foundations for multiplication.  
3a 
Determine whether a group of objects (up to 20) has an odd or even number of members. 
3b 
Write an equation to express an even number as a sum of two equal addends. 
4 
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. Write an equation to express the total as a sum of equal addends. 
NY2.NBTNumber and Operations in Base Ten 

Understand Place Value  
1 
Understand that the digits of a threedigit number represent amounts of hundreds, tens, and ones. 

a. Understand 100 can be thought of as a bundle of ten tens, called a â€œhundred.â€ 

b. Understand the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 
2 
Count within 1000; skipcount by 5s, 10s, and 100s. 
3 
Read and write numbers to 1000 using baseten numerals, number names, and expanded form. 
4 
Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 
Use place value understanding and properties of operations to add and subtract.  
5 
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 
6 
Add up to four twodigit numbers using strategies based on place value and properties of operations. 
7a 
Add and subtract within 1000, using
Relate the strategy to a written representation. 
7b 
Understand that in adding or subtracting up to threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it is necessary to compose or decompose tens or hundreds. 
8 
Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a given number 100900. 
9 
Explain why addition and subtraction strategies work, using place value and the properties of operations. 
NY2.MDMeasurement and Data 

Measure and estimate lengths in standard units.  
1 
Measure the length of an object to the nearest whole by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 
2 
Measure the length of an object twice, using different “length units” for the two measurements; describe how the two measurements relate to the size of the unit chosen. 
3 
Estimate lengths using units of inches, feet, centimeters, and meters. 
4 
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard “length unit.” 
Relate addition and subtraction to length.  
5 
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units. 
6 
Represent whole numbers as lengths from 0 on a number line with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent wholenumber sums and differences within 100 on a number line. 
Work with time and money.  
7 
Tell and write time from analog and digital clocks in five minute increments, using a.m. and p.m. Develop an understanding of common terms, such as, but not limited to, quarter past, half past, and quarter to. 
8a 
Count a mixed collection of coins whose sum is less than or equal to one dollar. 
8b 
Solve real world and mathematical problems within one dollar involving quarters, dimes, nickels, and pennies, using the Â¢ (cent) symbol appropriately. 
Represent and interpret data.  
9 
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Present the measurement data in a line plot, where the horizontal scale is marked off in wholenumber units. 
10 
Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a picture graph or a bar graph. 
NY2.GGeometry 

Reason with shapes and their attributes.  
1 
Classify twodimensional figures as polygons or nonpolygons. 
2 
Partition a rectangle into rows and columns of samesize squares and count to find the total number of them. 
3 
Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. 
