(H) use comparative language to describe two numbers up to 20 presented as written numerals; and (I) compose and decompose numbers up to 10 with objects and pictures. (3) Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: (A) model the action of joining to represent addition and the action of separating to represent subtraction; (B) solve word problems using objects and drawings to find sums up to 10 and differences within 10; and (C) explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences. (4) Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters. (5) Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number. (6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: (A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles; (B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world; (C) identify two-dimensional components of three-dimensional objects; (D) identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably; (E) classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and (F) create two-dimensional shapes using a variety of materials and drawings. (7) Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes. The student is expected to: (A) give an example of a measurable attribute of a given object, including length, capacity, and weight; and
(H) use comparative language to describe two numbers up to 20 presented as written numerals; and (I) compose and decompose numbers up to 10 with objects and pictures. (3) Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. The student is expected to: (A) model the action of joining to represent addition and the action of separating to represent subtraction; (B) solve word problems using objects and drawings to find sums up to 10 and differences within 10; and (C) explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences. (4) Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters. (5) Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number. (6) Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: (A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles; (B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world; (C) identify two-dimensional components of three-dimensional objects; (D) identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably; (E) classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and (F) create two-dimensional shapes using a variety of materials and drawings. (7) Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes. The student is expected to: (A) give an example of a measurable attribute of a given object, including length, capacity, and weight; and