Early Childhood Indicators of Progress: Minnesota’s Early Learning Standards

Introduction to Mathematics Domain

“We do math all day long in my PreK classroom at Lakeview Elementary School. As we arrive, we move a photo of ourselves from the Home column
to the At School column. Then, at circle time, we count how many children are in each row. I like to count! Both at circle time and investigation
stations, we sing counting songs and read counting books. One time, I counted all the connecting cubes it took to go from one end of the table to the
other. My teacher, Kevin, helped me when I got to nineteen. I couldn’t remember what came next. It’s fun to build things with the different shapes in
the block area. I tried to build a rainbow with only the rounded ones but they kept falling down. I figured out that I needed to stack some rectangles
on the bottom to make it stand. At the manipulatives table, we have baskets to sort different things into and pattern cards to help us create colorful,
geometric patterns. I like when we have measuring cups and pitchers at the water and sand table. Kevin gives me a challenge: How many little cups
of water will fill the pitcher? He writes it down on a clipboard so we won’t forget!”
Children’s development of mathematical understanding begins in the very first months of life and continues to grow and expand as they interact
with others and with the world around them. Babies begin to see patterns in the world in familiar caregiving routines and attend to objects and
sounds relative to themselves. Toddlers begin to understand the words “one” and “more” and maneuver through their world with growing spatial
understanding. Preschoolers begin to make sense of numbers as they play with counting. Their math understanding is directly related to their
playful explorations of blocks, water, sand, puzzles, and games.
The expectations that are set out in the Minnesota Early Indicators of Child
Progress (ECIPs) recognize that young children are developing the foundational
knowledge and skills that will lead to more rigorous academic study in the
Mathematics domain in the elementary school years. The alignment of the
ECIPs with the Minnesota Academic Standards for Kindergarten is included
and, as the kindergarten standards are revised, this alignment will be updated.
The Mathematics domain includes five components:
Component M1-6 Number Knowledge
Component M7 Measurement
Component M8 Patterns
Component M9-11 Geometry and Spatial Thinking
Component M12-13 Data Analysis
The subcomponents and indicators identified for the ages of birth through kindergarten entry address the specific expectations across the
developmental spectrum.
• For infants, indicators focus on the children’s beginning understanding of patterns and predictability as they anticipate familiar routines,
spatial awareness as they respond to objects and sounds relative to themselves, and recognition of similarities and differences among people
and objects.
• Toddlers are growing in their mobility and independence in exploring the environment. Therefore, the indicators focus on the imitation
of counting and early understanding of one-to-one correspondence, awareness of full and empty, following simple patterns, beginning
awareness of shape and place in space, and matching and sorting.
• The growing language capabilities of preschoolers include their use of an ever-increasing vocabulary of mathematical terms to describe and
make sense of their world. They recite numbers and count objects with one-to-one correspondence to higher quantities. Preschoolers identify
geometric shapes and use the comparative language of measurement. Developing sorting strategies that grow in complexity and duplicating
and creating patterns using various rules are skills best developed within the context of preschooler’s play
While the terminology and concepts in the domain of mathematics are unique and explicit, they are interrelated with children’s development in
other domains as well. Mathematics is highly correlated with the domain of Language, Literacy, and Communications.
…research suggests there are rich connections between early literacy and early numeracy skill development that may help us think more broadly
about children’s early academic learning. Ultimately, we can use this information to create rich environments that support both early literacy and
numeracy skill development.” (Hojnoski 2014)
As children investigate mathematical concepts in hands-on experiences, they grow in their approaches to learning. They solve problems, think
creatively, and apply concepts. Their social-emotional skills are enhanced as they develop greater confidence as learners and work collaboratively
with others. Mathematics and science are linked easily in a rich, engaging early childhood environment where children experiment with water, sand,
construction materials, and living things.
The indicators in the ECIPs are designed to work toward mathematics knowledge and skills; these goals are met most successfully as teachers and
providers interact with children throughout each and every day. Children’s interest and understanding of mathematics is best supported by showing
the importance of mathematics in daily life.

Resource:
Hojnoski, Robin. August 11, 2014. What do the connections between early literacy and numeracy mean in preschool? http://www.
schoolreadinessblog.com/author/robin_hojnoski/
Domain: Mathematics
Component M1-6: Number Knowledge
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M1 Rote M1.1 Releases M1.3 Imitates use M1.5 Recites M1.8 Shows M1.14 Recites K.1.1.3 Count,
counting: The one item to reach of at least one number words but interest in number word with and without
child attends to for another number word not necessarily in counting or aloud, forward, up objects,
sequences and the correct order number oriented to at least 29 forward and
use of number M1.2 Uses body M1.4 Imitates play, and notices (allow for some backward
words, with or language to counting M1.6 Recites numbers in the mistakes), without to at least
without items, indicate a desire number words environment objects 20
sets, or numerals for more correctly, up to 3 during free play
and without M1.15 Recites
recognizing the M1.7 Names M1.9 Orders a number words K.1.1.2 Read,
link to quantity familiar numerals few objects by aloud, backward, write, and
size with down from at least represent whole
assistance 10 without objects numbers from 0 to
at least 31
M1.10 Recites M1.16 Is able to
number words in name the next
the correct number word for
sequence up to numbers up to 9
10
M1.17 Reads and
M1.11 writes numerals
Recognizes when from 0 to 10, with
others make some reversals
errors in the possible
number word
sequence

M1.12 Points to
objects while

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 reciting number
word sequence

M1.13 Begins to
write number-like
forms

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Component M1-6: Number Knowledge
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M2 Meaningful x x M2.1 Imitates one M2.2 Correctly M2.3 x
Counting: to one uses 1:1 Demonstrates and
The child uses correspondence correspondence uses 1:1
counting to up to 4 items correspondence
identify how many with sets larger
items are in a set, than four
using one to one
correspondence;
uses number
words to identify
“how many”

M3 Cardinality: x M3.1 Responds to M3.2 Gives 1 item M3.4 Gives M3.5 Gives 5 or K.1.2.1
The child request to give a correctly, upon exactly 4 more items Use objects and
associates each small quantity request consistently when correctly and draw pictures to
of one or more items (one, two) asked consistently when find the sums and
number words to M3.3 Gives 2 asked differences of
a unique and items or more numbers between
exact quantity, upon request for 0 and 10.
and knows that 2, inconsistently
the final number K.1.2.2
word used when Compose and
counting out an decompose
item set numbers up to 10
represents the with objects and
exact number of pictures
items in the set

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Component M1-6: Number Knowledge
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M4 Ordinality: M4.1 Identifies M4.2 Uses terms M4.3 Recognizes K1.1.1Recognize
The child matches first or second like first; most; that a number can that a number can
symbols (digits or item in a last; before, to be used to be used to
numerals) to a sequence, upon refer to ordinal represent a represent how
position in a request position position in a many objects are
sequence sequence in a set or to
represent the
position of an
object in a
sequence

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 Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M5 Comparing M5.1 Grasps one M5.2 M5.5 Compares M5.6 Uses terms M5.7 Verbally
numbers and object and Demonstrates two sets of up to like more/less; estimates
quantities: reaches for understanding of 4 objects bigger/smaller; a quantities without
The child uses another some descriptive accurately using little bit/a lot; to counting,
organizing words, such as terms like refer to although
strategies to responding to more/less; a approximate inconsistently
know how many questions little/a lot quantities and allowing for
objects they have mistakes
M5.3 Separates
a few items into
groups using
own method
such as color,
size, etc.

M5.4 Nests
smaller objects
inside larger
objects

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Component M1-6: Number Knowledge
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M6 Relation X x x M6.1 Notices M6.2 States the M6.4 States the K.1.1.4 Find a
and operations: when the number that number that number that is 1
The child can quantity of a set comes next or comes next or more or 1 less
create a set or of up to 4 before up to 5 before up to 10 than a given
subset based on objects has number.
a rule, can increased or M6.3 M6.5
combine or decreased Understands Understands that K1.1.1 Recognize
separate sets, that a quantity the quantity of a that a number can
and recognize changes set of (more than be used to
the amount of (increases or 4) objects has represent how
items in a set decreases) been changed many objects are
does not change when a set of in a set or to
when the set objects is added M6.6 Without represent the
arrangement to/subtracted recounting, can position of an
changes from add one more to object in a
(respectively) a set, even when sequence.
the set isn’t
visible after K1.2.2 Compose
counting and decompose
numbers up to 10
M6.7 with objects and
Demonstrates pictures.
ability to
K.1.2.1 Use
combine and
objects and draw
separate items
pictures to find
within a small set
the sums and
without changing
differences of
the total number
numbers between
in the set (up to
0 and 10.
5)
M6.8 Uses
simple physical
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Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
strategies to
combine or
separate sets

Component M7: Measurement

Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M7 M7.1 Experiments M7.3 Brings M7.7 Shows M7.9 Compares K.3.2.1
Measurement: with “full” and objects closer understanding of and orders more Use words to
Child recognizes “empty” together to measurement than two items in compare objects
and makes compare them terms some way according to
comparisons of M7.2 Orders a (longer/shorter, length, size,
measurable few objects by M7.4 Imitates taller/shorter, M7.10 Uses weight and
attributes size with using an object to fullest, farthest, comparison position.
(length, height, assistance measure another closest) vocabulary
width, area, object (longer/shorter, K.3.2.2
volume, physical M7.8 Uses terms taller/shorter, Order 2 or 3
distance, time M7.5 Identifies like more/less; a farthest/closest) objects using
duration.) which of two small little bit; a lot; to measurable
sets (less than 4) refer to attributes, such as
is more upon continuous length and weight.
request properties like
water, sand,
M7.6 Uses height
language to
describe “full” and
“empty”

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Component M8: Patterns
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M8 Repeating M8.1 Anticipates M8.2 Carries out M8.4 Follows an M8.5 Recognizes M8.8 Uses words K.2.1.1 Identify,
patterns: familiar routines familiar routines unfamiliar simple repeating or pictures to create, complete,
The child can pattern (sound, patterns describe a simple and extend
identify create M8.3 Follows a body, color, size, pattern simple patterns
and describe familiar simple movement) M8.6 Copies using shape,
sequences in pattern (sound, existing pattern M8.9 Applies a color, size,
objects, colors or body movement with same simple pattern growing or
numbers with sequence like materials rule to different shrinking such as
sequences that Patty Cake) materials or ABB, ABB, ABB
increase, M8.7 Extends a mode (sound, or number,
decrease or grow simple pattern body, color, size, sounds and
in complexity with the same movement) movements
materials
M8.10 Copies
complex patterns
with same
materials

M8.11 Applies a
complex pattern
rule using
different
materials or
mode (sound,
body, color, size,
movement)

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Component M9-11: Geometry and Spatial Thinking
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M9 Knowledge M9.1 Shows M9.2 Begins to M9.3 Points to M9.5 Begins to K.3.1.1
and interest in recognize 2 familiar 2D and describe the Recognize basic
visualization of shapes dimensional (2D) 3D shapes features two- and
shapes: and 3 (circle, spheres, (attributes) that spheres.
The child dimensional (3D) squares, cubes, define 2D and #D and three-
recognizes shapes such as triangles) when shapes, including dimensional
shapes, can circles, spheres, asked, thereby sides and shapes such as
describe 2 squares, and showing corners squares, circles,
dimensional (2D) cubes, such as recognition of triangles,
and 3 by sorting or shape names M9.6 Puts rectangles,
dimensional (3D) puzzle pieces together trapezoids,
shapes and M9.4 Recognizes (composes) and hexagons,
manipulate geometric takes apart cubes, cones,
shapes with shapes in the (decomposes) cylinders and
purpose. environment shapes sphere

M9.7 Composes
and decomposes
shapes/
constructions
with increasing
complexity

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Component M9-11: Geometry and Spatial Thinking
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M10 M10.1 Attends M10.2 Develops M10.4 Adjusts M10.8 Puts K.3.1.3 Use
Transformations and responds to increasing ability position and M10.7 Rotates, together basic shapes and
and symmetry: moving objects to change movement of flips, or turns an (composes) and spatial reasoning
The child can and sounds, positions and own body relative object to fit once takes apart to model objects
locate and relative to move body from to objects they realize (decomposes) in the real world
manipulate themselves place to place object doesn’t fit shapes to create
shapes in space M10.5 Explores a defined space new shapes
M10.3 how objects fit
Demonstrates together in space M10.9
awareness of Recognizes and
relationship M10.6 Rotates creates shapes
between over objects to fit that have
and under, through holes symmetry
up and down,
in and out M10.10 Shows
awareness that
an object needs
to be rotated,
flipped, or turned
before trying to fit
the object into a
hole or puzzle

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Component M9-11: Geometry and Spatial Thinking
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M11 Location, M11.1 Shows M11.2 M11.3 With M11.4 Uses M11.6 K.3.1.3
spatial preference for Recognizes verbal cues, uses terms like Recognizes and Use basic
relationships familiar toys familiar objects simple maps to near/far; under; describes shapes and
and landmark from different relate to real- below; front; position of spatial reasoning
use: The child vantage points world middle; end objects in space to model objects
recognizes with greater in the real-world
where a person M11.5 Uses a accuracy
or object is in simple map of a
relation to other visible area to M11.7 Draws a
people of objects locate placement simple map

M11.8 Matches
2 dimensional
(2D) map with
surrounding 3
dimensional (3D)
layout Include
this: (involves
transformation,
scale, dimension,
and orientation
distance)

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Component M-12: Data Analysis
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M12 Sorting: M12.1 M12.2 Matches M12.3 Explores M12.5 Sorts M12.7 Describes K.3.1.2 Sort
The child Recognizes items based on sorting objects based on the attribute used objects using
recognizes that differences attributes an observable for sorting or characteristics
such as shape,
objects can be among people meaningful to the M12.4 Imitates attribute comparing
size, color and
sorted by and among child sorting
thickness
attributes different objects 12.6 M12.8 While
Demonstrates sorting, can
understanding make a shift to
that attributes are change the
measurable attribute being
used to sort and
describe the new
sorting attribute

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Component M13-14: Data Analysis
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M13 Collects, M13.1 M13.3
classifies, and Participates in Participates as
organizes simple data group member
information: collection in the collection
The child discussed by an of data that is put
collects, adult or other on a chart or
classifies and child graph
organizes data
based on M13.2 Collects M13.4 Sorts
distinguishing information by information by
characteristics. one or more one or more
attribute attribute

M13.5
Independently
collects data to
put on a chart or
graph

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Component M13-14: Data Analysis
Subcomponent 0-1 years 1-2 years 2-3 years 3-4 year, 4-5, K Alignment
K-Readiness K-Readiness
M14 Describes M14.1 Identifies M14.3 Uses
data: The child patterns, language to
can describe differences, or compare data
data by using similarities of
data sets to solve information M14.4 Uses data
problems or collected to answer
asking questions. questions and
M14.2 Uses solve problems
language to
describe those M14.5
patterns, Discusses,
differences or compares and
similarities of makes sense of
data collected data

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