
KKindergarten Standards
Top Mathematicians

Number and Operations in Base Ten

K.NBT.A.1Compose 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.


Operations and Algebraic Thinking

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


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


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K.OA.A.3Decompose 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.4For 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.


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


Counting and Cardinality

K.CC.A.1Count to 100 by ones and by tens.


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


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K.CC.A.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects).


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K.CC.B.4aWrite numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects).


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

K.CC.B.5Count 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.B.6Identify 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.B.7Compare two numbers between 1 and 10 presented as written numerals.


Using Probability to Make Decisions

K.MD.A.1Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.


K.MD.A.2Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.


K.MD.B.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Limit category counts to be less than or equal to 10.


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Geometry

K.G.A.1Describe 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.


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K.G.A.2Correctly name shapes regardless of their orientations or overall size. Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/'corners') and other attributes (e.g., having sides of equal length).


K.G.A.3Identify shapes as twodimensional (lying in a plane, 'flat') or threedimensional (solid').


K.G.B.4Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/'corners') and other attributes (e.g., having sides of equal length).


K.G.B.5Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.


K.G.B.6Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

