Kindergarten

Strand: Counting and Cardinality

Strand: Geometry

Strand: Measurement and Data

Strand: Numbers and Operations in Base Ten

Standard 1: Know number names and the count sequence.

Standard 2: Count to tell the number of objects.

Standard 3: Compare numbers.

Standard 1: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Standard 2: Analyze, compare, create, and compose shapes.

Standard 1: Describe and compare measurable attributes.

Standard 2: Classify objects and count the number of objects in each category.

Standard 1: Work with numbers 11–19 to gain foundations for place value.

Standard 1: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Count to 100 by ones and by tens.

Count forward in sequence beginning from a given number other than 1.

Count the number of objects in a set (up to 20) and represent the number of objects with a written numeral (including 0 representing no objects). Clarification 1: Instruction focuses on developing an understanding of one-to-one correspondence. Clarification 2: Instruction includes counting objects and pictures presented in a line, rectangular array, circle or scattered arrangement. Objects presented in a scattered arrangement are limited to 10. Clarification 3: Within this benchmark, the expectation is not to write the number in word form.

Understand the relationship between numbers and quantities; connect counting to cardinality. Clarification 1: 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. Clarification 2: 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. Clarification 3: Understand that each successive number name refers to a quantity that is one larger.

Identify 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.

Compare two numbers between 1 and 10 presented as written numerals.

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.

Correctly name shapes regardless of their orientations or overall size.

Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Analyze and compare two- and three-dimensional 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).

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

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

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

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.

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Compose and decompose numbers from 11 to 19 (and beyond) into ten ones and some further ones by using objects or drawings. Clarification 1: Record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8) understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Strand: Operations and Algebraic Thinking

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

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Clarification 1: Students are not required to independently read the word problems.

For 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.

Add and subtract, with fluency, using numbers no greater than 5 and where sums and differences do not exceed 10.

Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. Clarification 1: Students are not required to independently read the word problems.