Kindergarten Math

Know number names and recognize patterns in the counting sequence by:

 Counting to 100 by ones.

   
     

Counting to 100 by tens.

   

Count forward beginning from a given number within the known sequence, instead of having to begin at 1.

Count forward beginning from a given number

 

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.

     

Understand the relationship between numbers and quantities.

one-to-one correspondence

     

 

 

K 1 2
3 4 5
6 7 8
9 10 11

 

 

 

Kindergarten Math by Standards

Counting and Cardinality

Know number names and the counting sequence.

Know number names and recognize patterns in the counting sequence by:

 • Counting to 100 by ones.

Start at 1 and count by ones. Students should be able to count correctly to 100 by ones without skipping numbers, repeating numbers, or hesitating.

• Counting to 100 by tens.

Students should be able to count correctly to 100 by tens without skipping numbers, repeating numbers, or hesitating.

Count forward beginning from a given number within the known sequence, instead of having to begin at 1.

 Students should be able to count correctly starting at the given number without skipping numbers, repeating numbers or hesitating.

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20, with 0 representing a count of no objects.

As the teacher says a number aloud, the student records the written numeral:

Understand the relationship between numbers and quantities.

• 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 (one-to-one correspondence).

• Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).

• State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).

Count to answer “How many?” in the following situations: • Given a number from 1–20, count out that many objects. • Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater. • Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. • Given 10 objects in a scattered arrangement, identify how many

Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.

Compare two numbers, within 10, presented as written numerals

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Geometry

Know number names and the counting sequence. NC.K.CC.1 NC.K.CC.2 NC.K.CC.3

Count to tell the number of objects. NC.K.CC.4 NC.K.CC.5

Compare numbers. NC.K.CC.6 NC.K.CC.7

Understand addition and subtraction. NC.K.OA.1 NC.K.OA.2 NC.K.OA.3 NC.K.OA.4 NC.K.OA.5 NC.K.OA.6

Build foundation for place value. NC.K.NBT.1

Describe and compare measurable attributes. NC.K.MD.1 NC.K.MD.2

Classify objects and count the number of objects in each category. NC.K.MD.3

Identify and describe shapes. NC.K.G.1 NC.K.G.2 NC.K.G.3

Analyze, compare, create, and compose shapes. NC.K.G.4 NC.K.G.5 NC.K.G.6