# Kindergarten Math ## Counting & Cardinality

### Count to 100

Count to 100 by ones and by tens.

### Count Forward

Count forward beginning from a given number within the known sequence.

### Naming Numbers

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.

### Counting

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.

### Number Succession

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. Understand that each successive number name refers to a quantity that is one larger.

### Number Comparison

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Compare two numbers between 1 and 10 presented as written numerals.

### Counting Objects to 20

Count 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.5 ## Operations

Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

### Word Problems

Solve addition and subtraction word problems, and add and subtract within 10.

### Decomposing Numbers Up to 10

Decompose numbers less than or equal to 10 into pairs in more than one way.

### Making the Number 10

For any number from 1 to 9, find the number that makes 10 when added to the given number.

### Add and Subtract to 5

Fluently add and subtract within 5.

##### K.OA.A.5 ## Numbers in Base 10

### Ones & Tens

Compose and decompose numbers from 11 to 19 into ten ones and some further ones. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

##### K.NBT.A.1 ## Geometry

### Identify Shapes

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”).

### Compose Shapes

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).

##### K.G.B.4  ## Measurement & Data

### Measurement

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.