Kindergarten Math Common Core Standards

Question 1

K.CC.1

Answer 1

Kindergarten Counting and Cardinality 1

Count to 100 by ones and by tens.

Question 2

K.CC.2

Answer 2

Kindergarten Counting and Cardinality 2

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

Question 3

K.CC.3

Answer 3

Kindergarten Counting and Cardinality 3

Read and write numbers using base ten numerals from 0 to 20. Represent a number of objects with a written numeral, in or out of sequence (0 represents a count of no objects).

Question 4

K.CC.4

Answer 4

Kindergarten Counting and Cardinality 4

Understand the relationship between numbers and quantities; connect counting to cardinality.

Question 5

K.CC.4a

Answer 5

Kindergarten Counting and Cardinality 4a

When counting objects, say the numbers in the standard order. Pair each quantity of objects with one and only one number and each number with the correct quantity of objects.

Question 6

K.CC.4b

Answer 6

Kindergarten Counting and Cardinality 4b

Understand that the last number said represents the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Question 7

K.CC.4c

Answer 7

Kindergarten Counting and Cardinality #4c

Understand that each successive number refers to a quantity that is one greater than the previous number.

Question 8

K.CC.5

Answer 8

Kindergarten Counting and Cardinality #5

Use counting to answer questions about “how many.”

Ex. 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scattered configuration. Using a number from 1–20, count out that many objects.

Question 9

K.CC.6

Answer 9

Kindergarten Counting and Cardinality #6

Use matching or counting strategies to identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.

Question 10

K.CC.7

Answer 10

Kindergarten Counting and Cardinality #7

Compare two numbers between 1 and 10 presented as written numerals using “greater than,” “less than,” or “equal to.”

Question 11

K.OA.1

Answer 11

Kindergarten Operations and Algebraic Thinking #1

Represent addition and subtraction with objects, fingers, mental images, simple drawings, or sounds.

Ex. Use clapping, act out situations, and use verbal explanations, expressions, or equations.

Question 12

K.OA.2

Answer 12

Kindergarten Operations and Algebraic Thinking #2

Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.

Question 13

K.OA.3

Answer 13

Kindergarten Operations and Algebraic Thinking #3

Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings. Record each decomposition by a drawing or equation.

Ex. 5 = 2 + 3 and 5 = 4 + 1.

Question 14

K.OA.4

Answer 14

Kindergarten Operations and Algebraic Thinking #4

Make sums of 10 using any number from 1 to 9.

Ex. 2+8=10

Question 15

K.OA.5

Answer 15

Kindergarten Operations and Algebraic Thinking #5

Fluently add and subtract using numbers within 5.

Question 16

K.NBT.1

Answer 16

Kindergarten Number and Operations in Base Ten #1

Compose and decompose numbers from 11–19 into ten ones and some further ones. Use objects or drawings and record each composition or decomposition by a drawing or equation.

Ex. 18 = 10 + 8. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Question 17

K.MD.1

Answer 17

Kindergarten Measurement and Data #1

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

Question 18

K.MD.2

Answer 18

Kindergarten Measurement and Data #2

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.

Ex. Directly compare the length of two pencils and describe one as shorter or longer.

Question 19

K.MD.3

Answer 19

Kindergarten Measurements and Data #3

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

Question 20

K.G.1

Answer 20

Kindergarten Geometry #1

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.

Question 21

K.G.2

Answer 21

Kindergarten Geometry #2

Correctly name shapes regardless of their orientations or overall sizes.

Question 22

K.G.3

Answer 22

Kindergarten Geometry #3

Identify shapes as two-dimensional (“flat”) or three-dimensional (“solid”).

Question 23

K.G.4

Answer 23

Kindergarten Geometry #4

Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes and orientations, using informal language to describe their similarities, differences, and other attributes (for example, color, size, shape, number of sides).

Question 24

K.G.5

Answer 24

Kindergarten Geometry #5

Model and create shapes from components such as sticks and clay balls.

Question 25

K.G.6

Answer 25

Kindergarten Geometry #6

Compose simple shapes to form larger shapes.

Ex. “Can you join these two triangles with full sides touching to make a rectangle?”