Core Content Connectors by Common Core State Standards: Mathematics Kindergarten

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Grade K Overview

Counting and Cardinality

• Know number names and the count sequence.
• Count to tell the number of objects.
• Compare numbers.

Operations and Algebraic Thinking

• Understand addition and putting together and adding to, and understand subtraction as taking apart.

Number and operations in Base Ten

• Work with numbers 11-19 to gain foundations for place value.

Measurement and Data

• Describe and compare measurable attributes.
• Classify objects and count the number of objects in categories.

Geometry

• Identify and describe shapes.
• Analyze, compare, create, and compose shapes.

Counting and Cardinality	K.CC
Know number names and the count sequence.
1. Count to 100 by ones and by tens.
CCCs linked to K.CC.A.1	K.NO.1a1 Rote count up to 10.
	K.NO.1a2 Rote count up to 31.
	K.NO.1a3 Rote count up to 100.
	1.NO.1a5 Rote count up to 31.
	1.NO.1a6 Rote count up to 100.
	2.NO.1a9 Rote count up to 100.
2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCCs linked to K.CC.A.2	1.NO.1a7 Count forward beginning from any given number below 10.
3. Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCCs linked to K.CC.A.3	K.NO.1d1 Identify numerals 1-10.
	K.NO.1d2 Identify the numerals 1-10 when presented the name of the number.
	K.NO.1e1 Write or select the numerals 1-10.
	1.NO.1d3 Identify numerals 0-31.
	1.NO.1d4 Identify the numeral up to 31 when presented the name.
	1.NO.1e2 Write or select the numerals 0-31.
	1.NO.1i1 Recognize zero as representing none or no objects.
Count to tell the numbers of objects
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standards order, pairing each object with one and only one number name and each number name with one and only one object.
b. 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.
c. Understand that each successive number name refers to a quantity that is one larger.
CCCs linked to K.CC.B.4	K.NO.1b2 Identify the set that has more.
	1.NO.1c1 Use a number line to count up to 31 objects by matching 1 object per number.
	K.NO.1a4 Count up to 10 objects in a line, rectangle, or array.
	K.NO.1b1 Match the numeral to the number of objects in a set.
	1.NO.1a8 Count up to 31 objects in a line, rectangle, or array.
5. 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.
CCCs linked to K.CC.B.5	K.DPS.1a1 Select a question that is answered by collected data.
	K.NO.1a4 Count up to 10 objects in a line, rectangle, or array.
Compare numbers.
6. 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.
CCCs linked to K.CC.C.6	1.NO.1b3 Compare 2 sets and identify the set that is either greater than or less than the other set.
	1.NO.1f2 Order up to 3 sets that have up to 10 objects in each set.
	1.NO.1f3 Order up to 3 sets with up to 20 objects in each set.
	1.NO.1f4 Order up to 3 numbers up to 31.
	2.SE.1c1 Compare sets and use appropriate symbol to label the first as =, <, or > the second set.
7. Compare two numbers between 1 and 10 presented as written numerals.
CCCs linked to K.CC.C.7	1.NO.1f5 Identify the smaller or larger number given 2 numbers between 0-31.
	K.NO.1f1 Identify the smaller or larger number given 2 numbers between 0-10.

Operations and Algebraic Thinking	K.OA
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCCs linked to K.OA.A.1	K.PRF.1b1 Use objects or pictures to respond appropriately to "add __" and "take away ___".
	K.PRF.1b2 Communicate answer after adding or taking away.
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CCCs linked to K.OA.A.2	K.PRF.1c1 Solve one step addition and subtraction word problems, and add and subtract within 10 using objects, drawings, pictures.
	K.NO.2a1 Count 2 sets to find sums up to 10.
	K.NO.2a3 Solve word problems within 10.
	1.NO.2a5 Count 2 sets to find sums up to 10.
3. Decompose 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).
CCCs linked to K.OA.A.3	K.NO.2a2 Decompose a set of up to 10 objects into a group; count the quantity in each group.
	1.NO.2a7 Decompose a set of up to 10 objects into a group; count the quantity in each group.
4. 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.
CCCs linked to K.OA.A.4	1.NO.2a4 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 or select the answer.
5. Fluently add and subtract within 5.
CCCs linked to K.OA.A.5	1.NO.2a5 Count 2 sets to find sums up to 10.
	1.NO.2a7 Decompose a set of up to 10 objects into a group; count the quantity in each group.*

Number and Operations in Base Ten	K.NBT
Work with numbers 11–19 to gain foundations for place value.
1. Compose 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 (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.
CCCs linked to K.NBT.A.1	1.NO.1h1 Build representations of numbers up to 19 by creating a group of 10 and some 1s (e.g., 13 = one 10 and three 1s).

Measurement and Data	K.MD
Describe and compare measurable attributes
1.. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CCCs linked to K.MD.A.1	K.ME.1a1 Describe objects in terms of measurable attributes (longer, shorter, heavier, lighter…).
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. For example, directly compare the heights of two children and describe one child as taller/shorter.
CCCs linked to K.MD.A.2	K.ME.1b2 Compare 2 objects with a measurable attribute in common to see which object has more/less of the attribute (length, height, weight).
Classify objects and count the number of objects in each category.
3.. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
CCCs linked to K.MD.B.3	K.ME.1b1 Sort objects by characteristics (e.g., big/little, colors, shapes, etc.).

Geometry	K.G
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CCCs linked to K.G.A.1	K.GM.1a3 Use spatial language (e.g., above, below, etc.) to describe two-dimensional shapes.
2. Correctly name shapes regardless of their orientations or overall size.
CCCs linked to K.G.A.2	K.GM.1a1 Recognize two- dimensional shapes (e.g., circle, square, triangle, rectangle) regardless of orientation or size.
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
CCCs linked to K.G.A.3	1.GM.1b1 Identify shapes as two-dimensional (lying flat) or three-dimensional (solid).
Analyze, compare, create, and compose shapes.
4. Analyze and compare two- and three-dimensional shapes, in different sizes an orientations, using informal language to describe their similarities, differences, parts (e.g., having sides of equal length).
CCCs linked to K.G.B.4	K.GM.1a2 Recognize two-dimensional shapes in environment regardless of orientation or size.
	K.GM.1a3 Use spatial language (e.g., above, below, etc.) to describe two-dimensional shapes.
	1.GM.1b2 Distinguish two-dimensional shapes based upon their defining attributes (i.e., size, corners, and points).
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
CCCs linked to K.G.B.5	K.GM.1c1 Compose a larger shape from smaller shapes.
6. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"
CCCs linked to K.G.B.6	K.GM.1c 1 Compose a larger shape from smaller shapes.