Kindergarten Math Colorado standards Standards

Geometry

Measurement & Data

Operations & Algebraic Thinking

Number & Operations in Base Ten

Counting and Cardinality

Standards for Mathematical Practice

Algebra and Functions

Data, Statistics, and Probability

Geometry

Use number names and the count sequence.

Count to 100 by ones and by tens.

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

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).

Count to determine the number of objects.

Apply the relationship between numbers and quantities and connect counting to cardinality.

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.

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.

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.

Compare numbers.

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. (Include groups with up to 10 objects.)

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

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

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, compare, create, and 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).

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 and compare measurable attributes.

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (CCSS: K.MD.A.1)

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.

Classify objects and count the number of objects in each category.

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

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

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 (such as 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Model and describe addition as putting together and adding to, and subtraction as taking apart and taking from, using objects or drawings.

Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), 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.

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).

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.

Fluently add and subtract within 5.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

Number and Quantity

Counting & Cardinality: Use number names and the count sequence.

Count up to at least 10 by ones.

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

Identify and/or write numbers from 0 up to at least 10.

Represent a number of objects with a written numeral 0 up to at least 10 (with 0 representing a count of no objects).

Counting & Cardinality: Count to determine the number of objects.

Apply the relationship between numbers and quantities and connect counting to cardinality.

When counting objects, say or indicate 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.

Understand that the last number name said or indicated tells the number of objects counted.

Count to answer “how many?” questions about up to at least 10 things arranged in a line or a rectangular array.

Given a number from 1 to up to at least 10, count out that many objects.

Counting & Cardinality: Compare numbers.

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (when the quantities are clearly different), e.g., by using matching and counting strategies (include groups with up to at least 10 objects) (EE: K.C.C.6).

Compare two numbers between 1 and up to at least 5 written as numerals.

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

Identify objects in the environment using names of shapes, and identify the relative positions of these objects using terms such as above, below, and next to.

Identify shapes (circle, square, rectangle, and triangle) regardless of their orientations or overall size.

Indicate an understanding of the difference between shapes that are twodimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Geometry: Analyze, compare, create, and compose shapes.

Identify two- and three- dimensional shapes and indicate 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).

Compose at least two simple shapes to form a larger shape.

For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Measurement & Data: Describe and compare measurable attributes.

Demonstrate an understanding of the meaning of a measurable attribute of an object, such as length or weight.

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute.

For example, directly compare the heights of two children and identify one child as taller/shorter.

Measurement & Data: Classify objects and count the number of objects in each category.

Classify objects into at least two categories according to an attribute (big/small, heavy/light). (Category counts should be up to at least 5)

Number & Operations in Base Ten: Work with numbers 11–19 to gain foundations for place value.

Recognize that when a number of objects fills a ten frame, it makes a number called ten.

Operations & Algebraic Thinking: Model and describe addition as putting together and adding to, and subtraction as taking apart and taking from, using objects or drawings.

Represent addition (e.g., “putting together”) or subtraction (e.g., “taking from”) in everyday activities (EE: K.OA.A.1).

Solve addition and subtraction word problems (given orally, visually, or as objects).

Add and subtract up to at least 5, e.g., by using objects or drawings to represent the problem.

Decompose numbers up to at least 5 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).

For any number from 1 to 4, find the number that makes 5 when added to the given number, e.g., by using objects or drawings.

Add and subtract within 5, with or without manipulatives.