### Introduction

Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

### Counting & Cardinality

CCSS.Math.Content.K.CC

Know 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 tell the number of objects.
Understand the relationship between numbers and quantities; connect counting to cardinality.
There are 3 components within this standard.
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
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
Compare two numbers between 1 and 10 presented as written numerals.

### Operations & Algebraic Thinking

CCSS.Math.Content.K.OA

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal
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
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
Fluently add and subtract within 5.

### Number & Operations in Base Ten

CCSS.Math.Content.K.NBT

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

### Measurement & Data

CCSS.Math.Content.K.MD

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

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the

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.1

### Geometry

CCSS.Math.Content.K.G

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

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?"

Disclaimer: This website provides a reference tool for browsing academic standards and locating associated resources. We are not the originator of these academic standards. Although we strive to maintain accuracy, there may be revisions, updates, or errors within the text and structure of the information displayed. In case of any discrepancy, please respect the originator's published version (http://www.corestandards/Math) as the definitive record.