| K.CC.A. Know number names and the count sequence. K.CC.A.1. Count to 100 by ones and by tens. K.CC.A.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.3. 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). K.CC.B. Count to tell the number of objects. K.CC.B.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. K.CC.C.7. Compare two numbers between 1 and 10 presented as written numerals. Operations & Algebraic Thinking K.OA.A. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) K.OA.A.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.A.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). K.OA.A.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. K.OA.A.5. Fluently add and subtract within 5. Number & Operations in Base Ten K.NBT.A. Work with numbers 11-19 to gain foundations for place value. K.NBT.A.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 (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. K.G.A. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.A.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. K.G.A.2. Correctly name shapes regardless of their orientations or overall size. K.G.A.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). K.G.B. Analyze, compare, create, and compose shapes. K.G.B.4. 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.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
| 2-dimensional, 3-dimensional, add, attribute, circle, combination, compare, cone, cube, curve, cylinder, difference, edge, equal, flat, greater, join, larger, elast, longer, minus, more, number sentence, number story, ones, order, pattern, pyramid, rectangle, rectangular prism, shape, smaller, sphere, square, subtract, tens, time, total, triangle, unit, vertex
Bold: Listed in teacher's EDM4 edition Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations |
