Note: The specification of each standard is followed by links to lessons on AAAMath.com/AAAKnow.com that may be relevant to that standard. The type of
lesson (MC=Multiple Choice, SA=Short Answer) and a short description of the interactive lesson is given.
Kindergarten Common Core State Standards
Kindergarten » Counting & Cardinality
Know number names and the count sequence.
CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.
Numbers and Counting through 20
 Number of Objects I MC  count 1 to 20 boxes  answers are 120
 Number of Objects II MC  count 1 to 20 boxes  answers are OneTwenty
 Words and Numbers MC  given a number word choose digit(s) 120
 Numbers and Words MC  given a number 120 choose the appropriate number word OneTwenty
 Numbers in Order MC  choose next number when a number is presented  starting numbers are in order
 Next Number MC  choose next number when a number is presented  starting numbers are in random order
 Names of Numbers when Counting MC  choose next number word when a number word is presented  starting numbers are in order
 Name of Next Number MC  choose next number word when a number word is presented  starting numbers are in random order
 Counting Numbers to Words MC  choose next number word when digit(s) are presented  starting numbers are in random order
 Counting Words to Numbers MC  choose next digit(s) when a number word is presented  starting numbers are in random order
Patterns of Numbers
 Find Missing Number 1 to 10 MC  Given 3 numbers in a consecutive count up pattern  find the fourth number (110)
 Find Missing Number 10 to 1 MC  Given 3 numbers in a consecutive count down pattern  find the fourth number (110)
 Find Missing Number Between 1 and 10 MC  Given 3 numbers in a consecutive count pattern (random up and down)  find the fourth number (110)
 Find Missing Number Up to 20 MC  MC  Given 3 numbers in a consecutive count up pattern  find the fourth number (120)
 Count by 5's Next SA  Given a starting number, input the next number when counting by 5's  starting numbers are in order
 Count by 5's Any SA  Given a random starting number, input the next number when counting by 5's  starting numbers are in random order
 Count by 10's Next SA  Given a starting number, input the next number when counting by 10's  starting numbers are in order
 Count by 10's Any SA  Given a random starting number, input the next number when counting by 10's  starting numbers are in random order
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead
of having to begin at 1).
Numbers and Counting through 20
 Numbers in Order MC  choose next number when a number is presented  starting numbers are in order
 Next Number MC  choose next number when a number is presented  starting numbers are in random order
 Names of Numbers when Counting MC  choose next number word when a number word is presented  starting numbers are in order
 Name of Next Number MC  choose next number word when a number word is presented  starting numbers are in random order
 Counting Numbers to Words MC  choose next number word when a digit(s) are presented  starting numbers are in random order
 Counting Words to Numbers MC  choose next digit(s) when a number word is presented  starting numbers are in random order
Patterns of Numbers
 Find Missing Number 1 to 10 MC  Given 3 numbers in a consecutive count up pattern  find the fourth number (110)
 Find Missing Number 10 to 1 MC  Given 3 numbers in a consecutive count down pattern  find the fourth number (110)
 Find Missing Number Between 1 and 10 MC  Given 3 numbers in a consecutive count pattern (random up and down)  find the fourth number (110)
 Find Missing Number Up to 20 MC  MC  Given 3 numbers in a consecutive count up pattern  find the fourth number (120)
 Count by 5's Next SA  Given a starting number, input the next number when counting by 5's  starting numbers are in order
 Count by 5's Any SA  Given a random starting number, input the next number when counting by 5's  starting numbers are in random order
 Count by 10's Next SA  Given a starting number, input the next number when counting by 10's  starting numbers are in order
 Count by 10's Any SA  Given a random starting number, input the next number when counting by 10's  starting numbers are in random order
Numbers to 100
 Counting Down From 100 SA  Given a number from 2100 what is the next number when counting down?
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral
020 (with 0 representing a count of no objects).
Count to tell the number of objects.
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to
cardinality.
Numbers to 100
 Count to 100 SA  Count the number of boxes  range 1100
CCSS.MATH.CONTENT.K.CC.B.4.A
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.
Numbers to 100
 Count to 100 SA  Count the number of boxes  range 1100
CCSS.MATH.CONTENT.K.CC.B.4.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.
Numbers to 100
 Count to 100 SA  Count the number of boxes  range 1100
CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one
larger.
Numbers to 100
 Count to 100 SA  Count the number of boxes  range 1100
CCSS.MATH.CONTENT.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 120, count out that many objects.
Numbers to 100
 Count to 100 SA  Count the number of boxes  range 1100
Compare numbers.
CCSS.MATH.CONTENT.K.CC.C.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.1
More and Fewer
 Comparing Amounts I MC  Compare two sets of boxes and answer either > More Than", "= Same As", or "< Less Than"
 Comparing Amounts II MC  Compare two sets of symbols and answer either > More Than", "= Same As", or "< Less Than"
Comparing Numbers
 Larger or Smaller Numbers MC  Compare two number symbols (110) and answer either > More Than", "= Same As", or "< Less Than"
 Comparing Numbers by Name MC  Compare two number words (oneten) and answer either > More Than", "= Same As", or "< Less Than"
Comparing Numbers
 Comparing 1Digit Numbers MC  Compare two number symbols (010) and answer either > More Than", "= Same As", or "< Less Than"
 Comparing 2Digit Numbers MC  Compare two number symbols (099) and answer either > More Than", "= Same As", or "< Less Than"
CCSS.MATH.CONTENT.K.CC.C.7
Compare two numbers between 1 and 10 presented as written numerals.
More and Fewer
 Comparing Amounts I MC  Compare two sets of boxes and answer either > More Than", "= Same As", or "< Less Than"
 Comparing Amounts II MC  Compare two sets of symbols and answer either > More Than", "= Same As", or "< Less Than"
Comparing Numbers
 Larger or Smaller Numbers MC  Compare two number symbols (110) and answer either > More Than", "= Same As", or "< Less Than"
 Comparing Numbers by Name MC  Compare two number words (oneten) and answer either > More Than", "= Same As", or "< Less Than"
Comparing Numbers
 Comparing 1Digit Numbers MC  Compare two number symbols (010) and answer either > More Than", "= Same As", or "< Less Than"
 Comparing 2Digit Numbers MC  Compare two number symbols (099) and answer either > More Than", "= Same As", or "< Less Than"
Kindergarten » Operations & Algebraic Thinking
Understand addition, and understand subtraction.
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images,
drawings1, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
Subtracting Numbers
 Subtract Objects I MC  Subtract one set of objects from the other to arrive at a difference (110)
 Subtract Objects II SA  Subtract one set of objects from the other to arrive at a difference (110))
 Subtract Numbers I MC  Subtract one number from the other to arrive at a difference (110)
 Subtract Numbers II SA  Subtract one number from the other to arrive at a difference (110)
 Subtract Using Words MC  Subtraction sentence like "Seven minus one is" is solved to arrive at a sum (ZeroTen)
CCSS.MATH.CONTENT.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.
Subtracting Numbers
 Subtract Objects I MC  Subtract one set of objects from the other to arrive at a difference (110)
 Subtract Objects II SA  Subtract one set of objects from the other to arrive at a difference (110))
 Subtract Numbers I MC  Subtract one number from the other to arrive at a difference (110)
 Subtract Numbers II SA  Subtract one number from the other to arrive at a difference (110)
 Subtract Using Words MC  Subtraction sentence like "Seven minus one is" is solved to arrive at a sum (ZeroTen)
CCSS.MATH.CONTENT.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).
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.
Subtracting Numbers
 Subtract Objects I MC  Subtract one set of objects from the other to arrive at a difference (110)
 Subtract Objects II SA  Subtract one set of objects from the other to arrive at a difference (110))
 Subtract Numbers I MC  Subtract one number from the other to arrive at a difference (110)
 Subtract Numbers II SA  Subtract one number from the other to arrive at a difference (110)
 Subtract Using Words MC  Subtraction sentence like "Seven minus one is" is solved to arrive at a sum (ZeroTen)
Kindergarten » Number & Operations in Base Ten
Work with numbers 1119 to gain foundations for place value.
CCSS.MATH.CONTENT.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.
Kindergarten » Measurement & Data
Describe and compare measurable attributes.
CCSS.MATH.CONTENT.K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe
several measurable attributes of a single object.
CCSS.MATH.CONTENT.K.MD.A.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.
Classify objects and count the number of objects in each category.
CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.1
Kindergarten » Geometry
Identify and describe shapes.
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
CCSS.MATH.CONTENT.K.G.A.3
Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional
("solid").
Analyze, compare, create, and compose shapes.
CCSS.MATH.CONTENT.K.G.B.4
Analyze and compare two and threedimensional 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).
CCSS.MATH.CONTENT.K.G.B.5
Model shapes in the world by building shapes from components (e.g., sticks and
clay balls) and drawing shapes.
CCSS.MATH.CONTENT.K.G.B.6
Compose simple shapes to form larger shapes. For example, "Can you join these two
triangles with full sides touching to make a rectangle?"
Portions © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Portions © John Banfill 2014

