Math Standard: K.CC.1
Count to 100 by ones and by tens.
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Kindergarten– Counting and Cardinality
Math Standard: K.CC.2
Count forward beginning from a given number within
the known sequence (instead of having to begin at 1).
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: K.CC.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.3 Essential Skills and Concepts:
1. Write numbers from 0-20
trace the shape of numbers 0-5
trace the shape of numbers 0-10
trace the shape of numbers 0-15.
write the numbers 0-5 in random order from
memory
write the numbers 0-10 in random order from
memory
write the numbers 0-15 in random order from
memory
write the numbers 0-20 in random order from
memory
2. Count a group of objects and write the matching
number up to 20
count a group of objects
match the amount of objects to the number by
writing or using a number tile
K.CC.1 Essential Skills and Concepts:
1. Count aloud by 1’s to 100
begin at 1 and count to 25 by 1’s
begin at 1 and count to 50 by 1’s
begin at 1 and count to 75 by 1’s
begin at 1 and count to 100 by 1’s
2. Count aloud by 10’s to 100
begin at 0 and count to 100 by 10’s
K.CC.2 Essential Skills and Concepts:
1. Count forward from any number that is not 1
From 1-25.
From 1-50.
From 1-75.
From 1-100
Mathematical Language: number words (zero - one
hundred)
Mathematical Language: number words (zero - one
hundred
Mathematical Language: number words (zero - one
hundred)
Math Standard: K.CC.4
Understand the relationship between numbers and
quantities; connect counting to cardinality.
Math Standard: K.CC.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.
Math Standard: K.CC.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. Include groups with up to ten
objects.
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.
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.
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Kindergarten– Counting and Cardinality
K.CC.4 Essential Skills and Concepts:
K.CC.5 Essential Skills and Concepts:
1. Use one counting word for every object in a set
1. Choose the best way for me to count a group of
say a number for each object I touch without
objects up to 20
touching any object twice
use touching and moving to count a group of
- 0-5 objects
objects
- 0-10 objects
organize objects in a line
- 0-15 objects
touch and count the objects
- 0-20 objects
find a starting point
2. Understand the last number I say tells the number
count around the circle stopping where I
of objects counted
started
use the touching strategy to count a group of
touch to count a scattered group of objects 0-10
objects
use my eyes to count the objects in a group of 010
answer the question, “How many are there?”
answer the question, “ how many?” using a
- 0-5 objects
counting strategy for sets up to 20
- 0-10 objects
- 0-15 objects
- 0-20 objects
3. add 1 more to a group (0-9) and tell how many
there are
count a set of 0-9 objects
add 1 more to the group
tell how many now
think of a number 0-9
add 1 more to the group
tell how many now
Mathematical Language: number words (zero - one
hundred)
Mathematical Language:
hundred)
Math Standard: K.CC.7
Compare two numbers between 1 and 10 presented
as written numerals.
K.CC.7 Essential Skills and Concepts:
1. Look at two numbers and tell which one is more,
less or equal.
use what I know about numbers to decide if
K.CC.7 Essential Skills and Concepts: (continued)
they are more/less/equal.
• Larger number is more
• Smaller number is less
• Same number is equal
number words (zero - one
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
K.CC.6 Essential Skills and Concepts:
1. Use matching to decide if a group is more, less or
equal
make as many partners as can with the two
groups
decide if they are more/less/equal by looking at
the partner groups
• If they all have a partner they are equal
• The group that has extra objects is more
• The group that doesn’t have extras is less
2. Use counting to decide if a group is more, less or
equal
count each group
use what is known about numbers to decide if it
is more/less/equal
• Larger number is more
• Smaller number is less
• Same number is equal
3. Use take away to decide if a group is more, less or
equal
put each group in a pile
take away one object from each group
keep taking away one object until one group
has none left
decide if they are more/less/equal using what is
known
• If both have none they are equal
• The group that has some left is more
• The group that has none left is less
4. Choose the best way for me to decide if a group is
more, less or equal
each student decides for themselves which of
the strategies works best for them
Mathematical Language: more, less, fewer, equal,
same amount
K.CC.7: Mathematical Language: greater, more, less,
fewer, equal, same amount
The academic vocabulary or content language
is listed under each standard. There are 30-40
Essential MATH Skills Alignment – Math Standards
words in bold that should be taught to mastery.
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design: OASIS, LLC
Grade: Kindergarten– Operations and Algebraic Thinking
Math Standard: K.OA.1
Math Standard: K.OA.2
Math Standard: K.OA.3
Represent addition and subtraction with objects,
Solve addition and subtraction word problems, and
Decompose numbers less than or equal to 10 into
fingers, mental images, drawings, sounds (e.g., claps),
add and subtract within 10, e.g., by using objects or
pairs in more than one way, e.g., by using objects or
acting out situations, verbal explanations, expressions, drawings to represent the problem.
drawings, and record each decomposition by a
or equations.
drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Drawings need not show details, but should show the
mathematics in the problem. (This applies wherever
drawings are mentioned in the Standards.)
K.OA.1 Essential Skills and Concepts:
1. Make a group bigger by adding objects
put more objects in a group and tell how many
all together
show someone how to add objects to a group
and explain what happens to the group
2. Make a group smaller by taking away objects
take objects from a group and tell how many are
left
show someone how to add objects to a group
and explain what happens to the group
Mathematical Language: join, add, separate,
subtract, and, same amount as, equal, less, more,
total
Math Standard: K.OA.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.4 Essential Skills and Concepts:
1. Break apart a group of 10 in different ways
break apart a group of 10 in different ways
2. figure out how many more is needed when there is
10 in all
3. Given a number, find the missing part that makes
10
use one of the following strategies to solve the
problem.
• a ten frame
• take away
• basic facts
K.OA.2 Essential Skills and Concepts:
1. Find the answer when two groups are added
together
2. Figure out how many are added to a group when I
know how many in all
3. Figure out how many I started with when I know
how many are added and how many in all
listen to the story problem
use objects to show what I know from the story
OR
draw what is known from the story
figure out what the question is asking
use the number strategies to figure out the
answer
Mathematical Language: join, add, separate,
subtract, and, same amount as, equal, less, more,
total
K.OA.3 Essential Skills and Concepts:
1. Take a number and break it apart in different ways
take a number and break it apart in different
ways
Mathematical Language: join, add, separate,
subtract, and, same amount as, equal, less, more,
total
Students should be exposed to the symbols (+, -, =)
and numerical equations to be prepared for 1st grade
Math Standard: K.OA.5
Fluently add and subtract within 5.
K.OA.4: Mathematical Language: add, separate,
subtract, and, same amount as, equal, less, more,
total
K.OA.5 Essential Skills and Concepts:
1. Use strategies to solve addition and subtraction
problems up to 5 with a few steps to the get correct
answer
use manipulatives (counters, fingers, linking
cubes, base ten blocks, etc) to solve equations
quickly and correctly
use a tens frame to solve equations quickly and
correctly
use the part-part whole mat (Envision) to solve
equations quickly and correctly
Mathematical Language: join, add, separate, subtract,
and, same amount as, equal, less, more, total
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design: OASIS, LLC
Grade: Kindergarten– Number and Operations in Base Ten
Math Standard: K.NBT.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.
K.NBT.1 Essential Skills and Concepts:
1. Build a set from 11-19 using tens and ones
2. Break apart a set from 11-19 into groups of ten and
count how many are left
make a set of 10 from my group of objects
count how many are left
Mathematical Language: number words (one, two…
thirteen, fourteen, … nineteen), leftovers
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Kindergarten– Measurement and Data
Math Standard: K.MD.1
Math Standard: K.MD.2
Describe measurable attributes of objects, such as
Directly compare two objects with a measurable
length or weight.
attribute in common, to see which object has “more
Describe several measurable attributes of a single
of”/”less of” the attribute, and describe the
object.
difference. For example, directly compare the heights
of two children and describe one child as
taller/shorter.
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
K.MD.1 Essential Skills and Concepts:
1. Use words like big and little to talk about the size
of something
tell about an object using words to describe its
size
2. Use words like long and short to talk about the
length of something
tell about an object using words to describe its
length
3. Use words like heavy and light to talk about the
weight of something
tell about an object using words to describe its
weight
K.MD.2 Essential Skills and Concepts:
1. Tell the difference in 2 objects using the length
line up the objects so the ends of the objects are
in the same place
tell the difference in 2 objects using my math
vocabulary (long/short)
Math Standard: K.MD.3
Students identify similarities and differences between
objects (e.g., size, color, shape) and use the identified
attributes to sort a collection of objects. Once the
objects are sorted, the student counts the amount in
each set. Once each set is counted, then the student is
asked to sort (or group) each of the sets by the
amount in each set. Thus, like amounts are grouped
together, but not necessarily ordered.
K.MD.3 Essential Skills and Concepts:
1. Use an attribute to sort groups and then compare
groups using least to greatest
sort objects by given attribute
count the groups sorted
group any sets with like amounts
Mathematical Language: length, weight, heavy,
long, more of, less of, longer, taller, shorter
Mathematical Language: length, weight, heavy,
long, more of, less of, longer, taller, shorter
Mathematical Language: color words (e.g., blue,
green, red, etc.), descriptive words (e.g., small, big,
rough, smooth, bumpy, round, flat, etc.), more, less,
same amount
Essential MATH Skills Alignment – Math Standards
Content Source: 2013-2014 Iredell-Statesville Schools– Format Design:
Grade: Kindergarten– Geometry
Math Standard: K.G.1
Math Standard: K.G.2
Describe objects in the environment using names of
Correctly name shapes regardless of their orientations
shapes, and describe the relative positions of these
or overall size.
objects using terms such as above, below, beside, in
front of, behind, and next to.
K.G.1 Essential Skills and Concepts:
K.G.2 Essential Skills and Concepts:
1. Tell about shapes in my world
1. Name a circle, square, triangle, rectangle, hexagon,
use shapes to describe things in my world
cube, cone, cylinder, and sphere
2. Tell where objects are using positional words
name a shape when asked by teacher
use my positional words to tell where objects
are located
Mathematical Language: squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders,
spheres, flat, solid, side, vertex, angle, edge, face,
positional vocabulary (e.g., above, below, beside, in
front of, behind, next to, same, different, between,
around, left, right)
OASIS, LLC
The academic vocabulary or content language
is listed under each standard. There are 30-40
words in bold that should be taught to mastery.
Math Standard: K.G.3
Identify shapes as two-dimensional (lying in a plane,
“flat”) or three dimensional (“solid”).
K.G.3 Essential Skills and Concepts:
1. Recognize flat shapes
pick out flat shapes from a group of objects
2. Recognize solid shapes
pick out solid shapes from a group of objects
3. Sort/group objects by flat and solid
sort objects by flat and solid
Mathematical Language: squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders,
spheres, flat, solid, side, corner, angle, edge, face,
positional vocabulary (e.g., above, below, beside, in
front of, behind, next to, same, different, etc.)
Mathematical Language: squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders,
spheres, flat, solid, side, corner, angle, edge, face,
positional vocabulary (e.g., above, below, beside, in
front of, behind, next to, same, different, etc.)
Math Standard: K.G.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.4 Essential Skills and Concepts:
1. Tell how 2-D & 3-D shapes are alike
2. Tell how 2-D & 3-D shapes are different
name the shapes
tell how shapes are alike and different by using
my math vocabulary: sides length shape names
angles equal
Math Standard: K.G.5
Model shapes in the world by building shapes from
components (e.g., sticks and clay balls) and drawing
shapes.
Math Standard: K.G.6
Compose simple shapes to form larger shapes. For
example, “Can you join these two triangles with full
sides touching to make a rectangle?”
K.G.5 Essential Skills and Concepts:
1. Draw shapes
trace shapes
draw shapes all by myself
2. Build shapes
build shapes by watching my teacher
build shapes all by myself
K.G.6 Essential Skills and Concepts:
1. Make a shape by using other shapes
join shapes to other shapes
Mathematical Language: squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders,
spheres, flat, solid, side, corner, angle, edge, face,
positional vocabulary (e.g., above, below, beside, in
front of, behind, next to, same, different, etc.)
Mathematical Language: squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders,
spheres, flat, solid, side, corner, angle, edge, face,
positional vocabulary (e.g., above, below, beside, in
front of, behind, next to, same, different, etc.)
Mathematical Language: squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders,
spheres, flat, solid, side, corner, angle, edge, face,
positional vocabulary (e.g., above, below, beside, in
front of, behind, next to, same, different, etc.)