Kindergarten Math (Arizona Mathematics Standards)

Counting and Cardinality (CC)

• K.CC.A.1 Count aloud to 100 in ones and in tens.
• K.CC.A.2 Count on from any given number in the counting sequence instead of always starting at 1.
• K.CC.A.3 Write the numerals 0–20 and use a numeral to show how many objects there are (0 for none).
• K.CC.B.4 Link counting to quantity: understand how number names match the size of a set.
  • a. Count objects by saying number names in order, matching one name to each object.
  • b. Know the last number said gives the total, whatever the arrangement or counting order.
  • c. Know each next number name stands for a quantity one bigger.
• K.CC.B.5 Count to answer "how many?" for up to 20 objects in a line, array or circle (10 if scattered), and count out a set of 1–20 objects.
• K.CC.C.6 Tell whether one group of up to 10 objects has more, fewer or the same number as another, by matching or counting.
• K.CC.C.7 Compare two written numerals from 0 to 10 (greater, less or equal).

Operations and Algebraic Thinking (OA)

• K.OA.A.1 Model addition and subtraction with hands-on materials, drawings or actions for the situation types in Table 1.
• K.OA.A.2 Solve addition and subtraction word problems within 10 for the Table 1 situation types, using objects or drawings.
• K.OA.A.3 Break numbers up to 10 into pairs in different ways and record each split with a drawing or equation.
• K.OA.A.4 For any number 1–9, find the partner that makes 10 and record it with a drawing or equation.
• K.OA.A.5 Add and subtract within 5 fluently.

Number and Operations in Base Ten (NBT)

• K.NBT.A.1 Build and break apart 11–19 as ten ones plus extra ones, recording with drawings or equations (e.g. 18 = 10 + 8).
• K.NBT.B.2 Show understanding of adding and subtracting within 10 using place-value ideas (Table 1 situations). (being checked)

Measurement and Data (MD)

• K.MD.A.1 Describe measurable attributes such as length or weight, including several attributes of one object.
• K.MD.A.2 Compare two objects directly by a shared attribute and describe which has more or less of it (e.g. taller/shorter).
• K.MD.B.3 Sort objects into given categories, count each category (counts limited to 10) and order the categories by count.

Geometry (G)

• K.G.A.1 Name shapes seen in the environment and describe where things are using words like above, below, beside and behind.
• K.G.A.2 Name shapes such as circles, triangles, rhombuses, cubes and spheres correctly whatever their orientation or size.
• K.G.A.3 Tell flat (two-dimensional) shapes from solid (three-dimensional) shapes.
• K.G.B.4 Compare 2-D and 3-D shapes of different sizes and orientations in informal language, noting sides, corners and other features.
• K.G.B.5 Model real-world shapes by building them from parts (e.g. sticks and clay) and by drawing them.
• K.G.B.6 Put simple shapes together to make larger shapes.