Sorted by Subject
|
|
|
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 1-20
- Number of Objects II MC - count 1 to 20 boxes - answers are One-Twenty
- Words and Numbers MC - given a number word choose digit(s) 1-20
- Numbers and Words MC - given a number 1-20 choose the appropriate number word One-Twenty
- 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 (1-10)
- Find Missing Number 10 to 1 MC - Given 3 numbers in a consecutive count down pattern - find the fourth number (1-10)
- Find Missing Number Between 1 and 10 MC - Given 3 numbers in a consecutive count pattern (random up and down) - find the fourth number (1-10)
- Find Missing Number Up to 20 MC - MC - Given 3 numbers in a consecutive count up pattern - find the fourth number (1-20)
- 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 (1-10)
- Find Missing Number 10 to 1 MC - Given 3 numbers in a consecutive count down pattern - find the fourth number (1-10)
- Find Missing Number Between 1 and 10 MC - Given 3 numbers in a consecutive count pattern (random up and down) - find the fourth number (1-10)
- Find Missing Number Up to 20 MC - MC - Given 3 numbers in a consecutive count up pattern - find the fourth number (1-20)
- 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 2-100 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
0-20 (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 1-100
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 1-100
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 1-100
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 1-100
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 1-20, count out that many objects.
Numbers to 100
- Count to 100 SA - Count the number of boxes - range 1-100
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 (1-10) and answer either > More Than", "= Same As", or "< Less Than"
- Comparing Numbers by Name MC - Compare two number words (one-ten) and answer either > More Than", "= Same As", or "< Less Than"
Comparing Numbers
- Comparing 1-Digit Numbers MC - Compare two number symbols (0-10) and answer either > More Than", "= Same As", or "< Less Than"
- Comparing 2-Digit Numbers MC - Compare two number symbols (0-99) 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 (1-10) and answer either > More Than", "= Same As", or "< Less Than"
- Comparing Numbers by Name MC - Compare two number words (one-ten) and answer either > More Than", "= Same As", or "< Less Than"
Comparing Numbers
- Comparing 1-Digit Numbers MC - Compare two number symbols (0-10) and answer either > More Than", "= Same As", or "< Less Than"
- Comparing 2-Digit Numbers MC - Compare two number symbols (0-99) 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 (1-10)
- Subtract Objects II SA - Subtract one set of objects from the other to arrive at a difference (1-10))
- Subtract Numbers I MC - Subtract one number from the other to arrive at a difference (1-10)
- Subtract Numbers II SA - Subtract one number from the other to arrive at a difference (1-10)
- Subtract Using Words MC - Subtraction sentence like "Seven minus one is" is solved to arrive at a sum (Zero-Ten)
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 (1-10)
- Subtract Objects II SA - Subtract one set of objects from the other to arrive at a difference (1-10))
- Subtract Numbers I MC - Subtract one number from the other to arrive at a difference (1-10)
- Subtract Numbers II SA - Subtract one number from the other to arrive at a difference (1-10)
- Subtract Using Words MC - Subtraction sentence like "Seven minus one is" is solved to arrive at a sum (Zero-Ten)
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 (1-10)
- Subtract Objects II SA - Subtract one set of objects from the other to arrive at a difference (1-10))
- Subtract Numbers I MC - Subtract one number from the other to arrive at a difference (1-10)
- Subtract Numbers II SA - Subtract one number from the other to arrive at a difference (1-10)
- Subtract Using Words MC - Subtraction sentence like "Seven minus one is" is solved to arrive at a sum (Zero-Ten)
Kindergarten » Number & Operations in Base Ten
Work with numbers 11-19 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 two-dimensional (lying in a plane, "flat") or three-dimensional
("solid").
Analyze, compare, create, and compose shapes.
CCSS.MATH.CONTENT.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).
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
|
|
|
