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Learning Standards Standards

What does a student learn in ?

This is the year numbers start to mean something real. Students learn to count to 100, write numbers up to 20, and figure out which group has more by matching and counting. They also start adding and taking away small amounts using fingers, drawings, or objects. By spring, they can count out 15 cheerios, tell you that 7 is less than 9, and solve simple problems like 3 plus 2 without much help.

  • Counting to 100
  • Writing numbers
  • Adding and subtracting
  • Comparing groups
  • Shapes
  • Sorting objects
Source: Mississippi Mississippi College- & Career-Readiness Standards
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
  1. 1

    Counting and naming numbers

    Students count out loud, point to objects one at a time, and learn that the last number they say tells how many. They start writing numbers from 0 to 20.

  2. 2

    Shapes around us

    Students name circles, squares, triangles, rectangles, and hexagons, plus solid shapes like cubes and spheres. They spot these shapes in everyday objects and describe where things sit, such as above, below, or next to.

  3. 3

    Comparing and sorting

    Students compare groups to see which has more, less, or the same. They sort buttons, blocks, and other objects into categories and count how many are in each pile.

  4. 4

    Adding and taking away

    Students use fingers, drawings, and small objects to put groups together and take some away. They solve simple story problems and start to add and subtract within 5 from memory.

  5. 5

    Teen numbers and measuring

    Students see numbers 11 through 19 as a group of ten plus some extras, which builds the foundation for place value. They also compare two objects to see which is longer, heavier, or holds more.

Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Counting and Cardinality

  • Know number names and the count sequence

    K.CC.A

    Students learn the names of numbers and practice counting in order. They say the sequence aloud, starting from one or from a number in the middle, building the foundation for all the math that follows.

  • Count to 100 by ones and by tens

    K.CC.1

    Students count out loud from 1 to 100, one number at a time, then practice again counting by tens: 10, 20, 30, all the way to 100.

  • Count forward beginning from a given number within the known sequence

    K.CC.2

    Starting a count from any number, not just 1. Students hear "start at 6" and keep going: 7, 8, 9. This shows they know where each number sits in the sequence, not just how to recite it from the beginning.

  • Write numbers from 0 to 20

    K.CC.3

    Students write the numbers 0 through 20 and match each number to a group of objects. Zero means nothing is there, and they learn to write that too.

  • Count to tell the number of objects

    K.CC.B

    Students count a group of objects and say how many there are. They match each object to a number as they count, and the last number they say is the total.

  • Understand the relationship between numbers and quantities

    K.CC.4

    Counting isn't just reciting numbers. Students learn that the last number they say when counting a group of objects tells how many are in that group.

  • When counting objects, say the number names in the standard order, pairing each…

    K.CC.4.a

    Counting means saying one number for each object, in order, without skipping or double-counting. Students point to each item as they count so every object gets exactly one number.

  • Understand that the last number name said tells the number of objects counted

    K.CC.4.b

    Counting a group of apples gives the same answer whether students start from the left, the right, or the middle. The last number said is how many there are.

  • Understand that each successive number name refers to a quantity that is one…

    K.CC.4.c

    Counting up by one always means one more object than before. Students learn that 6 is one more than 5, 7 is one more than 6, and so on, each number in the counting sequence is exactly one bigger than the last. Wait, I used an em dash. Let me fix that. Counting up by one always means one more object than before. Students learn that 6 is one more than 5, 7 is one more than 6. Each number in the counting sequence is exactly one bigger than the last. That's three sentences and a bit long. Let me tighten. Each number in the counting sequence is exactly one more than the number before it. Students practice seeing that 6 means one more object than 5, 7 means one more than 6, and so on. Good. 38 words, no em dashes, no triads, concrete and plain. Each number in the counting sequence is exactly one more than the number before it. Students practice seeing that 6 means one more object than 5, 7 means one more than 6, and so on.

  • Count to answer "how many?" questions about as many as 20 things arranged in a…

    K.CC.5

    Students count up to 20 objects arranged in a line or circle and say how many there are. They can also start with a number and count out exactly that many objects from a pile.

  • Compare numbers

    K.CC.C

    Students look at two groups of objects and decide which group has more, which has fewer, or whether both groups have the same amount.

  • Identify whether the number of objects in one group is greater than, less than

    K.CC.6

    Students look at two groups of objects and decide which group has more, which has fewer, or whether they match. They count or line up the objects to compare.

  • Compare two numbers between 1 and 10 presented as written numerals

    K.CC.7

    Students look at two written numbers and say which one is bigger, smaller, or equal. The numbers are between 1 and 10.

Operations and Algebraic Thinking

  • Understand addition as putting together and adding to

    K.OA.A

    Addition means combining two groups into one bigger group. Subtraction means splitting a group apart or taking some away. Students practice both ideas using small numbers they can count on their fingers or with objects.

  • Represent addition and subtraction with objects, fingers, mental images…

    K.OA.1

    Students show adding and subtracting in different ways: counting on fingers, drawing pictures, acting out a story, or writing a simple number sentence like 2 + 1 = 3.

  • Solve addition and subtraction word problems

    K.OA.2

    Students solve simple add-and-take-away story problems using numbers up to 10. They can use toys, fingers, or drawings to figure out the answer.

  • Decompose numbers less than or equal to 10 into pairs in more than one way…

    K.OA.3

    Students show that the same number can be split into different pairs. For example, 5 can be 4 and 1, or 2 and 3. They draw or write an equation to record each split.

  • For any number from 1 to 9, find the number that makes 10 when added to the…

    K.OA.4

    Students figure out what number to add to a given number to reach exactly 10. If someone has 6 apples, how many more make 10? Students find that answer using objects, drawings, or a simple number sentence.

  • Fluently add and subtract within 5

    K.OA.5

    Students quickly and accurately add and subtract with numbers up to 5. By the end of kindergarten, answers like 2 + 3 or 4 - 1 should come without counting on fingers.

Number and Operations in Base Ten

  • Work with numbers 11-19 to gain foundations for place value

    K.NBT.A

    Numbers 11 through 19 each have a ten inside them plus a few leftovers. Students learn to see 14 as one group of ten and four extra, which sets up how all bigger numbers work.

  • Compose and decompose numbers from 11 to 19 into ten ones and some further…

    K.NBT.1

    Students learn that the numbers 11 through 19 are just 10 plus a few extra. A group of 10 and 3 leftover is 13, a group of 10 and 7 leftover is 17, and so on.

Measurement and Data

  • Describe and compare measurable attributes

    K.MD.A

    Students look at everyday objects and talk about size, length, or weight. They say which object is taller, longer, or heavier and explain how they know.

  • Describe measurable attributes of objects, such as length or weight

    K.MD.1

    Students pick up an everyday object, like a pencil or a backpack, and describe what can be measured about it. They might notice it is long, heavy, or wide, naming more than one measurable trait for the same object.

  • Directly compare two objects with a measurable attribute in common, to see…

    K.MD.2

    Students pick two objects and compare them directly, like holding two pencils side by side to see which is longer. They put the difference into words.

  • Classify objects and count the number of objects in each category

    K.MD.B

    Students sort everyday objects into groups by color, shape, or size, then count how many are in each group.

  • Classify objects into given categories

    K.MD.3

    Students sort everyday objects into groups (by color, shape, or size), count how many are in each group, and figure out which group has more.

Geometry

  • Identify and describe shapes

    K.G.A

    Students name and describe everyday shapes like squares, circles, triangles, and rectangles. They also recognize three-dimensional shapes like cubes, cones, and spheres.

  • Describe objects in the environment using names of shapes

    K.G.1

    Students name the shapes they see around them and describe where those shapes are, saying things like "the clock is above the door" or "the block is beside the chair."

  • Correctly name shapes regardless of their orientations or overall size

    K.G.2

    Students learn that a triangle is still a triangle whether it's tiny or tilted. The name of a shape stays the same no matter how big it is or which way it faces.

  • Identify shapes as two-dimensional

    K.G.3

    Students sort shapes into two groups: flat shapes like a circle drawn on paper, and solid shapes like a ball or a box you can pick up.

  • Analyze, compare, create

    K.G.B

    Students sort and compare flat and solid shapes by their size, color, and number of sides. They also put smaller shapes together to build bigger ones.

  • Analyze and compare two- and three-dimensional shapes, in different sizes and…

    K.G.4

    Students look at shapes like squares, triangles, and boxes, then describe what makes them alike or different. They talk about things like how many sides or corners a shape has, or whether its sides are all the same length.

  • Model shapes in the world by building shapes from components

    K.G.5

    Students build shapes by hand, using craft materials or drawing them on paper. This connects the shapes they see every day to the triangles, squares, and rectangles they are learning to name.

  • Compose simple shapes to form larger shapes

    K.G.6

    Students put simple shapes together to build a bigger shape, like fitting two triangles side by side to make a square.

Common Questions
  • What math should students know by the end of the year?

    Students count to 100 by ones and tens, write numbers 0 to 20, and count groups of objects to answer how many. They add and subtract within 10 using fingers, objects, or drawings, and they name common shapes like circles, squares, and cubes.

  • How can families practice counting at home?

    Count real things during the day, like stairs on the way up, grapes on a plate, or socks coming out of the dryer. Ask how many after counting, and try starting from a number other than 1, such as counting from 7 up to 20.

  • What is the easiest way to help with addition and subtraction at home?

    Use small objects students can touch, such as cereal pieces, coins, or buttons. Ask questions like, you have 4 crackers and I give you 2 more, how many now? Keep totals at 10 or below and let students move the objects as they answer.

  • Why do students keep working on numbers 11 to 19?

    Numbers 11 to 19 are the bridge to place value. Students learn that 14 is one group of ten and four more ones. Practice this at home by making a pile of 10 pennies and then adding extra pennies next to it.

  • How should counting and number writing be sequenced across the year?

    Build oral counting and one-to-one matching first, then move into writing numerals to 10, then to 20. Comparing groups and written numbers fits well in the middle of the year, once students can count groups accurately and trust that the last number said is the total.

  • Which skills usually need the most reteaching?

    One-to-one counting with scattered objects, writing teen numbers without reversals, and making 10 from a given number are the common sticking points. Plan short daily practice on these rather than long blocks, and revisit them after winter break.

  • How can shapes be practiced outside of math time?

    Point out shapes on walks and around the house, like a stop sign, a soup can, or a slice of pizza. Ask how two shapes are alike and different, and use position words such as above, below, beside, and behind when putting toys away.

  • What does mastery of addition and subtraction look like at this grade?

    Students should add and subtract within 5 quickly and without counting every finger, and solve word problems within 10 using drawings or objects. They should also break a number like 7 into pairs in more than one way, such as 5 and 2, or 4 and 3.

  • How do I know students are ready for first grade math?

    Look for steady counting to 100, accurate counting of groups up to 20, comfort comparing two written numbers from 1 to 10, and quick recall of sums and differences within 5. Students should also name flat and solid shapes and explain a simple attribute, like number of corners.