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Counting and Cardinality  
Know number names and the count sequence.  
Count to 100 by ones and by tens.  
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).  See related
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Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects).  See related
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Count to tell the number of objects.  
Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.B.4.A K.CC.B.4.B K.CC.B.4.C 

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.  See related
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Compare numbers.  
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.  See related
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Compare two numbers between 1 and 10 presented as written numerals.  See related
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Operations and Algebraic Thinking  
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.  
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.  See related
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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.  
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).  See related
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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.  See related
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Fluently add and subtract within 5.  See related
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Number and Operations in Base Ten  
Work with numbers 1119 to gain foundations for place value.  
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.  See related
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Measurement and Data  
Describe and compare measurable attributes.  
K.MD.A.1 
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.  
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.  See related
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Classify objects and count the number of objects in each category.  
K.MD.B.3 
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.  
Geometry  
Identify and describe shapes.  
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.  See related
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Correctly name shapes regardless of their orientations or overall size.  
Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid").  See related
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Analyze, compare, create, and compose shapes.  
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).  
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.  See related
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K.G.B.6 
ompose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" 