Kindergarten Common Core
Units of Study
San Diego Unified School District (here's the District's CCSS website--lots of resources!
Georgia Units: (even though the state has actually pulled out of CCSS, the resources they created are AMAZING! Here's their math website.)
North Carolina Unit: (they have a great website for the Public Schools of North Carolina with lots of support resources.)
University of Texas Scope: (they have a great website called Mathematics Common Core Toolbox--check it out!)
EngageNY Kindergarten math resources. This seems to be everyone's gold standard for CCSS materials.
Kindergarten Curriculum Map from West Contra Costa Unified School District. Their applets seem cool, too.
Bridges in Mathematics: (the Bridges in Mathematics website)
This is cool: math standards written in kid-friendly language: (From the Ontario-Montclair School District)
Resources from Kansas Association of Teachers of Mathematics:
Kindergarten Flip Book (FlipBooks are meant to help teachers understand what each standard means in terms of what students must know and be able to do. They provide only a sample of instructional strategies and examples.)
Math Vocabulary from Granite School District in Utah
Compare the CCSS to the current state standards: (from Tulare County Office of Ed. A great website for resources, too!)
Howard County Public School System Common Core Assessments. VERY well designed assessments for each standard. Check them out!
"I Can Statements" for each standard from Dr. Bobb Darnell on his website called Achievement Strategies, Inc. Check them out!
Got any lessons, resources, websites that you want to share?? Add them to our Kindergarten Math Dropbox! Let's help each other out!!
Want to continue the dialogue? Check out and add yourself as a member of this website's Facebook page here!!
Activities and Lessons by Strand
(activities listed are from: Illustrative Mathematics, Inside Mathematics, LearnZillion, Howard County Common Core Assessments)
Domain: Counting and Cardinality K.CC
Standard A (know number names and the count sequence):
A1 (Count to 100 by ones and by 10s):
A2 (Count forward beginning from a given number within the known sequence instead of beginning at 1):
A3 (Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 with 0 representing a count of no objects):
Standard B (Count to tell the number of objects):
B4 (Understand the relationship between numbers and quantities; connect counting to cardinality. 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 inwhich they were counted; c) Undertand that each successive number name refers to a quantity that is one larger.):
Standard C (Compare numbers):
C5 (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.
C6 (Identify whether the number of objects in one group is greater than, less than, or equal to the number of objets in another group):
C7 (Compare two numbers between 1 and 10 presented as written numerals.):
Domain: Operations and Algebraic Thinking K.OA
Standard A (Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from):
A1 (Represent addition and subtraction with objects, fingers mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations):
A2 (Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem):
A3 (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):
A4 (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):
A5 (Fluently add and subtract within 5):
Domain: Number and Operations in Base Ten K.NBTStandard A (Work with numbers 11-19 to gain foundations for place value):
A1 (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 then ones and one, two, three, four, five, six, seven, eight, or nine ones):
Domain: Measurement and Data K.MD
Standard A (Describe and compare measurable attributes):
A1 (Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object):
A2 (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):
Standard B (Classify objects and count the number of objects in each category):
B3 (Classify objects into given categories; count the numbers of objects in each category and sort the categories by count):
Domain: Geometry K.G
Standard A (Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres):
A1 (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):
A2 (Correctly name shapes regardless of their orientations of overall size):
A3 (Identify shapes as two-dimentional--lying in a plane, flat--or three-dimensional, solid):
Standard B (Analyze, compare, create, and compose shapes):
B4 (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):
B5 (Model shapes in the world by building shapes from components, e.g. sticks and clay balls, and drawing shapes):
B6 (Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"):
Thank you to 4th Grade Loma Portal teacher, Amy Kinseth, for creating this page of Teacher Common Core Materials. Please email her with questions or comments at email@example.com.