Kindergarten Math South Dakota Standards

Count to 100 by ones and by tens.

Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20.

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).

Understand the relationship between numbers and quantities; connect counting to cardinality.

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. (one-to-one correspondence)

Understand that the last number name said tells the number of objects counted. (cardinality) The number of objects is the same regardless of their arrangement or the order in which they were counted.

Understand that each successive number name refers to a quantity that is one larger.

Count to answer "how many?"

When counting, answer questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or and as many as 10 things in a scattered configuration.

Given a number(s) from 1–20, count out that many objects.

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.

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

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.

Correctly name shapes regardless of their orientations or overall size.

Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

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).

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Compose simple shapes to form larger shapes.

Describe measurable attributes of a single object or objects, such as length, weight, or size.

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.

Classify objects into given categories; count the number of objects in each category and sort the categories by count. Limit category counts to be less than or equal to 10.

Identify a penny and understand that the value is one. Count pennies within 20.

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 ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem.)

Solve addition and subtraction word problems.

Solve addition and subtraction word problems (within 10), involving result unknown problems, put together/take apart total unknown, and put together/take apart addend unknown, e.g., using objects or drawings to represent the problem. (see appendix for K-2 Common Addition and Subtraction Situations)

Add and subtract within 10, eg., 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).

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.

Fluently add and subtract within 5.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

Know number names and the count sequence.

Standards for Mathematical Practice

Work with numbers 11 – 19 to gain foundations for place value.

Analyze, compare, create, and compose shapes.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Number and Operation in Base Ten

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

Operations and Algebraic Thinking

Compare numbers.

Geometry

Describe and compare measureable attributes.

Measurement and Data

Counting and Cardinality

Count to tell the number of objects.

Work with time and money.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Geometry

Identify and sort shapes as two-dimensional or three-dimensional.

Name and describe two-dimensional shapes (circles, triangles, squares, and rectangles) using attributes (sides, vertices, square corners).

Identify and draw two-dimensional shapes (circles, triangles, squares, rectangles, and trapezoid) in a variety of orientations.

Identify three-dimensional shapes (cube, cone, cylinder, or sphere).

Build and draw shapes found in the real-world.

Build simple shapes to form larger shapes.

Describe measurable traits of an object such as length, weight, or size.

Compare objects using the same measurable trait.

Identify a clock as a tool that measures time of day. Answer questions about time of day and duration of time using both analog and digital clocks (morning, afternoon, evening, minute, hour).

Identify a calendar as a tool that measures time in days, months, weeks, years. Answer questions about time sequencing (yesterday, today, tomorrow).

Identify pennies and dimes by name and value.

Count groups of pennies and groups of dimes by their values (coins not combined).

Collect and sort objects into categories.

Fluently add within 5.

Fluently subtract within 5.

Recognize objects within 5 (tallies, five frame, fingers, dominoes, dice, and scattered).

Count to 100 by ones and tens.

Given a number(s) from 0-20, count out that many objects.

Identify whether the number of objects in one group is greater than, less than, or equal to the objects of another group (up to ten).

Identify whether a written number is greater than, less than, or equal to another written number (0-10).

Describe the relative positions of objects using terms such as above, below, beside, in front of, behind, and next to.

Start counting forward from any number up to 100 and count backward from any number within 20.

Read, write, and identify numbers from 0 to 20.

Count objects using one-to-one correspondence.

Understand that the last number name said tells the number of objects counted regardless of arrangement or the order in which they were counted (cardinality).

Given a number within 20, identify one more.

Count up to 20 objects in a line, rectangular array, and circle.

Count up to 10 objects in a scattered arrangement.

For any number from 1 to 9, find the number that makes 10 when added to the given number.

Represent addition and subtraction within ten using objects, fingers, drawings, mental images, or verbal explanations.

Represent the operations of addition and subtraction using an equation.

Demonstrate understanding that addition is putting together, getting more, or counting on.

Demonstrate understanding that subtraction is taking away, taking apart, or counting back.

Solve word problems, identify the correct operation needed (add or subtract within ten) and solve using objects or drawings.

Find different ways that a whole number (1 to 10) can be decomposed into two parts by using a visual representation or equation.

Find all the ways the number 5 can be broken into two parts using visual representations or equations.

Decompose and compose numbers 11-19 into tens and ones, using objects, drawings, or equations.

Measurement

Numbers

Number Operations

Mathematical Fluency

Data

Measurement Concepts

Names, Sequence, & Counting

Time and Money

Shapes

Comparison

Operations and Algebraic Thinking