Maryland Standards

Maryland kindergarten math standards

Every kindergarten math standard in the Revised Maryland College and Career Ready Standards for Mathematics, in Maryland's order, with the Lux lessons that teach it.

Counting and Cardinality

K.NOS.A.1
Count to 100 by ones and by tens.
Taught inCounting by tens to 100
K.NOS.A.2
Count forward from any given number within 100.
Taught inCounting by tens to 100 Count on from any number After 29 comes 30 Counting back
K.NOS.A.3
Count backwards from any given number within 20.
Taught inCounting by tens to 100 Count on from any number After 29 comes 30 Counting back
K.NOS.A.4
Write numbers from 0 to 20.
Taught inCounting a messy group Counting rows to 20
K.NOS.A.5
Represent a number of objects with a written numeral within 20 (with 0 representing a count of no objects).
Taught inCounting a messy group Counting rows to 20
K.NOS.B.6
Use the relationship between numbers and quantities within 20 to count objects with one-to-one correspondence (arranged in a line, a rectangular array, a circle, or as many as 10 things in scatter configuration) and verbalize that the last number stated is the total when asked "How many?" (cardinality).
Taught inThe last number tells how many Moved, but still the same Counting a messy group Counting rows to 20and 2 more
K.NOS.B.7
When counting objects within 20, recognize that each successive number name refers to a quantity that is one larger.
Taught inOne more each time
K.NOS.B.8
Recognize the number of objects in a set without counting (subitizing) with both unfamiliar patterns and familiar patterns within 6.
Taught inCounting a messy group Counting rows to 20 Count out just enough Don't skip a numberand 1 more
K.NOS.C.10
Compare two quantities within 20 using greater than, equal to, or less than, with objects, location on number paths, and written numerals.
Taught inMatch them to compare Equal to Bigger things are not more Find it on the number lineand 3 more

Number and Operations in Base Ten

K.NOS.C.9.a
Compose and decompose numbers from 11 to 19 into ten ones and some further ones by using objects or drawings, and equations (e.g., 13 = 10 + 3).
Taught inTen and some more The 1 in 16 means ten
K.NOS.C.9.b
Describe a given number as one ten and the correct number of ones (e.g., 13 is one ten and three ones).
Taught inTen and some more The 1 in 16 means ten

Operations and Algebraic Thinking

K.NOS.D.11
Decompose numbers within 10 in more than one way, by using objects or drawings, and record each decomposition with a drawing or equation (e.g., 10 = 4 + 6 and 10 = 4+5 + 1).
Taught inWays to make 5 Hidden counters The two parts can match
K.AT.A.1
Represent addition and subtraction situations (presented with numerals or mathematical symbols) within 10 with objects, fingers, drawings, sounds (e.g., claps), acting out situations, using verbal explanations, and/or writing expressions and equations.
Taught inPut together Take away One problem, many pictures Show it is trueand 2 more
K.AT.A.2
Solve addition (add to and putting together) and subtraction (taking from) problems in context within 10 and represent by using objects, drawings, and/or equations.
Taught inAct out an adding story Act out a take-away story Count on to add Start with the bigger numberand 5 more
K.AT.B.3
Identify, extend, and create repeating patterns (AABAAB, ABCABC, or AABBCC) using concrete objects, drawings, sounds, or movements.
Taught inFind the part that repeats

Measurement and Data

K.GR.A.1
Describe measurable attributes of an object such as length, height, weight, and capacity using appropriate vocabulary (e.g. long, short, tall, heavy, light, wide, narrow, full, empty).
Taught inWhat can we measure?
K.GR.A.2
Directly compare two objects with a measurable attribute in common, using words such as "greater/less," "more/fewer," "longer/shorter," "lighter/heavier," or "taller/shorter."
Taught inLine up the ends Higher is not taller Bigger is not always heavier Taller does not always hold more
K.GR.A.3
Order up to 3 objects by a measurable attribute (e.g. greatest to least in height).
Taught inLonger, shorter, longest Compare with a third thing Inches and centimeters don’t mix Which holds more, which is heavier
K.DS.A.1
Organize data by classifying objects into given categories
Taught inSort, then count Which group has the most?One rule at a time
K.DS.A.2
Analyze data sets by ordering the categories by count.
Taught inSort, then count Which group has the most?One rule at a time

Geometry

K.GR.B.4
Describe the relative positions of objects using terms such as above, below, beside, in front of, behind, and next to.
Taught inShapes all around us
K.GR.B.5
Identify and describe given shapes and shapes of objects in everyday situations including two-dimensional shapes (circle, triangle, rectangle, square, hexagon) and three-dimensional shapes (cone, cube, cylinder, and sphere) regardless of their orientation or overall size.
Taught inFour flat shapes Turned, it is still a triangle A square is a rectangle too Solid shapesand 1 more
K.GR.B.6
Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
Taught inA cube is not a square
K.GR.B.7
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, edges, and vertices/"corners") and other attributes (e.g., having sides of equal length).
Taught inSort by shape, not by size Same and different Roll or stack A cube is not a square
K.GR.B.8
Draw two dimensional shapes and build or create models of three-dimensional shapes.
Taught inBuild a shape
K.GR.B.9
Compose simple shapes to form larger shapes (e.g. join two triangles with full sides touching to compose a rectangle).
Taught inShapes make shapes Line up the sides

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