Kindergarten Mathematics Content Standards
Overview of the First Year
By the end of Kindergarten, students understand small numbers, quantities, and simple shapes in their everyday environment. They count, compare, describe and sort objects and develop a sense of properties and patterns.
(Mathematics Framework for California Public Schools, CDE, 2006) 
Click on the Kindergarten subpages to the left, to view specific, key content standards with description and example (when provided by the CDE Framework.)To download a complete list of grade level mathematics standards, click: related file below Number Sense
1.0 Students understand the relationship between numbers and quantities (i.e., that a set
of objects has the same number of objects in different situations regardless of its position
or arrangement):
1.1 Compare two or more sets of objects (up to ten objects in each group) and
identify which set is equal to, more than, or less than the other.
1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
1.3 Know that the larger numbers describe sets with more objects in them than
the smaller numbers have.
2.0 Students understand and describe simple additions and subtractions:
2.1 Use concrete objects to determine the answers to addition and subtraction
problems (for two numbers that are each less than 10).
3.0 Students use estimation strategies in computation and problem solving that involve
numbers that use the ones and tens places:
3.1 Recognize when an estimate is reasonable.
Algebra and Functions
1.0 Students sort and classify objects:
1.1 Identify, sort, and classify objects by attribute and identify objects that do not
belong to a particular group (e.g., all these balls are green, those are red).
Measurement and Geometry
1.0 Students understand the concept of time and units to measure it; they understand that
objects have properties, such as length, weight, and capacity, and that comparisons may
be made by referring to those properties:
1.1 Compare the length, weight, and capacity of objects by making direct
comparisons with reference objects (e.g., note which object is shorter, longer,
taller, lighter, heavier, or holds more).
1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon,
evening, today, yesterday, tomorrow, week, year) and tools that measure time
(e.g., clock, calendar).
1.3 Name the days of the week.
1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is
12 o'clock; bedtime is 8 o'clock at night).
2.0 Students identify common objects in their environment and describe the geometric features:
2.1 Identify and describe common geometric objects (e.g., circle, triangle, square,
rectangle, cube, sphere, cone).
2.2 Compare familiar plane and solid objects by common attributes (e.g.,
position, shape, size, roundness, number of corners).
Statistics, Data Analysis, and Probability
1.0 Students collect information about objects and events in their environment:
Visual teaching support:
click here> great for interactive board~
http://nces.ed.gov/nceskids/CreateAGraph/default.aspx
1.1 Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by
referring to their shapes, sizes, or colors.
Mathematical Reasoning
1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools and strategies, such as manipulatives or sketches, to model
problems.
2.0 Students solve problems in reasonable ways and justify their reasoning:
2.1 Explain the reasoning used with concrete objects and/ or pictorial
representations.
2.2 Make precise calculations and check the validity of the results in the context
of the problem.
This descriptor is from the the included link: Math in kindergarten should be hands on - working from concrete experiences, to pictorial, to the abstract as students gain a greater understanding. Concepts are addressed in a large group setting through calendar activities, direct lessons, everyday routines, graphing, sorting, counting rhymes, etc. in relation to the theme or literature being studied, independent and small group work at centers and tubs, and one on one skills practice. Visit http://www.hubbardscupboard.org/math.html for examples and additional resources.
 math standards K
(pdf file - 51kb)
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D-K Instructional Coach
San Juan Unified School District
Dyer-Kelly Elementary, K-5
2236 Edison Avenue
Sacramento, CA 95821
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