Kindergarten Math Standards Changes
Important Changes to Note:
• One Measurement standard was added (MD.B.3) to introduce money in Kindergarten.
• OA.A.5 has been revised to increase the fluency from within 5 to within 10.
Other changes to note:
• There are EIGHT standards with no changes at all. They are highlighted in yellow.
• In all standards in all grade levels the use of “word problems” has been changed to
“contextual problems”
• Many of the changes are simply rewording for clarity or providing a more specific example
to provide clarity or unneeded examples were removed.
• There are only two categories of standards: major and supporting.
• New Literacy in Math standards have been added in every grade level (see end of
document).
• Math practices are still a focus of what mathematically proficient students do when solving
math problems.
In the document below, changes to wording are highlighted in blue. Each change is
accompanied by a rationale and/or notes.
Code
Cluster
Original Standard
Revised Standard
Rationale and Evidence
K.CC.A.1
Know number names and
the counting sequence.
Count to 100 by ones and by tens.
Count to 100 by ones, fives, and tens.
Count backward from 10.
Important to count backward to lay the
foundation for subtraction. The word
"by" was removed to ensure clarity and
understanding.
K.CC.A.2
Know number names and
the counting sequence.
Count forward beginning from a given
number within the known sequence
(instead of having to begin at 1).
Count forward beginning from a given
number within the known sequence
(instead of having to begin at 1).
Unchanged
K.CC.A.3
Know number names and
the counting sequence.
Write numbers from 0 to 20. Represent
a number of objects with a written
numeral 020 (with 0 representing a
count of no objects).
Write numbers from 0 to 20.
Represent a number of objects with a
written numeral 0-20.
The example of 0 meaning no objects is
redundant and not necessary.
K.CC.B.4
Count to tell the number of
objects.
Understand the relationship between
numbers and quantities; connect
counting to cardinality.
Understand the relationship between
numbers and quantities; connect
counting to cardinality.
Unchanged
K.CC.B.4 a.
Count to tell the number of
objects.
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.
When counting objects, say the
number names in the standard order,
using one to-one correspondence.
Using one-to-one correspondence
clarifies the standard.
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K.CC.B.4 b.
Count to tell the number of
objects.
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 in which they were
counted.
Recognize 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 in which they were counted.
This standard is kept because counting
objects in various arrangements is
foundational for arrays and
multiplication in future grades.
"Recognize" is used rather than
"understand" as it is a measurable verb.
K.CC.B.4 c.
Count to tell the number of
objects.
Understand that each successive
number name refers to a quantity that
is one larger.
Recognize that each successive
number name refers to a quantity that
is one greater.
This standard was clarified by using
recognize rather than understand as it
is a measurable verb. This
mathematical idea is foundational to
addition. The word "larger" is replaced
by "greater" for clarification.
K.CC.B.5
Count to tell the number of
objects.
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.
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.
It was clarified by using two sentences.
K.CC.C.6
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 (include groups
with up to ten 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.
The example was omitted to aid in
clarity and formatting was changed to
provide consistency.
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K.CC.C.7
Compare numbers.
Compare two numbers between 1 and
10 presented as written numerals.
Compare two given numbers up to 10,
when written as numerals, using the
terms greater than, less than , or equal
to .
This standard was clarified by including
the comparison terms.
K.OA.A.1
Understand addition as
putting together and adding
to, and understand
subtraction as taking apart
and taking from. (See Table1Addition and Subtraction
Situations)
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.)
Represent addition and subtraction
with objects, fingers, mental images,
drawings, sounds, acting out
situations, verbal explanations,
expressions, or equations.
Omitted the various models identified.
The terms expressions and equations
were also kept for consistency across
grades.
K.NBT.A.1
Work with numbers 11-19 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 (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.
Compose and decompose numbers
from
11 to 19 into ten ones and some more
ones by using objects or drawings.
Record the composition or
decomposition using a drawing or by
writing an equation.
Redundancy was removed. To
distinguish this from first grade
standard
1NBT.2a & b, this standard uses "ten
ones and some more ones." Where the
first grade standard uses the term
"group of ten ones." The standard was
written to be specific about what was
to be recorded and the word "by" was
added before writing.
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K.MD.1
Describe and compare
measurable attributes.
Describe measurable attributes of
objects, such as length or weight.
Describe several measurable attributes
of a single object.
Describe measurable attributes of
objects, such as length or weight.
Describe several measurable attributes
of a single object.
Unchanged
K.MD.2
Describe and compare
measurable attributes.
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.
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.
Unchanged
K.MD.3
Work with Money
Identify the penny, nickel, dime, and
quarter and recognize the value of
each.
Added this standard to ensure that
adequate attention is given to the
understanding of money throughout K2.
K.MD.4
Classify objects and count
the number of objects in
each category.
Sort a collection of objects into a given
category, with 10 or less in each
category. Compare the categories by
group size.
"Classify" was replaced with "sort" in
the first sentence, and "sort the
categories by count" was replaced with
"compare the categories by group size"
in the second sentence.
Classify objects into given categories;
count the numbers of objects in each
category and sort the categories by
count. (Limit category counts to be less
than or equal to
10.)
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K.G.1
Identify and describe shapes
(squares, circles, triangles,
rectangles, hexagons, cubes,
cones, cylinders, and
spheres).
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.
Describe objects in the environment
using names of shapes. Describe the
relative positions of these objects
using terms such as above, below,
beside, in front of, behind, and next to.
Unchanged
K.G.2
Identify and describe shapes
(squares, circles, triangles,
rectangles, hexagons, cubes,
cones, cylinders, and
spheres).
Correctly name shapes regardless of
their orientations or overall size.
Correctly name shapes regardless of
their orientations or overall size.
Unchanged
K.G.3
Identify and describe shapes
(squares, circles, triangles,
rectangles, hexagons, cubes,
cones, cylinders, and
spheres).
Identify shapes as two-dimensional
(lying in a plane, "flat") or threedimensional ("solid").
Identify shapes as two-dimensional or
three-dimensional.
Revised to be concise. Teachers know
that 2 dimensional is flat and 3
dimensional is solid.
K.G.4
Analyze, compare, create,
and compose shapes.
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).
Describe similarities and differences
between two- and three-dimensional
shapes, in different sizes and
orientations.
Revised to improve clarity and to be
concise. This allows teachers to use the
informal language their students
suggest.
The important idea is the comparisons
of the shapes.
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K.G.5
Analyze, compare, create,
and compose shapes.
Model shapes in the world by building
shapes from components (e.g., sticks
and clay balls) and drawing shapes.
Model shapes in the world by building
and drawing shapes.
Revised to be concise.
K.G.6
Analyze, compare, create,
and compose shapes.
Compose simple shapes to form larger
shapes. For example, "Can you join
these two triangles with full sides
touching
to make a rectangle?"
Compose larger shapes using simple
shapes and identify smaller shapes
within a larger shape.
Revised to improve clarity. This
standard was rewritten for clarity, as
larger shapes are composed using
smaller shapes not vice versa.
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Literacy Standards for Mathematics
Communication in mathematics employs literacy skills in reading, vocabulary, speaking and listening, and writing.
Mathematically proficiency students communicate using precise terminology and multiple representations including graphs,
tables, charts, and diagrams. By describing and contextualizing mathematics, students create arguments and support
conclusions. They evaluate and critique reasoning of others, analyze, and reflect on their own thought processes.
Mathematically proficient students have the capacity to engage fully with mathematics in context by posing questions,
choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are included in the main
introduction.
Literacy Skills for Mathematical Proficiency
1. Use multiple reading strategies
2. Understand and use correct mathematical vocabulary
3. Discuss and articulate mathematical ideas
4. Write mathematical arguments
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Tables and Charts for Reference
Table 1. Common Addition and Subtraction Situations
Result Unknown
Add to
Two bunnies sat on the grass.
Three more bunnies hopped
there. How many bunnies are
on the grass now?
Change Unknown
Start Unknown
Two bunnies were sitting on the
grass. Some more bunnies
hopped there. Then there were
five bunnies. How many bunnies
hopped over the first two?
Some bunnies were sitting on the
grass. Three more bunnies
hopped there. Then there were
five bunnies. How many bunnies
were on the grass before?
2+?=5
?+3=5
2+3=?
Take from
(K)
(1st)
Five applies were on the table. Five apples were on the table. I
I ate two apples. How many
ate some apples. Then there
apples are on the table now?
were three apples. How many
apples did I eat?
5–2 =?
5–?=3
Three red apples and two
green apples are on the table.
?–2=3
(1st) One-Step Problem
(K)
Total Unknown
One-Step Problem
(2nd)
Some apples were on the table. I
ate two apples. Then there were
three apples. How many apples
were on the table before?
Addend Unknown
Five apples are on the table.
Three are red and the rest are
(2nd)
Both Addends Unknown
Grandma has five flowers. How
many can she put in her red vase
9
Put Together/Take
Apart
How many apples are on the
table?
3+2= ?
green. How many apples are
green?
and how many in her blue vase?
5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 = 4 + 1
5 = 2 + 3, 5 = 3 + 2
3 + ? = 5, 5 – 3 = ?
(K)
(1st)
(K)
Difference Unknown
Bigger Unknown
Smaller unknown
(“How many more?” version):
Lucy has two apples. Julie has
five apples. How many more
apples does Julie have than
Lucy?
(Version with “more”):
Julie has three more apples than
Lucy. Lucy has two apples. How
many apples does Julie have?
(Version with “more”):
Julie has three more apples than
Lucy. Julie has five apples. How
many apples does Lucy have?
5–3=?
Compare
(1st)
(“How many fewer?” version):
Lucy has two apples. Julie has
five apples. How many fewer
apples does Lucy have than
Julie?
One-Step Problem
(1st)
(Version with “fewer”):
Lucy has three fewer apples than
Julie. Lucy has two apples. How
many apples does Julie have?
?+3=5
One-Step Problem
(2nd)
(Version with “fewer”):
Lucy has three fewer apples than
Julie. Julie has five apples. How
many apples does Lucy have?
2 + 3 = ?, 3 + 2 = ?
2 + ? = 5, 5 – 2 = ?
(1st) One-Step Problem
(2nd) One-Step Problem
(1st)
K: problem types to be mastered by the end of the Kindergarten year.
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1st: Problem types to be mastered by the end of the First Grade year, including problem types from the previous year. However, First Grade Students should have
experiences with all 12 problem types.
2nd: Problem types to be mastered by the end of the Second Grade year, including problem types from previous years.
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