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Tennessee Standards

Tennessee Kindergarten Math Standards

All 24 Tennessee math standards for kindergarten, each explained in plain English. The official wording is one click away under each one.

24 standards

Counting and Cardinality

8 standards
Know number names and the counting sequence.
K.CC.A.1
Say numbers in order up to 100 by ones, by fives and by tens, and count down starting from 10.
Official wording
Count to 100 by ones, fives, and tens. Count backward from 10.
K.CC.A.2
Keep counting up by ones from a number other than 1, like starting at 7 and going 8, 9, 10.
Official wording
Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1).
K.CC.A.3
Write the numerals 0 through 20 and write the matching number for a small set of objects, up to 20.
Official wording
Write numbers from 0 to 20. Represent a quantity of objects with a written number 0-20.
K.CC.A.4
Spot, copy, continue and make patterns with real objects, tell the rule, and find the core that repeats, like red, blue in red, blue, red, blue.
Official wording
Recognize, describe, extend, and create patterns and explain a simple rule for a pattern using concrete materials. Analyze the structure of the repeating pattern by identifying the unit (core) of the pattern.
Count to tell the number of objects.
K.CC.B.5
Count a group by touching each object once, know the last number said tells how many, and know the next number means one more.
Official wording
Understand the relationship between numbers and quantities; connect counting to cardinality.aWhen counting objects 1-20, say the number names in the standard order, using one-to-one correspondence.bRecognize 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.cRecognize that each successive number name refers to a quantity that is one greater and each previous number is one less.
Common Core K.CC.4
K.CC.B.6
Count how many things there are, up to 20 in a line, array or circle or up to 10 scattered, and count out a set of a given size from 1 to 20.
Official wording
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects.
Compare numbers.
K.CC.C.7
Look at two groups of objects and say whether the first has more, fewer, or the same amount as the second.
Official wording
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
K.CC.C.8
Compare two written numerals up to 10 and say which is greater, which is less, or that they are equal, without needing symbols.
Official wording
Compare two given numbers up to 10, when written as numerals, using the terms greater than, less than, or equal to. (Students need not use comparison symbols here.)

Operations and Algebraic Thinking

5 standards
Represent and solve problems involving addition and subtraction. (See Table 1 - Addition and Subtraction Situations)
K.OA.A.1
Show adding and taking away in many ways, like with fingers, objects, drawings, acting it out, telling it in words, or writing an equation.
Official wording
Represent addition and subtraction with objects, fingers, drawings, acting out situations, verbal explanations, expressions, or equations.
K.OA.A.2
Solve story problems within 10 that ask for the total or what is left after joining, taking away, or splitting, shown with objects, drawings or equations.
Official wording
Add and subtract within 10 to solve contextual problems with result/total unknown involving situations of add to, take from, and put together/take apart. Use objects, drawings, or equations to represent the problem.
K.OA.A.3
Break a number up to 10 into two parts in different ways with objects or drawings, like 6 is 4 and 2 or 5 and 1, and record each one.
Official wording
Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation.
K.OA.A.4
For any number from 1 to 9, find how many more make 10 using objects or drawings, like 7 needs 3, and show it with a drawing or equation.
Official wording
Find the number that makes 10, when added to any given number, from 1 to 9 using objects or drawings. Record the answer using a drawing or writing an equation.
K.OA.A.5
Use thinking strategies in their head to add and subtract within 10 quickly and flexibly.
Official wording
Use mental strategies flexibly to develop fluency in addition and subtraction within 10.

Number and Operations in Base Ten

1 standard
Work with numbers 11– 19 to gain foundations for place value.
K.NBT.A.1
Show numbers from 11 to 19 as a ten and some extra ones with objects or drawings, like 16 is 10 and 6, and record it with a drawing or equation.
Official wording
Compose and decompose numbers from 11 to 19 into a group of ten ones and some more ones by using objects or drawings (e.g., 18 equals 10 + 8). Record the composition or decomposition using a drawing or by writing an equation.

Measurement and Data

4 standards
Describe and compare measurable attributes.
K.MD.A.1
Name the things about an object that can be measured, like how long, how tall, or how heavy it is.
Official wording
Describe the measurable attributes of an object, such as length (long/short), height (tall/short), or weight (heavy/light).
K.MD.A.2
Hold two objects side by side to see which has more or less of something, like which of two classmates is taller.
Official wording
Directly compare two objects with a measurable attribute in common, to describe which object has more of/less of the attribute. For example, directly compare the heights of two children and describe one child as taller/shorter.
Work with money.
K.MD.B.3
Name pennies, nickels, dimes and quarters by their size and color and know how many cents each is worth.
Official wording
Identify the penny, nickel, dime, and quarter based on their attributes (size and color) and recognize the value of each.
Classify objects and count the number of objects in each category.
K.MD.C.4
Sort objects into given groups of no more than 10 each, then compare which groups have more or fewer.
Official wording
Sort a collection of objects into a given category, with 10 or fewer in each category. Compare the categories by group size.

Geometry

6 standards
Identify and describe shapes and solids.
K.G.A.1
Name the shapes and solids seen around them, like a cone or cylinder, and tell where things are using words like above, behind, beside and between.
Official wording
Describe objects in the environment using names of shapes and solids (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, between, and next to.
K.G.A.2
Name flat shapes and solids like hexagons, triangles, cones and spheres correctly, however they are turned and whatever their size.
Official wording
Correctly name shapes and solids (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) regardless of their orientations or overall size.
K.G.A.3
Tell that squares, circles, triangles, rectangles and hexagons are flat 2D shapes while cubes, cones, cylinders and spheres are solid 3D shapes.
Official wording
Identify shapes (squares, circles, triangles, rectangles, and hexagons) as two-dimensional and solids (cubes, cones, cylinders, and spheres) as three-dimensional.
Analyze, compare, create, and compose shapes.
K.G.B.4
Tell how flat shapes and solids of various sizes and positions are alike and different, like a square and a cube both having square sides.
Official wording
Describe similarities and differences between two- and three-dimensional shapes/solids, in different sizes and orientations.
K.G.B.5
Make models of shapes and solids found in the world, by building them with sticks and clay or by drawing them.
Official wording
Model shapes/solids in the world by building or drawing them.
K.G.B.6
Put simple shapes or solids together to make a bigger figure, and point out the smaller shapes inside it, like two triangles making a square.
Official wording
Compose a figure using simple shapes/solids and identify smaller shapes/solids within the figure.

The official Tennessee documents

Tennessee Academic Standards for Mathematics, Tennessee Department of Education, tn.gov/education.

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.