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Washington Standards

Washington Kindergarten Math Standards

All 26 Washington math standards for kindergarten, each explained in plain English. The official wording is one click away under each one.

26 standards

Data Analysis

7 standards
Formulate statistical investigative questions.
M.K.DA.DS.1
Come up with questions the class could find answers to together, like which snack most classmates like best.
Official wording
Generate questions to investigate situations within the classroom.
Collect and consider data.
M.K.DA.DS.2
Gather information by sorting real objects or drawing pictures, then use them to show what they noticed, like sorting crayons by color.
Official wording
Collect or consider data through organizing objects or drawing pictures to represent and communicate observations.
Analyze the data.
M.K.DA.DS.3
Look over a set of collected information and point out patterns, like noticing that most shoes in the room have laces.
Official wording
Analyze data sets by noticing and describing patterns in data-rich situations.
Interpret results.
M.K.DA.DS.4
Tell what the data shows by answering simple guided questions with the teacher's help, like saying which pile of blocks has the most.
Official wording
Interpret and communicate results through structured answers with teacher guidance.
Describe and compare measurable attributes.
M.K.DA.MD.1
Talk about what can be measured on an object, like how long or how heavy it is, and name more than one for the same object.
Official wording
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Common Core K.MD.1
M.K.DA.MD.2
Put two objects side by side to see which is longer, taller or heavier, and say how they differ.
Official wording
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.
Common Core K.MD.2
Classify objects and count the number of objects in each category.
M.K.DA.MD.3
Sort objects into groups, like by color, count how many are in each group, and put the groups in order by how many.
Official wording
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Common Core K.MD.3

Quantity

7 standards
Know number names and the count sequence.
M.K.Q.CC.1
Count out loud to 100, one number at a time and by tens, like 10, 20, 30.
Official wording
Count to 100 by ones and by tens.
Common Core K.CC.1
M.K.Q.CC.2
Start counting from any number, like 7, and keep going without going back to 1.
Official wording
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Common Core K.CC.2
M.K.Q.CC.3
Write the numerals 0 to 20 and write the number that shows how many objects are in a group, with 0 for none.
Official wording
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).
Common Core K.CC.3
Count to tell the number of objects.
M.K.Q.CC.4
Count objects by saying one number for each in order, knowing the last number tells how many however they are arranged and each next number means one more.
Official wording
Understand the relationship between numbers and quantities; connect counting to the number of items in the set.aWhen counting objects, use number names in the correct order, matching each number to exactly one object and each object to exactly one number.bUnderstand that the last number name said represents the number of objects counted, and that this total stays the same no matter how the objects are arranged or the order in which they are counted.cUnderstand that each successive number name refers to a quantity that is one larger.
M.K.Q.CC.5
Count up to 20 objects in a line, array or circle, or up to 10 scattered ones, to tell how many, and count out a set for any number from 1 to 20.
Official wording
Count to answer “how many?” questions about as many as 20 objects 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.
Compare numbers
M.K.Q.CC.6
Tell whether one group of objects has more, fewer or the same number as another group, by matching or counting.
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, e.g., by using matching and counting strategies.
Common Core K.CC.6
M.K.Q.CC.7
Look at two written numbers from 1 to 10 and say which is bigger, like 8 is more than 3.
Official wording
Compare two numbers between 1 and 10 presented as written numerals.
Common Core K.CC.7

Relationships

6 standards
Represent and solve problems involving addition and subtraction.
M.K.R.OA.1
Show adding and taking away with fingers, objects, drawings, claps, acting it out or a simple equation.
Official wording
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Common Core K.OA.1
M.K.R.OA.2
Solve addition and subtraction story problems and add and subtract within 10, acting them out with objects or drawings, like 6 ducks and 3 more.
Official wording
Efficiently, flexibly, and accurately solve addition and subtraction word problems, and add and subtract within 10, e.g., using objects or drawings to represent the problem.
M.K.R.OA.3
Split a number up to 10 into two parts in different ways using objects or drawings, and record each split, like 7 = 3 + 4 and 7 = 6 + 1.
Official wording
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 with a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
M.K.R.OA.4
Find the number that goes with any number from 1 to 9 to make 10, like 7 and 3, and show it with a drawing or equation.
Official wording
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.
Common Core K.OA.4
M.K.R.OA.5
Add and subtract within 5 quickly and correctly, like knowing right away that 3 + 2 = 5 and 4 - 1 = 3.
Official wording
Efficiently, flexibly, and accurately add and subtract within 5.
Work with numbers 11–19 to gain foundations for place value.
M.K.R.NBT.1
Build and break apart the numbers 11 to 19 as one ten and some extra ones, using objects or drawings, and record it, like 16 = 10 + 6.
Official wording
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 with 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.

Spatial Reasoning

6 standards
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
M.K.SR.G.1
Name the shapes they see in everyday objects and tell where things are with position words, like a ball is under the table or next to the door.
Official wording
Describe objects in the student 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.
M.K.SR.G.2
Recognize a shape by name even when it is turned sideways, upside down, big or small.
Official wording
Correctly name shapes regardless of their orientations or overall size.
Common Core K.G.2
M.K.SR.G.3
Tell flat shapes, like a square, from solid shapes, like a cube.
Official wording
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Common Core K.G.3
Analyze, compare, create, and compose shapes.
M.K.SR.G.4
Compare flat and solid shapes in everyday words, like counting sides and corners or noticing sides of equal length.
Official wording
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).
Common Core K.G.4
M.K.SR.G.5
Make models of real-world shapes by building them from parts like sticks and clay balls or by drawing them.
Official wording
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and/or drawing shapes.
M.K.SR.G.6
Put flat shapes together to make bigger shapes, like joining two triangles along a full side to form a rectangle.
Official wording
Use 2-dimensional shapes to compose a variety of larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

The official Washington documents

Washington State Learning Standards for Mathematics by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

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.