Counting and Cardinality Arts and Craft Precut 10 Squares and Glue Them in Order to Make 10

Skills bachelor for South Dakota kindergarten math standards

IXL's kindergarten skills will exist aligned to the South Dakota Content Standards soon! Until then, yous tin view a complete list of kindergarten standards below.

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K.CC Counting and Cardinality

• Know number names and the count sequence.

  • 1000.CC.one Count to 100 past ones and past tens.

    • Larn to count to three ( K-A.2 )
    • Count pictures - upward to iii ( K-A.3 )
    • Count on ten frames - up to iii ( K-A.half dozen )
    • Larn to count to five ( K-B.2 )
    • Count pictures - upward to 5 ( K-B.3 )
    • Count on ten frames - upwardly to five ( K-B.10 )
    • Learn to count to 10 ( K-C.2 )
    • Count pictures - up to 10 ( Grand-C.3 )
    • Count dots - up to x ( K-C.4 )
    • Count blocks - upward to 10 ( K-C.8 )
    • Count on ten frames - up to 10 ( K-C.12 )
    • Count to twenty ( Chiliad-D.2 )
    • Count dots - 0 to 20 ( One thousand-D.3 )
    • Count on x frames - upwards to 20 ( Chiliad-D.4 )
    • Count blocks - up to 20 ( K-D.16 )
    • Count tens and ones - up to 20 ( K-E.ane )
    • Count on ten frames - up to 30 ( K-F.1 )
    • Count groups of ten ( K-F.2 )
    • Count to 100 ( K-F.3 )
    • Counting on the hundred nautical chart ( 1000-F.4 )
    • Count blocks - upward to 30 ( K-F.6 )
    • Count tens and ones - upwardly to 30 ( M-F.vii )
    • Sequences - count by ones and tens ( Thou-F. )
    • Count blocks - up to 100 ( G-F.9 )
    • Learn to skip-count past tens ( K-K.6 )
    • Skip-count past tens ( K-Thousand.seven )

  • K.CC.two Count frontwards first from any given number inside 100 (instead of having to begin at 1). Count backwards showtime from any given number within 20.

    • Count up - upwards to x ( Thou-C.22 )
    • Count up and downward - up to ten ( Grand-C.23 )
    • Count forward - upwards to x ( K-C.28 )
    • Count frontward and backward - upwardly to 10 ( K-C.29 )
    • Complete a sequence - up to 10 ( 1000-C.31 )
    • Count upwards - upward to 20 ( M-D.7 )
    • Count up and downward - upwards to twenty ( Chiliad-D.8 )
    • Count frontward and astern - up to 20 ( K-D.thirteen )
    • Consummate a sequence - up to 20 ( K-D.xv )
    • Counting on the hundred nautical chart ( G-F.iv )

  • K.CC.iii 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).

    • Count pictures - upwardly to 3 ( K-A.3 )
    • Count on ten frames - up to iii ( K-A.vi )
    • Count pictures - up to five ( K-B.iii )
    • Count dots - 0 to 5 ( K-B.viii )
    • Count on x frames - up to 5 ( K-B.10 )
    • Count pictures - up to 10 ( K-C.3 )
    • Count dots - upwardly to 10 ( One thousand-C.iv )
    • Count blocks - up to 10 ( M-C.8 )
    • Count on ten frames - up to 10 ( Thousand-C.12 )
    • Names of numbers - up to 10 ( K-C.xxx )
    • Count to 20 ( One thousand-D.2 )
    • Count dots - 0 to xx ( G-D.3 )
    • Count on 10 frames - up to 20 ( K-D.four )
    • Names of numbers - upwardly to 20 ( Thousand-D.14 )
    • Count blocks - up to 20 ( K-D.16 )

• Count to tell the number of objects.

  • K.CC.4 Understand the relationship betwixt numbers and quantities; connect counting to cardinality.

    • K.CC.four.a 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 but one object. (ane-to-one correspondence)

      • Learn to count to 3 ( K-A.2 )
      • Count pictures - up to 3 ( K-A.3 )
      • Count using stickers - up to 3 ( G-A.5 )
      • Count on ten frames - upwardly to three ( K-A.half dozen )
      • Testify numbers on 10 frames - up to 3 ( Chiliad-A.seven )
      • Acquire to count to 5 ( K-B.2 )
      • Count pictures - upwards to 5 ( K-B.3 )
      • Count using stickers - up to five ( K-B.half-dozen )
      • Count on 10 frames - upwardly to v ( K-B.ten )
      • Show numbers on ten frames - up to v ( K-B.11 )
      • Learn to count to ten ( K-C.2 )
      • Count pictures - up to 10 ( K-C.iii )
      • Count dots - upwardly to ten ( K-C.4 )
      • Count using stickers - upwards to 10 ( Yard-C.9 )
      • Count on 10 frames - upwardly to 10 ( G-C.12 )
      • Evidence numbers on ten frames - up to 10 ( K-C.13 )
      • Count to twenty ( Grand-D.2 )
      • Count dots - 0 to twenty ( 1000-D.3 )
      • Count on 10 frames - up to twenty ( K-D.4 )
      • Show numbers on x frames - up to 20 ( K-D.5 )

    • K.CC.4.b Understand that the last number name said tells the number of objects counted. (cardinality) The number of objects is the aforementioned regardless of their arrangement or the guild in which they were counted.

      • Acquire to count to 3 ( Grand-A.ii )
      • Represent numbers with pictures - up to 3 ( Yard-A.8 )
      • Learn to count to five ( K-B.two )
      • Represent numbers with pictures - upwardly to 5 ( 1000-B.12 )
      • Learn to count to x ( K-C.2 )
      • Represent numbers - upward to 10 ( Yard-C.14 )
      • Represent numbers - up to xx ( K-D.6 )

    • K.CC.iv.c Understand that each successive number name refers to a quantity that is 1 larger.

      • 1 more with pictures - up to v ( K-B.fourteen )
      • One more than on frames - up to five ( K-B.15 )
      • Ane more - up to five ( K-B.xvi )
      • One more with pictures - up to 10 ( Thousand-C.xv )
      • Ane more on frames - upwards to 10 ( K-C.xvi )
      • 1 more - up to 10 ( K-C.17 )

  • K.CC.5 Count to reply "how many?"

    • Thou.CC.5.a When counting, reply questions about as many every bit 20 things arranged in a line, a rectangular array, or a circle, or and as many every bit 10 things in a scattered configuration.

      • Count pictures - upward to 3 ( K-A.iii )
      • Count shapes - upwards to three ( One thousand-A.4 )
      • Count on 10 frames - up to 3 ( G-A.half dozen )
      • Count pictures - up to v ( 1000-B.iii )
      • Count shapes in rows - up to 5 ( K-B.4 )
      • Count scattered shapes - upward to v ( K-B.5 )
      • Count cubes - up to 5 ( Yard-B.7 )
      • Count on 10 frames - upwards to 5 ( K-B.10 )
      • Count pictures - up to ten ( K-C.iii )
      • Count dots - upward to 10 ( K-C.4 )
      • Count shapes in rows - up to x ( M-C.v )
      • Count scattered shapes - up to x ( 1000-C.six )
      • Count shapes in rings - up to ten ( G-C.seven )
      • Count blocks - up to ten ( K-C.eight )
      • Count cubes - upwards to 10 ( K-C.10 )
      • Count on x frames - upwards to 10 ( K-C.12 )
      • Count to twenty ( K-D.two )
      • Count dots - 0 to 20 ( Yard-D.three )
      • Count on 10 frames - upwardly to xx ( 1000-D.4 )

    • One thousand.CC.v.b Given a number(s) from 1-20, count out that many objects.

      • Count using stickers - upwardly to 3 ( K-A.5 )
      • Bear witness numbers on 10 frames - upward to iii ( K-A.vii )
      • Correspond numbers with pictures - upwards to iii ( K-A.eight )
      • Represent numbers with shapes - upwards to 3 ( One thousand-A.9 )
      • Count using stickers - up to 5 ( K-B.6 )
      • Show numbers with cubes - up to 5 ( Yard-B.9 )
      • Show numbers on 10 frames - up to v ( K-B.11 )
      • Represent numbers with pictures - up to 5 ( Grand-B.12 )
      • Represent numbers with shapes - upwardly to v ( K-B.xiii )
      • Count using stickers - upward to 10 ( K-C.ix )
      • Prove numbers with cubes - up to ten ( M-C.11 )
      • Show numbers on ten frames - up to ten ( K-C.13 )
      • Stand for numbers - up to 10 ( K-C.14 )
      • Bear witness numbers on ten frames - up to xx ( K-D.v )
      • Represent numbers - up to xx ( K-D.half-dozen )

• Compare numbers.

  • Thousand.CC.half-dozen Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.

    • Fewer and more than - compare by matching ( K-H.1 )
    • Fewer and more than - compare by counting ( K-H.2 )
    • Fewer and more - compare in a mixed group ( K-H.3 )
    • Fewer, more, and same ( One thousand-H.four )
    • Are there plenty? ( K-H.v )

  • K.CC.7 Compare two numbers betwixt 1 and 10 presented as written numerals.

    • Compare two numbers - up to 10 ( Thou-H.6 )

K.OA Operations and Algebraic Thinking

• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

  • G.OA.ane Stand for add-on and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), interim out situations, verbal explanations, expressions, or equations. (Drawings demand not prove details, but should evidence the mathematics in the problem.)

    • Put together cubes - sums up to 5 ( 1000-J.1 )
    • Build cube trains to add upwards to 5: words ( K-J. )
    • Improver sentences upwards to 5: which model matches? ( One thousand-J.4 )
    • Add-on sentences up to five: what does the model testify? ( K-J.5 )
    • Put together cubes - sums upwardly to ten ( K-K.1 )
    • Build cube trains to add together up to ten: words ( M-K. )
    • Add-on sentences up to 10: which model matches? ( G-K.5 )
    • Improver sentences up to 10: what does the model prove? ( M-G.6 )
    • Turn words into an addition judgement - sums up to x ( K-K.xi )
    • Take away cubes - numbers up to 5 ( Yard-L.i )
    • Subtract with cubes - numbers up to 5 ( Grand-L.2 )
    • Subtraction sentences upwardly to 5: which model matches? ( K-L.4 )
    • Subtraction sentences upwardly to 5: what does the model show? ( Grand-L. )
    • Take away cubes - numbers up to ten ( Chiliad-Thou.i )
    • Subtract with cubes - numbers upwards to 10 ( Thousand-M.2 )
    • Subtraction sentences up to 10: which model matches? ( K-Chiliad.4 )
    • Subtraction sentences up to ten: what does the model evidence? ( K-One thousand. )
    • Turn words into a subtraction sentence - numbers up to x ( K-Thou.eight )

  • 1000.OA.two Solve addition and subtraction word problems.

    • K.OA.ii.a Solve addition and subtraction discussion issues (within x), involving event unknown issues, put together/take apart total unknown, and put together/have autonomously addend unknown, e.yard., using objects or drawings to represent the problem.

      • Add-on discussion problems with pictures - sums up to 5 ( K-J.ix )
      • Addition word problems - sums up to 5 ( K-J.10 )
      • Addition word issues with pictures - sums up to ten ( K-K.12 )
      • Addition word problems - sums upwards to ten ( K-G.13 )
      • Subtraction word bug with pictures - numbers up to 5 ( 1000-L.viii )
      • Subtraction discussion problems - numbers upwards to 5 ( G-50.nine )
      • Subtraction word issues with pictures - numbers up to 10 ( 1000-M.9 )
      • Subtraction discussion problems - numbers up to 10 ( G-One thousand.10 )
      • Addition and subtraction word problems ( Yard-N.iv )

    • Yard.OA.2.b Add and subtract within ten, east.g., by using objects or drawings to represent the problem.

      • Add with cubes - sums up to v ( K-J.2 )
      • Add with pictures - sums up to 5 ( K-J.three )
      • Add together 2 numbers - sums up to 5 ( K-J.6 )
      • Make a number using addition - sums up to v ( Chiliad-J.seven )
      • Complete the improver judgement - sums up to five ( One thousand-J.8 )
      • Add with cubes - sums up to 10 ( K-K.3 )
      • Add together with pictures - sums up to ten ( M-Thou.4 )
      • Add together 2 numbers - sums up to 10 ( Thou-K.7 )
      • Make a number using addition - sums upwardly to x ( Thou-K.8 )
      • Consummate the addition sentence - brand 10 ( K-K.ix )
      • Consummate the add-on judgement - sums up to 10 ( K-K.x )
      • Subtract with cubes - numbers up to five ( K-L.ii )
      • Subtract with pictures - numbers up to 5 ( K-50.three )
      • Subtract - numbers up to v ( 1000-50.5 )
      • Make a number using subtraction - numbers up to 5 ( K-Fifty.six )
      • Complete the subtraction sentence - numbers upwards to 5 ( K-50.7 )
      • Decrease with cubes - numbers upward to 10 ( Grand-M.two )
      • Decrease with pictures - numbers up to 10 ( K-Yard.iii )
      • Subtract - numbers up to 10 ( Thou-Thou.5 )
      • Make a number using subtraction - numbers up to 10 ( K-M.6 )
      • Complete the subtraction judgement - numbers up to ten ( Chiliad-M.7 )
      • Add or subtract - numbers up to five ( K-N.1 )
      • Add together or subtract - numbers upwards to x ( 1000-N.2 )

  • K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than than one way, east.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = two + iii and 5 = 4 + 1).

    • Take apart numbers up to 5 - words ( K-J. )
    • Take apart numbers upwards to 5 - addition sentences ( K-J. )
    • Make a number using improver - sums upwards to 5 ( K-J.vii )
    • Complete the addition sentence - sums upward to 5 ( M-J.eight )
    • Take autonomously numbers upwardly to 10 - words ( M-Yard. )
    • Decompose a number upwardly to 10 ( K-Grand.2 )
    • Have apart numbers upwardly to 10 - addition sentences ( K-K. )
    • Make a number using addition - sums upwards to 10 ( K-K.8 )
    • Complete the addition sentence - sums upward to 10 ( Chiliad-Thou.10 )

  • K.OA.4 For whatever number from 1 to nine, find the number that makes 10 when added to the given number, e.k., by using objects or drawings, and record the reply with a drawing or equation.

    • Count to fill a ten frame ( K-C.24 )
    • Take apart 10 - words ( 1000-M. )
    • Accept apart 10 - addition sentences ( K-Yard. )
    • Complete the improver sentence - brand 10 ( K-Thousand.9 )

  • M.OA.five Fluently add and subtract within five.

    • Add two numbers - sums up to 5 ( Thousand-J.6 )
    • Brand a number using addition - sums up to v ( Chiliad-J.7 )
    • Complete the add-on sentence - sums up to v ( K-J.8 )
    • Subtract - numbers up to 5 ( One thousand-L.5 )
    • Brand a number using subtraction - numbers up to five ( K-L.vi )
    • Complete the subtraction sentence - numbers up to 5 ( K-L.7 )

G.NBT Number and Functioning in Base X

• Work with numbers eleven-19 to gain foundations for identify value.

  • K.NBT.1 Compose and decompose numbers from 11 to xix into ten ones and some farther ones, e.g., past using objects or drawings, and record each limerick or decomposition past a cartoon or equation (e.g., 18 = 10 + 8); sympathise that these numbers are equanimous of ten ones and 1, two, 3, four, five, six, seven, viii, or nine ones.

    • Count tens and ones - upwardly to 20 ( M-E.1 )
    • Write tens and ones - upward to 20 ( K-East.2 )
    • Brand teen numbers: words ( K-E.3 )
    • Have apart teen numbers: words ( Yard-E.iv )
    • Make teen numbers: addition sentences ( K-E.five )
    • Take apart teen numbers: add-on sentences ( K-E.half dozen )
    • Make and accept apart teen numbers: addition sentences ( Thou-E.vii )

G.Md Measurement and Data

• Describe and compare measurable attributes.

  • K.Dr..i Describe measurable attributes of a single object or objects, such as length, weight, or size.

    • Long and short ( K-U.1 )
    • Alpine and short ( K-U.2 )
    • Calorie-free and heavy ( Grand-U.4 )
    • Holds more than or less ( Grand-U.five )
    • Compare size, weight, and chapters ( K-U.6 )

  • K.Medico.2 Directly compare two objects with a measurable aspect in common, to come across which object has "more of" / "less of" the attribute, and describe the difference.

    • Long and curt ( G-U.1 )
    • Alpine and short ( M-U.2 )
    • Wide and narrow ( K-U.3 )
    • Light and heavy ( Thousand-U.four )
    • Holds more or less ( 1000-U.five )
    • Compare size, weight, and chapters ( K-U.half-dozen )

• Allocate objects and count the number of objects in each category.

  • K.Physician.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. Limit category counts to exist less than or equal to x.

    • Fewer and more - compare by counting ( K-H.2 )
    • Fewer and more than - compare in a mixed group ( K-H.3 )
    • Different ( M-R.one )
    • Same ( M-R.2 )
    • Same and different ( Thousand-R.iii )
    • Classify shapes by colour ( 1000-R.iv )
    • Classify and sort by color ( G-R.5 )
    • Classify and sort by shape ( K-R.6 )
    • Classify and sort ( K-R.7 )
    • Classify, sort, and count ( K-R.8 )
    • Count shapes in a Venn diagram ( 1000-R.9 )
    • Sort shapes into a Venn diagram ( K-R.x )

• Work with fourth dimension and money.

  • K.Medico.4 Identify a penny and empathise that the value is one. Count pennies within twenty.

    • Count money - pennies only ( K-V.iii )

K.G Geometry

• Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

  • K.G.i Draw objects in the surroundings using names of shapes, and describe the relative positions of these objects using terms such every bit above, below, beside, in front of, backside, and side by side to.

    • Inside and outside ( K-O.1 )
    • Left, middle, and right ( K-O.2 )
    • Top, middle, and bottom ( G-O.iii )
    • Location in a grid ( Chiliad-O.four )
    • Above and below ( One thousand-O.5 )
    • Above and below - find solid figures ( Thou-O.6 )
    • Abreast and next to ( Thousand-O.vii )
    • Beside and next to - find solid figures ( K-O.8 )
    • Shapes of everyday objects I ( K-10.9 )
    • Shapes of everyday objects Two ( K-Ten.10 )

  • K.G.ii Correctly name shapes regardless of their orientations or overall size.

    • Name the two-dimensional shape ( K-W.1 )
    • Circles ( Chiliad-Westward.2 )
    • Triangles ( Thousand-W.three )
    • Squares ( Thou-West.4 )
    • Rectangles ( K-Due west.v )
    • Hexagons ( Thousand-Westward.6 )
    • Select two-dimensional shapes ( K-W.7 )
    • Proper noun the three-dimensional shape ( K-X.2 )
    • Spheres ( K-X.3 )
    • Cubes ( K-Ten.4 )
    • Cones ( One thousand-10.5 )
    • Cylinders ( K-10.six )
    • Select three-dimensional shapes ( Chiliad-X.vii )

  • Yard.G.3 Identify shapes equally two-dimensional (lying in a airplane, "apartment") or 3-dimensional ("solid").

    • Flat and solid shapes ( 1000-X.1 )

• Analyze, compare, create, and etch shapes.

  • K.Thousand.four Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to draw their similarities, differences, parts (east.g., number of sides and vertices/"corners") and other attributes (due east.g., having sides of equal length).

    • Select two-dimensional shapes ( Yard-W.7 )
    • Curved parts ( K-Westward.8 )
    • Count corners ( One thousand-W.9 )
    • Foursquare corners ( K-W.ten )
    • Count sides ( K-Due west.11 )
    • Equal sides ( K-W.12 )
    • Count sides and corners ( K-W.13 )
    • Compare sides and corners ( 1000-W.14 )
    • Apartment and solid shapes ( K-10.1 )
    • Name the three-dimensional shape ( 1000-10.2 )
    • Select three-dimensional shapes ( K-X.7 )
    • Identify shapes traced from solids ( 1000-Ten.8 )

  • G.G.5 Model shapes in the earth by edifice shapes from components (e.g., sticks and clay balls) and drawing shapes.

  • Grand.G.6 Compose elementary shapes to form larger shapes.

    • Compose 2-dimensional shapes ( K-W.17 )

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