Washington State Standards for Mathematics: Kindergarten

WA.K.1. Core Content: Whole numbers (Numbers, Operations): Students begin to develop basic notions of numbers and use numbers to think about objects and the world around them. They practice counting objects in sets, and they think about how numbers are ordered by showing the numbers on the number line. As they put together and take apart simple numbers, students lay the groundwork for learning how to add and subtract. Understanding numbers is perhaps the most central idea in all of mathematics, and if students build and maintain a strong foundation of number sense and number skills, they will be able to succeed with increasingly sophisticated numerical knowledge and skills from year to year.

K.1.A. Rote count by ones forward from 1 to 100 and backward from any number in the range of 10 to 1.

K.1.B. Read aloud numerals from 0 to 31.

K.1.C. Fluently compose and decompose numbers to 5.

K.1.D. Order numerals from 1 to 10.

K.1.E. Count objects in a set of up to 20, and count out a specific number of up to 20 objects from a larger set.

K.1.F. Compare two sets of up to 10 objects each and say whether the number of objects in one set is equal to, greater than, or less than the number of objects in the other set.

K.1.G. Locate numbers from 1 to 31 on the number line.

K.1.H. Describe a number from 1 to 9 using 5 as a benchmark number.

WA.K.2. Core Content: Patterns and operations (Operations, Algebra) Students learn what it means to add and subtract by joining and separating sets of objects. Working with patterns helps them strengthen this understanding of addition and subtraction and moves them toward the important development of algebraic thinking. Students study simple repetitive patterns in preparation for increasingly sophisticated patterns that can be represented with algebraic expressions in later grades.

K.2.A. Copy, extend, describe, and create simple repetitive patterns.

K.2.B. Translate a pattern among sounds, symbols, movements, and physical objects.

K.2.C. Model addition by joining sets of objects that have 10 or fewer total objects when joined and model subtraction by separating a set of 10 or fewer objects.

K.2.D. Describe a situation that involves the actions of joining (addition) or separating (subtraction) using words, pictures, objects, or numbers.

WA.K.3. Core Content: Objects and their locations (Geometry/Measurement) Students develop basic ideas related to geometry as they name simple two- and three-dimensional figures and find these shapes around them. They expand their understanding of space and location by describing where people and objects are. Students sort and match shapes as they begin to develop classification skills that serve them well in both mathematics and reading - matching numbers to sets, shapes to names, patterns to rules, letters to sounds, and so on.

K.3.A. Identify, name, and describe circles, triangles, rectangles, squares (as special rectangles), cubes, and spheres.

K.3.B. Sort shapes using a sorting rule and explain the sorting rule.

K.3.C. Describe the location of one object relative to another object using words such as in, out, over, under, above, below, between, next to, behind, and in front of.

WA.K.4. Additional Key Content (Geometry/Measurement) Students informally develop early measurement concepts. This is an important precursor to Core Content on measurement in later grades, when students measure objects with tools. Solving measurement problems connects directly to the student's world and is a basic component of learning mathematics.

K.4.A. Make direct comparisons using measurable attributes such as length, weight, and capacity.

WA.K.5. Core Processes: Reasoning, problem solving, and communication - Students begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them. Problems at this level emphasize counting and activities that lead to emerging ideas about addition and subtraction. Students begin to develop their mathematical communication skills as they participate in mathematical discussions involving questions like ''How did you get that?'' and ''Why is that true?''

K.5.A. Identify the question(s) asked in a problem.

K.5.B. Identify the given information that can be used to solve a problem.

K.5.C. Recognize when additional information is required to solve a problem.

K.5.D. Select from a variety of problem-solving strategies and use one or more strategies to solve a problem.

K.5.E. Answer the question(s) asked in a problem.

K.5.F. Describe how a problem was solved.

K.5.G. Determine whether a solution to a problem is reasonable.