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Learning Standards Standards

What does a student learn in ?

This is the year numbers start to mean something. Students learn to count past twenty, match each number to one object, and figure out which group has more. They start adding and taking away with small piles of cubes or fingers. By spring, students can count to 100, name shapes like circles and squares around the house, and solve simple problems like "I have 3 crackers and you give me 2 more."

  • Counting
  • Adding and subtracting
  • Shapes
  • Comparing groups
  • Numbers to 100
Source: Connecticut Connecticut Core Standards
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
  1. 1

    Counting and naming numbers

    Students learn to count out loud, point to objects one at a time, and write the numbers they see. By the end of this stretch, most can count past twenty without losing track.

  2. 2

    Comparing groups of objects

    Students figure out which pile has more and which has fewer. They start matching numbers to real groups, like counting five crackers or six crayons, and noticing when two groups are equal.

  3. 3

    Adding and taking away

    Students put small groups together and take some away, using fingers, blocks, and drawings. They start to see that 3 and 2 make 5, and that 5 take away 1 leaves 4.

  4. 4

    Shapes and measuring

    Students name circles, squares, triangles, and cubes, and notice these shapes around the house and classroom. They also compare which object is longer, shorter, heavier, or lighter.

  5. 5

    Teen numbers and tens

    Students take apart numbers like 13 and 17 into a group of ten and some extras. This sets up the place-value thinking they will use for years to come.

Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Standards for Mathematical Practice

  • Make Sense of Problems

    CT-MATH.MP.K.1

    Students figure out what a math problem is asking before they start solving it, and keep trying even when it gets hard.

  • Reason Abstractly

    CT-MATH.MP.K.2

    Students learn to think about numbers two ways: pulled away from a story ("I have 3 apples" becomes just "3") and put back into one. This helps them move between a math problem on paper and the real situation it describes.

  • Construct Arguments

    CT-MATH.MP.K.3

    Students explain why their answer makes sense, using objects or drawings as proof. They also listen to a classmate's thinking and say whether they agree or disagree.

  • Model with Mathematics

    CT-MATH.MP.K.4

    Students use simple math to make sense of everyday situations. They might draw a picture, count objects, or use shapes and numbers to show how something works in real life.

  • Use Tools Strategically

    CT-MATH.MP.K.5

    Students learn to pick the right tool for the job, whether that means grabbing a pencil, using a number line, or making a quick estimate instead of calculating by hand.

  • Attend to Precision

    CT-MATH.MP.K.6

    Students use the right words and careful counting when they talk and work through math problems. This means saying "circle" not "round thing," and checking that numbers add up before moving on.

  • Use Structure

    CT-MATH.MP.K.7

    Students spot patterns and repeating rules in numbers and shapes, then use what they notice to solve problems. For example, seeing that small numbers always combine the same way helps them add without starting from scratch.

  • Express Regularity

    CT-MATH.MP.K.8

    Students notice when the same steps keep showing up in different problems. They use that pattern as a shortcut instead of starting from scratch each time.

K-8 Mathematics Content

  • Counting and Number

    CT-MATH.K8.K.1

    Counting and number sense forms the foundation of kindergarten math. Students count objects, compare small groups, and recognize written numbers, building the number habits they use in every math lesson ahead.

  • Operations and Algebraic Thinking

    CT-MATH.K8.K.2

    Adding and subtracting small numbers, kindergartners solve simple word problems using objects, drawings, or fingers. They figure out how many are left, how many in all, or how many more one group has than another.

  • Measurement and Data

    CT-MATH.K8.K.3

    Students sort objects into groups and show what they found using a simple picture graph or tally chart. Reading the chart tells them which group has more, fewer, or the same.

  • Geometry

    CT-MATH.K8.K.4

    Students sort flat shapes like circles and squares and solid shapes like spheres and cubes by describing what they notice: how many sides, whether edges are straight or curved. They also practice measuring basic shapes using simple tools.

  • Ratios and Proportional Relationships

    CT-MATH.K8.K.5

    Ratio reasoning in kindergarten means noticing when things match up evenly, like sharing 6 crackers equally between 2 friends. Students use that sense of fair sharing to solve simple everyday problems.

No state assessments at this grade
Students take their next one in Grade 3.
State Summative

Smarter Balanced Assessment: Mathematics (Grades 3-8)

Connecticut's spring summative math test for grades 3 through 8, aligned to the Connecticut Core Standards for Mathematics.

When given:
spring
Frequency:
annual
Official source
Common Questions
  • What math should students know by the end of the year?

    Students count, write, and compare numbers up to about 20, and many work with numbers up to 100 by ones and tens. They add and subtract small amounts, sort objects, and name basic shapes like circles, squares, and cubes.

  • How can families practice counting at home?

    Count real things during the day. Count steps to the car, grapes on a plate, or buttons on a shirt. Ask questions like how many are left after eating two, or which pile has more. Five minutes a day builds a strong number sense.

  • My child reverses numbers when writing them. Should I worry?

    Reversing numbers like 3 or 7 is common at this age and usually fades with practice. Keep writing numbers together on paper, in sand, or with a finger in the air. If reversals are still frequent by the end of first grade, mention it to the teacher.

  • How do I sequence number work across the year?

    Start with counting and matching small groups in the fall, then move to writing numbers and comparing groups up to ten. By winter, build to twenty with ten-frames. Spring is for counting to 100 by ones and tens and early addition and subtraction within ten.

  • What does mastery of addition and subtraction look like at this level?

    Students solve problems within ten using fingers, counters, drawings, or mental pictures. They can act out a story like four apples plus three more, and explain what they did. Quick recall is not expected yet.

  • Which skills usually need the most reteaching?

    One-to-one correspondence past ten, the teen numbers, and understanding that the last number counted tells how many. Comparing groups using the words more, less, and equal also takes longer than it looks. Plan extra small-group time for these.

  • How can families help with shapes and measurement?

    Point out shapes on signs, food, and toys, and use words like flat, round, corner, and side. Compare objects by asking which is longer, heavier, or holds more. Cooking, sorting laundry, and setting the table all count.

  • How do I know students are ready for first grade math?

    Ready students count to 100, write numbers to 20, and compare two groups to say which has more. They solve simple add and subtract stories within ten and name common shapes. Students still shaky on counting past 20 will need early support next year.