Related Topics:
Common Core for Mathematics
Common Core Lesson Plans and Worksheets for Kindergarten
In Kindergarten, instructional time should focus on two critical areas:
(1) representing and comparing whole numbers, initially with sets of objects
(2) describing shapes and space.
More learning time in Kindergarten should be devoted to number than to other topics.
K.CC.A.1 Count to 100 by ones and by tens. 
K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 
K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). 
K.CC.B.4, K.CC.B.4a, K.CC.B.4b, K.CC.B.4c Understand the relationship between numbers and quantities; connect counting to cardinality. 
K.CC.B.5 Count to answer "how many?" questions about as many as 20 things 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 to 20, count out that many objects. 
K.CC.C.6 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. 
K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals. 
K.OA.A.1, K.OA.A.2 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 
K.OA.A.3, K.OA.A.4 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 by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 
K.OA.A.5 Fluently add and subtract within 5. 
K.NBT.A.1 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 by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

K.MD.A.1, K.MD.A.2 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 
K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 
K.G.A.1, K.G.A.2 Describe objects in the 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. 
K.G.A.3 Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). 
K.G.B.4 Analyze and compare two and threedimensional 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). 
K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 
K.G.B.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" 
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