Math Crosswalk - Kindergarten

Common Core Standard ©

AASL Learning Standard(s)

K.CC.1. Count to 100 by ones and by tens.

4.1.6 - Organize personal knowledge in a way that can be called upon easily.

K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

1.1.2 - Use prior and background knowledge as context for new learning.

K.CC.3. 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).

3.1.3 - Use writing and speaking skills to communicate new understandings effectively.

K.CC.4.a. Understand the relationship between numbers and quantities; connect counting to cardinality: 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 only one object.

1.1.2 - Use prior and background knowledge as context for new learning.

K.CC.4.b. Understand the relationship between numbers and quantities; connect counting to cardinality: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.CC.4.c. Understand the relationship between numbers and quantities; connect counting to cardinality: Understand that each successive number name refers to a quantity that is one larger.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.CC.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 1–20, count out that many objects.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.CC.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.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

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

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Common Core Standard ©

AASL Learning Standard(s)

K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.OA.3. 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).

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.OA.4. 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.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.OA.5. Fluently add and subtract within 5.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Common Core Standard

AASL Learning Standard(s)

K.NBT.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 (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.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Common Core Standard ©

AASL Learning Standard(s)

K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

1.1.2 - Use prior and background knowledge as context for new learning.

K.MD.2. 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.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.MD.3 . Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.2 - Organize knowledge so that it is useful.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Common Core Standard ©

AASL Learning Standard(s)

K.G.1. 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.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.G.2. Correctly name shapes regardless of their orientations or overall size.

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

K.G.4. 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).

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.1 - Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

2.1.4 - Use technology and other information tools to analyze and organize information.

2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

K.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

1.1.2 - Use prior and background knowledge as context for new learning.

2.1.4 - Use technology and other information tools to analyze and organize information.