American Samoa College and Career Ready Standards: Kindergarten
Skills available for American Samoa kindergarten math standards
Strand
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1-2
Number Sense, Properties, and Operations
K.1 Students investigate numbers, ways of representing numbers, relationships among numbers, and number systems.
K.1.1 Identify number names and the count sequence, and write numbers with the appropriate numerals
K.1.1 Identify number names and the count sequence, and write numbers with the appropriate numerals
K.1.1.a: Identify and match numbers (1?100) to picture cards, objects, etc.
K.1.1.a: Identify and match numbers (1?100) to picture cards, objects, etc.
K.1.1.b: Arrange number cards in a correct sequence
K.1.1.b: Arrange number cards in a correct sequence
K.1.1.c: Write numbers from 0 to 20, and represent a number of objects with a written numeral 0?20 (with 0 representing a count of no objects)
Numbers up to 3
Numbers up to 5
Numbers up to 10
Numbers up to 20
K.1.1.c: Write numbers from 0 to 20, and represent a number of objects with a written numeral 0?20 (with 0 representing a count of no objects)
Numbers up to 3
Numbers up to 5
Numbers up to 10
Numbers up to 20
K.1.1.d: Count to 100 by ones and by tens, with and without visual supports
Count up to 3
Count up to 5
Count up to 10
Count up to 20
Count up to 30
Count up to 100
Count by tens
K.1.1.d: Count to 100 by ones and by tens, with and without visual supports
Count up to 3
Count up to 5
Count up to 10
Count up to 20
Count up to 30
Count up to 100
Count by tens
K.1.1.e: Count forward beginning from a given number within a known sequence (not only beginning at 1)
Count up to 5
Count up to 10
Count up to 20
Count up to 30
Count up to 100
K.1.1.e: Count forward beginning from a given number within a known sequence (not only beginning at 1)
Count up to 5
Count up to 10
Count up to 20
Count up to 30
Count up to 100
K.1.2 Identify the relationship between numbers and quantities, and connect counting to cardinality
K.1.2 Identify the relationship between numbers and quantities, and connect counting to cardinality
K.1.2.a: Match numbers with objects:
K.1.2.a: Match numbers with objects:
K.1.2.a.i: Say the number names in the standard order when counting objects, pairing each object with one and only one number name, and each number name with one and only one object
Count up to 3
Count up to 5
Count up to 10
Count up to 20
K.1.2.a.i: Say the number names in the standard order when counting objects, pairing each object with one and only one number name, and each number name with one and only one object
Count up to 3
Count up to 5
Count up to 10
Count up to 20
K.1.2.a.ii: Identify the last number name as the number of objects counted, recognizing that the number of objects is the same regardless of their arrangement or the order in which they are counted
Numbers up to 3
Numbers up to 5
Numbers up to 10
Numbers up to 20
K.1.2.a.ii: Identify the last number name as the number of objects counted, recognizing that the number of objects is the same regardless of their arrangement or the order in which they are counted
Numbers up to 3
Numbers up to 5
Numbers up to 10
Numbers up to 20
K.1.2.a.iii: Explain that each successive number name refers to a quantity that is one larger
Numbers up to 5
Numbers up to 10
Numbers up to 20
K.1.2.a.iii: Explain that each successive number name refers to a quantity that is one larger
Numbers up to 5
Numbers up to 10
Numbers up to 20
K.1.2.b: 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
Count up to 3
Represent numbers up to 3
Count up to 5
Represent numbers up to 5
Count up to 10
Represent numbers up to 10
Count up to 20
Represent numbers up to 20
K.1.2.b: 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
Count up to 3
Represent numbers up to 3
Count up to 5
Represent numbers up to 5
Count up to 10
Represent numbers up to 10
Count up to 20
Represent numbers up to 20
K.1.3 Compare groups of objects and numbers between 1 and 10 to show less, more, same, or equal
K.1.3 Compare groups of objects and numbers between 1 and 10 to show less, more, same, or equal
K.1.3.a: Identify whether the number of objects in one group (up to ten objects) is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies, and by using manipulatives)
Fewer, more, and same - sets up to 5
Enough - sets up to 5
Greater, less, and equal - sets up to 5
Fewer, more, and same - sets up to 10
Enough - sets up to 10
Greater, less, and equal - sets up to 10
K.1.3.a: Identify whether the number of objects in one group (up to ten objects) is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies, and by using manipulatives)
Fewer, more, and same - sets up to 5
Enough - sets up to 5
Greater, less, and equal - sets up to 5
Fewer, more, and same - sets up to 10
Enough - sets up to 10
Greater, less, and equal - sets up to 10
K.1.3.b: Compare two numbers between 1 and 10 presented as written numerals
Sets up to 5
Sets up to 10
K.1.3.b: Compare two numbers between 1 and 10 presented as written numerals
Sets up to 5
Sets up to 10
K.2 Students perform mathematical operations and determine how they relate to one another.
K.2.1 Calculate addition and subtraction facts with sums and differences up to 20, and solve simple word problems
K.2.1 Calculate addition and subtraction facts with sums and differences up to 20, and solve simple word problems
K.2.1.a: Identify addition as putting together and adding to and subtraction as taking apart and taking from; Demonstrate or represent addition and subtraction with objects; Act out situations, with verbal explanations and expressions, or show equations by using fingers, sounds (e.g., claps), mental images, or drawings (which need not show details, but should show the mathematics in the problem)
Addition up to 5
Subtraction up to 5
Addition up to 10
Subtraction up to 10
K.2.1.a: Identify addition as putting together and adding to and subtraction as taking apart and taking from; Demonstrate or represent addition and subtraction with objects; Act out situations, with verbal explanations and expressions, or show equations by using fingers, sounds (e.g., claps), mental images, or drawings (which need not show details, but should show the mathematics in the problem)
Addition up to 5
Subtraction up to 5
Addition up to 10
Subtraction up to 10
K.2.1.b: Add and subtract within 5
Addition
Subtraction
Addition and subtraction
K.2.1.b: Add and subtract within 5
Addition
Subtraction
Addition and subtraction
K.2.1.c: Represent addition and subtraction within 10, using objects or drawings
Add within 5
Add within 10
Subtract within 5
Subtract within 10
K.2.1.c: Represent addition and subtraction within 10, using objects or drawings
Add within 5
Add within 10
Subtract within 5
Subtract within 10
K.2.1.d: Solve addition and subtraction word problems
Add within 5
Subtract within 5
Add within 10
Subtract within 10
K.2.1.d: Solve addition and subtraction word problems
Add within 5
Subtract within 5
Add within 10
Subtract within 10
K.2.2 Work with numbers to gain foundations for place value and identify addition facts using composition and decomposition of numbers
K.2.2 Work with numbers to gain foundations for place value and identify addition facts using composition and decomposition of numbers
K.2.2.a: 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)
Numbers up to 5
Numbers up to 10
K.2.2.a: 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)
Numbers up to 5
Numbers up to 10
K.2.2.b: Find the number that makes 10 when added to the given number (e.g., using objects or drawings), record the answer with a drawing or equation, and speak the number out loud
Make 10
Take apart 10
K.2.2.b: Find the number that makes 10 when added to the given number (e.g., using objects or drawings), record the answer with a drawing or equation, and speak the number out loud
Make 10
Take apart 10
K.2.2.c: Compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings); record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); and demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones
Count and write tens and ones
Make teen numbers
Take apart teen numbers
Make and take apart teen numbers
K.2.2.c: Compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings); record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); and demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones
Count and write tens and ones
Make teen numbers
Take apart teen numbers
Make and take apart teen numbers
3
Patterns, Algebra, and Functions
K.3 Students investigate patterns, functions, and quantitative relationships and apply that knowledge to modeling, analyzing, or solving mathematical and real-world problems.
K.3.1 Recognize different or repeated patterns
K.3.1 Recognize different or repeated patterns
K.3.1.a: Identify a pattern involving sounds, shapes, or numbers, and also recognize any differences
K.3.1.a: Identify a pattern involving sounds, shapes, or numbers, and also recognize any differences
K.3.1.b: Demonstrate repeating patterns by identifying, reproducing, and extending a given pattern using manipulatives, sounds, and/or actions
K.3.1.b: Demonstrate repeating patterns by identifying, reproducing, and extending a given pattern using manipulatives, sounds, and/or actions
5-6
Measurement, Geometry, and Spatial Sense
K.5 Students explore properties, relationships, and transformations of shapes and space using coordinate geometry and other representational systems.
K.5.1 Identify and describe different geometric shapes or objects and relative positions in the environment
K.5.1 Identify and describe different geometric shapes or objects and relative positions in the environment
K.5.1.a: Describe geometric objects using names of shapes: squares, circles, triangles, rectangles, cubes, cones, cylinders, and spheres
K.5.1.a: Describe geometric objects using names of shapes: squares, circles, triangles, rectangles, cubes, cones, cylinders, and spheres
K.5.1.b: Describe the relative positions of objects in the environment using terms such as above, below, far, near, left/right, beside, in front of, behind, and next to (i.e., use appropriate language to describe objects by proximity, position, and direction)
Relative positions
Shape names and positions
K.5.1.b: Describe the relative positions of objects in the environment using terms such as above, below, far, near, left/right, beside, in front of, behind, and next to (i.e., use appropriate language to describe objects by proximity, position, and direction)
Relative positions
Shape names and positions
K.5.1.c: Correctly name shapes regardless of their orientations or overall size
Two-dimensional shapes
Three-dimensional shapes
K.5.1.c: Correctly name shapes regardless of their orientations or overall size
Two-dimensional shapes
Three-dimensional shapes
K.5.1.d: Identify shapes as 2-D (i.e., lying in a plane, flat)
K.5.1.d: Identify shapes as 2-D (i.e., lying in a plane, flat)
K.5.1.e: Identify shapes as 3-D (i.e., solid)
K.5.1.e: Identify shapes as 3-D (i.e., solid)
K.5.2 Analyze and compare shapes
K.5.2 Analyze and compare shapes
K.5.2.a: Analyze and compare 2-D and 3-D 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)
Two-dimensional shapes
Three-dimensional shapes
K.5.2.a: Analyze and compare 2-D and 3-D 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)
Two-dimensional shapes
Three-dimensional shapes
K.5.2.b: Construct and combine simple shapes to form larger shapes (e.g., model shapes in the world by building shapes from components such as sticks and clay balls, and draw shapes)
K.5.2.b: Construct and combine simple shapes to form larger shapes (e.g., model shapes in the world by building shapes from components such as sticks and clay balls, and draw shapes)
K.5.2.c: Compose simple shapes to form larger shapes (e.g., explain or draw how two triangles can be joined with full sides touching to make a rectangle)
K.5.2.c: Compose simple shapes to form larger shapes (e.g., explain or draw how two triangles can be joined with full sides touching to make a rectangle)
K.5.3 Recognize the difference between a "whole" and a "part of a whole" using geometry
K.5.3 Recognize the difference between a "whole" and a "part of a whole" using geometry
K.5.3.a: Draw a diagram (e.g., a rectangle or a circle) to show a "whole" and a "half" (or "one-half")
K.5.3.a: Draw a diagram (e.g., a rectangle or a circle) to show a "whole" and a "half" (or "one-half")
K.5.3.b: Model different parts of a "whole" by folding a strip of paper
K.5.3.b: Model different parts of a "whole" by folding a strip of paper
K.6 Students explore concepts and practical applications of units, geometrical constructions, and measurements of plane and geometric shapes and space.
K.6.1 Describe and compare measurable attributes of objects
K.6.1 Describe and compare measurable attributes of objects
K.6.1.a: Describe measurable attributes of objects, or a single object such as length or weight
K.6.1.a: Describe measurable attributes of objects, or a single object such as length or weight
K.6.1.b: Compare two objects with a measurable attribute in common to see which object has more of or less of the attribute (e.g., directly compare the heights of two children, describe one child as taller or shorter, and describe differences)
K.6.1.b: Compare two objects with a measurable attribute in common to see which object has more of or less of the attribute (e.g., directly compare the heights of two children, describe one child as taller or shorter, and describe differences)
K.6.1.c: Measure attributes of objects using nonstandard unit (e.g., measure length and weight to the nearest nonstandard unit), and discuss findings
K.6.1.c: Measure attributes of objects using nonstandard unit (e.g., measure length and weight to the nearest nonstandard unit), and discuss findings
K.6.2 Tell time to the hour using analog clocks, and recognize value of money
K.6.2 Tell time to the hour using analog clocks, and recognize value of money
K.6.2.a: Tell time to the hour using a 12-hour analog clock
K.6.2.a: Tell time to the hour using a 12-hour analog clock
K.6.2.b: Draw pictures to show time to the hour (e.g., 7 o'clock) based on models
K.6.2.b: Draw pictures to show time to the hour (e.g., 7 o'clock) based on models
K.6.2.c: Identify the values of coins and bills (e.g., using play money, a penny, or any money value up to $10)
Identify coins
Count money
K.6.2.c: Identify the values of coins and bills (e.g., using play money, a penny, or any money value up to $10)
Identify coins
Count money
7-8
Data Analysis, Statistics, and Probability
K.7 Students demonstrate statistical thinking and apply statistical methods to collect, organize, analyze, display, and make inferences based on data.
K.7.1 Recognize and explain simple tables, charts, and graphs
K.7.1 Recognize and explain simple tables, charts, and graphs
K.7.1.a: Explain data sets presented in picture graphs or pictographs
K.7.1.a: Explain data sets presented in picture graphs or pictographs
K.7.1.b: Explain data sets presented in tables, line graphs, pie charts, and flow charts that are familiar (e.g., posted on a bulletin board, presented in a grade-level text, or created for a story or class activity)
K.7.1.b: Explain data sets presented in tables, line graphs, pie charts, and flow charts that are familiar (e.g., posted on a bulletin board, presented in a grade-level text, or created for a story or class activity)
K.7.2 Classify objects and count the number of objects in each category
K.7.2 Classify objects and count the number of objects in each category
K.7.2.a: Classify objects into two main categories
Classify objects
Sort objects
K.7.2.a: Classify objects into two main categories
Classify objects
Sort objects
K.7.2.b: Count the number of objects in each category
K.7.2.b: Count the number of objects in each category
K.7.2.c: Sort the categories by count, but limit to less than or equal to 10
K.7.2.c: Sort the categories by count, but limit to less than or equal to 10
K.8 Students use concepts of chance and probability to explain outcomes of real-life situations.
K.8.1 Introduce the terms likely, never, always, and less likely
K.8.1 Introduce the terms likely, never, always, and less likely
K.8.1.a: Talk about probability using the terms likely, never, always, and less likely, as used in everyday situations
K.8.1.a: Talk about probability using the terms likely, never, always, and less likely, as used in everyday situations
K.8.1.b: Discuss and give simple everyday probability examples
K.8.1.b: Discuss and give simple everyday probability examples