1

COUNTING & CARDINALITY

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

See individual assessment.

K.CC.2 Count forward beginning from a given number within the known sequence.

See individual assessment.

K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral (1-20).

Write numbers to 20.

Count how many and write the number on the line.

K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.

See individual assessment.

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 1-20,

count out that many objects.

See individual assessment.

NAME: _______________________________________________________

2

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.

Circle the group that has less.

Circle the group that has more.

Circle the groups that are equal.

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

Use <, >, or = in each square.

10 _____ 10 7 _____ 3 4 _____ 9

1 _____ 4 6 _____ 0

3

OPERATIONS & ALGEBRAIC THINKING

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, etc.

Draw pictures to solve the problem.

6 + 3 = _______

15 - 5 = _______

Write a number sentence to go with the picture.

Number sentence: ___________________________________________

Number sentence: ___________________________________________

+ =

- =

4

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10.

Solve the word problems by drawing a picture and writing a number sentence.

Jordan has 6 cookies. He gives 3 cookies to Jada. How many

cookies does Jordan have left?

Number sentence: ___________________________________________

How many cookies does Jordan have? ________

10 students go outside. 3 teachers go outside too. How many

students and teachers are outside?

Number sentence: ___________________________________________

How many people are outside? ________

Solve the problems.

10

+ 9 12 - 8 = ____ 6 + 7 = ____ __________

5

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, and record each

decomposition by a drawing or equation.

Color in the squares to show two ways to make the number. Write a number sentence to go

with your picture.

8

Equation: ____________________________________

Equation: ____________________________________

K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, and

record the answer with a drawing or equation.

Find the number that makes 10.

6

X X X X X

X

Equation: ____________________________________

3

X X X

Equation: ____________________________________

6

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

Solve the problems without drawing pictures.

4 - 3 = ______ 3 + 2 = ______

1 3 7

+ 2 - 3 + 1 __________ ___________ ___________

7

NUMBERS & OPERATIONS IN BASE TEN

K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, and

record each composition or decomposition by a drawing or equation; understand that these numbers are

composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Write how many tens and how many ones are there? What number do the blocks show? Write

an equation to show the number.

number

equation ______ + ______ = ______

number

equation ______ + ______ = ______

See individual assessment for more questions on this standard.

tens ones

tens ones

8

MEASUREMENT & DATA

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

attributes of a single object.

Circle the picture of measuring a child’s height. Put an X on the picture of measuring a child’s weight.

Measure the lines using cubes. Write your answer in the boxes. (NOTE: Double check that these

lines print so that they are measurable in whole units.)

See individual assessment for more items testing this standard.

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.

Circle the line that is longer.

1. ______________________

________________

Circle the line that is shorter.

2. ____________

________________

9

Circle the lines that are the same length.

3. ________________

______

________________

Circle the objects that are heavy. Put an X on the objects that are light.

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

these categories by count.

How many ? _______ How many ? _______

Circle the shape that has more:

Circle the shape that has less:

10

GEOMETRY

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.

Circle the picture of the ball in the box.

Circle the picture of the star below the box.

Circle the picture of the duck behind the box.

Circle the picture of the face above the box.

Circle the picture of the heart next to the box.

11

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

Color the squares green. Color the circles yellow. Color the triangles blue. Color the rectangles

purple. Color the hexagons orange.

K.G.3. Identify shapes as two-dimensional or three-dimensional.

Circle the 3D shapes and put an X on the 2D shapes.

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, and other attributes.

See individual assessment.

12

K.G.5. Model shapes in the world by building shapes from components and drawing shapes.

Draw the shapes.

K.G.6. Compose simple shapes to form larger shapes. See individual assessment.

Patterns Draw the shape that comes next in the pattern.

Color an ABC pattern.

Color an AABB pattern.

Circle Triangle Square

Hexagon Rectangle

13

Time

Write the time that the clock says.

Money Write the name of the coin and how many cents it is worth next to the picture of the coin.

penny nickel dime quarter

¢ ¢

¢ ¢

14

Kindergarten Summative Individual Assessment

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

_____ Count to 100 by ones

_____ Count to 100 by tens

K.CC.2 Count forward beginning from a given number within the known sequence.

_____ begin at 9

_____ begin at 14

K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.

Give the student 10 manipulatives to count. As the student counts check the following:

_____ Student says the number names in the standard order.

_____ Student pairs each number name with one and only one object.

_____ Student tells the number of objects counted.

Rearrange the manipulatives and ask student to tell how many.

_____ Student tells how many objects without counting.

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 1-20,

count out that many objects.

Give the student manipulatives and ask them to count how many.

_____ Student counts 20 objects in a line.

_____ Student counts 10 scattered objects.

Give the student a number and ask them to count how the correct number of manipulatives.

_____ 13

_____ 7

K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, and

record each composition or decomposition by a drawing or equation; understand that these numbers are

composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Give the student base ten blocks (or other manipulatives used to represent place value). Ask the student

to show you the number.

_____ Student shows the number 18.

_____ Student shows the number 11.

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

attributes of a single object.

Give the student an object. Ask the student what ways you could measure the object, and then have the

student measure the object.

_____Student measures length using non-standard units.

_____Student measures the weight using non-standard units.

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, and other attributes.

Give the student a selection of 2D and 3D shapes. Ask the student to select the shape and explain how

they know.

_____Rectangle (It has two long sides, two short sides, and four corners.)

______Cylinder (It is a 3D shape with circles on either end, like a can.)

_____Cube (It is a 3D shape with a square on each side, like a box.)

K.G.6. Compose simple shapes to form larger shapes.

Give the student a selection of shapes. As the student to use the shapes to make other ones.

_____Use triangles to make a square.

_____Use squares to make a rectangle.

15

Code Objective

Number

of

Correct

Answers

Number

of Total

Points Pecentage

Counting and Cardinality

K.CC.1 Count to 100 by 10s and 1s 2 0% 50% 100%

K.CC.2

Count forward from any

number 2 0% 50% 100%

K.CC.3

Write numbers to 20; write

number for a count of objects 5 0% 20% 40% 60% 80% 100%

K.CC.4

Count with 1-1

correspondence 4 0% 25% 50% 75% 100%

K.CC.5 Count sets 4 0% 25% 50% 75% 100%

K.CC.6 Compare groups 3 0% 33% 67% 100%

K.CC.7 Compare numbers 5 0% 20% 40% 60% 80% 100%

Operations & Algebraic Thinking

K.OA.1 Add & subtract with objects 4 0% 25% 50% 75% 100%

K.OA.2

Add & subtract word

problems; add & subtract

within 10 5 0% 20% 40% 60% 80% 100%

K.OA.3 Decompose numbers <10 1 0% 100%

K.OA.4

Find the number that makes

10 2 0% 50% 100%

K.OA.5

Fluently add & subtract within

5 5 0% 20% 40% 60% 80% 100%

Numbers & Operations in Base Ten

K.NBT.1 Compose & decompose 11-19 4 0% 25% 50% 75% 100%

Measurement & Data

K.MD.1

Describe measurable

attributes 6 0% 17% 33% 50% 67% 83% 100%

K.MD.2 Compare objects 5 0% 20% 40% 60% 80% 100%

K.MD.3 Sort and analyze sorting 6 0% 17% 33% 50% 67% 83% 100%

Geometry

K.G.1 Describe positions of objects 5 0% 20% 40% 60% 80% 100%

K.G.2 Name shapes 5 0% 20% 40% 60% 80% 100%

K.G.3 ID 2D vs 3D shapes 5 0% 20% 40% 60% 80% 100%

K.G.4 Compare shapes 3 0% 33% 67% 100%

K.G.5 Draw shapes 5 0% 20% 40% 60% 80% 100%

K.G.6 Compose shapes 2 0% 50% 100%

Supplemental Objectives

Patterns 3 0% 33% 67% 100%

Time 4 0% 25% 50% 75% 100%

Coins 8 0% 13% 25% 38% 50% 63% 75% 86% 100%

Number of Objectives

Mastered

Each objective should be tracked in your tracker under a summative tab ☺