Question 1

What math skills should my child have by the end of Kindergarten?

Accepted Answer

By the end of Kindergarten, your child should be able to count to 100, understand basic addition and subtraction within 10, recognize shapes, and compare numbers up to 10.

Question 2

How can I help my child with Kindergarten math at home?

Accepted Answer

Engage in everyday math activities like counting objects, identifying shapes, and practicing simple addition and subtraction during daily routines. Use educational games and apps for extra practice.

Question 3

What is the focus of the Kindergarten math curriculum in NY?

Accepted Answer

The NY Kindergarten math curriculum focuses on developing number sense, understanding basic operations (addition and subtraction), recognizing shapes, and building a foundation for future math concepts.

Question 4

How is progress assessed in Kindergarten math?

Accepted Answer

Progress is assessed through ongoing classroom observations, informal quizzes, and periodic checks. Teachers monitor students' understanding of key concepts and their ability to apply math skills.

Question 5

Are there different levels of math instruction in Kindergarten?

Accepted Answer

While the core curriculum is the same for all students, teachers often use differentiated instruction to meet individual needs, providing extra support or challenges as necessary.

Courses

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Kindergarten Math Courses - NY Common Core Curriculum

NY Kindergarten Math Curriculum - Common Core Standards Topics

ID

Math Standard Description

StudyPug Topic

K.CC.1

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

K.CC.2

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

K.CC.3

NY.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).

K.CC.4

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

K.CC.5

NY.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.

K.CC.7

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

K.OA.1

NY.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.

K.OA.2

NY.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.

K.OA.3

NY.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).

K.OA.4

NY.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.

K.OA.5

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

K.NBT.1

K.G.2

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

K.G.4

NY.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).