Common Core Math Kindergarten Printables

Standards-aligned kindergarten math printables organized by Common Core code. Tap a standard to see every matching resource.

SubjectMathELA
GradeK1st2nd3rd

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Counting & Cardinality

10 standards
K.CC.A.1Count To 100Count to 100 by ones and by tens.See printables →K.CC.A.2Count Forward From NumberCount forward beginning from a given number within the known sequence (instead of having to begin at 1).See printables →K.CC.A.3Write Numbers 0 To 20Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).See printables →K.CC.B.4Counting And CardinalityUnderstand the relationship between numbers and quantities; connect counting to cardinality.See printables →K.CC.B.4.aOne-To-One CountingWhen 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.See printables →K.CC.B.4.bLast Number Tells QuantityUnderstand 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.See printables →K.CC.B.4.cEach Number One LargerUnderstand that each successive number name refers to a quantity that is one larger.See printables →K.CC.B.5Count To Answer How ManyCount 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.See printables →K.CC.C.6Compare Groups Of ObjectsIdentify 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.See printables →K.CC.C.7Compare Written NumeralsCompare two numbers between 1 and 10 presented as written numerals.See printables →

Operations & Algebraic Thinking

5 standards
K.OA.A.1Represent Addition And SubtractionRepresent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.See printables →K.OA.A.2Solve Word Problems Within 10Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.See printables →K.OA.A.3Decompose Numbers To 10Decompose 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).See printables →K.OA.A.4Make TenFor 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.See printables →K.OA.A.5Fluently Add And Subtract Within 5Fluently add and subtract within 5.See printables →

Number & Operations in Base Ten

1 standard
K.NBT.A.1Compose And Decompose 11-19Compose 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.See printables →

Measurement & Data

3 standards
K.MD.A.1Describe Measurable AttributesDescribe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.See printables →K.MD.A.2Directly Compare Two ObjectsDirectly 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.See printables →K.MD.B.3Classify And Count ObjectsClassify objects into given categories; count the numbers of objects in each category and sort the categories by count.See printables →

Geometry

6 standards
K.G.A.1Describe Shapes And PositionsDescribe 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.See printables →K.G.A.2Name Shapes Regardless Of OrientationCorrectly name shapes regardless of their orientations or overall size.See printables →K.G.A.3Two- Or Three-Dimensional ShapesIdentify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").See printables →K.G.B.4Analyze And Compare ShapesAnalyze 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).See printables →K.G.B.5Model And Build ShapesModel shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.See printables →K.G.B.6Compose Simple ShapesCompose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"See printables →

Kindergarten math is about understanding, not speed

It’s easy to think the goal is counting as high as possible — but a child who can count to 100 and still can’t tell which pile of cookies is bigger hasn’t really learned math yet. What matters at this age is understanding what numbers actually mean.

Kindergarten math questions, answered

What should my child know by the end of kindergarten math?

By the end of the school year, the goal is to count to 100 by ones and tens, write numbers 0–20, add and subtract within 5, compare groups of objects, and name basic 2D and 3D shapes. Early in the year most of this is brand new — it comes together over the months, and every child has their own timeline.

How can I help my kindergartener with math at home?

Keep it everyday and playful: count stairs, snack crackers, or red cars; ask “which pile is more?”. Short and frequent beats long and forced.

Why does kindergarten math look different from how I learned it?

Today’s math leans into why numbers work, not just memorizing — so you’ll see more counting objects, comparing groups, and building numbers than rote drills. It’s laying a sturdier foundation for the math that comes later.

What do “one-to-one correspondence” and “cardinality” mean?

Two bits of teacher-speak: one-to-one correspondence is touching one object for each number you say (no skipping or double-counting). Cardinality is knowing the last number you say is the total. Together they turn counting from a chant into real math.

My child can count very high but doesn’t really “get” numbers — should I worry?

This is actually the more important thing to notice, and it’s very fixable. Counting high can be just rote recall; understanding that “5” means five real things is the skill everything else builds on. Hands-on counting — touching each object as they say the number — is exactly how it clicks.