Kindergarten Practice Problems: Numbers

Rote count by ones forward from 1 to at least 100 and backward from any number in the range of 10 to 1.

Read numerals from 0 to at least 31.

• Shown numeral cards in random order from 0 to at least 31, students respond with the correct name of the numerals. In addition, students demonstrate that they can distinguish between 12 and 21, 13 and 31—a common challenge for kindergartners. Note that the choice of 31 corresponds to the common use of calendar activities.

Fluently compose and decompose numbers to at least 5.

• 5 is made up of 4 and 1, 3 and 2, 2 and 3, or 1 and 4. If I have 3, I need 2 more to make 5. If I have 4, I need only 1 more to make 5       
• 4 is 3 and 1 or 2 and 2
• Here are 5 counters. I will hide some. If you see 2, how many am I hiding?

Order numerals from 1 to at least 10.

• The student takes numeral cards (1 to at least 10) that have been shuffled and puts them in correct ascending order.

Establish how many objects are in a set of up to 20 objects and count out a specific number of (up to 20).

Compare two sets of up to 10 objects each and explain why the number of objects in one set is equal to, greater than, or less than the number of objects in the other set.

Locate numbers from 1 to at least 31 on a number line. Students should be able to do this without having to start counting at 1.

Use 5 as a benchmark for numbers from 1 to 9.  Example: 7 is 2 more than 5, and 1 is 4 less than 5

Fluently compose and decompose numbers to at least 5.

• 5 is made up of 4 and 1, 3 and 2, 2 and 3, or 1 and 4. If I have 3, I need 2 more to make 5. If I have 4, I need only 1 more to make 5       
• 4 is 3 and 1 or 2 and 2
• Here are 5 counters. I will hide some. If you see 2, how many am I hiding?

Model addition by joining sets of objects with 10 or fewer total objects when joined; model subtraction by separating a set of 10 or fewer objects.  (Seeing two sets of counters or other objects, the student figures out the correct combined total. The student may count the sets or use some other strategy in order to arrive at the sum. The student establishes the number in a set of counters or objects; then, after some have been removed, the student figures out how many are left.)

• Get 4 counting chips. Now get 3 counting chips. How many counting chips are there altogether?
• Get 8 counting chips. Take 2 away. How many are left?

Relate a story or situation that involves the actions of joining (addition) or separating (subtraction) using words, pictures, objects, or numbers.

Represent a number to at least 10 in different ways, including numerals, spoken words, pictures, and physical models. 

Count to at least 31, matching counting words with objects.

Show that the last count word names the quantity of the set.

Explain how the base ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are used to represent numbers. 

Explain how numbers are used to count and to describe or represent a quantity.

Tell what number comes before or after a given number.

Express sequential relationships using comparative language, including equal to, less than, or more than, to order numbers to at least 20. 

Show which set is greater than, less than, or equal to a known quantity to at least 10.

Explain how to determine the ordinal position of objects at least through tenth.

Order objects using the ordinals first through tenth.

Express stories involving addition with words, pictures, and numbers. 

Show how addition can be used with objects or situations in the classroom.