IXL - New Hampshire kindergarten math standards

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New Hampshire

Skills available for New Hampshire kindergarten math standards

Standards are in black and IXL math skills are in blue. Hold your mouse over the name of a skill to view a sample problem. Click on the name of a skill to practice that skill.

Standards document:

2010 Common Core State Standards 2010 Common Core State Standards
2006 New Hampshire Grade Level and Grade Span Expectations 2006 New Hampshire Grade Level and Grade Span Expectations

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K.M:N&O Number and Operations

K.M:N&O:K:1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 12 through investigations that apply the concepts of equivalency in composing or decomposing numbers using models, explanations, or other representations; and positive fractional numbers (½) as "fair share" (i.e., equal sized parts or sets) using models, explanations, or other representations.
K.M:N&O:K:2 Demonstrates understanding of the relative magnitude of numbers from 0 to 20 through investigations that demonstrate one-to-one correspondence; that compare whole numbers to each other or to benchmark whole numbers (5, 10); that demonstrate an understanding of the relation of inequality when comparing whole numbers by using "1 more" or "1 less"; that connect numbers orally and written as numerals to the quantities that they represent using models, representations, or number lines.
K.M:N&O:K:3 Demonstrates conceptual understanding of mathematical operations through investigations involving addition and subtraction of whole numbers (from 0 to 10) by solving problems involving joining actions, separating actions, part-part whole relationships, and comparison situations; and addition of multiple one-digit whole numbers.
K.M:N&O:K:5 Demonstrates understanding of monetary value through investigation involving knowing the names and values for coins (penny, nickel and dime).
K.M:N&O:K:6 Mentally adds and subtracts whole numbers by naming the number that is one more or one less than the original number.
K.M:N&O:K:7 Makes estimates of the number of objects in a set (up to 20) by making and revising estimates as objects are counted (e.g., A student estimates the number of pennies in a jar as 20. Then the student counts the first 10 and makes another estimate based on those that have been counted and those that remain in the jar.).
- Estimating: Estimate to the nearest ten (First grade - H.1)

K.M:G&M Geometry and Measurement

K.M:G&M:K:1 Uses properties, attributes, composition, or decomposition to sort or classify polygons (triangles, squares, rectangles, rhombi, trapezoids, and hexagons) or objects by using one non-measurable or measurable attribute; and recognizes, names, and builds polygons and circles in the environment.
K.M:G&M:K:7 Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects (length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less]); and compares objects visually and with direct comparison.
K.M:G&M:K:8 Determines elapsed and accrued time as it relates to calendar patterns (days of the week, yesterday, today, and tomorrow), the sequence of events in a day; and identifies a clock and calendar as measurement tools (days of week, months of the year).
K.M:G&M:K:9 Demonstrates understanding of spatial relationships using location and position by using positional words to locate and describe where an object is found in the environment.

K.M:F&A Functions and Algebra

K.M:F&A:K:1 I Identifies and extends to specific cases a variety of patterns (sequences of shapes, sounds, movement, colors, and letters) by extending the pattern to the next one, two or three elements, or by translating AB patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap or red, yellow, yellow) or by identifying number patterns in the environment.

K.M:DSP Data, Statistics, and Probability

K.M:DSP:K:1 Interprets a given representation created by the class (models and tally charts) to answer questions related to the data, or to analyze the data to formulate conclusions using words, diagrams, or verbal/scribed responses to express answers.
- Sorting, ordering, and classifying: Venn diagrams (Kindergarten - N.5)
- Data and graphs: Making graphs (Kindergarten - O.1)
K.M:DSP:K:2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using more, less, or equal (e.g., Have there been more, less, or the same number of cloudy days compared to sunny days this week?).