Georgia

Georgia Flag
Skills available for Georgia kindergarten math standards

Standards are in black and IXL math skills are in dark green. 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.

Showing alignments for:

Actions

K.1 Make sense of problems and persevere in solving them.

  • K.1.1 In Kindergarten, students begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, "Does this make sense?" or they may try another strategy.

K.2 Reason abstractly and quantitatively.

  • K.2.1 Younger students begin to recognize that a number represents a specific quantity. Then, they connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities.

K.3 Construct viable arguments and critique the reasoning of others.

  • K.3.1 Younger students construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also begin to develop their mathematical communication skills as they participate in mathematical discussions involving questions like "How did you get that?" and "Why is that true?" They explain their thinking to others and respond to others' thinking.

K.4 Model with mathematics.

  • K.4.1 In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed.

K.5 Use appropriate tools strategically.

  • K.5.1 Younger students begin to consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, kindergarteners may decide that it might be advantageous to use linking cubes to represent two quantities and then compare the two representations side-by-side.

K.6 Attend to precision.

  • K.6.1 As kindergarteners begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning.

K.7 Look for and make use of structure.

  • K.7.1 Younger students begin to discern a pattern or structure. For instance, students recognize the pattern that exists in the teen numbers; every teen number is written with a 1 (representing one ten) and ends with the digit that is first stated. They also recognize that 3 + 2 = 5 and 2 + 3 = 5.

K.8 Look for and express regularity in repeated reasoning.

  • K.8.1 In the early grades, students notice repetitive actions in counting and computation, etc. For example, they may notice that the next number in a counting sequence is one more. When counting by tens, the next number in the sequence is "ten more" (or one more group of ten). In addition, students continually check their work by asking themselves, "Does this make sense?"

K.MCCK.CC Counting and Cardinality

K.MCCK.OA Operations and Algebraic Thinking

K.MCCK.NBT Number and Operations in Base Ten

K.MCCK.MD Measurement and Data

K.MCCK.G Geometry