Virginia
Skills available for Virginia 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 question. Click on the name of a skill to practice that skill.
Show alignments for:
- Virginia Standards of Learning (2023): Kindergarten Virginia Standards of Learning (2023): Kindergarten
- Virginia Curriculum Framework Virginia Curriculum Framework
- Virginia Standards of Learning (2016) Virginia Standards of Learning (2016)
Actions
NS Number and Number Sense
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NS.K.1 The student will
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NS.K.1.a tell how many are in a given set of 20 or fewer objects by counting orally; and
- Learn to count to 3 (K-B.1)
- Count pictures - up to 3 (K-B.2)
- Count on frames - up to 3 (K-B.5)
- Learn to count to 5 (K-D.1)
- Count pictures - up to 5 (K-D.2)
- Count shapes in rows - up to 5 (K-D.3)
- Count cubes - up to 5 (K-D.4)
- Count dots - 0 to 5 (K-D.5)
- Count on frames - up to 5 (K-D.6)
- Count scattered shapes - up to 5 (K-D.8)
- Learn to count to 10 (K-J.1)
- Count pictures - up to 10 (K-J.2)
- Count cubes - up to 10 (K-J.3)
- Count dots - up to 10 (K-J.4)
- Count shapes in rows - up to 10 (K-J.5)
- Count on ten frames - up to 10 (K-J.6)
- Count blocks - up to 10 (K-J.7)
- Count scattered shapes - up to 10 (K-J.9)
- Count shapes in rings - up to 10 (K-J.10)
- Count pictures - up to 20 (K-EE.4)
- Count dots - 0 to 20 (K-EE.5)
- Count on ten frames - up to 20 (K-EE.6)
- Count blocks - up to 20 (K-EE.7)
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NS.K.1.b read, write, and represent numbers from 0 through 20.
- Identify numbers - up to 3 (K-A.1)
- Choose the number that you hear - up to 3 (K-A.2)
- Count out stickers - up to 3 (K-B.6)
- Show numbers with cubes - up to 3 (K-B.7)
- Show numbers on frames - up to 3 (K-B.8)
- Represent numbers with pictures - up to 3 (K-B.9)
- Represent numbers with shapes - up to 3 (K-B.10)
- Identify numbers - up to 5 (K-C.1)
- Choose the number that you hear - up to 5 (K-C.2)
- Count out stickers - up to 5 (K-D.9)
- Show numbers with cubes - up to 5 (K-D.10)
- Show numbers on frames - up to 5 (K-D.11)
- Represent numbers with pictures - up to 5 (K-D.12)
- Represent numbers with pictures - 0 to 5 (K-D.13)
- Represent numbers with shapes - up to 5 (K-D.14)
- Identify numbers - up to 10 (K-I.1)
- Choose the number that you hear - up to 10 (K-I.2)
- Names of numbers - up to 10 (K-I.3)
- Count out stickers - up to 10 (K-J.11)
- Show numbers with cubes - up to 10 (K-J.12)
- Show numbers on ten frames - up to 10 (K-J.13)
- Represent numbers - up to 10 (K-J.14)
- Identify numbers - up to 20 (K-DD.1)
- Names of numbers - up to 20 (K-DD.3)
- Show numbers on ten frames - up to 20 (K-EE.9)
- Represent numbers - up to 20 (K-EE.10)
- Make teen numbers with models: words (K-II.1)
- Make teen numbers: words (K-II.2)
- Take apart teen numbers with models: words (K-II.3)
- Take apart teen numbers: words (K-II.4)
- Understand tens and ones - up to 20 (K-II.5)
- Make and take apart teen numbers with models: addition sentences (K-II.11)
- Tally marks - up to 10 (K)
- Tally marks - up to 20 (K)
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NS.K.2 The student, given no more than three sets, each set containing 10 or fewer concrete objects, will
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NS.K.2.a compare and describe one set as having more, fewer, or the same number of objects as the other set(s); and
- One more with pictures - up to 5 (K-E.1)
- One less with pictures - up to 5 (K-E.4)
- Are there the same number? - up to 5 (K-F.1)
- Show a number greater than, less than, or equal to a given number up to 5 (K-F.14)
- One more with pictures - up to 10 (K-K.1)
- One less with pictures - up to 10 (K-K.4)
- One more and one less with pictures - up to 10 (K-K.7)
- Fewer and more - compare by matching (K-M.1)
- Fewer, more, and same (K-M.2)
- Are there enough? (K-M.4)
- Fewer and more - compare by counting (K-M.6)
- Fewer and more - compare in a mixed group (K-M.7)
- Show a number greater than, less than, or equal to a given number up to 10 (K-M.10)
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NS.K.2.b compare and order sets from least to greatest and greatest to least.
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NS.K.3 The student will
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NS.K.3.a count forward orally by ones from 0 to 100;
- Count up to find the next number - up to 5 (K-D.15)
- What number comes next? - up to 5 (K-D.17)
- One more on frames - up to 5 (K-E.2)
- One more on frames - up to 10 (K-K.2)
- What number comes next? - up to 10 (K-L.1)
- Count up to find the next number - up to 10 (K-L.2)
- Count forward - up to 10 (K-L.8)
- Complete a sequence - up to 10 (K-L.10)
- Count on a chart - up to 20 (K-GG.1)
- Count up to find the next number - up to 20 (K-GG.2)
- Count forward - up to 20 (K-GG.6)
- Complete an increasing sequence - up to 20 (K-GG.9)
- Count on a chart - up to 30 (K-JJ.2)
- Count forward - up to 30 (K-JJ.4)
- Count on a chart - up to 50 (K-LL.1)
- Count on the hundred chart (K-LL.5)
- Count forward - up to 100 (K-LL.8)
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NS.K.3.b count backward orally by ones when given any number between 1 and 10;
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NS.K.3.c identify the number after, without counting, when given any number between 0 and 100 and identify the number before, without counting, when given any number between 1 and 10; and
- Count up to find the next number - up to 10 (K-L.2)
- Count up and down to find the next number - up to 10 (K-L.3)
- Number lines - up to 10 (K-L.5)
- Count up to find the next number - up to 20 (K-GG.2)
- Number lines - up to 20 (K-GG.4)
- Number lines - up to 30 (K-JJ.3)
- Count on the hundred chart (K-LL.5)
- Before and after - up to 10 (K)
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NS.K.3.d count forward by tens to determine the total number of objects to 100.
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NS.K.4 The student will
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NS.K.4.a recognize and describe with fluency part-whole relationships for numbers up to 5; and
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NS.K.4.b investigate and describe part-whole relationships for numbers up to 10.
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NS.K.5 The student will investigate fractions by representing and solving practical problems involving equal sharing with two sharers.
CE Computation and Estimation
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CE.K.6 The student will model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects.
- Put together numbers using cubes - sums up to 5 (K-N.1)
- Write addition sentences for pictures - sums up to 5 (K-N.5)
- Build cube trains to add up to 5 - addition sentences (K-O.2)
- Take apart numbers using cubes - sums up to 5 (K-P.1)
- Build cube trains to solve addition word problems - sums up to 5 (K-Q.1)
- Addition word problems with pictures - sums up to 5 (K-Q.2)
- Write addition sentences for word problems with pictures - sums up to 5 (K-Q.3)
- Addition word problems - sums up to 5 (K-Q.4)
- Model and write addition sentences for word problems - sums up to 5 (K-Q.5)
- Put together numbers using cubes - sums up to 10 (K-R.1)
- Write addition sentences for pictures - sums up to 10 (K-R.5)
- Build cube trains to add up to 10 - addition sentences (K-S.2)
- Take apart numbers using cubes - sums up to 10 (K-T.1)
- Build cube trains to solve addition word problems - sums up to 10 (K-U.1)
- Addition word problems with pictures - sums up to 10 (K-U.2)
- Write addition sentences for word problems with pictures - sums up to 10 (K-U.3)
- Addition word problems - sums up to 10 (K-U.4)
- Model and write addition sentences for word problems - sums up to 10 (K-U.5)
- Take away cubes - numbers up to 5 (K-V.1)
- Write subtraction sentences for pictures - up to 5 (K-V.5)
- Subtraction word problems with pictures - numbers up to 5 (K-X.1)
- Write subtraction sentences for word problems with pictures - up to 5 (K-X.2)
- Use cube trains to solve subtraction word problems - up to 5 (K-X.3)
- Subtraction word problems - numbers up to 5 (K-X.4)
- Model and write subtraction sentences for word problems - up to 5 (K-X.5)
- Take away cubes - numbers up to 10 (K-Y.1)
- Write subtraction sentences for pictures - up to 10 (K-Y.5)
- Subtraction word problems with pictures - numbers up to 10 (K-AA.1)
- Write subtraction sentences for word problems with pictures - up to 10 (K-AA.2)
- Use cube trains to solve subtraction word problems - up to 10 (K-AA.3)
- Subtraction word problems - numbers up to 10 (K-AA.4)
- Model and write subtraction sentences for word problems - up to 10 (K-AA.5)
MG Measurement and Geometry
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MG.K.7 The student will recognize the attributes of a penny, nickel, dime, and quarter and identify the number of pennies equivalent to a nickel, a dime, and a quarter.
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MG.K.8 The student will investigate the passage of time by reading and interpreting a calendar.
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MG.K.9 The student will compare two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter).
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MG.K.10 The student will
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MG.K.10.a identify and describe plane figures (circle, triangle, square, and rectangle);
- Two-dimensional shapes in the real world (K)
- Circles (K-PP.1)
- Triangles (K-PP.2)
- Rectangles (K-PP.3)
- Squares (K-PP.4)
- Sort circles (K-PP.8)
- Curved parts (K-QQ.1)
- Count vertices (K)
- Square corners (K-QQ.3)
- Count sides (K-QQ.4)
- Count sides and vertices (K)
- Compare sides and vertices (K)
- Compare shapes using attributes (K-QQ.8)
- Identify circles, triangles, squares, and rectangles (K)
- Select circles, triangles, squares, and rectangles (K)
- Sort two-dimensional shapes (K)
- Equal sides (K)
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MG.K.10.b compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle); and
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MG.K.10.c describe the location of one object relative to another (above, below, next to) and identify representations of plane figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space.
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PS Probability and Statistics
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PS.K.11 The student will
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PS.K.11.a collect, organize, and represent data; and
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PS.K.11.b read and interpret data in object graphs, picture graphs, and tables.
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PFA Patterns, Functions, and Algebra
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PFA.K.12 The student will sort and classify objects according to one attribute.
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PFA.K.13 The student will identify, describe, extend, create, and transfer repeating patterns.