This practice/assessment workbook includes worksheets for the following common core standards:
-K.CC.1 Counting & Cardinality:(2 pages) Know number names and the count sequence. Count to 100 by ones and by tens.
-K.CC.2 Counting & Cardinality:(7 pages) Know number names and the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
-K.CC.3 Counting & Cardinality:(5 pages) Know number names and the count sequence. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
-K.CC.4 Counting & Cardinality:(4 pages) Count to tell the number of objects. Understand the relationship between numbers and quantities; connect counting to cardinality.
(a) When 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 on object.
(b) Understand 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.
(c) Understand that each successive number name refers to a quantity that is one larger.
-K.CC.5 Counting & Cardinality:(5 pages) Count to tell the number of objects. Count 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.
-K.CC.6 Counting & Cardinality:(2 pages) Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies. Include groups with up to ten objects.
-K.CC.7 Counting & Cardinality:(3 pages) Compare numbers. Compare two numbers between 1 and 10 presented as written numerals.
-K.NBT.1 Work with numbers 11-19 to gain foundations for place value:(10 pages) Compose and decompose numbers from 11-19 into ten ones and some further ones 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.
-Observation checklist also included with blank spaces available to add your own standards and student names.
*This assessment is not editable due to clip art and font copyrights.