Oregon Standards

Oregon kindergarten math standards

Every kindergarten math standard in the Oregon Mathematics Standards, in Oregon's order, with the Lux lessons that teach it.

Operations and Algebraic Thinking

K.OA.A.1
Represent addition as putting together and adding to and subtraction as taking apart and taking from using objects, drawings, physical expressions, numbers or equations.
Taught inPut together Take away One problem, many pictures Show it is trueand 2 more
K.OA.A.2
Add and subtract within 10. Model authentic contexts and solve problems that use addition and subtraction within 10.
Taught inAct out an adding story Act out a take-away story Count on to add Start with the bigger numberand 5 more
K.OA.A.3
Using objects or drawings, and equations, decompose numbers less than or equal to 10 into pairs in more than one way.
Taught inWays to make 5 Hidden counters The two parts can match
K.OA.A.4
By using objects, drawings, or equations, find the unknown number that makes 10 when added to a given number from 1 - 9.
Taught inMake 10 Partners of 10 turn around
K.OA.A.5
Fluently add and subtract within 5 with accurate, efficient, and flexible strategies.
Taught inAct out an adding story Act out a take-away story Count on to add Start with the bigger numberand 6 more

K.NCC.A.1
Orally count to 100 by ones and by tens in sequential order.
Taught inCounting by tens to 100 Count on from any number After 29 comes 30 Counting back
K.NCC.A.2
Count forward beginning from a given number within 100 of a known sequence.
Taught inCounting by tens to 100 Count on from any number After 29 comes 30 Counting back
K.NCC.A.3
Identify number names, write numbers, and the count sequence from 0-20. Represent a number of objects with a written number 0-20.
Taught inTouch and count The last number tells how many Moved, but still the same Counting a messy groupand 3 more
K.NCC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
Taught inTouch and count The last number tells how many Moved, but still the same One more each time
K.NCC.B.5
Count to answer “how many?” questions using up to 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration. Given a number from 1-20, count out that many objects.
Taught inCounting a messy group Counting rows to 20 Count out just enough Don't skip a number
K.NCC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
Taught inMatch them to compare Equal to Bigger things are not more
K.NCC.C.7
Compare two numbers between 1 and 10 presented as written numerals.
Taught inWhich number is bigger?

K.NBT.A.1
Compose and decompose from 11 to 19 into groups of ten ones and some further ones using objects, drawings, or equations.
Taught inTen and some more The 1 in 16 means ten

K.GM.A.1
Describe objects in the environment using names of shapes and describe the relative positions of these objects in their environment.
Taught inShapes all around us
K.GM.A.2
Correctly name common two-dimensional and three-dimensional geometric shapes regardless of their orientations or overall size.
Taught inFour flat shapes Turned, it is still a triangle A square is a rectangle too Solid shapes
K.GM.A.3
Identify shapes as two-dimensional or three-dimensional.
Taught inA cube is not a square
K.GM.B.4
Analyze and compare two and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and attributes.
Taught inSort by shape, not by size Same and different Roll or stack A cube is not a square
K.GM.B.5
Represent shapes in the world by building shapes from components and drawing shapes.
Taught inBuild a shape
K.GM.B.6
Compose common shapes to form larger shapes.
Taught inShapes make shapes Line up the sides

K.GM.C.7
Describe several measurable attributes of a single object using measurable terms, such as length or weight.
Taught inWhat can we measure?
K.GM.C.8
Directly compare two objects with a measurable attribute in common, and describe which object has “more” or “less” of the attribute.
Taught inLine up the ends Higher is not taller Bigger is not always heavier Taller does not always hold more
K.DR.A.1
Generate questions to investigate situations within the classroom. Collect or consider data that can naturally answer questions by sorting and counting.
Taught inSort, then count Which group has the most?One rule at a time Ask a question, count the answers
K.DR.B.2
Analyze data sets by counting the number of objects in each category and interpret results by classifying and sorting objects by count.
Taught inSort, then count Which group has the most?One rule at a time

Lux sees your kid's page, asks one question at a time, and checks each step, in Oregon's order.