Kindergarten TEKS math worksheets
19 of 27 Kindergarten student expectations with a printable sheet · Ages 4–6
Number and operations
- K.2A
Count forward and backward to at least 20 with and without objects.
- K.2B
Read, write and represent whole numbers from 0 to at least 20.
- K.2C
Count a set of up to 20 objects; the last number said tells how many.
- K.2E
Generate a set more than, less than or equal to a given number up to 20.
- K.2F
Generate a number one more or one less than another, up to at least 20.
- K.2G
Compare sets of up to 20 objects using comparative language.
- K.2H
Use comparative language to describe two written numerals up to 20.
- K.2I
Compose and decompose numbers up to 10 with objects and pictures.
- K.3A
Model joining as addition and separating as subtraction.
- K.3B
Solve word problems with sums up to 10 and differences within 10.
Geometry and measurement
- K.6A
Identify circles, triangles, rectangles and squares.
- K.6B
Identify cylinders, cones, spheres and cubes in the real world.
- K.6C
Identify the two-dimensional components of three-dimensional objects.
Partial Sorts flat shapes from solid ones. Does not ask which flat shape a solid's face is.
- K.6D
Identify the attributes of two-dimensional shapes.
- K.6E
Classify and sort figures regardless of orientation or size.
- K.6F
Create two-dimensional shapes.
Data analysis
Not a worksheet
These expectations have no sheet, for two different reasons. Listing them is the point — a catalog that showed only the hits would say this grade is fuller than it is.
Personal financial literacy (4) — a TEKS strand with no Common Core equivalent, and one Math Picnic has never built for. This is a gap, not a mismatch.
- K.9AIdentify ways to earn income.
- K.9BTell money received as income from money received as gifts.
- K.9CList simple skills required for jobs.
- K.9DDistinguish wants from needs and identify income as a source to meet them.
K.2D — Recognise instantly the quantity of a small group of objects.
Subitising is recognising a quantity WITHOUT counting, which a teacher watches a child do. A sheet can only ask for the number, and then the child is free to count.
K.3C — Explain the strategies used to add and subtract within 10.
The expectation is the child saying WHY the strategy works, in spoken words. A sheet takes the answer and cannot hear the explanation.
K.7A — Give an example of a measurable attribute: length, capacity or weight.
Naming the attribute of an object in front of you, with no unit and no number. There is nothing for a sheet to ask.
K.7B — Compare two objects by a shared attribute and describe the difference.
A direct comparison — two objects held side by side. With no units there is nothing to write.