Kindergarten Mathematics — Standards-Aligned Skills Examination
A calculation- and recognition-focused, standards-walkthrough exam covering the CCSS-M Kindergarten standards (K.CC, K.OA, K.NBT, K.MD, K.G). Each task cites the standard. Form B complements Form A.
Format and proctor instructions
- Proctor-administered. The proctor reads tasks aloud and writes down what the student says or shows. The student uses real objects (counters, pattern blocks, base-ten blocks).
- Time: 120 minutes total in three sessions of about 30 minutes, separated by two 10-minute breaks.
- Materials provided: ~30 same-color counters; pattern blocks (triangle, square, rectangle, hexagon, trapezoid, rhombus); 3-D shape models (cube, cone, cylinder, sphere); base-ten blocks (units and rods); printed numeral cards 0–20; pencil; crayons.
- Scoring: as listed per task. Award full credit only for correct, quick responses.
- Each task header cites the CCSS-M code(s) the items target.
SESSION 1 · Tasks 1–3
- Rote count to 100 by ones. (3 pts: 3 if quick; 2 if at most 2 errors; 1 if reaches 50; 0 otherwise.)
Errors observed: ____________________ Points: ___ / 3
- Count by tens to 100: 10, 20, ___, ___, ___, ___, ___, ___, ___, ___. (2 pts)
- Count forward from 47 to 60. (2 pts)
- Write each numeral in the box (the proctor calls each):
0, 3, 6, 9, 12, 15, 18, 20. (2 pts)
- Read each numeral aloud (the proctor displays cards): 4, 8, 11, 14, 17, 20. (2 pts)
- Name the numeral that comes just after 19 and just before 6. (1 pt)
- Write the next number in each sequence: 5, 6, 7, ___; 14, 15, ___; 9, 10, 11, ___. (2 pts)
- Count objects to answer "How many?" The proctor presents:
(i) 14 stars in a line → ___ (ii) 18 dots in a 3-by-6 array → ___ (iii) 9 fish scattered → ___ (iv) 12 stickers in a circle → ___ (v) 7 toys in a row → ___ (vi) 11 buttons scattered → ___ (4 pts)
- Build a group of objects to match a stated quantity. Proctor says: "Show me 8 counters. Now show me 13. Now show me 17." (3 pts)
- Compare two groups. The proctor places two piles:
(i) Pile X = 8 counters, Pile Y = 11 counters. Which has more? Fewer? Difference? (2 pts)
(ii) Pile A = 6 counters, Pile B = 6 counters. Are they equal? (1 pt)
(iii) Pile P = 4, Pile Q = 9. By how many is Q larger? (2 pts)
- Find each (counters or fingers; the proctor reads each):
(i) \(3 + 4\) → ___ (ii) \(5 + 2\) → ___ (iii) \(6 + 4\) → ___ (iv) \(0 + 7\) → ___ (v) \(2 + 5\) → ___ (vi) \(8 + 1\) → ___ (4 pts)
- Word problems (proctor reads slowly):
(i) "There are 4 birds. 3 more come. How many in all?" → ___
(ii) "There are 5 apples and 2 oranges. How many fruits in all?" → ___
(iii) "Sam has 6 stickers; his friend gives him 4 more. How many?" → ___ (3 pts) - Decompose 7 into two parts in three different ways. (3 pts)
- Make 10. The proctor says: "What number do I add to 6 to make 10? To 4? To 9? To 3?" (4 answers, 0.5 pt each = 2 pts)
— 10-minute break. —
SESSION 2 · Tasks 4–6
- Find each:
(i) \(8 - 3\) → ___ (ii) \(10 - 6\) → ___ (iii) \(7 - 7\) → ___ (iv) \(9 - 4\) → ___ (v) \(6 - 2\) → ___ (vi) \(10 - 4\) → ___ (4 pts)
- Word problems (proctor reads):
(i) "Mia has 9 cookies. She gives 4 away. How many left?" → ___
(ii) "10 birds in a tree; 3 fly away. How many remain?" → ___
(iii) "Anna had 8 stickers; gave some away; now has 5. How many did she give?" → ___ (3 pts) - Fluency within 5 (proctor reads each in quick succession; student answers in under 3 seconds):
(i) \(5 - 2\) (ii) \(4 - 1\) (iii) \(3 + 2\) (iv) \(5 - 5\) (v) \(3 + 1\) (vi) \(5 - 0\) (vii) \(2 + 2\) (viii) \(4 - 2\) (ix) \(1 + 4\) (x) \(5 - 3\) (5 pts; 0.5 each)
- The proctor places base-ten blocks. The student says how many tens and ones each represents:
(i) 1 ten + 4 ones = ___ (ii) 1 ten + 7 ones = ___ (iii) 1 ten + 9 ones = ___ (iv) 1 ten + 0 ones = ___ (4 pts)
- Break apart each on paper as \(10 + ?\):
(i) \(13 = 10 + ?\) (ii) \(15 = 10 + ?\) (iii) \(18 = 10 + ?\) (iv) \(11 = 10 + ?\) (v) \(19 = 10 + ?\) (5 pts)
- Build the number 16 using a 10-frame plus extra counters. Sketch.
- Build 12 in two different ways using counters and 10-frames.
- The proctor places three pencils of different lengths. Order them shortest → longest. (2 pts)
- The proctor places two objects (book, stuffed animal). Say which is heavier and which is lighter. (2 pts)
- Sort buttons into groups by color. The proctor sets out 4 red, 3 blue, 5 yellow. State the count of each.
red ___, blue ___, yellow ___ Most: ___ Fewest: ___ (3 pts)
- Order the three groups from fewest to most. (1 pt)
- Use measurement vocabulary in a sentence. The student says: "This pencil is _____ (long / short / heavy / light)." (1 pt)
- Compare lengths: which is taller, the door or the desk? Which is wider, the book or the pencil? (1 pt)
— 10-minute break. —
SESSION 3 · Tasks 7–8
- Name each 2-D shape (proctor shows cards): triangle, circle, square, rectangle, hexagon. State the number of sides and corners. (5 pts)
- Name each 3-D shape (proctor shows models): cube, cone, cylinder, sphere. Point to one example of each in the room. (4 pts)
- Position words. The proctor places objects (book, cup, pencil) on a table.
(i) "Is the pencil above or below the book?" ___
(ii) "Is the cup beside or behind the book?" ___
(iii) "Is the pencil next to or far from the cup?" ___
(iv) "Place the pencil between the book and the cup."
(v) "Place the cup in front of the book." (3 pts) - Compare a flat shape and its 3-D counterpart in one phrase each:
(i) square vs. cube → ___ (ii) circle vs. sphere → ___ (2 pts)
- Use pattern blocks. Build a hexagon out of 2 trapezoids; then out of 6 triangles. Check each. (3 pts)
- Compose a "house" picture using a square and a triangle. Sketch it. (2 pts)
- Build a "house" picture with pattern blocks: a square for the wall and a triangle for the roof. The student names each shape used. (2 pts)
- Final mini-review (proctor reads each):
(i) Count by tens to 50. (1 pt)
(ii) Find \(7 + 3\). (1 pt)
(iii) Find \(10 - 2\). (1 pt)
(iv) Decompose 14 as \(10 + ?\). (1 pt)
(v) Name the shape with 3 sides. (1 pt)
(vi) Name the 3-D shape with 6 square faces. (1 pt)
(vii) Order 4, 9, 2, 6 from least to greatest. (1 pt)