Imaginesis: printable Kindergarten Place Value and Base Ten worksheets for the United States (Common Core) — Adding Within 20: Two Ten Frames and Making Ten, Teen Numbers: Ten and Some Ones, Count Objects and Write How Many: word problems with hints, answer keys and step-by-step solutions as PDF, also as a test in groups A–D.
The flat stone hides 6 river snails. Beside the stone rest 3 more river snails. How many river snails are there altogether?
6 + 3 = ?
Hint: Start with the 6 river snails under the stone. Then add the 3 river snails beside it. Count them all together.
Answer: 9
Which number belongs in the box? Choose the correct answer.
16 = 10 + □
Answer: a
Kai counts the beets for the pet pigs. Look at the counters in the frames. How many counters are there altogether?
Hint: Count the counters in the first frame. Then keep counting the counters in the second frame.
Answer: 12
In kindergarten, your child builds the base for adding within 20 by combining two groups of objects and finding how many are missing to make ten.
1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.K.OA.A.5 Fluently add and subtract within 5.
In kindergarten, the addition work that the curriculum requires centers on numbers up to 10. Your child adds and subtracts within 10, represents sums with objects, fingers, or drawings, and finds the number that makes 10 when added to any number from 1 to 9. Adding within 20 is a grade 1 goal, so this year's work is a first step toward it.
A common mistake is to count everything from 1 each time instead of starting with the first group. For example, a child with 8 counters and then 5 more may count "1, 2, 3, 4, 5, 6, 7, 8" and then start over for the second group, rather than continuing from 8 with "9, 10, 11, 12, 13." Counting all from the beginning takes longer and makes errors more likely, and it becomes harder as the totals get bigger.
Practice on this skill uses printable tasks such as:
Task types: Add within 5 · Add within 5: choose the result · Add within 5: true or false · Adding with two ten-frames: choose the result · Adding with two ten-frames: true or false · Adding without crossing ten: choose the result · Adding without crossing ten: true or false · Addition within 20 · Addition within 20: count two ten frames · Make ten: choose the result · Make ten: true or false · Making ten: how many are missing?
By the end of kindergarten, your child learns that a number from 11 to 19 is one full group of ten plus some extra ones, so 14 is ten and four.
1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
In kindergarten, the focus is the numbers 11 to 19. Your child learns to see each of these as one group of ten with some ones left over. Using objects or drawings, your child can show that 18 is a ten and eight ones, and can record this as an equation such as 18 = 10 + 8. The curriculum asks for both the drawing and the equation.
A common stumble is counting every object one at a time without noticing that the first ten make a single bundle. A child may know that a group has 14 things but not yet see that 14 is the same as "ten and four." Grouping the objects into a ten first, then counting the rest, helps make this connection clear.
The printable worksheet for this skill, "Numbers 11 to 19: ten and some ones," gives your child practice with exactly this idea. The tasks ask your child to show each teen number as a ten and some ones and to write the matching equation. Tens and ones for two-digit numbers up to 99 are covered in grade 1, not kindergarten.
Your child learns to count a group of objects, say the last number reached, and write that number as a numeral.
1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.K.CC.A.3 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.B.4 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 one 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.B.5 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.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
In kindergarten, children count objects up to 20 and write the numeral that matches. They pair each object with one number name, and they understand that the last number said is how many objects there are. Children also learn that the count stays the same however the objects are arranged, whether in a line, a rectangle, or a circle. Writing numerals from 0 to 20 is part of this work, with 0 meaning there are no objects.
A common mistake is counting the same object twice or skipping one, especially when objects are spread out or moved as they are counted. Another is counting correctly and then recounting from 1 to check, or believing that a group looks different and so has a different number after being rearranged. Children often need to see that the last number name answers "how many?" and that rearranging the objects does not change that answer.
On the printable worksheets, this skill appears in three task templates:
