Browse 2,622+ standards across Math, ELA, Science, and Social Studies — from Kindergarten through 12th grade.
Iowa's family guide for kindergarten includes home support ideas across core subjects, including science.
Open guide40 standards across 5 domains
K.CC.A.1Count to 100 by ones and by tens.K.CC.A.2Count forward beginning from any given number within the range of 0–100.K.CC.A.3Write numbers from 0 to 20. Given a set of 0–20 objects, write a numeral to represent the quantity.K.CC.IA.A.1Count backwards by ones from 20 to 0.K.CC.IA.A.2Count backwards beginning from any given number within the range of 0–20.K.CC.B.4Demonstrate awareness of the principles of counting.K.CC.B.4.aNumber names must be said in the standard order (sequencing).K.CC.B.4.bEach object must be paired with one and only one number name and each number name with one and only one object (one-to-one correspondence).K.CC.B.4.cThe last number name said tells the number of objects counted, objects may be counted in any order (cardinality).K.CC.B.4.dThe number of objects is the same regardless of their arrangement or the order in which they were counted (conservation of number).K.CC.B.4.eEach successive number name refers to a quantity that is one larger.K.CC.B.5Count 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.IA.B.1Quickly recognize and name the quantity of up to 5 objects briefly shown in structured or unstructured arrangements without counting (perceptual subitizing).K.CC.C.6Determine whether the number of objects in one group of 1– 10 objects is greater than, less than, or equal to the number of objects in another group of 1–10 objects. For example, using matching and counting strategies.K.CC.C.7Compare two numbers between 1 and 10 presented as written numerals.K.OA.A.1Represent addition and subtraction situations in a variety of ways. For example, with objects, fingers, mental images, drawings, sounds (claps), acting out situations, verbal explanations, expressions, or equations.K.OA.A.2Add and subtract within 10 and solve word problems involving the different problem types listed below. For example, by using objects or drawings to represent the problem.K.OA.A.2.aAdd-to with result unknown.K.OA.A.2.bTake-from with result unknown.K.OA.A.2.cPut-together/take-apart with total unknown.K.OA.A.2.dPut-together with both addends unknown.K.OA.A.3Decompose numbers less than or equal to 10 in more than one way. For example, by using objects or drawings, and record each decomposition by a drawing or equation, as in 5 = 2 + 3, 5 = 4 + 1, and 5 = 2 + 2 + 1.K.OA.A.4For any number from 1 to 9, find the number that makes 10 when added to the given numbers by using objects or drawings and record the answer with a drawing or equation.K.OA.A.5Fluently add and subtract within 5 using efficient mental strategies.K.OA.A.5.aCounting on.K.OA.A.5.bCounting back.K.OA.A.5.cUsing the relationship between addition and subtraction.K.OA.A.5.dCreating equivalent, but easier or known sums.K.NBT.A.1Compose and decompose numbers from 11 to 19 into ten ones and some further ones, by using objects or drawings, and record each composition or decomposition by a drawing or equation. For example, 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.MD.A.1Describe several measurable attributes (for example, length, width, weight) of objects by using words such as short, long, small, big, heavy, light.K.MD.A.2Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.K.MD.B.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Limit category counts to be less than or equal to 10.K.MD.IA.B.1Identify the penny and know the value is one cent. Count pennies up to 20.K.G.A.1Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, besides, in front of, behind, and next to.K.G.A.2Correctly name shapes regardless of their orientations or overall size.K.G.A.3Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").K.G.B.4Analyze and compare two- and three-dimensional shapes, in varied sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes. For example, number of sides and vertices/corners and having sides of equal length.K.G.B.5Model shapes in the world by building shapes from components and drawing shapes. For example, sticks and clay balls.K.G.B.6Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"Iowa developed its own Academic Standards beginning in 2018, replacing previous adoptions of national frameworks. These standards define what Iowa students should know and be able to do at each grade level.
Standards are goals, not a curriculum — they set clear expectations for student achievement while local schools retain full control over how they teach. Science is organized as three-dimensional learning: performance expectations connected to practices, core ideas, and crosscutting concepts.