Transitional Kindergarten (TK)

Preschool children who are 4 years of age and will turn 5 between September 2 and December 2 are age eligible to attend a transitional kindergarten (TK) program.


TK curriculum is aligned with the California Preschool Learning Foundations


Developmentally, those enrolled in a TK program are still considered preschool aged children. For information on preschool aged children within the mathematical learning progression, go here:

Starting with the 2012-13 school year, local education agencies (i.e. school districts, county offices of education, and charter schools)  began offering transitional kindergarten programs.

The California Mathematics Framework includes a chapter for TK. This framework includes California Preschool Learning Foundations and California content standards for kindergarten. TK is, therefore, a bridge between preschool and the kindergarten year.

Find the entire TK chapter of the Mathematics Framework on the CDE website here: This chapter includes a side-by-side alignment of the Preschool Learning Foundations with the California Common Core State Standards for Mathematics for Kindergarten.


When developmentally appropriate, TK is a good time to introduce children to the kindergarten standards without the expectation of mastery. For this reason, information and resources within the TK/K section include both the Preschool Learning Foundations and kindergarten standards.


Students in preschool and transitional kindergarten programs who have been exposed to important mathematical concepts—such as representing, relating, and operating on whole numbers and identifying and describing shapes—will be better prepared for kindergarten mathematics and for later learning.


For more information on Transitional Kindergarten, go to the California Department of Education's website:

According the California Mathematics Framework, a high-quality mathematics education for TK includes the following:


  • A mathematically rich environment

  • Frequent opportunities for mathematical discourse

  • Engaging and meaningful mathematics activities

  • Explicit instruction

  • Modeling of mathematical thinking

  • Nurturing of students’ mathematical explorations

California Early Math Project