CCSS ID 
MathPaths Grade K Goals 
CCSS 

COUNTING & CARDINALITY

A 
1

Know number names and the count sequence.

K.CC.1 
11

Count to 100 by ones and by tens. Note that this is rote counting rather than counting objects. See also K.C2.

K.CC.2 
12

Count forward in known range beginning from any number.

K.CC.3 
13

Write numerals from 0 to 9.

K.CC.3 
14

Write a stated number from 0 to 20 representing objects.

B 
2

Count to tell the number of objects.

K.CC.4a 
21

Count objects accurately by saying one number for each object.

K.CC.4b 
22

Write the number of objects that have been counted.

K.CC.4c 
23

Given a row of objects and the number, write the number for a row that has one more.

K.CC.5 
24*

Write the number for up to 10 objects in any configuration.

K.CC.5 
25

Write the number for up to 20 objects in a line. It is helpful for students to make a group or a separation mark after they count the first 10 objects.

K.CC.5 
26

Write the number for up to 20 objects in a circle. It is also important that students mark their starting point when counting.

K.CC.5 
27

Write the number for up to 20 objects in an array.

C 
3

Compare numbers.

K.CC.6 
31

Compare two groups of up to 10 objects by onetoone matching.

K.CC.6 
32

Compare two groups of up to 10 objects by counting. This means that students should count each group separately and compare the numbers.

K.CC.7 
33

Compare two numbers between 1 and 10 presented as written numerals.

CCSS 

OPERATIONS & ALGEBRAIC THINKING

A 
1

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

K.OA.1 
11

Represent addition and subtraction with objects, fingers, or claps.

K.OA.1 
12

Represent addition and subtraction with drawings.

K.OA.1 
13*

Represent addition and subtraction with equations.

K.OA.2 
14

Add within 10 by using objects or drawings.

K.OA.2 
15

Subtract within 10 by using objects or drawings.

K.OA.3 
16*

Decompose numbers to 10 into pairs in more than one way. For example, two possible pairs for 7 are 4 and 3, or 5 and 2.

K.OA.4 
17

Find missing addends to make 10 by using objects or drawings.

K.OA.5 
18

Fluently add and subtract within 5.

CCSS 

NUMBER & OPERATIONS IN BASE TEN

A 
1

Work with numbers 11–19 to gain foundations for place value.

K.NBT.1 
11

Combine a group of 10 objects with a group of up to 9 objects and write the number sentence. This means that students should be able to record a sentence such as 10 + 9 = 19.

K.NBT.1 
12*

Separate a group of 11 to 19 objects into 10 and ones, and write the number sentence. Students should be able to record a sentence such as 19 = 10 + 9.

K.NBT.1 
13

Write the missing number in a sentence that represents composition or decomposition of 1119. (i.e. 10 + ___ = 14)

CCSS 

MEASUREMENT & DATA

A 
1

Describe and compare measurable attributes.

K.MD.1 
11

Describe measurable attributes of objects, such as length or weight.

K.MD.2 
12

Directly compare objects to see which is taller/shorter. Comparing directly does NOT involve numbers.

K.MD.2 
13

Directly compare objects to see which is longer/shorter.

K.MD.2 
14

Directly compare objects to see which is heavier/lighter.

B 
2

Classify objects and count the number of objects in each category.

K.MD.3 
21

Given a group of mixed objects, classify objects into given categories.

K.MD.3 
22

For a group of mixed objects, count objects in a given category.

K.MD.3 
23

Tell which category has the most/least objects.

K.MD.3 
24

Given a group of mixed objects, sort the categories by count.

CCSS 

GEOMETRY

A 
1

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

K.G.1 
11

Identify squares, circles, triangles, rectangles, and hexagons.

K.G.1 
12

Identify cubes, cones, cylinders, and spheres.

K.G.1 
13

Describe relative positions of shapes using terms such as above, below, beside, in front of, behind, and next to.

K.G.2 
14*

Understand that a shape can have any orientation or size. Students may think that turning a square makes a diamond shape. This is not correct. "Diamond" is not a shape name in the mathematics standards.

K.G.3 
15

Identify shapes as flat or solid.

B 
2

Analyze, compare, create, and compose shapes.

K.G.4 
21

Analyze and compare twodimensional shapes. Ask students to do very simple comparisons such as whether sides are the same length, or which of two shapes has more sides.

K.G.4 
22

Analyze and compare threedimensional shapes.

K.G.5 
23

Build simple models of flat shapes. Students can use clay to make a flat "pancake" and then use a plastic knife or ruler to cut off parts of the pancake to make straight sides.

K.G.5 
24

Draw simple twodimensional shapes.

K.G.5 
25

Build simple models of solid shapes. Students can use clay to make a ball or box shape.

K.G.6 
26*

Put simple flat shapes together to form larger shapes.

*Math card games are available. 
Goals and domain icons were developed by Angie Seltzer. Highlighted parts are from Grade K CCSS, Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. 