Kindergarten Goals

The Common Core standards have been recast as a student-friendly list of goals, listed in the table below and available in this PDF. Click to open.

GK_Goals_Leaflet $Kindergarten Goals Leaflet$

Click any square image in the table below to view a game card set for the goal. Click the blue button to visit Boom Learning for a self-checking activity with digital cards.

CCSS	Code	COUNTING & CARDINALITY
K.CC.A	KC1	Know number names and the count sequence.
K.CC.1	KC11	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	KC12	Count forward in known range beginning from any number.
K.CC.3	KC13	Write numerals from 0 to 9.
K.CC.3	KC14	Write a stated number from 0 to 20 representing objects.
K.CC.B	KC2	Count to tell the number of objects.
K.CC.4a	KC21	Count objects accurately by saying one number for each object.
K.CC.4b	KC22	Write the number of objects that have been counted.
K.CC.4c	KC23	Given a row of objects and the number, write the number for a row that has one more.
K.CC.5	KC24	Write the number for up to 10 objects in any configuration.
K.CC.5	KC25	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	KC26	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	KC27	Write the number for up to 20 objects in an array.
K.CC.C	KC3	Compare numbers.
K.CC.6	KC31	Compare two groups of up to 10 objects by one-to-one matching.
K.CC.6	KC32	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	KC33	Compare two numbers between 1 and 10 presented as written numerals.
CCSS	Code	OPERATIONS & ALGEBRAIC THINKING
K.OA.A	KA1	Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.1	KA11	Represent addition and subtraction with objects, fingers, or claps.
K.OA.1	KA12	Represent addition and subtraction with drawings.
K.OA.1	KA13 ppt_2b13 ppt_2b13	Represent addition and subtraction with equations.
K.OA.2	KA14	Add within 10 by using objects or drawings.
K.OA.2	KA15	Subtract within 10 by using objects or drawings.
K.OA.3	KA16 ppt_2b13	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	1-7	Find missing addends to make 10 by using objects or drawings.
K.OA.5	1-8	Fluently add and subtract within 5.
CCSS	Code	NUMBER & OPERATIONS IN BASE TEN
K.NBT.A	KB1	Work with numbers 11–19 to gain foundations for place value.
K.NBT.1	KB11	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	KB12 ppt_2b13	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	KB13	Write the missing number in a sentence that represents composition or decomposition of 11-19. (i.e. 10 + ___ = 14)
CCSS	Code	MEASUREMENT & DATA
K.MD.A	KM1	Describe and compare measurable attributes.
K.MD.1	KM11	Describe measurable attributes of objects, such as length or weight.
K.MD.2	KM12	Directly compare objects to see which is taller/shorter. Comparing directly does NOT involve numbers.
K.MD.2	KM13	Directly compare objects to see which is longer/shorter.
K.MD.2	KM14	Directly compare objects to see which is heavier/lighter.
B	KM2	Classify objects and count the number of objects in each category.
K.MD.3	KM21	Given a group of mixed objects, classify objects into given categories.
K.MD.3	KM22	For a group of mixed objects, count objects in a given category.
K.MD.3	KM23	Tell which category has the most/least objects.
K.MD.3	KM24	Given a group of mixed objects, sort the categories by count.
CCSS	Code	GEOMETRY
K.G.A	KG1	Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.1	KG11	Identify squares, circles, triangles, rectangles, and hexagons.
K.G.1	KG12	Identify cubes, cones, cylinders, and spheres.
K.G.1	KG13	Describe relative positions of shapes using terms such as above, below, beside, in front of, behind, and next to.
K.G.2	KG14 ppt_2b13	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	KG15	Identify shapes as flat or solid.
K.G.B	KG2	Analyze, compare, create, and compose shapes.
K.G.4	KG21	Analyze and compare two-dimensional 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	KG22	Analyze and compare three-dimensional shapes.
K.G.5	KG23	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	KG24	Draw simple two-dimensional shapes.
K.G.5	KG25	Build simple models of solid shapes. Students can use clay to make a ball or box shape.
K.G.6	KG26	Put simple flat shapes together to form larger shapes.
	Goals 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.