Teacher and Pupil

Kindergarten Math IEP Goals Standards-Aligned

This IEP goal bank is on first-grade math prerequisite skills, including progress monitoring, data collection tools, worksheets, and lesson packs for all top nationally used IEP goals.

Best Kindergarten IEP Goals

Free IEP goals and objectives for kindergarten math that are focused on a learning progression for most common core clusters to build strong math foundational skills for future grades.

Kindergarten Math IEP Goals

K.CC: Counting & Cardinality

  • K.CC.A: Know number names and the count sequence.
  • K.CC.B: Count to tell the number of objects.
    • K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality.
    • K.CC.B.4.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.
    • K.CC.B.4.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.
    • K.CC.B.4.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.CC.C: Compare numbers.

K.OA: Operations & Algebraic Thinking

K.NBT: Number & Operations in Base Ten

  • K.NBT.A: Work with numbers 11-19 to gain foundations for place value.
    • 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 (such as 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: Measurement & Data

  • K.MD.A: Describe and compare measurable attributes.
    • K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
    • K.MD.A.2: Directly 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: Classify objects and count the number of objects in each category.
    • K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

K.G: Geometry

  • K.G.A: Identify and describe shapes.
    • K.G.A.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
    • K.G.A.2: Correctly name shapes regardless of their orientations or overall size.
    • K.G.A.3: Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
  • K.G.B: Analyze, compare, create, and compose shapes.
    • K.G.B.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
    • K.G.B.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
    • K.G.B.6: Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"