# 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

Our free resources for IEP goals and objectives for kindergarten math are focused on a learning progression for most Common Core clusters to build strong math foundational skills for future grades. Many math skills included are addition to 10, subtraction within 10, counting, and reading and writing numbers.

You're a kindergarten special education teacher, and you have to write IEP goals for math. It's hard enough to come up with good IEP goals, but it's even harder when they have to be aligned with Common Core Standards.

We've got you covered. Our kindergarten math smart IEP goal bank is filled with state standards-aligned goals that will help your students make progress from their present levels and beyond. Plus, we offer data collection tools, worksheets, and lesson packs to help you track student progress and meet IEP requirements.

The iep goal bank below will help educators with scaffolding, math interventions, and resources for children who struggle in the classroom.

## Kindergarten Math IEP Goals

### K.CC: Counting & Cardinality

- K.CC.A: Know number names and the count sequence.
- K.CC.A.1 Part 3: Count to 100 by ones and by tens.
- This goal covers the following objectives

- K.CC.A.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
- This goal covers the following objectives

- K.CC.A.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
- This goal covers the following objectives

- K.CC.A.1 Part 1: Count to 10 by ones.
- K.CC.A.1 Part 2: Count to 30 by ones and tens.

- K.CC.A.1 Part 3: Count to 100 by ones and by tens.
- 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.
- This goal covers the following objectives

- 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.
- This goal covers the following objectives

- K.CC.B.4.C: Understand that each successive number name refers to a quantity that is one larger.
- This goal covers the following objectives

- 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.
- This goal covers the following objectives

- K.CC.C: Compare numbers.
- K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
- This goal covers the following objectives

- K.CC.C.7: Compare two numbers between 1 and 10 presented as written numerals.

- K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

### K.OA: Operations & Algebraic Thinking

- K.OA.A: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
- K.OA.A.1 Part 1: Represent addition with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
- This goal covers the following objectives

- K.OA.A.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
- This goal covers the following objectives
- Composing Numbers to 5
- Connecting Cube Addition to 5
- Add With Pictures to 5
- Addition up to 5: Using two numbers
- This goal covers the following objectives

- K.OA.A.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
- K.OA.A.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
- K.OA.A.5: Fluently add and subtract within 5.
- K.OA.A.1 Part 2: Represent subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

- K.OA.A.1 Part 1: Represent addition with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

### 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.
- This goal covers the following objectives

- 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.
- This goal covers the following objectives

- K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
- 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.
- This goal covers the following objectives

- 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.
- This goal covers the following objectives

- 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.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.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).
- This goal covers the following objectives

- 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?"

- 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.SUP: Supporting Skills

- K.SUP.MATH: Supporting Skills for Math
- K.SUP.MATH.1: Although this skill cluster is not associated with a state standard it is still given emphasis at the cluster level. Supporting work at grade level and, where appropriate would be acceptable for many students' grade-level iep goals.

Special education teachers determine what children need for smart iep goals and how best to align common core state standards. Thank you for letting us be part of your special education classsroom.