NYSED Kindergarten Draft
New York State Next Generation Mathematics Learning Standards
Kindergarten Crosswalk
Counting and Cardinality
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Know number names
and the count
sequence.
K.CC.1 Count to 100 by ones and by tens.
NY-K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number
within the known sequence (instead of having to begin at 1).
NY-K.CC.2 Count to 100 by ones beginning from any given number
(instead of beginning at 1).
K.CC.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).
NY-K.CC.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).
Count to tell the
number of objects.
K.CC.4 Understand the relationship between numbers and
quantities; connect counting to cardinality.
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.
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.
c. Understand that each successive number name refers to a
quantity that is one larger.
d. Develop understanding of ordinal numbers (first through
tenth) to describe the relative position and magnitude of
whole numbers.
NY-K.CC.4 Understand the relationship between numbers and
quantities up to 20; connect counting to cardinality.
NY-K.CC.4a 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. (1:1
correspondence)
NY-K.CC.4b Understand that the last number name said tells the
number of objects counted, (cardinality). The number of objects is the
same regardless of their arrangement or the order in which they were
counted.
NY-K.CC.4c Understand the concept that each successive number
name refers to a quantity that is one larger.
NY-K.CC.4d Understand the concept of ordinal numbers (first
through tenth) to describe the relative position and magnitude of whole
numbers.
NYSED Kindergarten Draft
New York State Next Generation Mathematics Learning Standards
Kindergarten Crosswalk
Counting and Cardinality
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Count to tell the
number of objects.
K.CC.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.
NY-K.CC.5a Answer counting questions using as many as 20 objects
arranged in a line, a rectangular array, and a circle. Answer counting
questions using as many as 10 objects in a scattered configuration.
e.g., “How many ______ are there?”
NY-K.CC.5b Given a number from 1–20, count out that many objects.
Compare numbers.
K.CC.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.
Note: Includes groups with up to ten objects.
NY-K.CC.6 Identify whether the number of objects in one group is
greater than (more than), less than (fewer than), or equal to (the same
as) the number of objects in another group.
e.g., using matching and counting strategies.
Note: Include groups with up to ten objects.
K.CC.7 Compare two numbers between 1 and 10 presented
as written numerals.
NY-K.CC.7 Compare two numbers between 1 and 10 presented as
written numerals.
e.g., 6 is greater than 2.
NYSED Kindergarten Draft
New York State Next Generation Mathematics Learning Standards
Kindergarten Crosswalk
Operations and Algebraic Thinking
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Understand addition as
putting together and
adding to, and
understand subtraction
as taking apart and
taking from.
K.OA.1 Represent addition and subtraction with objects,
fingers, mental images, drawings, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or
equations.
Note: Drawings need not show details, but should show the
mathematics in the problem. (This applies wherever drawings are
mentioned in the standards)
NY-K.OA.1 Represent addition and subtraction using objects, fingers,
pennies, drawings, sounds, acting out situations, verbal explanations,
expressions, equations or other strategies.
Note: Drawings need not show details, but should show the
mathematics in the problem.
K.OA.2 Solve addition and subtraction word problems,
and add and subtract within 10, e.g., by using objects or
drawings to represent the problem.
NY-K.OA.2a Add and subtract within 10.
NY-K.OA.2b Solve addition and subtraction word problems within 10.
e.g., using objects or drawings to represent the problem.
K.OA.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).
NY-K.OA.3 Decompose numbers less than or equal to 10 into pairs in
more than one way.
Record each decomposition by a drawing or equation.
e.g., using objects or drawings.
K.OA.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.
NY-K.OA.4 Find the number that makes 10 when given a number
from 1 to 9.
Record the answer with a drawing or equation.
e.g., using objects or drawings.
K.OA.5 Fluently add and subtract within 5.
NY-K.OA.5 Fluently add and subtract within 5.
Note: Fluency involves a mixture of just knowing some answers, knowing some
answers from patterns, and knowing some answers from the use of strategies.
NYSED Kindergarten Draft
New York State Next Generation Mathematics Learning Standards
Kindergarten Crosswalk
Operations and Algebraic Thinking
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Understand simple
patterns.
NY-K.OA.6 Duplicate, extend, and create simple patterns using
concrete objects.
NYSED Kindergarten Draft
New York State Next Generation Mathematics Learning Standards
Kindergarten Crosswalk
Number and Operations in Base Ten
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Work with numbers 11-
19 to gain foundations
for place value.
K.NBT.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.
NY-K.NBT.1 Compose and decompose the numbers from 11 to 19
into ten ones and one, two, three, four, five, six, seven, eight, or nine
ones.
e.g., using objects or drawings.
NYSED Kindergarten Draft
New York State Next Generation Mathematics Learning Standards
Kindergarten Crosswalk
Measurement and Data
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Describe and compare
measurable attributes.
K.MD.1 Describe measurable attributes of objects, such
as length or weight. Describe several measurable
attributes of a single object.
NY-K.MD.1 Describe measurable attributes of an object(s), such as
length or weight, using appropriate vocabulary.
e.g., small, big, short, tall, empty, full, heavy, and light.
K.MD.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.
NY-K.MD.2 Directly compare two objects with a common
measurable attribute and describe the difference.
Classify objects and
count the number of
objects in each category.
K.MD.3 Classify objects into given categories; count the
numbers of objects in each category and sort the
categories by count.
Note: Limit category counts to be less than or equal to 10.
NY-K.MD.3 Classify objects into given categories; count the objects
in each category and sort the categories by count.
Note: Limit category counts to be less than or equal to 10.
NY-K.MD.4 Explore coins (pennies, nickels, dimes, and quarters)
and begin identifying pennies and dimes.
NYSED Kindergarten Draft
New York State Next Generation Mathematics Learning Standards
Kindergarten Crosswalk
Geometry
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Identify and describe
shapes (squares, circles,
triangles, rectangles,
hexagons, cubes, cones,
cylinders and spheres).
K.G.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.
NY-K.G.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.2 Correctly name shapes regardless of their
orientations or overall size.
NY-K.G.2 Name shapes regardless of their orientation or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a
plane, “flat”) or three-dimensional (“solid”).
NY-K.G.3 Understand the difference between two-dimensional
(lying in a plane, “flat”) and three-dimensional (“solid”) shapes.
NYSED Kindergarten Draft
New York State Next Generation Mathematics Learning Standards
Kindergarten Crosswalk
Geometry
Cluster
NYS Next Generation Learning Standard
Analyze, compare, sort
and compose shapes.
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).
NY-K.G.4 Analyze, compare, and sort two- and three-
dimensional shapes, in different sizes and orientations, using
informal language to describe their similarities, differences,
parts, and other attributes.
e.g., number of sides and vertices/“corners”, or having sides
of equal length.
components (e.g., sticks and clay balls) and drawing shapes.
NY-K.G.5 Model objects in their environment by building
and/or drawing shapes.
e.g., using blocks to build a simple representation in the
classroom.
Note on and/or: Students should be taught to model
objects by building and drawing shapes; however, when
answering a question, students can choose to model the
object by building or drawing the shape.
“Can you join these two triangles with full sides touching to make a
NY-K.G.6 Compose larger shapes from simple shapes.
e.g., join two triangles to make a rectangle.