Kindergarten CCSS Progressions
Unit 1 : Counting and Cardinality (to 10) and Operations and Algebraic Thinking (Sept/Oct/Nov)
Pre-K CCSS

Kindergarten CCSS
K.CC.3. Write numbers from 0
to 10. Represent a number of
objects with a written numeral
0-10 (with 0 representing a
count of no objects).
PK.CC.4. Understand the

relationship between numbers
and quantities up to 5 then 10;
connect counting to
cardinality.
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.
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. Recognize that the last
number name said tells the
number of objects counted.
PK.CC.5. Represent a number (0-5,
then to 10) by producing a set of
objects with concrete materials,
pictures, and/or numerals (with 0
representing a count of no
objects).
1
1.NBT.1. Count to 120,
starting at any number less
than 120. In this range, read
and write numerals and
represent a number of
objects with a written
numeral
K.CC.2. Count forward
beginning from a given
number within the known
sequence (instead of having
to begin at 1). *Numbers to 100
PK.CC.3. Recognize written
numerals 0-10.


First Grade CCSS
K.CC.1. Count to 100 by ones
and by tens.
PK.CC.1. Count verbally to
10 by ones.


Progressions
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.
Kindergarten Unit 3: K.CC.3
Write numbers from 11-20.
Represent a number of
objects with a written
numeral 11-20
Write numbers from 20-50,
50-100. Represent a
number of objects with a
written numeral 20-50 or 50100
Kindergarten Unit 3 (to 20)

a/b. Count collections (010) without needing to
touch or move objects
during the act of counting
and understand that the
last number name tells the
number of objects
counted.
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.
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama

Unit 1 : Counting and Cardinality (to 10) and Operations and Algebraic Thinking (Sept/Oct/Nov)
Pre-K CCSS

c. Recognize that each 
successive number name
refers to a quantity that is
one large.

PK.CC.2. Recognize the
concept of just after or just
before a given number in
the counting sequence up
to 10.

PK.CC.6. Recognize the

number of objects in a set
without counting (Subitizing).
(Use 0-5 objects, fives frames or
dot cards)
PK.CC.7. Explore relationships

by comparing groups of
objects up to 10, to determine
greater than/more or less than,
and equal to/same.
PK.CC.8. 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 (includes
objects up to 5)
2
Kindergarten CCSS
Progressions
First Grade CCSS
c. Understand that each
successive number name
refers to a quantity that is one
larger.
c. Students can quickly tell
how many there are in a
collection (0-10) if one is
added or removed by
counting up or down.
Kindergarten Unit 3 (to 20)
K.CC.5. Count to answer “how
many?” questions about as
many as 10 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 1–10, count out that
many objects.
Kindergarten Unit 3
Subitize 11 to 20 on a
double tens frame,
recognizing groups of 5 or
10.
K.CC.5
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.
Compare two groups of
objects between 0 and 20
along with written numerals.
(e.g. by using matching,
counting strategies, number
line and concrete materials)
Compare two groups of
objects (place value
bundles) between 20 and
100 along with written
numerals. Begin to
introduce symbols >, =, and
<.
1.NBT.3. Compare two twodigit numbers based on
meanings of the tens and
ones digits, recording the
results of comparisons with
the symbols >, =, and <.
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.

c. Understand that each
successive number name
refers to a quantity that is one
larger.
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama
1.NBT.1. Count to 120,
starting at any number less
than 120. In this range, read
and write numerals and
represent a number of
objects with a written
numeral.
Mastered in Unit 3
Unit 1 : Counting and Cardinality (to 10) and Operations and Algebraic Thinking (Sept/Oct/Nov)
Pre-K CCSS
Kindergarten CCSS
PK.CC.3. Recognize written
numerals 0-10.
K.CC.7. Compare two
numbers between 1 and 10
presented as written
numerals.
Progressions
Compare two numbers
between 11 and 20
presented as written
numerals. Determine which
group is greater
(greater than) and which
group is less (less than).
First Grade CCSS
Compare two numbers

between 0 and 20 using
numerals and >, <, =
symbols. Develop meaning
of the equal sign.
1.NBT.3. Compare two twodigit numbers based on
meanings of the tens and
ones digits, recording the
results of comparisons with
the symbols >, =, and <.
Counting-on from larger
quantity with models:
Counting-on from larger
number:
Representing each number
in the equation but instead
of “counting all” they say
the number of the larger set
and count on to find the
sum.
Relate counting (without
models) to addition and
subtraction (e.g., by
counting on 2 to add 2 or
counting back 2 to subtract
2). Scaffold with partial
models.
1.OA.5 Relate counting to
addition and subtraction
(e.g., by counting on 2 to
add 2).
_____is greater than _____
PK.OA.1. Explore addition 
and subtraction with
objects, fingers, mental
images, drawings, sounds
(e.g., claps), acting out
situations, or verbal
explanations.
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.

Representing each number
in the equation and
“counting all” the objects
together to find the sum.

3
Solve take-away problems
by separating with objects.
Counts a set of objects,
takes away and then
counts remaining.
Counting-back from larger
quantity with models:
Solve take-away problems
by separating with objects.
Counts a set of objects and
counts back as objects are
being taken away to find
the difference.
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama
1.OA.3. Apply properties of
operations as strategies to
add and subtract.
Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is
also known. (Commutative
property of addition.) To
add 2 + 6 + 4, the second
two numbers can be
added to make a ten, so 2
+ 6 + 4 = 2 + 10 = 12.
(Associative property of
addition.)
Unit 1 : Counting and Cardinality (to 10) and Operations and Algebraic Thinking (Sept/Oct/Nov)
Pre-K CCSS

No Pre-K CCSS
Kindergarten CCSS

Progressions
First Grade CCSS
K.OA.2. Solve addition and
subtraction word problems
involving situations of
adding to, taking from,
putting together, taking
apart (part-part-whole),
and add and subtract
within 10, e.g., by using
objects or drawings to
represent the problem
Solve addition and
subtraction word problems
within 10 (e.g., using
objects or drawing to
represent the problem)
involving situations of
adding to, taking from,
putting together, taking
apart (including change
unknown).
Solve addition and
subtraction word problems
within 10 (e.g., using
objects or drawing to
represent the problem)
involving situations of
adding to, taking from,
putting together, taking
apart (including start
unknown)
3+2=?
3 + ?= 5
?+3=5
See “Addition and Subtraction Situations” table on page 6
for clarification on developmental progression.
PK.OA.2. Decompose

quantity (less than or equal
to 5, then to 10) into pairs in
more than one way (e.g.,
by using objects or
drawings).

4
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).
Start composing 4, 5 then
up to 7 followed by up to
10.
Begins to recognize
patterns in the addends
when decomposing
through recording
equations.

Begins to identify the
structure of sums by finding
all the ways to decompose
numbers 4 – 10 through
recording equations.
Decompose numbers less
than or equal to 10 into
three parts 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 + 2 +1 and 5 = 4 + 1+
0).
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama
1.OA.1. Use addition and
subtraction within 20 to solve
word problems involving
situations of adding to, taking
from, putting together, taking
apart, and comparing, with
unknowns in all positions, e.g.,
by using objects, drawings,
and equations with a symbol
for the unknown number to
represent the problem
1.OA.2. Solve word problems
that call for addition of three
whole numbers whose sum is
less than or equal to 20, e.g.,
by using objects, drawings,
and equations with a symbol
for the unknown number to
represent the problem.
1.OA.6. Add and subtract
within 20, demonstrating
fluency for addition and
subtraction within 10. Use
strategies such as counting on;
making ten (e.g., 8 + 6 = 8 + 2
+ 4 = 10 + 4 = 14);
decomposing a number
leading to a ten (e.g., 13 – 4 =
13 – 3 – 1 = 10 – 1 = 9); using
the relationship between
addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one
knows 12 – 8 = 4); and creating
equivalent but easier or known
sums (e.g., adding 6 + 7 by
creating the known equivalent
6 + 6 + 1 = 12 + 1 = 13).
Unit 1 : Counting and Cardinality (to 10) and Operations and Algebraic Thinking (Sept/Oct/Nov)
Pre-K CCSS
Kindergarten CCSS
PK.OA.3. For any given

quantity from (0 to 5, then
to 10) find the quantity that
must be added to make 5,
then to 10, e.g., by 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.


No Pre-K CCSS
5

Using the language, “How
many more to make 10?”
K.OA.5. Begins to fluently 
add and subtract within 5.

Progressions
First Grade CCSS
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.
For any number from 11to
19, find the number that
makes 20 when added to
the given number, e.g., by
using objects or drawings,
and record the answer with
a drawing or equation.
Using an unknown number
equation, 8 + ? = 10
Using the language, “How
many more to make 20?”
Using an unknown number
equation, 12 + ? = 20
Kindergarten Unit 4
K.OA.5. Fluently add and
subtract within 5.

Begins to fluently add and
subtract within 10.
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama
1.OA.4. Understand
subtraction as an unknownaddend problem. For
example, subtract 10 – 8 by
finding the number that makes
10 when added to 8. Add and
subtract within 20.
1.OA.8. Determine the
unknown whole number in an
addition or subtraction
equation relating three whole
numbers. For example,
determine the unknown
number that makes the
equation true in each of the
equations 8 + ? = 11, 5 = _ – 3,
6 + 6 = _.
1.OA.6. Fluently add and
subtract within 10.
Addition and Subtraction Situations (by grade level)
Results Unknown
Change Unknown
Add to A bunnies sat on the grass. B more
bunnies hopped there. How many
bunnies are on the grass now? K Mastery

A bunnies were sitting on the grass.
Some more bunnies hopped there. Then
there were C bunnies. How many
bunnies hopped over to the first A
bunnies? 1st Mastery
A+B=
A+
Take from C apples were on the table. I ate B
apples. How many apples are on the
table now? K Mastery
C-B=
C-
Total Unknown
table? K Mastery
A+B=

2nd Mastery
+ B = C
=C
C–A=
Some apples were on the table. I ate B
apples. Then there were A apples. How
many apples were on the table before?
2nd Mastery
- B = A
C apples are on the table. A are red
and the rest are green. How many
apples are green? 1st Mastery
A+
Difference Unknown

Both Addends Unknown
Grandma has C flowers. How many can
she put in her red vase and how many in
her blue vase? 1 Mastery
C =
+
Bigger Unknown
Smaller Unknown
apples. Julie has C apples. How many
more apples does Julie have than Lucy?
1st Mastery
“More” version suggests operation. Julie
has B more apples than Lucy. Lucy has
A apples. How many apples does Julie
have? 1st Mastery
“Fewer” version suggests operation.
Lucy has B fewer apples than Julie. Julie
has C apples. How many apples does
Lucy have? 1st Mastery
“How many fewer?” version. Lucy has A
apples. Julie has C apples. How many
fewer apples does Lucy have than
Julie? 1st Mastery
“Fewer” version suggests wrong
operation. Lucy has B fewer apples than
Julie. Lucy has A apples. How many
apples does Julie have? 2nd Mastery
“More” version suggests wrong
operation. Julie has B more apples than
Lucy. Julie has C apples. How many
apples does Lucy have? 2nd Mastery
Compare “How many more?” version. Lucy has A
A+
6
=A
Addend Unknown
Put Together or
A red apples and B green apples are on
Take Apart the table. How many apples are on the
Some bunnies were sitting on the grass.
B more bunnies hopped there. Then
there were C bunnies. How many
bunnies were on the grass before?
=C
C apples were on the table. I ate some
apples. Then there were A apples. How
many apples did I eat? 1st Mastery

Start Unknown
=C
C–A=


A+B=
C-B=
+ B = C
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama
Darker shading indicates the three Kindergarten problem subtypes. Grade 1 and 2 students work with all subtypes and variants. Un-shaded (white) problems are the four
difficult subtypes or variants that students should work with in Grade 1 but need not master until Grade 2.