Mathematics Kindergarten

Strand: COUNTING AND CARDINALITY (K.CC)

Know number names and the counting sequence (Standards K.CC.13). Count to tell the number of objects (Standards K.CC. 45). Identify and compare quantities of objects and numerals (Standards K.CC.67).
• Assessing Counting Sequences Part I
This activity is designed to determine the appropriate instructional level for a student in a one-on-one interaction with the teacher.
• Assessing Counting Sequences Part II
In this assessment the teacher gives the student a number and asks them to say which number comes after it.
This task is a one-on-one with a student where the teacher shows the numbers 1β10, one number at a time, in random order. The teacher asks, βwhat number is this?"
• Assessing Writing Numbers
In this activity the teacher asks the student to write the number when spoken.
• Bags of Stuff
The purpose of this task is to give students an opportunity to count real objects and write numbers.
• Biggest Number Wins
Given a set of number cards students play a game which requires them to determine which of two numbers is greater.
• Choral Counting
The teacher will need a 100 chart or large number line and a pointer. As a whole group, have students chant the counting sequence starting with one to thirty, using the pointer to follow the number sequence. Over time, increase the range to one to fifty and then one to one hundred.
• Color Week
The purpose of this task is to help students understand the connection between counting and cardinality. Thus, oral counting and recording the number in digit form are the most important aspects of this activity.
• Connect the Dots: Count by 1s or 2s
Children practice counting numbers while connecting the dots to reveal a fun picture. Connect the dots by counting 1-50 or 1-100 by multiples of 2.
• Counting Circles
This task is a game where students practice counting sequences of no more than 10 numbers.
• Counting Cup
This activity is designed to ensure that students are able to count out their own collection of manupulatives.
• Counting Mat
This task gives students another way to practice counting and gain fluency with connecting a written number with the act of counting. This task should be introduced by the teacher and would then be a good independent center.
• Counting Objects and Ordering Numbers
In this lesson kndergarteners count and order numbers with and without a number line. (6 minutes)
• Counting Overview
This standard asks students to count with automaticity and meaning, and to be able to record their findings. Lastly, students need to be able to compare two numbers.
• Counting by Tens
The objective of this lesson is to gain automaticity counting to 100 and to establish the importance of multiples of ten. The final goal of this lesson is for students to be able to count by tens and articulate the term for this.
This task supports students in correctly writing numbers. Because students have to trace the number instead of coloring in a bubble with the number in it or circling the correct number, they gain handwriting practice as well as counting and addition practice.
• Find The Numbers 0-5 or 5-10
In this task each student places a set of number cards 0-5 face up, in sequence, in front of him or herself. The students take turns rolling the 0-5 die. After rolling he or she needs to find the matching number in the row of cards, say the number name out loud to the other student(s) and turn it face down.
• Finding Equal Groups
The purpose of this task is for students to build fluency in counting.
• Five by Two
This game will reinforce the number before and after as well as reading and sequencing numbers.
• Goody Bags
In this activity students are given a bag of counting objects and they count the objects, record the number on a post-it note and stick the post-it note onto the outside of the bag.
• Guess the Marbles in the Bag
This activity has students guess how many objects are in a bag and then use the comparison terms less than, greater than or equal to to compare the various guesses.
• IXL Game: Count to 20
This game helps kindergarteners learn how to count to 20. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use.
• Kindergarten Mathematics Module 1: Numbers to 10 Curriculum in A Story of Unit
In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations. Reasoning and dialogue begin immediately. In Topics C, D, E, and F, students order, count, and write up to ten objects to answer "how many?" questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count. In Topics G and H, students use their understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less.
• Kindergarten Mathematics Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10
After students observed, analyzed, and classified objects by shape into pre-determined categories in Module 2, they now compare and analyze length, weight, volume, and, finally, number in Module 3. The module supports students understanding of amounts and their developing number sense. The module culminates in a three-day exploration, one day devoted to each attribute: length, weight, and volume.
• Kindergarten Mathematics Module 5: Numbers 10-20; Count to 100 by Ones and Tens
Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.
• Kindergarten Mathematics Module 6: Analyzing, Comparing, and Composing Shapes
Kindergarten comes to a close with another opportunity for students to explore geometry in Module 6. Throughout the year, students have built an intuitive understanding of two- and three-dimensional figures by examining exemplars, variants, and non-examples. They have used geometry as a context for exploring numerals as well as comparing attributes and quantities. To wrap up the year, students further develop their spatial reasoning skills and begin laying the groundwork for an understanding of area through composition of geometric figures.
• Mingle & Count: A Game of Number Sense
This lesson shows a game designed to practice counting by forming groups based on a given number. (5 minutes)
• More and Less Handfuls
Each student grabs two handfuls of counters. The student combines his/her handfuls into one collection and then counts them. The student then draws and records the quantity on a student-recording sheet.
• Number After Bingo 1-15
This task asks students to play the "Number After" game which resembles bingo and reinforces the student's understanding of the concept of number after.
• Number Line Up
In this activity students are each given a number sign and then must place themselves in number order.
• Number Rods
This activity gives students practice counting for meaning. This task also allows students to see the size of the rod grow as the number gets larger.
• Number TIC TAC TOE
This activity is a game of tic, tac, toe with students coloring a number on a grid when they hear the number spoken.
• One More Concentration
This game is a version of the traditional memory or concentration game.
• Pick a Number, Counting On
The teacher puts multiple numbers in a hat or on sticks from the known counting sequence. S/he randomly picks one number and asks the class to count on ten numbers from that number. The class does this chorally.
• Race to the Top
This game involves students rolling dice and then writing the number on a grid.
• Rainbow Number Line
In this activity students use crayons to trace numbers on a strip of paper to make their own personal colorful number strip for their desk.
• Sample Scope and Sequence
This sample scope and sequence document for the implementation of the new Math core for Kindergarten based on 160 days of instruction - 16 units.
• Start-Stop Counting
This activity is a game similar to Duck, Duck, Goose, with students counting as they touch heads.
• Teen Go Fish
This task is a game using a deck of cards with the numbers 11-19. Students play in small groups with the goal of the game to make pairs of cards with the same number.
• The Napping House
The purpose of the task is for students to use the context of "The Napping House" to connect counting and cardinality. The teacher or students could also write a simple equation on the classroom dry-erase board each time another person or animal gets into the bed. This would connect counting to addition and subtraction for the students, and would connect with standard K.OA.1. For example, when the child gets in with granny, the equation would be 1+1=2 and so on for each animal added to the bed
• USBE Core Guide for Domain: Counting and Cardinality (KCC1)
This math guide provides academic vocabulary, instructional strategies, teacher resources, and assessment tasks for the Counting and Cardinality domain.
• USBE Core Guide for Domain: Counting and Cardinality (KCC2)
This math guide provides academic vocabulary, instructional strategies, teacher resources, and assessment tasks for the Counting and Cardinality domain.
• USBE Core Guide for Domain: Counting and Cardinality (KCC3)
This math guide provides academic vocabulary, instructional strategies, teacher resources, and assessment tasks for the Counting and Cardinality domain.
• USBE Core Guide for Domain: Counting and Cardinality (KCC4)
This math guide provides academic vocabulary, instructional strategies, teacher resources, and assessment tasks for the Counting and Cardinality domain.
• USBE Core Guide for Domain: Counting and Cardinality (KCC5)
This math guide provides academic vocabulary, instructional strategies, teacher resources, and assessment tasks for the Counting and Cardinality domain.
• USBE Core Guide for Domain: Counting and Cardinality (KCC6)
This math guide provides academic vocabulary, instructional strategies, teacher resources, and assessment tasks for the Counting and Cardinality domain.
• USBE Core Guide for Domain: Counting and Cardinality (KCC7)
This math guide provides academic vocabulary, instructional strategies, teacher resources, and assessment tasks for the Counting and Cardinality domain.
• Unit 1: Counting With Friends
In this unit, students will recognize and order numbers 0-20, count to tell the number of objects (to 20), compare numbers (to 10), and write the numbers 0-20.
• Unit 2: Comparing Numbers
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes composing and decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking.
• Which number is greater? Which number is less? How do you know?
The purpose of this task is for students to explain how they know one quantity is greater or less than another quantity. Students will easily be able to identify which number is greater or less. However, explaining their reasoning will help them solidify their number sense skills.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Shannon Ference and see the Mathematics - Elementary website. For general questions about Utah's Core Standards contact the Director - DIANA SUDDRETH .
Email:  diana.suddreth@schools.utah.gov

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