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).

Standard K.CC.3.

Read and write numbers using base ten numerals from 0 to 20. Represent a number of objects with a written numeral, in or out of sequence (0 represents a count of no objects).

• 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.
• Counting Objects and Ordering Numbers
In this lesson kndergarteners count and order numbers with and without a number line. (6 minutes)
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.
• 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 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.
• 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.
• 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.
• 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.
• 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.

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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