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.4.

Understand the relationship between numbers and quantities; connect counting to cardinality.

• 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.
• Finding Equal Groups
The purpose of this task is for students to build fluency in counting.
• 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.
• 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 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.
• 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.
• 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 (KCC4)
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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