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)
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 Reading Numbers
This task is a one-on-one with a student where the teacher shows the numbers 1-10, one number at a time, in random order. The teacher asks, what number is this?"
Assessing Sequencing Numbers
In this task the teacher asks student(s) to put numbers in order from the smallest number to the biggest number or in the order they would say them if they were counting.
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 and Cardinality (K.CC) - Kindergarten Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Counting and Cardinality (K.CC)
Dice Addition 1
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.
Five by Two
This game will reinforce the number before and after as well as reading and sequencing numbers.
Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards.
Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes.
Kindergarten Mathematics Module 1: Numbers to 10 Curriculum in A Story of Unit (Engage NY)
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.
Kindergarten Unit 1: Counting With Friends (Georgia Standards)
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.
Kindergarten Unit 2: Comparing Numbers (Georgia Standards)
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.
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 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.
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.
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(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Mathematics - Elementary website. For
general questions about Utah's Core Standards contact the Director
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