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.6.

Use matching or counting strategies to identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.

• Biggest Number Wins
Given a set of number cards students play a game which requires them to determine which of two numbers is greater.
• 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)
• 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.
• 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.
• 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 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.
• 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 Specialists - Patricia  Stephens-French or Molly  Basham and see the Mathematics - Elementary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.