Concepts and Competencies Counting and Cardinality Kindergarten students should know and be able to: Know number and the count sequence: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects: Understand the relationship between numbers and quantities Connect counting to cardinality When counting objects, say the number names in the standard order, pairing each object with one and only one name and vice versa. Understand that the last number name said the number of objects counted. Understand the number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer many” questions about as many as 20 things arranged in a line, a “how rectangular array, or a circle Count to answer many” questions about as many as 10 things in a scattered “how configuration. Given a number from 1-20, count out that many objects. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (use matching and counting strategies). Compare two numbers between 1 and 10 presented as written numerals. School District of Bristol Township Mathematics
Concepts and Competencies Counting and Cardinality Kindergarten students should know and be able to: Know number and the count sequence: Count to 100 by ones and by tens. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects: Understand the relationship between numbers and quantities Connect counting to cardinality When counting objects, say the number names in the standard order, pairing each object with one and only one name and vice versa. Understand that the last number name said the number of objects counted. Understand the number of objects is the same regardless of their arrangement or the order in which they were counted. Count to answer “how many” questions about as many as 20 things arranged in a line, a rectangular array, or a circle Count to answer “how many” questions about as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects. Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (use matching and counting strategies). Compare two numbers between 1 and 10 presented as written numerals. School District of Bristol Township Mathematics