Cluster: Count to tell the number of objects K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Knowledge Targets “I Can” Statements Standard Interpretations Students should develop counting strategies to Count up to 20 objects that have been I can count a group of objects. help them organize the counting process to arranged in a line, rectangular array, or circle. I can count out a set to match a avoid re-counting or skipping objects. number. Count as many as 10 items in a scattered Examples: configuration. If items are placed in a circle, the student may mark or identify the starting object. If items are in a scattered Reasoning Target configuration, the student may move the objects into an organized pattern. Match each object with one and only one Some students may choose to use number name and each number with one and grouping strategies such as placing only one object. objects in twos, fives, or tens (note: this is not a kindergarten expectation). Conclude that the last number of the counted Counting up to 20 objects should be sequence signifies that quantity of the reinforced when collecting data to create charts and graphs. counted collection. Performance Target Given a number from 1-20, count out that many objects. Make sense of Reason abstractly and Construct viable Model with Use appropriate tools Attend to precision Look for and make Look for and express problems and quantitatively arguments and mathematics strategically use of structure regularity in repeated preserver in solving critiques the reasoning them. reasoning of others
Cluster: Count to tell the number of objects K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Knowledge Targets “I Can” Statements Standard Interpretations Count up to 20 objects that have been arranged in a line, rectangular array, or circle. Count as many as 10 items in a scattered configuration. I can count a group of objects. I can count out a set to match a number. Students should develop counting strategies to help them organize the counting process to avoid re-counting or skipping objects. Examples: If items are placed in a circle, the student may mark or identify the starting object. If items are in a scattered configuration, the student may move the objects into an organized pattern. Some students may choose to use grouping strategies such as placing objects in twos, fives, or tens (note: this is not a kindergarten expectation). Counting up to 20 objects should be reinforced when collecting data to create charts and graphs. Reasoning Target Match each object with one and only one number name and each number with one and only one object. Conclude that the last number of the counted sequence signifies that quantity of the counted collection. Performance Target Given a number from 1-20, count out that many objects. Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning