Standard: K.CC.B.4b count on from the existing number of cubes. The student should Essential Skills and Understand that the last number continue placing one more cube at a time and identify the total Knowledge name said tells the number of number in order to see that the counting sequence results in a Knowledge of and ability to objects counted. The number of quantity that is one larger each time one more cube is placed in apply Cardinality (e.g., the objects is the same regardless of the group. understanding that when their arrangement or the order in counting a set, the last which they were counted. number counted Students should develop counting strategies to help them organize represents the total the counting process to avoid re-counting or skipping objects. number of the objects in the set) Examples: Knowledge of and ability to If items are placed in a circle, the student may mark or apply Conservation of identify the starting object. number (e.g., ability to If items are in a scattered configuration, the student may understand that the move the objects into an organized pattern. quantity of a set does not Some students may choose to use grouping strategies such change, no matter how the as placing objects in twos, or tens (note: this is not a objects of the set are kindergarten expectation). displayed) Counting up to 20 objects should be reinforced when Standard: K.CC.B.4c Ability to apply Subitizing collecting data to create charts and graphs. Understand that each successive (e.g., the ability to Students should use their number sense to develop counting number name refers to a quantity immediately recognize a strategies through early number relationships: that is one larger. quantity) when counting - Spatial Relationships - subitizing objects Essential Skills and Standard: K.CC.B.5 Knowledge Count to answer many?” “how Knowledge that when one questions about as many as 20 Five Four Nine more is added to a number things arranged in a line, a (learned pattern) (2 and 2) (8 and 1 more) set, this new number rectangular array, or a circle, or as includes all the previous many as 10 things in a scattered
Standard: K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Standard: K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger. Standard: K.CC.B.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 Essential Skills and Knowledge Knowledge of and ability to apply Cardinality (e.g., the understanding that when counting a set, the last number counted represents the total number of the objects in the set) Knowledge of and ability to apply Conservation of number (e.g., ability to understand that the quantity of a set does not change, no matter how the objects of the set are displayed) Ability to apply Subitizing (e.g., the ability to immediately recognize a quantity) when counting objects Essential Skills and Knowledge Knowledge that when one more is added to a number set, this new number includes all the previous count on from the existing number of cubes. The student should continue placing one more cube at a time and identify the total number in order to see that the counting sequence results in a quantity that is one larger each time one more cube is placed in the group. 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, 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. Students should use their number sense to develop counting strategies through early number relationships: - Spatial Relationships - subitizing Five Four Nine (learned pattern) (2 and 2) (8 and 1 more)
M_K_CC_B_4_5_U_How_Many.docx