NC.K.CC.4

Understand the relationship between numbers and quantities.

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence).
Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).

Step 1: Lesson Standards & Learning Goals

This standard calls for students to demonstrate the relationship between numbers and a set of objects.

Embedded within this standard are foundational concepts that teachers should attend to and look for as they provide frequent opportunities for kindergarten students to count.

One-to-one correspondence
- - Students correctly count and move or point to one object at a time using a counting word for each object.
Cardinality
- - Students count objects in a set and understand that the last number stated represents the total number of objects. Students should be able to answer the question "How many?" after they count.
Perceptual Subitizing
- - Students can look at a set of objects (up to 5) and know how many are in the set without counting. This skill is a crucial precursor to understanding place value as it allows students to see a collection or set of items as a unit rather than individual items. See NC Kindergarten Unpacking Documents for more information.

Note:

One-to-one correspondence and cardinality are higher-level skills, which require students to analyze, reason about, and explain relationships between numbers and sets of objects. The expectation is that students are proficient with these skills (with numbers 1-20) by the end of kindergarten.

Sample Essential Questions

How do you count accurately?
How do you count and use numbers to 20 to tell about a set of objects?
What number name can be given to a set of objects?
How can I describe the relationship between numbers and a set of objects?

Vocabulary

arrangement
counting order
number
numeral
order
pattern
quantity
relationship
sequence
subitize

Students will be able to...

Say numbers in sequential order while pointing to or moving an object (one-to-one correspondence).
Count objects in a set and understand that the last number stated represents the total number of objects (cardinality).
Recognize the number of objects in a set (up to 5) without counting the objects (perceptual subitizing).
Analyze, reason about, and explain relationships between numbers and sets of objects regardless of their arrangement (straight line, array, circle).

Note:

Numbers 0 - 10 (Cluster 2, Quarter 1)

Numbers 0 - 20 (Cluster 3, Quarter 2)

Students will know...

The last number spoken in a counting sequence names the number of items in a set.
A set of objects can be arranged in multiple ways.
The arrangement of a set of objects does not change the quantity in the set.

Step 2: Assessment

NCDPI Math Assessment Released Forms

- Grade K Math Assessment Practice Prompts
  - Counting & Cardinality
- Grade K Released Summative Assessments

Tools 4 NC Teachers

Exit Tickets - Numbers 0-5 (Cluster 2)

Exit Tickets - Numbers 0-10 (Cluster 2)

Exit Tickets - Numbers 0 -20 (Cluster 3)

Step 3: Lesson Instructions

Possible Activating Strategies

Video Clip

Take a Walk
- Walk around the school - count how many steps to the playground, cafeteria, etc.

Exploration with Counters
- Give students a baggie with counters and have them count by color or size to answer "How many?"

Teacher Resources

Tools for NC Teachers
- Cluster 2 Lessons
- Cluster 3 Lessons
Math Expressions - (Barnes and Hearne)
Motivation Math
Think Up! Math
Eureka Math/Engage NY Resources
- Embarc Online (Eureka Math)
  - GK M1 Topic B: Classify to Make Categories and Count
  - GK M1 Topic C: Numbers to 5 in Different Configurations, Math Drawings, and Expressions
  - GK M1 Topic D: The Concept of Zero and Working with Numbers 0–5
  - GK M1 Topic E: Working with Numbers 6–8 in Different Configurations
  - GK M1 Topic F: Working with Numbers 9–10 in Different Configurations
  - GK M1 Topic G: 1 More than With Numbers 0–10
  - GK M1 Topic H: 1 Less than With Numbers 0-10
  - GK M5 Topic C: Decompose Numbers 11–20, and Count to Answer "How many?" Questions in Varied Configurations
- Standards Alignment
- Zearn Math - Online Support Practice for Eureka Math (Requires free account)
North Carolina Collaborative for Mathematics Learning - Kindergarten Instructional Framework
NCDPI Resources
- Math Games Kindergarten
- Kindergarten Math Assessment Practice Prompts

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