Count to answer “How many?” in the following situations:
Given a number from 1-20 count out that many objects.
Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
Given 10 objects in a scattered arrangement, identify how many.
Step 1: Lesson Standards & Learning Goals
NC.K.CC.4 describes the foundational concepts and skills related to counting while NC.K.CC.5 provides the number range and specifics about the arrangement of objects that they will count.
Every time that students count a set of objects, they will have the opportunity to demonstrate the concepts from NC.K.CC.4: one-to-one correspondence, tagging/synchrony, and cardinality. Students should have ample opportunities to count manipulatives.
NC.K.CC.5 sets the limit for the number of objects and the arrangement of objects for counting as follows:
Given a number 1-20, count out that many objects.
Students hear or read a number between 1-20 and create a set of objects that matches the number.
Students are expected to check the number of counters in their set by counting them after they have created a set. (While students are not focusing on place value with this standard it may help some students to organize their objects in groups of 10 as they count.)
Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
Students first determine how many objects are in a set. Then, when asked, “how many would there be if we added one more?” students are expected to orally tell or write that number.
The expectation is for students to eventually mentally name or write the number that would come next if one more object were added to a set.
The Arrangement of Objects that Students Count
Students are given a set of objects and must determine how many there are.
Students are expected to accurately count a set of up to 20 objects arranged in a line, rectangular array, and circle without moving the objects.
Students are only expected to count up to 10 objects that are in a scattered arrangement.
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?
How can I use counting to create a set of objects given a specific number?
arrangement
counting order
number
numeral
order
quantity
recount
relationship
sequence
Hear or read a number between 1-20 and create a set of objects that matches the number.
Check the number of counters in their set by counting them after they have created a set (recount).
Determine the number of objects in a set and orally or write the number representing one more.
Count a set of up to 20 objects arranged in a line, rectangular array, and circle without moving the objects.
Count a set of up to 10 objects that are in a scattered arrangement.
Note:
Numbers 0 - 10 (Cluster 2, Quarter 1)
Numbers 0 - 20 (Cluster 3, Quarter 2)
The last number spoken in a counting sequence names the number of items in a set.
The next number in the counting sequence is one more when counting by ones.
Recounting a set will build accuracy.
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
Grade K Released Summative Assessments
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
Read Aloud
Video Clip
Exploration or Experience
Tools for NC Teachers
Math Expressions - (Barnes and Hearne)
Motivation Math
Think Up! Math
Eureka Math/Engage NY Resources
Embarc Online (Eureka Math)
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 M5 Topic C: Decompose Numbers 11–20, and Count to Answer "How many?" Questions in Varied Configurations
GK M5 Topic E: Represent and Apply Compositions and Decompositions of Teen Numbers
Zearn Math - Online Support Practice for Eureka Math (Requires free account)
North Carolina Collaborative for Mathematics Learning - Kindergarten Instructional Framework
NCDPI Resources
Kindergarten Math Assessment Practice Prompts
