KCCA1 About the Math, Learning Targets, and Opportunities for Enrichment

Full Standard

Count to 100 by ones and tens.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

About the Math

  Skills and concepts below are learning goals for this standard.

• Count to 10 by ones.
• Count to 50 by ones.
• Count to 100 by ones.
• Count to 100 by tens.

Students view counting as a mechanism used to land on a number. Young students mimic counting often with initial lack of purpose or meaning. Coordinating the number words, touching or moving objects in a one-to-one correspondence may be little more than a matching activity. However, saying number words as a chant or a rote procedure plays a part in students constructing meaning for the conceptual idea of counting. They will learn how to count before they understand cardinality, i.e. that the last count word is the amount of the set.

Common Misconceptions

Some students might not see zero as a number. Ask students to write 0 and use zero to represent the number of items left when all items have been taken away. Avoid using the word none to represent this situation. When counting over decades, students may say, "Twenty-eight, twenty-nine, twenty-ten". They are following the sequence from 1 to 10. Use a fifty or hundreds chart so students can see the progression of the numbers.

Progression of Standard within Kindergarten

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

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TASKS

These tasks can be used with small group or whole group instruction. 

• Count backwards from 100 by 10s and 1s.
• Create a chart with the title “How many students are here today?” Ask the class how we could figure out how many students are here today. Choose one of the suggested ways to count the class. Discuss how you could show on the chart how many students are here today (write out names, draw dots, draw stick figures). Select one way to record and add it to the chart. On other days you can use different representations. Display Unifix cubes. How could we use cubes to show how many students are here today? Extend the counting to tens by asking students to figure out how many fingers or toes everyone has. How could you show this on the chart?
• Count to ten or twenty pairing an action with each count. Actions could include clapping, stomping, jumping, etc.
• Count up to nine. What are three numbers that we counted before we got to nine? If we keep counting to twenty what are three numbers we will count after nine?
• Have students stand in a circle. Choose a number to count to (within 10 or 20). Count around the circle, when you land on the chosen number, everyone claps. The person where the count stopped moves into the center of the circle. Continue counting around the circle until only one or two people are left. Debrief when you are finished. How could you tell if the count was going to stop with you? How could you tell if you were going to stay standing up? If you were in the center of the circle, could you tell where the count was going to stop before we got there?
• Count forwards and backwards from any given number to 100.

• Give students a blank fifty chart have them fill the chart in starting at 28 and ending at 46. 
• Give students a blank hundred chart with the number 54 filled in. Ask students to work backwards from 54, completing the chart until they reach 12 and stop.
• Give students a completed hundred chart that is cut up into six, seven or eight sections. Have them put it back together and justify the puzzle placements.
• Draw a number line with the endpoints of 0 and 100. Place a dot on the number line. What number on the number line does the dot represent? How do you know?

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks

  These links provide instructional ideas connected to this standard. 

• Counting Circles Links to an external site. (Illustrative Math) 
• Choral Counting Links to an external site. (Illustrative Mathematics)
• Start-Stop Counting Links to an external site. (Illustrative Mathematics) 
• Counting by Tens Links to an external site. (Illustrative Math)
• MSDE Lesson Seeds
  • Nearby Teens Download Nearby Teens
     
  • Know the Number Names and Count the Sequence Download Know the Number Names and Count the Sequence
     
  • Last Man Download Last Man
     

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

All kindergarten teams have been provided with the resources listed below.

Print Resources

Book Thumbnail	Title	Reference
	Teaching Student-Centered Mathematics by John A. Van de Walle and Lou Ann H. Lovin	Up and Back Counting, p. 40 Patterns on the Hundreds Chart, p. 57
	Math Intervention K-2 by Jennifer Taylor-Cox	Stomp Your Feet, p. 22 Clover Patch, p. 90-92 Number Line Fill Up, p. 109-110
	Developing Number Concepts Book 1 by Kathy Richardson	Creating a Number Chart, p. 122

Tasks Connected to Literature 

  Suggested titles to support the standard can be found in the table below. Check your school library or Howard County Library System for availability, or purchase using Materials of Instruction (MOI) funds. When available, select links to view activities aligned to each title.

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Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Cover Up Double Ten Frame Download Cover Up Double Ten Frame
  (HCPSS-adapted resource)
• Cover Up Ten Frame Download Cover Up Ten Frame
   (HCPSS-adapted resource)
• Fill It Up Download Fill It Up
    (HCPSS-adapted resource)
• Hiding Numbers Download Hiding Numbers
    (HCPSS-adapted resource)
• Hiding Numbers to 50 Download Hiding Numbers to 50
  (HCPSS-adapted resource)
• Match the Number Download Match the Number
    (HCPSS-adapted resource)
• Puzzles 1 to 10 Download Puzzles 1 to 10
    (HCPSS-adapted resource)
• Puzzles  1 to 50 Download Puzzles  1 to 50
  (HCPSS-adapted resource)
• Puzzles  1 to 100 Download Puzzles  1 to 100
  (HCPSS-adapted resource)
• Spinning for Towers Download Spinning for Towers
    (HCPSS-adapted resource)

PRACTICE/ASSESSMENT

  These materials can be used for independent practice and/or for assessment purposes. These tasks align with the learning goals for the standard. 

Assessment and Instructional Tasks

• Task 1: K.CC.A.1 & K.CC.A.2 Links to an external site.

• K.CC.A.1 Count to Assessment Labels Links to an external site.

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Full Standard

Count to 100 by ones and tens.

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

Kindergarten Students Learning Kindergarten Standards by Measurement Topic

KCC1 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

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