KCCC7 About the Math, Learning Targets, and Opportunities for Enrichment

Full Standard

Compare two numbers between 1 and 10 presented as written numerals.

 

Measurement Topic

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

Kindergarten Students Learning Kindergarten Standards

Quarter 1	Quarter 2	Quarter 3	Quarter 4
	Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships.

 

About the Math

Skills and concepts below are learning goals for this standard.

• Read numerals to 10.
• Tell the values of numbers to 10.

As children develop meaning for numerals, they also compare these numerals to the quantities represented and their number words. The modeling numbers with manipulatives such as dot cards and five- and ten-frames become tools for such comparisons. Children can look for similarities and differences in these different representations of numbers. They begin to “see” the relationship of one more, one less, two more and two less, thus landing on the concept that successive numbers name quantities where one is larger. In order to encourage this idea, children need discussion and reflection of pairs of numbers from 1 to 10. Activities that utilize anchors of 5 and 10 are helpful in securing understanding of the relationships between numbers. This flexibility with numbers will greatly impact children’s ability to break numbers into parts.

Children demonstrate their understanding of the meaning of numbers when they can justify why their answer represents a quantity just counted. This justification could merely be the expression that the number said is the total because it was just counted, or a “proof” by demonstrating a one- to-one match, by counting again or other similar means (concretely or pictorially) that makes sense. An ultimate level of understanding is reached when children can compare two numbers from 1 to 10 represented as written numerals without counting.

Students need to explain their reasoning when they determine whether a number is greater than, less than, or equal to another number. Teachers need to ask probing questions such as “how do you know?” to elicit their thinking. For students, these comparisons increase in difficulty, from greater than to less than to equal. It is easier for students to identify differences than to find similarities.

• Determine if a set is greater or less than another set (up to 10).
• Compare two numerals between 1 and 10 and say which has a greater value.

This standard is closely related to others. Here, students are comparing the symbols of quantity. A natural progression to this standard is to have students work with representations of numbers, then connect those to symbolic representations (digits), before moving to symbols only. The timing of this transition is dependent upon the individual. This progression should also be applied to comparison of quantities and 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 Throughout Year

Quarter 1	Quarter 2	Quarter 3	Quarter 4
	Read numerals to 10. Tell the values of numbers to 10. Determine if a set is greater or less than another set (up to 10). Compare two numerals between 1 and 10 and say which has a greater value.

 

 

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.

Progression Across Grades

Grade 1
Compare two two-digit numbers based on meanings of the tens and ones digits  (1.NBT.B.3)

 

 

 

 

 

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TASKS

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

• I know three is less than five because when I count, I say three before I get to five. When I keep counting, I say nine after I say six. Is six less than or greater than nine? How do you know?
• Ask students write the number four and then show it in as many ways as they can (counters, fingers, connecting cubes, number frame, drawing objects, etc.). Now ask them to write the number seven and show it in as many ways as they can. Have them circle the number that is more. How did you know? What if we wrote the number five? Would it be more than four? Would it be more than seven? How do you know?
• Using digit cards from zero to ten, create a placement or chart with three sections titled, “same,” “more” and “less.” Flip over the top card and place it above the mat. Students flip over each additional card and place it in the corresponding section.  Note: You can use digit cards with the number amount, or ten frame representations included to support striving learners.
• Extension: Julia had a bag of 24 little erasers.  Marco had a bag of 27 erasers.  Marco said he had more than Julia.  Is Marco correct?

• Extension: How are 24 and 42 alike and different?

 

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. 

• Guess the Marbles in the Bag Links to an external site. (Illustrative Mathematics)
• More and Less Handfuls Links to an external site. (Illustrative Mathematics)
• MSDE Lesson Seeds

• • Comparing Quantities Download Comparing Quantities
  • Greater Than / Less Than Download Greater Than / Less Than
  • Hanging with Numbers Download Hanging with Numbers
  • Number Path Toss Download Number Path Toss

 

 

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	p. 101
	Hands-On Standards published by: Learning Resources	Comparing Groups, p. 26 More and Fewer, p. 30 Order of Numbers, p. 32
	Developing Number Concepts Book 1 by: Kathy Richardson	Number Cards, p. 154 Comparing Line Puzzles, p. 167 Comparing Numbers, p. 172

 

 

 

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.

• Which is Less Download Which is Less
   (HCPSS-adapted resource)
• Which is More Download Which is More
   (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: K.CC.C.7 Links to an external site. and Task Materials Links to an external site.

 

• K.CC.C.7 Compare Links to an external site.
• K.CC.C.7 Greater Number Links to an external site.
• K.CC.C.7 Assessment Recording Sheet Links to an external site.

 

 

 

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Full Standard

Compare two numbers between 1 and 10 presented as written numerals.

 

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

 

KCC7 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.

TASK	MEETS EXPECTATIONS	MAKING PROGRESS	MAKING LIMITED/NO PROGRESS
Show the student the numerals 3 and 6. Prompt the student to tell you which number is less. Ask student to explain how they know. Show the student the numerals 7 and 10.  Prompt the student to tell you which number is greater. Ask student to explain how they know.	Student is able to identify the correct number in each comparison. Student is able to provide an explanation to support their thinking (when I count the number comes before or after, when I look at the number line, the number comes before or after).	Student is able to identify one correct comparison.  Student may need prompting to understand vocabulary (more vs. greater). Student is able to provide an explanation for their comparison.	Student guesses when choosing the correct number. Student is unable to provide any support for their answer.

 

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