Kindergarten Mathematics Counting and Cardinality

K.CC.A.1

About the Math
Preferred Resources
Additional Resources
Assessment

Full Standard

Count to 100 by ones and tens.

Learning Targets (I can)

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

About the Math

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.

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.

Quarter 1	Quarter 2	Quarter 3	Quarter 4
Count to 10 by ones. Count to 20 by ones.	Count to 50 by ones.		Count to 100 by ones. Count to 100 by tens.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map. Information is not the complete standard.

Grade 1
Count to 120 (1.NBT.A.1)

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Preferred Tasks

These links provide ideas for lessons connected to this standard. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning; once introduced through modeling and/or guided practice, they may be used as center options.

Rote count to 10 (includes using objects, number charts, etc.):

Counting Circles (Illustrative Math)

Rote count to 50 (includes using objects, number charts, etc.):

Rote count to 100 (includes using objects, number charts, etc.):

Count to 100 by tens:

Counting by Tens (Illustrative Math)

Lesson Seeds (Prompts for Rigor)

Rigorous mathematics instruction balances the teaching and learning of conceptual understanding, procedural understanding, and the application of mathematics standards. Below are prompts for applying rigor in your classroom. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning. See the Increasing Rigor page for more information.

Count backwards from 100 by 10s and 1s
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?

+++ Indicates recently created HCPSS instructional tasks. These tasks are provided in Google slides. When selected, a copy of the file is added to your drive for classroom use.

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Print Resources

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

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

Additional Instructional Resources

These resources provide ideas for lessons connected to this standard. They may support small group instruction, centers, or whole group collaborative investigations. They are intended to serve as a starting point for planning. once introduced through modeling and/or guided practice, they may be used as center options. If used for independent practice, teachers should introduce the resources through modeling and guided practice.

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

Site	Resource
MSDE Lesson Seeds	Nearby Teens Know the Number Names and Count the Sequence Last Man

Children's Literature Connections

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.

Reese's Pieces

by Jerry Pallotta

100 School Days

by Anne Rockwell

One Hundred Hungry Ants

by Elinor J. Pinczes

Counting Follow

by John Burstein

Anno's Counting Book

by Mitsumasa Anno

Independent Practice

These resource sheets can be used for independent practice or homework. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

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Learning Targets

conceptrubric

Count to 10 by ones.
Count to 20 by ones.
Count to 100 by ones.
Count to 100 by tens.

Learning targets identify what students should be able to do. The resources below can be used to measure student understanding of the standard. The recording sheet can be used to collect data. The rubrics can be applied to any task. Select the preview icon to preview any document before downloading.

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.

Assessment and Instructional Tasks

Task 1: K.CC.A.1 & K.CC.A.2

Assessment Labels

K.CC.A.1 Formative Assessment Labels

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