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 counting principles.
Report Card Measurement Topic: Demonstrates understanding of counting principles.
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.
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.
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.
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