Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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 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 20.
Count to 50.
Count to 100.
Count on from a number other and 1 up to 100.
Understand one more and one less as it relates to counting.
Counting on or counting from a given number conflicts with the learned strategy of counting from the beginning. In order to be successful in counting on, students must understand cardinality. Students often merge or separate two groups of objects and then re-count from the beginning to determine the final number of objects represented. For these students, counting is still a rote skill or the benefits of counting on have not been realized. Games that require students to add on to a previous count to reach a goal number encourage developing this concept. Frequent and brief opportunities utilizing counting on and counting back are recommended. These concepts emerge over time.
Common Misconceptions
Some students might think that the count word used to tag an item is permanently connected to that item. So when the item is used again for counting and should be tagged with a different count word, the student uses the original count word. For example, a student counts four geometric figures: triangle, square, circle and rectangle with the count words: one, two, three, four. If these items are rearranged as rectangle, triangle, circle and square and counted, the student says these count words: four, one, three, two.
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.
Students sit in a circle and the teacher walks around the outside counting at a steady pace. The teacher stops at a student and taps them on the shoulder, the student stands up and walks around the circle counting where the teacher left off, tapping a new student to take their place and sitting in their spot. Let students know how high the count will go and begin the count again when you have reached the target number. Variations include starting at a number above 20, counting backwards or having everyone clap when you start a “new ten.”
Sage knows that 27 comes after 26 and 37 comes after 36. How could she figure out what number comes after 46? 56? Is there a pattern she can use?
Count backwards from a given number within 100.
Counting objects is the work of KCC4 and KCC5 and only requires students to count up to 20 in a set of objects. However, connecting the ideas of counting to counting objects is a legitimate strategy as they are connected. If appropriate, students could count quantities up to 40 using a counting on strategy (counting from a number other than 1).
Give students a completed hundreds chart that is cut up into puzzle pieces for students to put back together. Ask students how they know the 100 chart is put back together correctly.
Draw a number line with end point 0-20, place a dot and ask students what number could be where the dot is. Have students explain their thinking.
Max needed help counting to 35. How could he use a fifty chart to help him?
Have students roll a dice. Have the students count on from the number they rolled.
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.
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
Counting On, p. 36
Math Intervention K-2 by: Jennifer Taylor-Cox
Nifty Fifty, p. 102-103
Number Line Fill Up, p. 109
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.
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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
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
Ask the student to do two tasks with counting, one at a time. Observe.
Start at 7 and count to 32.
Start at 21 and count to 50.
Student fluently counts and is able to complete both tasks. 1 prompt from the teacher is still acceptable.
Student needs prompting and support to cross decades when counting. Student needed prompts 2-4 times.
Student needs to begin at 0. Student is unable to count accurately and fluently even with adult support, prompts, and use of math tools to help (i.e, 100 chart).