Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects
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.
About the Math
Skills and concepts below are learning goals for this standard.
Count objects up to 20 in a variety of arrangements (transition to dot cards, ten frames, dominos, and other representations)
Tell "how many" objects are in a group in a variety of arrangements.
Show the correct number of objects when I am told a number up to 20.
Show the correct number of objects, when told a number, in different arrangements.
This concept connects counting and cardinality. Students understand that the last number counted indicates how many are in the set. When counting students need to see sets in different arrangements. Students need to "see" small numbers without counting. The instant recognition of small quantities without counting is subitizing. The ability to subitize a number comes after many opportunities to count small sets. Visualizing a set of dots as a group lays the foundation for future skills such as decomposition of quantity (6 dots can be broken into 4 dots and 2 dots). Dot cards, dominoes, and dice are good representations and allow students practice with subitizing quantities. Students need to count the number of objects in different arrangements and then when given a number, count out that many objects.
Common Misconceptions
When counting objects in a circular arrangement, students need a method for keeping the start number in mind. If they do not have one, they may continue to count and not know where to stop. Reinforce the understanding of cardinality by always asking "how many?"
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
Count objects up to 20 in a variety of arrangements.
Tell "how many" objects are in a group.
Show the correct number of objects when I am told a number up to 20.
These tasks can be used with small group or whole group instruction.
Using Rekenreks, ask students to build 7. Then asks students to build 8. Discuss with students what they did to build 8 after building 7. Did they need to rebuild the whole number or could they just use another bead? How would we make 9? If I build 5 on my Rekenrek, what could I do to change that to 4?
Put a quantity (8) of two colored counters in a cup. Have students pour out the counters. Ask students to put a specified number of counters back in the cup (6). How many counters are not in the cup? Repeat with different quantities.
Show students a number between 15 and 30. Have them use a white board and draw dots to show that amount. Ask students how they know they have the correct amount. Ask students how could counting the objects be easier? (organizing them into groups of 2, 5 or 10; using ten frames to help keep track, sweeping the counted objects off to the side)
Give students a bag of counters with an amount between 10-20. Ask them to count how many they have. Ask students how they organized their objects (grouped them into groups of 2, 5 or 10 etc.).
Extension: Using the bags of counters from the previous lesson seed, have students place the bags in order from least to greatest. Ask them to prove how they know the bags are in the correct order.
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
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 to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects
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
Show student a double ten frame with 11 shown. Prompt the student to tell how many. Observe student behaviors. Then ask student to explain how they see it. Repeat with 6 and then 15.
Student counts all 3 sets correctly showing proficiency with one-to-one correspondence and cardinality consistently with only minor errors.
Student counts 1-2 sets correctly, but did not count all 3 sets correctly. Student attempts to use a strategy to count but is unable to show one-to-one correspondence and cardinality consistently.
Student points to the pile and says numbers. Student guesses how many there are. Student puts them in a line and counts, but cannot use one-to-one correspondence and cannot accurately state the total amount in any of the sets.