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

Kindergarten Mathematics Counting and Cardinality

K.CC.C.7

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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