## Contents

Connections to the 3 Curriculum Threads

Featured Standards for Mathematical Practice

## Connections to the 3 Curriculum Threads

Learn more about the 3 Curriculum Threads

**Operations: **As students learn to count on from any number in the counting sequence, they are beginning to develop strategies for counting on as method for addition.

**Number: **Students recite numbers in correct sequence from any number, matching written numerals to sets of objects. As students develop their understanding of the sequence of ones, they also begin to make sense of how our written and spoken numbers are structured. Students learn that a quantity can be represented with a numeral.

**Equivalence: **Students understand that they can count the same quantity in different arrangements.

## Content Standards Addressed

### Cluster K.CC.A: Know number names and the count sequence.

**K.CC.A.1: **Count to 100 by ones and by tens.

**K.CC.A.2: **Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

**K.CC.A.3: **Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

### Cluster K.CC.B: Count to tell the number of objects.

**K.CC.B.5: **Count to answer ""how many?"" questions about as many as 20 things arranged in a line

## Featured Standards for Mathematical Practice

**S.MP.2. Reason abstractly and quantitatively.** A student may write the numeral “11” to represent an amount of objects counted or build a pile of counters depending on the number drawn from a pile of cards. As students use numerals to represent specific amount (quantity) they will begin to connect the symbol for a number with the quantity it represents.

**S.MP.6. Attend to precision.** Kindergarten students develop strategies for counting accurately and efficiently.

**S.MP.7. Look for and make use of structure.** Kindergarten students begin to look for patterns and structures in the number system. They notice a structure in the counting sequence and use that structure to begin counting anywhere along the sequence.

## Major Representations Used

The representations used in this unit will support students in continuing the counting sequence. The representations will support students in organizing the objects they are counting so that they can count accurately and efficiently. Representations such as number paths will support students in recognizing patterns in the counting sequence.

## Common Misconceptions

- Students may not recognize that the counting sequence remains the same no matter where in the counting sequence you begin to count. Students who go back and count from the beginning to combine two groups of objects do not yet understand cardinality (the number that ends the sequence represents how many objects are in the collection.)
- Students may have difficulty tracking objects in a scattered arrangement. Likewise, students may not understand that when making a pile for a specified number they need to stop counting when they reach the number that represents the quantity.
- Some students may think that the count word used to tag an object is permanently connected to that item (even when the items are rearranged).
- As long as children understand that correct counting requires one point and one word for each object and are trying to do that, parents and teachers do not need to correct errors all the time. When writing numbers using the written numerals, the reversal of numerals is expected at this stage from many students due to fine motor and visual development. They should be pointed out to student but the emphasis is on the use of numerals to reflect quantities.