Learning Domain: Counting and Cardinality

Standard: Know number names and recognize patterns in the counting sequence by: Counting to 100 by ones; Counting to 100 by tens.

Degree of Alignment:
Not Rated
(0 users)

Learning Domain: Counting and Cardinality

Standard: Understand the relationship between numbers and quantities: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence); Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality); State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).

Degree of Alignment:
Not Rated
(0 users)

Learning Domain: Counting and Cardinality

Standard: Count to answer "How many?" in the following situations: Given a number from 1--20, count out that many objects; Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater; Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many; Given 10 objects in a scattered arrangement, identify how many.

Degree of Alignment:
Not Rated
(0 users)

I really enjoyed the simplicity of this activity. This lesson is partially aligned to depth and breadth of standards NC.Math.K.CC.4 (doesn't address the perceptual subitizing portion of the standard), NC.Math.K.CC.1 (it doesn't address counting to 100 by 10's), and NC.Math.K.CC.5 (doesn't address counting up to 20 objects or counting objects arranged in an array, or circle). However, the standards listed are adequate for this lesson as it does meet the majority of the standards and can be adapted to be fully aligned to the depth and breadth of each standard listed. It has clear learning objectives that are achievable through completion of this resource. Has clear assessment strategies (questions to pose before, during, and after the activity is completed) that will accurately measure student progress of the specified standards, but needs additional summative strategies. This lesson is accurate as it is free of bias, errors, and outdated materials. The language and vocabulary contained within this lesson is also appropriate for a Kindergarten class. One area of growth is to provide strategies to meet the needs of individuals with disabilities.