In this assessment students will be asked to count forward beginning with a number from 0-20. Students will be asked to write the number that comes after the number the teacher says. If a student is unable to write numbers 0-20 the teacher can accept answers orally. A rubric and the assessment record sheet are provided.

In this assessment students will count forward with numbers 0-20. Students will be given a number and asked to write the next five numbers that come after the initial number. Students are given an example which can also be written on the board. A rubric and assessment task sheet are provided.

In this assessment students are asked to count forward from a given number. The numbers begin with 21 and end with 50. Students will be asked what numbers come after the number the teacher says. A rubric and assessment task sheet are provided.

In this assessment students will count forward in a sequence from one to ninety-nine. Students will be asked to say the numbers that come after the number the teacher says. Students are given an example. Teachers will note errors. A record sheet and rubric are provided.

In this assessment students will be assessed on one to one correspondence, cardinality, writing numbers and comparing sets of objects. Students will be given two mystery bags that contain up to ten objects. Students will count and record the number of objects found in each bag. Students will be asked to circle the greater number and are asked how they know the number is greater. Teachers will need to prep the mystery bags. This is a whole or small group activity. A rubric and assessment task sheet are available.

In this assessment students will be assessed on cardinality, counting in sequence, counting tens and completing number sentences. Students will be given two mystery bags that contain up to twenty objects. Students will count and record the number of objects found in each bag. Students will be asked to circle a group of ten then complete a number sentence. Teachers will need to prep the mystery bags. A rubric and assessment task sheet are available.

This document is the About the Cluster document created by the authors of the NC2ML Instructional Frameworks. Read this document prior to teaching the cluster in order to get insight into the clustering of the standards, mathematics to be taught, and important considerations.This document is not remixable since the document has been written by creators of the NC2ML Instructional Frameworks.

In this assessment students are asked to count rote to 100 by ones and tens. Students will be asked to count as high as they can beginning at 1 or 10. Answers will depend on how high students can count. A rubric and assessment record are provided.

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This packet contains exit tickets for Kindergarten Cluster 2, numbers 0-20.

Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day.

At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.

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This performance based assessment should be conducted one on one. Students are asked to count sets of objects and represent the quantity with a written numeral.

Task may be used for instructional or assessment purposes.

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Students are asked to count objects in a variety of arrangements and record the quantity using numerals. This task may be used for instructional or assessment purposes.

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In this activity, students are given clues about a mystery number card. Students listen to the clues, find the corresponding quantity, and then identify the matching numeral. The goal of this activity is to develop flexibility in representing numbers in a variety of ways.

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In this lesson, students will connect the oral number word and numeral to sets of objects counted. As they rote count, students will understand the concept that each successive number includes all the previous numbers (cardinality).

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In this lesson, students will identify whether a quantity of objects in one group is greater than, less than or equal to a quantity of objects in another group. Students will use one-to-one correspondence (or other counting strategies) to answer the question: How many are in one group?

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In this lesson, students will sort items into groups. They will use
counting to analyze the organized items and answer the question "How many?"

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In this lesson, students will identify the number of objects in a group as greater than, less than, or equal to the number of objects in another group, for numbers 1-5. Students will understand the relationship between number labels (such as "4" naming a collection of four) and quantities. They will understand that counting by ones increases the quantity by one more.