9 Standards for Mathematical Practice: Commentary and Elaborations for K–5, p. 2 Standards for Mathematical Practice: Commentary and Elaborations for K–5, p. Much of the CC domain is about making sense of the structure of whole numbers, including the notion that adding one results in the next counting number and how this supports understandings of “more” and “less”. Throughout this guide, we’ll look at examples of tasks and lessons that focus on students’ abilities to look for and make use of structure ( MP.7). We will talk about this connection in detail in P art 2. Specifically, c lassifying objects for the purposes of counting the se objects supports developing car dinality. K.MD.B is a supporting cluster, and the standard in this cluster can help students deepen their understanding of the standards in the CC domain.
The other cluster discussed in this guide comes from the Measurement & Data (MD) domain. In fact, since K.CC is so fundamental, instruction of and practice with the concepts in these clusters should occur regularly throughout the school year.
It’s important to spend a large majority of your math instruction teaching the concepts in major clusters. The Common Core State Standards for Mathematics (CCSSM) are organized into major, additional, and supporting clusters in the Focus by Grade Level documents from Student Achievement Partners. 1 The Common Core State Standards for Mathematics (CCSSM) are organized into major, additional, and supporting clusters in the Focus by Grade Level documents from Student Achievement Partners. The Counting & Cardinality domain is composed of three clusters each cluster has associated standards and is part of the major work of the grade, as indicated by the green square above. For this reason, the K.CC standards are a logical place to begin a year of instruction in Kindergarten.
Greater than less than equal to kindergarten lesson plans how to#
Counting to tell “how many” are in a group of objects will lead them to understand addition and subtraction (and, later, multiplication and division), as well as understand how to decompose a number from 11-19 into 10 ones and some more ones. The standards in the CC domain are foundational skills and understandings that will prepare students for Operations & Algebraic Thinking (OA) and Numbers & Operations in Base Ten (NBT). (“Because I counted to 3, there are 3 objects here.”) This connection is of critical importance of all later work in math. These standards delineate the developmental progression to pairing numbers in the count sequence with objects in a group.
For example, children may be able to count to 10 but, given 10 objects to count, they may count “9” or “12” because they are not pairing each number they say with only 1 object. But what does that mean? Children often first learn to count before they understand “how many” objects they are actually counting. The Counting & Cardinality (CC) domain in Kindergarten focuses on developing meaning for numbers by relating counting to the concept of cardinality-the number of objects in a group. We strongly suggest tackling these problems yourself to help best understand the methods and strategies we’re covering, and the potential challenges your students might face. Throughout all of our guides, we include a large number of sample math problems. And the third part explains where Counting & Cardinality is situated in the progression of learning in Grades K-2. The second part shows how Counting & Cardinality relate to classification of objects in Kindergarten ( K.MD.B). The first part gives a “tour” of the standards for Counting & Cardinality using freely available online resources that you can use or adapt for your class. This guide, the first for Kindergarten, includes three parts. Welcome to the UnboundEd Mathematics Guide series! These guides are designed to explain what new, high standards for mathematics say about what students should learn in each grade, and what they mean for curriculum and instruction. K.MD.B | Classify objects and count the number of objects in categories. K.CC.B | Count to tell the number of objects. K.CC.A | Know number names and the count sequence. Get answers to all your Content Guide questions, including what's in each part and how they can be used in your role at your school
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