## Counting and Cardinality

**Counting and Cardinality K.CC****Know number names and the count sequence.**

Number Recognition: 1-15 activity ; 16-30 activity

1. Count to 100 by ones and by tens.

Puzzle a Hundred - Fill in the blanks on a hundreds chart using number cards ; Counting Fish - adjust to suit the abilities of your students - ex: count by tens as you put a fish in the bowl, or "start with 5 and count up as you add a fish."

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

One More Math Task -students choose a card & make "one more" using a tens frame - One More # Cards and Tens frame;

__Counting on Cup__;

__Counting Fish - adjust to suit the abilities of your students - ex: count by tens as you put a fish in the bowl, or "start with 5 and count up as you add a fish."__

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).

__Cats, dogs, and mice playing card math games__; Printable for 0-10 ; Missing number power point ;

Dice Race - Write the number you rolled on the die and write it on your grid. ;

__Bug Sort - Counting, sorting, and addition__

activity

activity

**Count to tell the number of objects.**

4. Understand the relationship between numbers and quantities; connect counting to cardinality.

Estimation Game ;

Scarecrow Number matching: Students draw a number and place the correct number of crows next to the number (the student also puts the numbers in number order) ;

a. 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.

__Scarecrow Number matching: Students draw a number and place the correct number of crows next to the number__(the student also puts the numbers in number order)

b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

c. Understand that each successive number name refers to a quantity that is one larger.

__One More Math Task -students choose a card & make "one more" using a tens frame__-

__One More # Cards and Tens frame__

5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Compare numbers.

6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

__Cats, dogs, and mice playing card math games__; Compare sets (apples vs. oranges) ;

7. Compare two numbers between 1 and 10 presented as written numerals.

Comparing numbers center;