Analyze the count sequence focusing on that each successive number is 1 more when counting forward and 1 less when counting backward.

Count things or events that happen over time.Consider how to choose an accurate counting strategy.Explore number relationships, and begin to use number sentences (5 is 2 and 3).Write numerals and count out objects to match a given number, and determine if they have enough of something.Consider different ways and reasons to count while learning three strategies to help them count accurately.

Classify objects into groups by attribute.K.MD.3 Classify objects into given categories based on their attributes, count the number of objects in each category and sort the categories by count. When given a number from 1-20, count out that many objects. Count objects up to 10 in a scattered configuration.Ĭ. Count objects up to 20, arranged in a line, a rectangular array, or a circle.ī. K.CC.5 Count to answer “How many?” questions.Ī. Understand that each successive number name refers to a quantity that is one larger. The number of objects is the same regardless of their arrangement or the order in which they were counted.Ĭ. Understand that the last number name said tells the number of objects counted. When counting objects in standard order, say the number names as they relate to each object in the group, demonstrating one-to-on correspondence.ī. K.CC.4 Understand the relationship between numbers and quantities connect counting to cardinality.Ī. (with 0 representing a count of no objects).

Represent a number of objects with a written numeral 0-20. Louisiana Student Standards for Mathematics (LSSM) Students will connect sorting a group into parts and decomposing numbers. Description: The students will understand number sequence, cardinality, one-to-one correspondence, and written number symbols.

Epic charter school curriculum