K.CC.2

K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). || ===**Anchor Standard/Mathematical Practice(s)**=== K.MP.7. Look for and make use of structure. || **Remembering** **:** can the student recall or remember the information? define, list, recall **Understanding:** can the student explain ideas or concepts? sort, classify, describe, discuss, explain, identify, locate, recognize, select **Applying** : can the student use the information in a new way? demonstrate, illustrate, sketch, write. **Analyzing** : can the student distinguish between the different parts? compare, distinguish, examine, **Evaluating** : can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate **Creating** : can the student create new product or point of view? create, design, write. ||
 * ===**Common Core Standard**===
 * ===**Information Technology Standard**===
 * K.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). || ===**Revised Bloom's Level of thinking**===

**I can...**

 * count forward beginning at any number.

**Essential Vocabulary**

 * ===count, after, next, forward, count on===

**Sample Assessments**

 * **Students work with partners and use number lines**to count forward from selected numbers.
 * Students begin with a specific number and name the following three numbers in sequence.

**Differentiation**

 * **Use musical songs pertaining to counting songs.**
 * **Students write in missing numbers from a teacher-generated number line.**

**Intervention:**

 * **Students that have a hard time counting, give them manipulatives such as cubes, blocks, crayons.**
 * **Students can count quietly to themselves and refer to the number line for help.**
 * **Draw a number line and leave some of the spaces blank and have students fill in missing numbers.**

**Enrichment:**

 * **Students that have grasped counting on can create a dot to dot picture using numbers for their partner to complete.**

**Instructional Resources**

 * calendar
 * number line
 * hundreds chart
 * assorted manipulatives to count
 * []
 * []
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 * [|Read Alouds]

**Notes and Additional Information**
> student would count, “4, 5, 6, 7 …” This objective does not require recognition of numerals. It is focused on the > rote number sequence 0-100.
 * Students begin a rote forward counting sequence from a number other than 1. Thus, given the number 4, the