K.CC.5.

K.CC.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. || ===**Anchor Standard/Mathematical Practice(s)**=== K.MP.2. Reason abstractly and quantitatively. K.MP.7. Look for and make use of structure. K.MP.8. Look for and express regularity in repeated reasoning. ||  ||   || **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 up to 5 objects.**
 * **count up to 10 objects.**
 * choose the best way to count up to 20 objects.

**Essential Vocabulary**

 * **count, number, object, group, set, arrange, scattered**

**Sample Assessments**

 * **Students respond in complete sentences to questions regarding numbers of items in books, in pictures, and in the classroom(e.g., "there are 8 books in my box," "there are 4 bears on this page."**
 * **Observe students to make sure they are counting objects only once.**

**Differentiation**

 * **Students can use stickers or stamps on paper to count and then represent with a number.**
 * **Use larger numbers to illustrate for counting objects.**
 * **number chants and counting songs**

**Intervention:**

 * Demonstrate more one-to-one correspondence/ tagging with actual objects.
 * Use small groups to tutor and students still struggling with counting to show "how many."

**Enrichment:**

 * **Students can illustrate their own counting book using numbers and illustrations from 0-20. This can be extended to several days.**
 * **Students can make a number flip book.**

**Instructional Resources**

 * [|Ant Parade Interactive Counting Game]
 * [|ABC Count-us-in Number Sense Games and Activities]
 * [|Number Chants and Counting Songs]

**Notes and Additional Information**
In order to answer “how many?” students need to keep track of objects when counting. Keeping track is a method of counting that is used to count each item once and only once when determining how many. After numerous experiences with counting objects, along with the developmental understanding that a group of objects counted multiple times will remain the same amount, students recognize the need for keeping track in order to accurately determine “how many”. Depending on the amount of objects to be counted, and the students’ confidence with counting a set of objects, students may move the objects as they count each, point to each object as counted, look without touching when counting, or use a combination of these strategies. It is important that children develop a strategy that makes sense to them based on the realization that keeping track is important in order to get an accurate count, as opposed to following a rule, such as “Line them all up before you count”, in order to get the right answer. As children learn to count accurately, they may count a set correctly one time, but not another. Other times they may be able to keep track up to a certain amount, but then lose track from then on. Some arrangements, such as a line or rectangular array, are easier for them to get the correct answer but may limit their flexibility with developing meaningful tracking strategies, so providing multiple arrangements help children learn how to keep track. Since scattered arrangements are the most challenging for students, this standard specifies that students only count up to 10 objects in a scattered arrangement and count up to 20 objects in a line, rectangular array, or circle.