Kindergarten+CC

=Kindergarten Counting and Cardinality Domain= Kindergarten is the only grade level in which the Counting and Cardinality domain is addressed. It builds a foundation for number fluency and number sense. The three clusters in the Counting and Cardinality domain are:
 * 1) Know number names and the count sequence;
 * 2) Count to tell the number of objects;
 * 3) Compare numbers.

Quick Links
What Your Child Will Learn Counting and Cardinality Math Vocabulary Suggestions for At-Home Activities Optional Interactive Learning Experiences

 =What Your Child Will Learn= __ Number names and count sequence __ __Counting__ __Compare Numbers__
 * count to 100 by ones and tens including counting forward from a given number
 * write numerals 0-20 and represent each with the correct number of objects (with 0 representing "none")
 * orally count in standard order and use one-to-one correspondence to demonstrate understanding of the relationship between number names and quantities
 * know that the last number said when counting is the number of objects in a set
 * know that the number of objects in a set is the same regardless of arrangement or the order in which they are counted
 * know that each successive number represents one more than the previous number
 * count objects in various arrangements including line, scatter, array, and circle
 * use counting and matching strategies to tell if a group has one or two more or less than another group
 * compare the values of two written numbers between 1 and 10

A closer look at Counting and Cardinality in the kindergarten classroom: Watch videos via engageNY that demonstrate how counting concepts are introduced, practiced, and reinforced.  =Kindergarten Counting and Cardinality Math Vocabulary= //**1-to-1 (or one-to-one) correspondence**:// matching one object to one (corresponding) number or object. For example, as a student points to the first Lego, she says, "One". As her finger points to the second Lego, she says, "Two." One-to-one correspondence is an important early skill because it also relates to early reading. //**equal**:// having the same value. For example, 3 tan ducks and 2 white ducks equals (or has the same value as) 5 ducks when we group them. //**less than**:// having a lower value than another number. For example, 2 is less than 12 because two's value is lower than twelve's value.  =Suggestions for At-Home Activities=  =Optional Interactive Learning Experiences=
 * //greater than//**//:// having a higher value than another number. For example, 12 is greater than 2 because twelve's value is higher than two's value.
 * Play the Count-Stop game: Begin counting, "One, two..." until your child says, "Stop!" It is now your child's turn to continue counting with the next consecutive number (example: "Three, four, five...") until you say, "Stop!" and the roles switch again.
 * Guess how many chairs you have in your house. Count to see how close you were.
 * As you walk through the neighborhood, look for a sign or license plate with a 1, then a 2, then a 3, etc.
 * Use sale flyers to cut out the numbers 1-20, then put them in order.
 * How many ways can you show ten? (ten dots, 10, two sets of five fingers, 7 red jelly beans and 3 yellow jelly beans, etc.) This concept can be reinforced with a simple Bingo game or used Uno cards for a ready-made game of number match or concentration.
 * Scatter magnetic numbers on the refrigerator. Can your child order them 0-20? How about 20-0? By decades (i.e., 10, 20, 30, etc.)? Starting with 12?
 * Write out family members' names. Ask your child to count the number of letters in each name and record the quantities. Who has more than 10 letters? Does anyone have fewer than 5 letters? Who has more/fewer letters than your child?
 * Create a "hundred chart" on the floor tiles in your kitchen, with sidewalk chalk on the driveway, or with yarn on the rug. This site offers activity ideas from very basic number identification and sequence to factors and fractions!
 * Play hopscotch.
 * Practice number/set matching, sequence, more/less than, and number patterns with an old deck of cards (numbers 2-9). Cut each card into three sections so that the center pieces contain only the suit and the side sections each contain a numeral.
 * [[image:http://illuminations.nctm.org/tools/images/fiveframe.jpg width="148" height="119" align="center" caption="Five Frame"]] || [[image:http://illuminations.nctm.org/tools/images/tenframe.jpg width="154" height="119" align="center" caption="Ten Frame"]] || [[image:http://illuminations.nctm.org/tools/images/concentration.gif width="154" height="123" align="center" caption="Number Match"]] || [[image:http://illuminations.nctm.org/tools/images/Rescue.jpg width="149" height="119" align="left" caption="Okta's Rescue"]] ||
 * [[image:https://smart.wikispaces.hcpss.org/file/view/numbertrack.png/352800632/numbertrack.png width="148" height="117" align="center" caption="Number Track"]] || [[image:http://illuminations.nctm.org/tools/images/bobbie_bear.gif width="164" height="119" align="center" caption="Counting Outfits"]] || [[image:https://smart.wikispaces.hcpss.org/file/view/Give%20the%20Dog%20a%20Bone.png/352802630/Give%20the%20Dog%20a%20Bone.png width="158" height="123" align="center" caption="Hundred Chart" link="@http://www.oswego.org/ocsd-web/games/DogBone/gamebone.html"]] || [[image:https://smart.wikispaces.hcpss.org/file/view/Guess%20the%20number.png/352803958/Guess%20the%20number.png width="158" height="125" caption="Guess the Number" link="@http://www.funbrain.com/guess/"]] ||
 * = [[image:https://smart.wikispaces.hcpss.org/file/view/wash_line.png/352806944/wash_line.png width="158" height="125" align="center" caption="Ordering Numbers" link="@http://www.crickweb.co.uk/ks1numeracy.html#washindex"]] ||= [[image:http://www.crickweb.co.uk/assets/activities/ftank2.jpg width="167" height="127" align="center" caption="Counting Objects" link="@http://www.crickweb.co.uk/Early-Years.html#ftank2"]] ||= [[image:https://smart.wikispaces.hcpss.org/file/view/Fruit_Shoot.png/352823674/Fruit_Shoot.png width="157" height="124" caption="Matching Numbers" link="@http://www.sheppardsoftware.com/mathgames/earlymath/fruit_shoot_count.htm"]] ||= [[image:https://smart.wikispaces.hcpss.org/file/view/softschoolscounting.png/352828598/softschoolscounting.png width="163" align="center" caption="Counting by Tens" link="@http://www.softschools.com/counting/games/counting_up_to_100/"]] ||
 * [[image:http://www.smartboardgames.com/wp-content/uploads/2013/04/ordering-numbers-1-100-smartboard-game-300x216.png width="150" height="105" align="center" caption="Order of Numbers 1-100" link="@http://mrnussbaum.com/sea-horse-chronicles/"]] || [[image:https://smart.wikispaces.hcpss.org/file/view/Number_ordering_1_to_10.png/352828594/Number_ordering_1_to_10.png width="164" height="130" align="center" caption="Counting in Order" link="@http://www.sheppardsoftware.com/mathgames/earlymath/BalloonCount10.htm"]] || [[image:https://smart.wikispaces.hcpss.org/file/view/Duck_counting.png/352827912/Duck_counting.png width="150" height="121" align="center" caption="Counting and Numbers" link="@http://www.sheppardsoftware.com/mathgames/earlymath/CountAnimals1to10.htm"]] || [[image:https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSlnnJP7jBVK6FW9TK2ZKY-qqdVpgWwudGSfPSNfXVUMzxb0X6Z width="168" height="110" align="center" caption="Ordering Numbers" link="@http://www.softschools.com/math/ordering_numbers/"]] ||
 * [[image:http://www.smartboardgames.com/wp-content/uploads/2013/06/numerical-order-smartboard-game-300x220.png width="150" height="110" caption="Numerical Order"]] || [[image:http://missmernagh.files.wordpress.com/2012/11/number-concentration-game.jpg?w=300&h=190 width="180" height="103" caption="Concentration 1-6"]] || [[image:http://www.maths-games.org/images/kidsonbus.jpg width="147" height="117" caption="Put Kids on the Bus"]] || [[image:http://rossisrascals.weebly.com/uploads/2/5/4/3/2543270/732092.jpg?156 caption="Picture" link="@http://www.harcourtschool.com/activity/dive_treasure/"]] ||