Counting Objects
Kindergarten


Alabama Course of Study Standards:
4

Connect counting to cardinality using a variety of concrete objects. Say the number names in consecutive order when counting objects.
 Indicate that the last number name said tells the number of objects counted in a set
 Indicate that the number of objects in a set is the same regardless of their arrangement or the order in
which they were counted.
 Explain that each successive number name refers to a quantity that is one larger

Arkansas Academic Standards:
K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality
When counting objects: Say the numbers in order, pairing each object with only one number and each number with only one object (one to one correspondence)
 Understand that the last number said tells the number of objects counted
 Understand that each successive number refers to a quantity that is one larger
Note: Students should understand that the number of objects is the same regardless of their arrangement or the order in which they were counted. 
Arizona  K12 Academic Standards:
K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality. 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 (one to one correspondence).
 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 (cardinality).
 Understand that each successive number name refers to a quantity that is one larger (hierarchical inclusion).

Common Core State Standards:
K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.
 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.
 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.
 Understand that each successive number name refers to a quantity that is one larger.

Georgia Standards of Excellence (GSE):
K.NR.1.2

When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order. 
Illinois Learning Standards:
K.CC.4

Understand the relationship between numbers and quantities; connect counting to cardinality.  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.
 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.
 Understand that each successive number name refers to a quantity that is one larger.

Kentucky Academic Standards (KAS):
K.CC.4
Louisiana Academic Standards:
K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.  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.
 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.
 Understand that each successive number name refers to a quantity that is one larger.

Massachusetts Curriculum Frameworks:
K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.  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.
 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.
 Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects.

Missouri Learning Standards:
K.CC.4

Understand the relationship between numbers and quantities; connect counting to cardinality.  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.
 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.
 Understand that each successive number name refers to a quantity that is one larger.

Mississippi College and CareerReadiness Standards:
K.CC.4
Washington  K12 Learning Standards:
K.CC.4

Understand the relationship between numbers and quantities; connect counting to cardinality.  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.
 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.
 Understand that each successive number name refers to a quantity that is one larger.

North Carolina  Standard Course of Study:
K.CC.4

Understand the relationship between numbers and quantities.
 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 (onetoone correspondence).
 Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality).
 State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).

New York State Next Generation Learning Standards:
K.CC.4

Understand the relationship between numbers and quantities; connect counting to cardinality.  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. (1:1 correspondence)
 Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.
 Understand the concept that each successive number name refers to a quantity that is one
larger.
 Understand the concept of ordinal numbers (first through tenth) to describe the relative
position and magnitude of whole numbers.

Ohio's Learning Standards:
K.CC.4

Understand the relationship between numbers and quantities; connect counting to cardinality. 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.
 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.
 Understand that each successive number name refers to a quantity that is one larger.

Tennessee Academic Standards:
K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.  When counting objects, say the number names in the standard order, using onetoone correspondence.
 Recognize 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.
 Recognize that each successive number name refers to a quantity that is one greater.

Wisconsin Academic Standards:
K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.  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 (one to one correspondence).
 Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted (number conservation).
 Understand that each successive number name refers to a quantity that is one larger and the
previous number is one smaller (hierarchical inclusion).

Alabama Course of Study Standards:
5

Count to answer “how many?” questions. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.
 Count using no more than 10 concrete objects in a scattered configuration.
 Draw the number of objects that matches a given numeral from 0 to 20.

Arkansas Academic Standards:
K.CC.B.5

Count to answer “how many?”: Count up to 20 objects in any arrangement
 Count up to 10 objects in a scattered configuration
 Given a number from 120, count out that many objects
Note: As students progress they may first move the objects, counting as they move them. Students may also line up objects to count them. If students have a scattered arrangement, they may touch each item as they count it, or if students have a scattered arrangement, they may finally be able to count them by visually scanning without touching the items. 
Arizona  K12 Academic Standards:
K.CC.B.5

Count to answer questions about “How many?” when 20 or fewer objects are 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 to 20, count out
that many objects. 
Common Core State Standards:
K.CC.B.5
Wisconsin Academic Standards:
K.CC.B.6

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 120, count out that many objects. 
Georgia Standards of Excellence (GSE):
K.NR.1.1

Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement. 
Louisiana Academic Standards:
K.CC.B.5

Count to answer “How many?” questions. Count objects up to 20, arranged in a line, a rectangular array, or a circle.
 Count objects up to 10 in a scattered configuration.
 When given a number from 120, count out that many objects.

North Carolina  Standard Course of Study:
K.CC.5

Count to answer “How many?” in the following situations: Given a number from 1–20, count out that many objects.
 Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater.
 Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
 Given 10 objects in a scattered arrangement, identify how many.

New York State Next Generation Learning Standards:
K.CC.5

 Answer counting questions using as many as 20 objects
arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration.
e.g., "How many ______ are there?"  Given a number from 1–20, count out that many objects.

Tennessee Academic Standards:
K.CC.B.5

Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 120, count out that many objects. 
Texas Essential Knowledge and Skills (TEKS):
K.2.A

count forward and backward to at least 20 with and without objects; 
Texas Essential Knowledge and Skills (TEKS):
K.2.C

count a set of objects up to at least 20 and demonstrate that the last number said tells the
number of objects in the set regardless of their arrangement or order; 
Texas Essential Knowledge and Skills (TEKS):
K.2.D

recognize instantly the quantity of a small group of objects in organized and random
arrangements; 
Pennsylvania Core Standards:
CC.2.1.K.A.2

Apply onetoone correspondence to count the number of objects. 
