MA.K.NSO.1.1

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Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting.

Clarifications

Clarification 1: Instruction focuses on developing an understanding of cardinality and one-to-one correspondence.

Clarification 2: Instruction includes counting objects and pictures presented in a line, rectangular array, circle or scattered arrangement. Objects presented in a scattered arrangement are limited to 10.

Clarification 3: Within this benchmark, the expectation is not to write the number in word form.

General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: K
Strand: Number Sense and Operations
Standard: Develop an understanding for counting using objects in a set.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • Cardinality Principle 
  • Natural Number

 

Vertical Alignment

Previous Benchmarks

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is to help students develop an understanding of cardinality: the principle that the last number when counted in a set represents the total number within the set, and that the number of objects in a set remains the same regardless of the arrangement of the set. Additionally, this benchmark allows students to begin recognizing and writing numerals.
  • Instruction includes the use of manipulatives, pictorial representations and real-world contexts to provide a purpose for counting (MTR.2.1, MTR.7.1). 
  • Instruction includes symbolic representation of numbers 0 – 20 (MTR.7.1).

 

Common Misconceptions or Errors

  • Students may inaccurately report the number of objects in a set that has been rearranged even though the number was accurately counted before the set was rearranged (i.e., conservation of cardinality). 
  • Students may recount the number of objects in a set that has been rearranged even though the number was accurately counted before the set was rearranged. 
  • Students may recount a group of objects when asked “how many,” rather than reporting the last number counted. 
  • Students may not be systematic in their counting. 
    • For example, a student may double count or skip numbers.

 

Strategies to Support Tiered Instruction

  • Instruction includes modeling how to count objects in a set using identical counters presented in a horizontal row. Students must demonstrate how to count all the objects in the sequence and understand that the last number they state tells how many there are in the group. 
    • For example, questions and think-aloud statements can include the following: 
      • “How many counters are there? What do we have to do to find out how many?” 
      • “I will have to count to find out how many there are. Each time I touch a counter, I will say a number. I know that I can only touch each counter one time. The last number I say will tell me how many counters there are.” 
      • “Will you count with me to find out how many there are?” Students may represent counting the set by drawing and labeling with numbers. 
    • Example:
  • Instruction includes removing the verbal counting sequence to isolate the concept of one- to-one correspondence. The teacher provides a model with a set of red and yellow counters, red side up, arranged in a horizontal row and then placing a yellow counter below each red counter. Students must demonstrate the understanding that each red counter is matched with only one yellow counter if there are the same number. Students can represent their model using drawings. 
    • Example: 
  • Instruction provides the opportunity to demonstrate a consistent one-to-one correspondence when counting a row of objects. The teacher provides an opportunity to observe counters from the same set to be rearranged into a circle (and later, a rectangular array) and asks to determine how many there are. Students demonstrate understanding that the quantity of a set does not change, even after the same set has been rearranged. The teacher encourages students to attend to precision by counting the array systematically for example, starting from top to bottom and left to right.

 

Instructional Tasks

Instructional Task 1

Teacher gives students a number of objects to count (between 0 and 20). 
  • Part A. Observe as students count, mapping each number to one object. Ask the student, How many in all? Students should report the last number counted without having to recount the set.

  • Part B. Once the student has reported the numbers of objects, rearrange the orientation of the objects and ask the student again. Students should report the number without recounting. Ask the student why they needed or did not need to count the set again after the set was rearranged.

 

Instructional Items

Instructional Item 1

Count and tell the total number of stars.

Instructional Item 2

The stars have been rearranged. How many stars are there now?

Instructional Item 3(image of a calendar provided)

  • How many days are in a week?
  • How many Mondays are in this month?
  • How many Saturdays and Sundays are in the month?


*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.


Related Courses

This benchmark is part of these courses.
5012020: Grade Kindergarten Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7712015: Access Mathematics - Grade Kindergarten (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
MA.K.NSO.1.AP.1: Given a group of up to 10 objects, count the number of objects in that group and represent the number by identifying the written numeral. Express the number of objects in a rearrangement of that group without recounting.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

How Many Dots?:

Students are shown dot cards and asked to determine how many dots are on each card.

Type: Formative Assessment

How Many Cubes?:

Students are asked to count cubes arranged in lines, arrays, and circles.

Type: Formative Assessment

Conservation of Cardinality:

Students are asked to count a set of cubes, rearrange the cubes, and then determine the number of cubes in the rearranged set.

Type: Formative Assessment

How Many Cubes Are There?:

Students are asked to count sets of cubes and determine how many cubes are in each set. Next, students are given a set of cubes and asked to count out a given number of cubes.

Type: Formative Assessment

You Can Do It, Sam:

Students are read the book, You Can Do It, Sam, by Amy Hest and are asked to count the number of cakes and houses in the illustrations.

Type: Formative Assessment

Which Set Has One More?:

Students identify the set that contains one more than a given number.

Type: Formative Assessment

Model and Write Numbers:

Students use counters and ten frames to model and write given numbers.

Type: Formative Assessment

Matching Ten Frames to Numerals:

Students are asked to match four ten frames representing different numbers to the correct numerals.

Type: Formative Assessment

Is it Still Seven?:

Students are asked to count a set of seven cubes, rearrange the cubes, and then determine the number of cubes in the rearranged set.

Type: Formative Assessment

How Do I Write the Number?:

Students count the objects in a set and write the number of objects they counted.

Type: Formative Assessment

Field Trip to the Fire Station:

Students write the number of objects counted in sets of objects.

Type: Formative Assessment

Fall Math Story:

Students write the numbers they hear in a story.

Type: Formative Assessment

Books and Bookmarks:

Students are asked to count eight books and decide how many bookmarks they would need if they gave each book a bookmark.

Type: Formative Assessment

Lesson Plans

Birds of a Feather:

Students will go on a simulated bird-watching trip around the classroom.  They will collect and sort images of various birds into categories based on their visible characteristics.  They will use these groups of bird images to practice counting and comparing objects in different categories.  Students will use descriptions of bald eagles in the book, The Bald Eagle by Norman Pearl, to identify images of bald eagles among their categories and discuss how the bald eagle is a symbol of the United States.

 

Type: Lesson Plan

Counting Arrangements:

In this integrated lesson plan, students will discuss the expectations for conduct within small group rotations of counting and representing with a written numeral (i.e.: how to take turns, how to make a responsible decision during the activity by staying on task and reminding other members of the group to stay on task while they are working at that rotation place, etc.). Students will also state the number of objects in a rearrangement of that group without recounting.

Type: Lesson Plan

Representing Numbers 1-6:

In this lesson, the teacher will go through an interactive and fun way to learn the relationships of numbers and objects for the numbers 1- 6. The lesson will begin with the students acting as the manipulatives for their classmates. Then will get to work with their peers in a fun dice version of bingo. This lesson will expose students to 1:1 correspondence, finding the relationship between quantity and written numerals, cardinality, and conservation of number.

Type: Lesson Plan

Counting With a Caterpillar:

In this lesson, students will be creating a counting book and placing paper cut-outs of fruit on each page of their book. They will point and count each fruit to show their understanding of one-to-one correspondence up to 5. Students will represent each quantity with a written numeral.

Type: Lesson Plan

Spring Festival Flower:

In this MEA, students will help pick a flower that will be the focus of the Spring Festival.  They will practice counting pictures and representing the number of pictures with a written numeral.

Type: Lesson Plan

"How Long is Your Train?":

This lesson is intended to allow students to gain insight into the importance of measurement. The focus is on using non-standard units to measure the length of a "train" they create. Students are then required to compare the length of their train with a buddy's train.

Type: Lesson Plan

Counting Fingers:

In this lesson, students will use their fingers and manipulatives to help solve simple addition problems within 5.

Type: Lesson Plan

SPLASH! Jumping In and Out of the Pond:

In this lesson, students will use manipulatives and equations to represent and solve addition and subtraction word problems.

Type: Lesson Plan

Fireflies - Numbers 11-19:

In this lesson, students will manipulate beans (fireflies) to represent numbers 11-19 as a unit of ten and a group of ones.

Type: Lesson Plan

Whose Baby is That?:

This inquiry-based 5E lesson provides an initial look at categorizing items into 2 categories. Visuals of animals are used to begin the classifying/categorizing of animals and their babies. Students will practice categorizing in pairs and will be given the categories to use. They will then explain the placement of each item in the category. The teacher will ask guiding questions and facilitate the lesson to ensure comprehension of the material.

Type: Lesson Plan

Show me 1,2,3,4,5:

This lesson is designed to teach students to write and represent groups of numbers using drawings. This lesson will cover the numbers 1 to 5.

Type: Lesson Plan

Sort, Count, and Graph:

In this lesson, students will sort objects, count the number of objects in each category and compare using the terms greater than, less than, or equal to.

Type: Lesson Plan

Counting Colorful Cockatoos:

Poor Professor Dupont! He is missing his prized cockatoos! Help Professor Dupont find his special birds one by one as you turn the page. After helping Professor Dupont find his special cockatoos, create a classroom tree and sort the birds by color. You will have a fine feathered fantastic time counting and sorting!

Type: Lesson Plan

If You Give a Teacher a Cookie...:

More than, less than, or equal to? Which would you rather have? Well, it depends upon the situation. Let's compare objects and numbers and decide if it is best to have more of something, less of something, or just as much as someone else.

Type: Lesson Plan

You Are a Smart Cookie:

The students will use M&M's to find the number that makes 10, for any number from 1 to 9, when added to the given number. Students will record the answer as both a drawing and an equation.

Type: Lesson Plan

All Together Now, Part 1:

In this lesson students will use manipulatives and equations to model bringing together two smaller groups to make one large group. This is part one of a two part series. Part 2 is titled "All Together Now- or NOT" (Resource 49796).

Type: Lesson Plan

Ten is a Friend!:

Students will learn about the concept of ones and tens and how 10 is a friendly number that we can utilize in various ways in mathematics. They will physically manipulate snap cubes to make a ten train and add on randomly selected ones that will include the numbers 11-19. After that students will draw representations of the numbers 11-19 and finally write the two-digit number that a ten train and a selected group of ones will create.

Type: Lesson Plan

Counting by 10's with Zero the Hero and Little Count:

In this lesson students will learn to count to 100 by 10's. The relationship between the numbers 1-10 and 10-100 will be made using the 100's chart followed by a PowerPoint story about Little Count the Caterpillar. Students will make their own Little Count the Caterpillar using circle body segments, where each circle represents the numerals 10, 20, 30... 

Type: Lesson Plan

Disc Drop - Decomposing Ten:

In this lesson, students will use two-sided colored counters (discs) to decompose the number ten.

Type: Lesson Plan

Counting and Sorting Objects:

In this lesson, students will use buttons to sort by like characteristics. In addition, students will be counting and recording the number of buttons in each category. Students will also group equal amounts together to create new categories. 

Type: Lesson Plan

Mathematical Magic: A basic plan for setting up successful math centers:

In this lesson, students will learn the desired procedures and successful outcomes for conducting daily math centers that will help them become better learners. This lesson includes station activities for counting objects and representing the number with a written numeral. The procedure for math centers can be adapted for use in other grade levels.

Type: Lesson Plan

Vegetables…in Cupcakes?!:

In teams, students will make decisions about how to select the best bakery based on various cupcake characteristics (e.g., taste, smell).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Greater? Less? Let's Compare:

This lesson is designed to give the students a hands-on opportunity to count small numbers of objects and decide which is greater or less than the other when compared.

Type: Lesson Plan

Five Little Ducks - Decomposing Number 5:

In this activity students will recite the Five Little Ducks poem to decompose numbers using manipulatives and equations to represent the math.

Type: Lesson Plan

Going Loopy for Addition:

The students will partner up and use Fruit Loops to represent addition equations with sums up to 10. They will draw, act out, use verbal explanations and write equations to show addition.

Type: Lesson Plan

Counting to Ten With Ten Black Dots:

In this lesson, students will practice one-to-one correspondence and counting to 10 using black dots as manipulative.

Type: Lesson Plan

Decompose That Teen Number!:

The students will receive explicit instruction from the teacher on the definition of decomposing a number and how to represent a decomposition with manipulatives, drawings, and equations. The students will use linking cubes to reflect numbers from 11-19, and to show their understanding of how to decompose a number. Students will record decompositions as an equation.

Type: Lesson Plan

Every Group Counts!:

The students will be working in whole group, small group and individually to discover measurable attributes of objects and sort the objects into categories. Students will also count and compare the number of objects in each category. 

Type: Lesson Plan

How Many? Lesson 1 of 3:

The students will show understanding of the conservation of numbers regardless of the order in which objects were counted. The students will be able to tell "how many" without recounting objects and be able to explain that the amount is the same because no objects were added or taken away. 

Type: Lesson Plan

How Many? Lesson 2 of 3:

In this lesson, students will show understanding of the conservation of numbers regardless of the order in which they were counted. Student will be able to tell "how many" without recounting objects and be able to explain that the amount is the same because no objects were added or taken away.

Type: Lesson Plan

How Many? Lesson 3 of 3:

In this lesson, students will show understanding that "one more" is the next counting number. Student will be able to tell "how many" without recounting objects and be able to explain that the total amount is the next counting number because it is one more.

Type: Lesson Plan

Let's Count the Steps:

Students will count items with numbers ranging from zero to twenty in an outdoor environment (can also be done indoors) and, when given a number up to 20, will count steps, using body movement in the form of "taking steps" on a number line to enhance learning.

Type: Lesson Plan

Sorting It All Out:

In this lesson, kindergarten students will learn to sort objects familiar to them by different attributes. They will justify their decisions for classification when objects have more than one similar characteristic.

Type: Lesson Plan

Original Student Tutorials

Stars and Stripes Part 1: Sorting Into Groups:

Learn about the American flag by identifying colors and shapes and sorting parts of flag designs into groups in this interactive S.T.E.M. and civics integrated tutorial.

This is part 1 of 2-part series, click HERE to view part 2.

Type: Original Student Tutorial

Stars and Stripes Part 2: Counting Within Groups:

Learn about the American flag by sorting flag designs and features into groups and counting the objects in a group in this interactive S.T.E.M. and civics integrated tutorial.

This is part 2 of 2-part series, click HERE to view part 1.

Type: Original Student Tutorial

Lucy is 5! Recognizing and Writing Number 5:

Learn to how to recognize and write the number 5 and count up to 5 objects using 10 frames and number lines as you help Lucy the dog plan a party in this interactive tutorial.  

Type: Original Student Tutorial

Circus Time With Number 4, Recognizing and Writing Number 4:

Help Lucy the dog recognize and write number 4.  She will also learn to count up to 4 objects using a ten frame and number line in this interactive tutorial.  

Type: Original Student Tutorial

We Have 2 Bones! Recognizing and Writing Number 2:

Help Lucy and Izzy learn to recognize and write the number 2. In this interactive tutorial, you'll also count two objects and use a 10 frame and a number line. 

This is part 2 in a multi-part series. Click below to open the other tutorials.

Type: Original Student Tutorial

Where Is My Bone? Recognizing and Writing Numbers 0 and 1:

Help Lucy and Izzy explore the numbers 0 and 1 using writing, ten frames and number lines in this interactive tutorial.  

Type: Original Student Tutorial

Perspectives Video: Teaching Ideas

The Van de Walle Dot Matrix: A tool to support concepts from counting to multiplying polynomials:

Unlock an effective teaching tool that can help students all the way from basic counting principles to multiplying polynomials.

Type: Perspectives Video: Teaching Idea

Connecting Geometry to Numbers:

Unlock an effective teaching strategy for connecting geometry and numbers in order to build number sense in this Teacher Perspectives video for educators.

Type: Perspectives Video: Teaching Idea

Teaching Idea

1-10 Book:

This teaching idea describes a project for kindergarten students. Students create a book of numbers 1-10. Each page has the numerical and written form of each number, as well as colorful drawings that corresponded to that number.

Type: Teaching Idea

STEM Lessons - Model Eliciting Activity

Spring Festival Flower:

In this MEA, students will help pick a flower that will be the focus of the Spring Festival.  They will practice counting pictures and representing the number of pictures with a written numeral.

Vegetables…in Cupcakes?!:

In teams, students will make decisions about how to select the best bakery based on various cupcake characteristics (e.g., taste, smell).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

MFAS Formative Assessments

Books and Bookmarks:

Students are asked to count eight books and decide how many bookmarks they would need if they gave each book a bookmark.

Conservation of Cardinality:

Students are asked to count a set of cubes, rearrange the cubes, and then determine the number of cubes in the rearranged set.

Fall Math Story:

Students write the numbers they hear in a story.

Field Trip to the Fire Station:

Students write the number of objects counted in sets of objects.

How Do I Write the Number?:

Students count the objects in a set and write the number of objects they counted.

How Many Cubes Are There?:

Students are asked to count sets of cubes and determine how many cubes are in each set. Next, students are given a set of cubes and asked to count out a given number of cubes.

How Many Cubes?:

Students are asked to count cubes arranged in lines, arrays, and circles.

How Many Dots?:

Students are shown dot cards and asked to determine how many dots are on each card.

Is it Still Seven?:

Students are asked to count a set of seven cubes, rearrange the cubes, and then determine the number of cubes in the rearranged set.

Matching Ten Frames to Numerals:

Students are asked to match four ten frames representing different numbers to the correct numerals.

Model and Write Numbers:

Students use counters and ten frames to model and write given numbers.

Which Set Has One More?:

Students identify the set that contains one more than a given number.

You Can Do It, Sam:

Students are read the book, You Can Do It, Sam, by Amy Hest and are asked to count the number of cakes and houses in the illustrations.

Original Student Tutorials Mathematics - Grades K-5

Circus Time With Number 4, Recognizing and Writing Number 4:

Help Lucy the dog recognize and write number 4.  She will also learn to count up to 4 objects using a ten frame and number line in this interactive tutorial.  

Lucy is 5! Recognizing and Writing Number 5:

Learn to how to recognize and write the number 5 and count up to 5 objects using 10 frames and number lines as you help Lucy the dog plan a party in this interactive tutorial.  

We Have 2 Bones! Recognizing and Writing Number 2:

Help Lucy and Izzy learn to recognize and write the number 2. In this interactive tutorial, you'll also count two objects and use a 10 frame and a number line. 

This is part 2 in a multi-part series. Click below to open the other tutorials.

Where Is My Bone? Recognizing and Writing Numbers 0 and 1:

Help Lucy and Izzy explore the numbers 0 and 1 using writing, ten frames and number lines in this interactive tutorial.  

STEM Civics Tutorials and Videos - Grades K-12

Stars and Stripes Part 1: Sorting Into Groups:

Learn about the American flag by identifying colors and shapes and sorting parts of flag designs into groups in this interactive S.T.E.M. and civics integrated tutorial.

This is part 1 of 2-part series, click HERE to view part 2.

Stars and Stripes Part 2: Counting Within Groups:

Learn about the American flag by sorting flag designs and features into groups and counting the objects in a group in this interactive S.T.E.M. and civics integrated tutorial.

This is part 2 of 2-part series, click HERE to view part 1.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorials

Stars and Stripes Part 1: Sorting Into Groups:

Learn about the American flag by identifying colors and shapes and sorting parts of flag designs into groups in this interactive S.T.E.M. and civics integrated tutorial.

This is part 1 of 2-part series, click HERE to view part 2.

Type: Original Student Tutorial

Stars and Stripes Part 2: Counting Within Groups:

Learn about the American flag by sorting flag designs and features into groups and counting the objects in a group in this interactive S.T.E.M. and civics integrated tutorial.

This is part 2 of 2-part series, click HERE to view part 1.

Type: Original Student Tutorial

Lucy is 5! Recognizing and Writing Number 5:

Learn to how to recognize and write the number 5 and count up to 5 objects using 10 frames and number lines as you help Lucy the dog plan a party in this interactive tutorial.  

Type: Original Student Tutorial

Circus Time With Number 4, Recognizing and Writing Number 4:

Help Lucy the dog recognize and write number 4.  She will also learn to count up to 4 objects using a ten frame and number line in this interactive tutorial.  

Type: Original Student Tutorial

We Have 2 Bones! Recognizing and Writing Number 2:

Help Lucy and Izzy learn to recognize and write the number 2. In this interactive tutorial, you'll also count two objects and use a 10 frame and a number line. 

This is part 2 in a multi-part series. Click below to open the other tutorials.

Type: Original Student Tutorial

Where Is My Bone? Recognizing and Writing Numbers 0 and 1:

Help Lucy and Izzy explore the numbers 0 and 1 using writing, ten frames and number lines in this interactive tutorial.  

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.