- Author:
- Mark Freed
- Subject:
- Mathematics
- Material Type:
- Teaching/Learning Strategy
- Level:
- Lower Primary
- Tags:

- License:
- Creative Commons Attribution
- Language:
- English

# Education Standards

# 11_Grade K Version with Guidance_v5.2.7 K.NCC.B.5

# 12_Grade K Version with Guidance_v5.2.7 K.NCC.C.6

# 13_Grade K Version with Guidance_v5.2.7 K.NCC.C.7

# 7_Grade K Version with Guidance_v5.2.7 K.NCC.A.1

# 8_Grade K Version with Guidance_v5.2.7 K.NCC.A.2

# 9_Grade K Version with Guidance_v5.2.7 K.NCC.A.3

# OREGON MATH STANDARDS (2021): [K.NCC]

## Overview

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.

Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

# Oregon Math Guidance: K.NCC.A.1

**Cluster K.NCC.A - Know number names and the count sequence.**

## STANDARD: K.NCC.A.1

### Standards Statement (2021):

Orally count to 100 by ones and by tens in sequential order.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

N/A | K.NCC.A.2, K.NCC.A.3, K.NCC.B.4, 1.NBT.A.1 | K.OA.A.2, K.OA.A.3 | K.CC.A.1 K.NCC.A Crosswalk |

### Standards Guidance:

**Clarifications**

- Students should count for authentic purposes, which connect to their everyday experiences.
- Students should understand that each successive number name refers to a quantity that is one larger.
- When students are rote counting forward, start the count sequence at 1.
- When students are counting backward, start the count sequence beginning at 10 and progress to counting backward beginning at 20.

**Boundaries**

- When students count by tens, they are only expected to master counting by the decade (10, 20, ...).
- This expectation does not require recognition of numerals.

**Teaching Strategies **

- Beginning at number zero students can orally count in sequential order without skipping or repeating numbers to 100
- When students count backward from 20, they can use visual resources such as a number line, a 99-chart, or a 100-chart.

**Examples**

- Illustrative Mathematics:

# Oregon Math Guidance: K.NCC.A.2

**Cluster K.NCC.A - Know number names and the count sequence.**

## STANDARD: K.NCC.A.2

### Standards Statement (2021):

Count forward beginning from a given number within 100 of a known sequence.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

K.NCC.A.1 | K.NCC.B.4 | N/A | K.CC.A.2 K.NCC.A Crosswalk |

### Standards Guidance:

#### Clarifications

- This learning objective builds on the skill of naming numbers up to 20 in sequence.
- Know sequence can start at a number of known sequence instead of having to begin at 1.
- Students should count forward and backward from a given number using the known number word sequence for authentic purposes.
- Students should be able to begin and end with any given number.

#### Boundaries

- The “known sequence” for this standard can be within 20. The intent is to build toward addition and subtraction in first grade.
- This expectation does not require recognition of numerals

#### Examples

- Counting forward can be demonstrated using manipulatives, or oral response. In written form would be beyond the intent of this standard.
- Given the number 54, a student will count “54, 55, 56, 57, 58…”
- Illustrative Mathematics:
- Student Acheivement Partners:

# Oregon Math Guidance: K.NCC.A.3

**Cluster K.NCC.A - Know number names and the count sequence.**

## STANDARD: K.NCC.A.3

### Standards Statement (2021):

Identify number names, write numbers, and the count sequence from 0-20. Represent a number of objects with a written number 0-20.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

K.NCC.A.1 | K.NCC.B.4, K.NCC.C.6 | N/A | K.CC.A.3 K.NCC.A Crosswalk |

### Standards Guidance:

#### Clarifications

- Recognizes numerals and uses counting as part of play and as a means for determining quantity.

- Students should be able to identify written numerals for authentic purposes.
- Students should be able to demonstrate the relationship between written numerals and a number of objects.

#### Teaching Strategies

- Common errors include transposing or skipping a written number. For example, transposing 13 in writing to 31.
- Instruction includes helping student understand that 0 represents a count of no objects.

#### Examples

- Know number names and the count sequence.
- Write numbers from 0-20 and represent a number of objects with a written number 0-20.
- Illustrative Mathematics:

- Student Acheivement Partners:

# Oregon Math Guidance: K.NCC.B.4

**Cluster: K.NCC.B - Count to tell the number of objects.**

## STANDARD: K.NCC.B.4

### Standards Statement (2021):

Understand the relationship between numbers and quantities; connect counting to cardinality.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

K.NCC.A.1, K.NCC.A.2, K.NCC.A.3 | K.NCC.B.5, K.NCC.C.6 | 1.OA.C.5 | K.CC.B.4 K.NCC.B Crosswalk |

### Standards Guidance:

#### Clarifications

- Counts at least 10 objects using one-to-one correspondence.
- Students should count objects using one-to-one correspondence saying the number names in the standard order and communicate quantities for authentic purposes. “Authentic purposes” refers to experiences students have in their everyday lives.

#### Terminology

- When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order.

#### Teaching Strategies

- Understand that objects are counted using 1:1 correspondence in sequential order to determine quantity with last number representing the total objects counted.
- Students should instantly see how many objects are in a group without counting (subitizing)

#### Examples

- Any type of counter, such as cereal, beads, rocks, and bears, are sample tools that can be used for counting objects.
- Dot cards, five-frames, ten-frames, and rekenreks can be used for subitizing
- Illustrative Mathematics:

# Oregon Math Guidance: K.NCC.B.5

**Cluster: K.NCC.B - Count to tell the number of objects.**

## STANDARD: K.NCC.B.5

### Standards Statement (2021):

Count to answer “how many?” questions using up to 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration. Given a number from 1-20, count out that many objects.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

K.NCC.B.4, K.NCC.C.6 | 1.NBT.B.3 | N/A | K.CC.B.5 K.NCC.B Crosswalk |

### Standards Guidance:

#### Clarifications

- Count from 1 to 20 objects in sequential order in a variety of configurations. Configurations can include ten frames, arrays, circles or a line.
- Students should be able answer questions of “how many?” objects using one-to-one correspondence.

#### Teaching Strategies

- Dot cards, five-frames, ten-frames, rekenreks, dominoes, and playing cards are some tools that can be used for subitizing.

#### Progressions

- Students should be able to count to answer “how many?” questions with up to 20 objects arranged in a variety of ways (a line, a rectangular array, or a circle), or up to 10 objects arranged in a scattered configuration. (Please reference page 4 in the Progression document).

#### Examples

- Illustrative Mathematics:

# Oregon Math Guidance: K.NCC.C.6

**Cluster: K.NCC.C - Compare numbers. **

## STANDARD: K.NCC.C.6

### Standards Statement (2021):

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

K.NCC.A.3, K.NCC.B.4 | K.NCC.B.5, K.NCC.C.7, K.GM.C.7 | K.DR.B.2 | K.CC.C.6 K.NCC.C Crosswalk |

Standards Guidance:

#### Clarifications

- Matches two equal sets using one- to-one correspondence and understands they are the same.
- Students should compare the number of objects in two groups in real-life situations and identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
- Students should be able to explain that equal to is “the same” quantity.

#### Boundaries

- Group sizes limited to at most 10 objects each.
- The words greater than, less than, or the same as (equal to) should be used instead of the symbols.

#### Teaching Strategies

- Understand the intent is to use matching and counting strategies to reinforce vocabulary of greater than, less than or equal to.

#### Progressions

- The standards about comparing numbers focus on students identifying which of two groups has more than (or fewer than, or the same amount as) the other. Students first learn to match the objects in the two groups to see if there are any extra and then to count the objects in each group and use their knowledge of the count sequence to decide which number is greater than the other (the number farther along in the count sequence). (Please reference page 5 in the Progression document)

#### Examples

- Illustrative Mathematics:
- Student Acheivement Partners:

# Oregon Math Guidance: K.NCC.C.7

**Cluster: K.NCC.C - Compare numbers. **

## STANDARD: K.NCC.C.7

### Standards Statement (2021):

Compare two numbers between 1 and 10 presented as written numerals.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

K.NCC.C.6 | 1.NBT.B.3 | N/A | K.CC.C.7 K.NCC.C Crosswalk |

### Standards Guidance:

### Clarifications

- Students identify numbers that come before and after a given number up to 10.

### Boundaries

- Students should have had the experience of comparing the number of physical objects prior to comparing and ordering written numerals.

### Examples

- Compare numbers in a written format without manipulatives or visuals.
- Given the numerals 4 and 2, students would say, “Two is less than four, and four is greater than two.” Students would also put them in sequential order: “2, 4.”
- Illustrative Mathematics: