Standards with the same topic and subject but for other grades
Count backward orally by ones when given any number between 1 and 10. (b)
Compare and order three or fewer sets, each set containing 10 or fewer concrete objects, from least to greatest and greatest to least. (b)
tell how many are in the set by counting the number of objects orally;
Understand that collections of objects can be grouped and skip counting can be used to count the collection.
Use the oral counting sequence to tell how many objects are in a set. (a)
Counting forward by rote, supported by visuals such as the hundred chart or number path, advances the child’s development of sequencing.
Skip count orally by twos, fives and tens to 100 starting at various multiples of 2, 5, or 10.
Count one item for each number word (one-to-one correspondence);
Given a set of objects, construct a second set which has more, fewer, or the same number of objects. (a)
Unitizing is the concept that a group of objects can be counted as one unit (e.g., 10 ones can be counted as 1 ten).