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Subjects
Grades
Resource Type
Common Core: Math
CCLS  Math: PK.CC.3.c
 Category
 Counting and Cardinality
 SubCategory
 Count to tell the number of objects.
 State Standard:
 Understand that each successive number name refers to a quantity that is one larger.
27 Results

 Objective: Use linear configurations to count 10 in relation to 5.

 Objective: Introduce 10, and relate 10 to 9 and 1 more.

 Topic G continues the pattern established in Topics A, C, and E, incorporating numbers to 10 into their understanding of the number core.

 Objective: Introduce 9, and relate 9 to 8 and 1 more.

 Objective: Introduce zero.

 Topic E opens with an exciting new number, zero. The remaining lessons continue the pattern established in Topics A and C, with children counting and answering how many questions with numbers to 9.

 Objective: Use linear configurations to count 8 in relation to 5.

 Objective: Introduce 8, and relate 8 to 7 and 1 more.

 In Topic C, children incorporate the number 8 into their understanding of the number core. More time is spent with the number 8 because it is the most challenging of the numbers 6–9, being 3 away...

 Topic G continues the pattern established in Topics A, C, and E, incorporating numbers to 10 into their understanding of the number core.

 Topic E opens with an exciting new number, zero. The remaining lessons continue the pattern established in Topics A and C, with children counting and answering how many questions with numbers to 9.

 In Topic C, children incorporate the number 8 into their understanding of the number core. More time is spent with the number 8 because it is the most challenging of the numbers 6–9, being 3 away...

 Objective: Use linear configurations to count 6 and 7 in relation to 5.

 Objective: Introduce 6 and 7, and relate 6 to 5 and 1 more and 7 to 6 and 1 more.

 In Topic A, children build upon their understanding of the number core from Module 1, now including quantities of 6 and 7.

 Objective: Culminating task—sort objects by use and count each group; represent one group with a number tower and numeral.

 Objective: Count 5, 4, 3, 2, 1 using a story.

 Objective: Count 5, 4, 3, 2, 1 using a story.

 Objective: Build descending number stairs at the concrete and pictorial levels.

 Objective: Build descending number stairs at the concrete and pictorial levels.

 Grade PreKindergarten Module 1 Topic H: Counting 5, 4, 3, 2, 1 In Topic G, students recognized the pattern of 1 more within the counting sequence by building number stairs. In Topic H, students use...

 Objective: Count up: What comes after?

 Objective: Build number stairs showing 1 more with cubes.

 Objective: Build a tower by putting 1 more cube or block at a time.