Counting to 10 and 20 - part 2

  • Counting to 10 and 20 - part 2
  • Course: Mathematics
  • Grade: Year 1
  • Section: Number and place value
  • Outcome: Connecting Number Names to Twenty
  • Activity Type: Printable
  • Activity ID: 3197

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United Kingdom – National Curriculum

  • KS1 – Key Stage 1
    • KS1.Ma2 – Number
      • Knowledge, skills and understanding

        • Numbers and the number system

          • KS1.Ma2.2 – Pupils should be taught to:

            • Counting

              • KS1.Ma2.2.a – Count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same; be familiar with the numbers 11 to 20; gradually extend counting to 100 and beyond

Australia – Australian Curriculum

  • Foundation Year
    • Number and Algebra
      • Number and place value

        • ACMNA001 – Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point

        • ACMNA002 – Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond

New Zealand – National Standards

  • 1 – Year 1
    • 1.NA – Number and algebra
      • 1.NA.1 – Apply counting-all strategies

United States – Common Core State Standards

  • K – Kindergarten
    • K.CC – Counting & Cardinality
      • Mathematics

        • K.CC.1 – Count to 100 by ones and by tens.

        • K.CC.3 – Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

      • Mathematics

        • K.CC.5 – 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 1–20, count out that many objects.

        • K.CC.4 – Understand the relationship between numbers and quantities; connect counting to cardinality.

          • K.CC.4.b – 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.