Counting To 5 part 4

  • Counting To 5 part 4
  • Course: Mathematics
  • Grade: Year 1
  • Section: Counting, Numbers and Place Value
  • Outcome: Connecting Number Names to Ten
  • Activity Type: Printable
  • Activity ID: 3182


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United Kingdom – National Curriculum expand/collapse

  • 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 expand/collapse

  • 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

        • ACMNA003 – Subitise small collections of objects

        • ACMNA289 – Compare, order and make correspondences between collections, initially to 20, and explain reasoning

New Zealand – National Standards expand/collapse

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

United States – Common Core State Standards expand/collapse

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

      • Mathematics

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

          • K.CC.4.a – When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

          • 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.