CCSS.Math.Content.K.CC.B.4c
The standard
Understand that each successive number name refers to a quantity that is one larger.
Common Core State Standards for Mathematics
What this standard means
Students need to see that counting is not just saying words in order. Each new number means the group has grown by one object. They should connect the number word, the last object touched, and the total amount in the set.
Mastery looks like adding one cube to a group of 4 and saying it is now 5 without recounting from 1 every time. Many students can chant numbers but do not link them to changing quantities. They often miss the idea that 6 is one more than 5, not just the next word in a song.
Ways to teach it
- Hands-on: Build stair-step towers with cubes from 1 to 10, adding one cube each time and saying the new total aloud.
- Prompt: Show 5 counters, add 1, then ask, “How did the number change, and how do you know?”
- Quick assessment: Give a child 7 buttons, add one more, and ask for the new total without starting over at 1.
- Real-world connection: Count students lining up, then add one more student and ask what the new line count is.
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Related standards
- CCSS.Math.Content.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
- CCSS.Math.Content.8.EE.A.3
Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times ...
- CCSS.Math.Content.2.NBT.A.1b
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
- CCSS.Math.Content.K.CC.B.4b
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...