Montana Math MT.K.CC.4

MathKindergartenCounting and Cardinality

The Standard

Understand the relationship between numbers and quantities and connect counting to cardinality by recognizing that each successive number name refers to a quantity that is one larger within a normal counting sequence.

2026 Montana Mathematics Content Standards

Teacher's field guide

What This Standard Means

What Students Need to Do: Students count objects and connect each number they say to the amount in the group. When one object is added, they say the next counting number and know the amount is one more.
What Mastery Looks Like: A student counts five counters, adds one, and says there are six without starting over. They can show that six is one more than five.
Common Misconceptions: Some students can say the counting numbers in order but do not connect them to the objects. Others skip a number or count the same object twice, so their spoken number does not match the amount.
How to Assess It: Give a student four counters and ask them to add one. Ask, 'How many now, and how do you know?'

Lesson moves

Ways to Teach It

Give pairs five linking cubes to build a tower, then have them add one cube and say how the count changes.
Ask partners, 'Why does six come after five when we add one counter?' Have each explain using counters.
Show a number card from 1 to 9 and have students find the card for one more.
Set four cups for lunch, seat one more child, and have students add a cup and say how many are needed.

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