NY Next Generation Math NY-K.CC.3
The Standard
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).
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students write numerals from 0 through 20 and use a numeral to show how many objects are in a set. They use 0 when a set has no objects.
What Mastery Looks Like
- A student writes the requested numerals from 0 to 20 and labels a set of 14 objects with 14. The student labels an empty set with 0.
Common Misconceptions
- Students may reverse a numeral while learning to write it, which is common at this stage, or reverse the digits in a teen number. They may also avoid using 0 for an empty set.
How to Assess It
- Dictate 0, 6, 12, 17, and 20 for the student to write. Then show sets of 0, 9, and 15 objects and ask for matching numerals.
Lesson moves
Ways to Teach It
Trace numerals in sand, then write each numeral on a card and place it beside a matching set of counters.
Ask students why an empty plate should be labeled 0 rather than left without a numeral.
Play numeral match by pairing written cards from 0 to 20 with picture cards showing the corresponding quantities.
Count supplies in small classroom bins and write a numeral label, including 0 for any empty bin.
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Printable NY-K.CC.3 Worksheet
A ready-to-print activity worksheet aligned to NY-K.CC.3, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- NY-1.NBT.2.c
Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
- NY-1.NBT.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
- NY-K.CC.5.b
Given a number from 1–20, count out that many objects.
- NY-K.CC.4
Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.
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