NY Next Generation Math NY-K.CC.4

NY-K.CC.4 is a cluster heading. These are the individual standards under it.

• NY-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 ...

• NY-K.CC.4.b

  Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement ...

• NY-K.CC.4.c

  Understand the concept that each successive number name refers to a quantity that is one larger.

• NY-K.CC.4.d

  Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.

01

What Students Need to Do

Students pair one number word with each object while counting sets up to 20. They connect the final number said to the total quantity and understand that each next number means one more. They use first through tenth to describe positions.

02

What Mastery Looks Like

The student counts each object once, states the total without recounting, and gets the same total after rearrangement. The student can tell which count comes next and why it is one larger. The student names ordinal positions through tenth.

03

Common Misconceptions

Students may skip objects, count one object twice, or recite numbers without matching them to objects. They may think spreading a set out changes how many objects it contains.

04

How to Assess It

Give a student 14 counters to count, then rearrange them and ask how many there are now. Add one counter, ask for the new total, then ask the student to point to the fourth counter.

1. 01

   Have students move each counted counter into a cup while saying one number word for each object.

2. 02

   Ask students to explain why a row of eight counters and a scattered set of the same counters have equal totals.

3. 03

   Play count-and-freeze, where students stop at a called number and state how many objects have been moved.

4. 04

   Count classroom supplies into sets of up to 20 and label each set with its total.

• NY-K.CC.5.b

  Given a number from 1–20, count out that many objects.

• NY-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).