NY Next Generation Math NY-K.CC.4.c
The Standard
Understand the concept that each successive number name refers to a quantity that is one larger.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students connect each next counting number to a quantity that has one more object. They build or identify the next quantity in a counting sequence.
What Mastery Looks Like
- Given a set of seven objects, the student adds one and says there are eight. The student explains that eight is one more than seven.
Common Misconceptions
- Students may recite the next number without connecting it to an added object. They may think the next quantity is two more after losing track of the starting set.
How to Assess It
- Show six counters, ask how many, then add one counter. Ask for the new total and why the next number names it.
Lesson moves
Ways to Teach It
Build a staircase of cube towers from one to ten, adding exactly one cube to each next tower.
Ask students to explain what changes in a set when the next counting number is used.
Play one-more cover-up, where students predict the next quantity before a hidden extra counter is revealed.
Set one more plate at a pretend table and connect the new number of plates to the next number word.
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Printable NY-K.CC.4.c Worksheet
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