Virginia SOL K.NS.1

K.NS.1 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• K.NS.1.a

  Use one-to-one correspondence to determine how many are in a given set containing 30 or fewer concrete objects (e.g., cubes, pennies, balls), and describe the l...

• K.NS.1.b

  Recognize and explain that the number of objects remains the same regardless of the arrangement or the order in which the objects are counted.

• K.NS.1.c

  Represent forward counting by ones using a variety of tools, including five-frames, tenframes, and number paths (a prelude to number lines).

• K.NS.1.d

  Count forward orally by ones from 0 to 100.

• K.NS.1.e

  Count forward orally by ones, within 100, starting at any given number.

• K.NS.1.f

  Count backward orally by ones when given any number between 1 and 20.

• K.NS.1.g

  State the number after, without counting, when given any number between 0 and 30.

• K.NS.1.h

  State the number before, without counting, when given any number between 1 and 20.

• K.NS.1.i

  Use objects, drawings, words, or numbers to compose and decompose numbers 11-19 into a ten and some ones.

• K.NS.1.j

  Group a collection of up to 100 objects (e.g., counters, pennies, cubes) into sets of ten and count by tens to determine the total (e.g., there are 3 groups of ...

01

What Students Need to Do

Students match one count word to each object, name the total, and explain why rearranging objects does not change the amount. They count forward and backward, find the number before or after, and show counting on frames and number paths. They break teen numbers into one ten and extra ones, then group larger collections by tens to find totals up to 100.

02

What Mastery Looks Like

A student accurately counts up to 30 objects and knows the last number said tells how many there are. The student counts forward to 100, starts from a given number, counts backward within 20, and names nearby numbers without recounting. The student builds teen numbers with one ten and extra ones, then uses groups of ten to count larger collections.

03

Common Misconceptions

Students may count an object twice, skip objects, or think the final count word names only the last object. They may think spreading objects out changes the amount. Some confuse 14 with 10 groups and 4 ones, or restart at one when asked to count from another number.

04

How to Assess It

Give each student 17 counters. Ask them to count, rearrange and recount, make a group of ten, name the total, then tell the numbers before and after 17.

1. 01

   Give pairs 36 buttons to count, rearrange, group into tens, and record the total with a drawing and number.

2. 02

   Show two different arrangements of 18 counters and ask, “Do both show 18? How can you prove it?”

3. 03

   Play Number Path Hop: call a starting number and direction, then students move a marker and say each number aloud.

4. 04

   Count classroom supplies into bundles of ten, then label each collection with tens, leftover ones, and the total.

• 2.NS.1

  The student will utilize flexible counting strategies to determine and describe quantities up to 200.

• 1.NS.1

  The student will utilize flexible counting strategies to determine and describe quantities up to 120.

• 1.NS.2

  The student will represent, compare, and order quantities up to 120. 

• K.NS.2

  The student will identify, represent, and compare quantities up to 30.