Virginia SOL K.NS.2

K.NS.2 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• K.NS.2.a

  Read, write, and identify the numerals 0 through 30.

• K.NS.2.b

  Construct a set of objects that corresponds to a given numeral within 30, including an empty set.

• K.NS.2.c

  Determine and write the numeral that corresponds to the total number of objects in a given set of 30 or fewer concrete objects or pictorial models.

• K.NS.2.d

  Given a set of up to 30 objects, construct another set which has more, fewer, or the same number of objects using concrete or pictorial models.

• K.NS.2.e

  Given a numeral up to 30, construct a set which has more, fewer, or the same number of objects using concrete or pictorial models.

• K.NS.2.f

  Compare two sets containing up to 30 concrete objects or pictorial models, using the terms more, fewer, or the same as (equal to).

• K.NS.2.g

  Compare numbers up to 30, to the benchmarks of 5 and 10 using various models (e.g., five frames, ten frames, number paths [a prelude to number lines], beaded ra...

01

What Students Need to Do

Students connect each numeral from 0 to 30 with a matching group of objects or pictures. They count a set, record its total, and make another set with more, fewer, or the same amount. They compare quantities and judge numbers against 5 and 10 using visual models.

02

What Mastery Looks Like

Students correctly read and write numerals through 30 and match each numeral to a counted set, including zero. They compare two sets accurately and describe a number in relation to 5 or 10.

03

Common Misconceptions

Students may reverse teen numerals, skip objects, or count one object twice. They may think a spread-out set has more, or that zero means writing nothing.

04

How to Assess It

Give students the numeral 17 and ask them to build 17 counters, make a smaller set, and explain whether 17 is greater or less than 10.

1. 01

   Give pairs numeral cards and counters, then have them build each amount on ten-frames and check one another's sets.

2. 02

   Show two dot cards and ask, “Which has more, fewer, or the same amount, and how do you know?”

3. 03

   Play numeral war by flipping cards, building each amount with cubes, and naming which number is greater or less.

4. 04

   Count classroom supplies into two baskets, compare the totals, and decide which basket has more, fewer, or the same number.

• 2.NS.1

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

• K.NS.1

  The student will utilize flexible counting strategies to determine and describe quantities up to 100.

• 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.