Key Concept: The digits in the count sequence follow patterns from 0 to 9.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 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 one object. (one-to-one correspondence) 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 or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. IEP Goals

The digits in the count sequence follow patterns from 0 to 9.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 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 one object. (one-to-one correspondence) 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 or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

1. Given a number less than or equal to 90, the student will verbally count to the number for 5 out of 6 examples by the completion of the IEP.

2. Given a number less than or equal to 90, the student will verbally count on to the number for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 10, the student will verbally count back from the number for 5 out of 6 examples by the completion of the IEP.

2. Given a number less than or equal to 90, the student will verbally count on to the number for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 10, the student will verbally count back from the number for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: Counting can be done forward or backward or by different quantities, such as ones or tens.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.1 Count to 100 by ones and by tens.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.#### Georgia

MGSEK.CC.1 Count to 100 by ones and by tens.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 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 one object. (one-to-one correspondence) 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 or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. IEP Goals

In this topic, students develop their understanding of the count sequence up to and beyond 100. Students apply their understanding of the count sequence in order to count by tens.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 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 one object. (one-to-one correspondence) 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 or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

1. Given a number less than or equal to 100, the student will verbally count on to the number for 5 out of 6 examples by the completion of the IEP.

2. Given a number less than or equal to 100, the student will verbally count to the number by tens for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 20, the student will verbally count back from the number for 5 out of 6 examples by the completion of the IEP.

2. Given a number less than or equal to 100, the student will verbally count to the number by tens for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 20, the student will verbally count back from the number for 5 out of 6 examples by the completion of the IEP.

C.1-2-1 Verbal Count to 100: Count On, Count Back |

Lesson Plan

View Teacher-Facilitated Lesson Students build fluency with the count sequence up to 100. They continue to develop their ability to count on and count back, which are precursors to addition and subtraction. (35-45 min)

C.1-2-2 Count by Tens with Objects |

Lesson Plan

View Teacher-Facilitated Lesson Students build fluency with the count sequence up to 100. They apply and extend their understanding of creating groups in order to count by tens. (35-45 min)

C.1-2-3 Verbal Count by Tens to 100 |

Lesson Plan

View Teacher-Facilitated Lesson Students build fluency with the count sequence up to 100. They continue to develop their understanding of counting by tens. (35-45 min)

C.1-2-4 Verbal Count to 100: Count Back from 20 |

Lesson Plan

View Teacher-Facilitated Lesson Students build fluency with the count sequence up to 100. They continue to develop their understanding of counting back, which is a precursor to subtraction. (35-45 min)

Key Concept: Each quantity can be represented with a written numeral.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.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).#### Georgia

MGSEK.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). IEP Goals

In this topic, students develop their understanding of writing numbers within 10.

1. Given a model for a number less than or equal to 10, the student will write the number for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: Each quantity can be represented with a written numeral.

Topic Overview | Standards Alignment | #### Common Core

K.CC.A.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).#### Georgia

MGSEK.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). IEP Goals

In this topic, students develop their understanding of writing numbers within 20.

1. Given a model for a number less than or equal to 20, the student will write the number for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

In this unit, students develop their understanding of the count sequence through verbal counting and writing numbers.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.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).

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

MGSEK.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).

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 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 one object. (one-to-one correspondence) 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 or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.