Key Concept: Objects contain attributes which can be sorted.

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

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

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.#### Georgia

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)

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. IEP Goals

In this topic, students develop their understanding of attributes and use the attributes to sort and then count groups of objects.

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

1. Given a group of objects within 5, the student will sort the objects by an attribute for 5 out of 6 examples by the completion of the IEP.

2. Given a group of sorted objects within 5, the student count the number of objects in each group for 5 out of 6 examples by the completion of the IEP.

2. Given a group of sorted objects within 5, the student count the number of objects in each group for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: The last number counted indicates the number of objects in a group.

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

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

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.#### Georgia

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)

MGSEK.CC.5 Count to answer ‘how many?” questions.

a. Count to answer “how many?” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration.

b. Given a number from 1-20, count out that many objects. c. Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.) IEP Goals

In this topic, students count and create groups of objects up to 10. They begin to develop strategies for counting objects that are arranged in a line, array, circular pattern, or scattered arrangement.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

MGSEK.CC.5 Count to answer ‘how many?” questions.

a. Count to answer “how many?” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration.

b. Given a number from 1-20, count out that many objects. c. Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.)

1. Given a group of objects within 5, the student will count the objects for 5 out of 6 examples by the completion of the IEP.

2. Given a quantity within 10, the student will create a group of objects that represent the quantity for 5 out of 6 examples by the completion of the IEP.

3. Given a group of objects within 10 that are arranged in a linear, circular, array, or scattered pattern, the student will accurately count the objects for 5 out of 6 examples by the completion of the IEP.

2. Given a quantity within 10, the student will create a group of objects that represent the quantity for 5 out of 6 examples by the completion of the IEP.

3. Given a group of objects within 10 that are arranged in a linear, circular, array, or scattered pattern, the student will accurately count the objects for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: Changing the arrangement of a group of objects does not change the quantity.

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

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

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.#### Georgia

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)

MGSEK.CC.5 Count to answer ‘how many?” questions. a. Count to answer “how many?” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration. b. Given a number from 1-20, count out that many objects. c. Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.) IEP Goals

In this topic, students count and create groups of objects up to 20. They continue to develop strategies for counting objects that are arranged in a line, array, circular pattern, or scattered arrangement.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

MGSEK.CC.5 Count to answer ‘how many?” questions. a. Count to answer “how many?” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration. b. Given a number from 1-20, count out that many objects. c. Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.)

1. Given a quantity within 20, the student will create a group of objects that represent the quantity for 5 out of 6 examples by the completion of the IEP.

2. Given a group of objects within 20 that are arranged in a linear, circular, array, or scattered pattern, the student will accurately count the objects for 5 out of 6 examples by the completion of the IEP.

2. Given a group of objects within 20 that are arranged in a linear, circular, array, or scattered pattern, the student will accurately count the objects for 5 out of 6 examples by the completion of the IEP.

Key Concept: Grouping is a strategy for counting a large collection of objects.

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

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

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.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) IEP Goals

In this topic, students begin to develop their understanding of counting a large collection of objects. Students focus on grouping and counting by 10.

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

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)

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

C.2-4-2 Counting Collections to 75 |

Lesson Plan

View Teacher-Facilitated Lesson Students apply their understandings of counting and cardinality in order to count a collection that contains up to 75 items. (35-45 min)

In this unit, students develop their ability to count objects. Students develop their understanding of one-to-one correspondence and counting to determine how many. Students sort objects in order to determine how many objects possess a given attribute.

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

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

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)

MGSEK.CC.5 Count to answer ‘how many?” questions.

a. Count to answer “how many?” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration.

b. Given a number from 1-20, count out that many objects. c. Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.)