Number Sense: Up to 3

Ages 3–5 · 10 minutes · Math

Build number sense for numbers up to 3

In this lesson, students will learn about the numbers 1, 2, and 3. They will get practice counting up to 3 using animals, foods, and shapes. They'll also count different groups of objects.

Part of

Number Sense: 1–10

Standards alignment

Common Core State Standards

K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Alabama

MA19.K.4 — Connect counting to cardinality using a variety of concrete objects.
MA19.K.5 — Count to answer "how many?" questions.
MA19.K.4a — Say the number names in consecutive order when counting objects.
MA19.K.4b — Indicate that the last number name said tells the number of objects counted in a set.
MA19.K.19 — Correctly name shapes regardless of their orientations or overall sizes.

Alaska

K.CC.4.a — When counting objects, say the number names in standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.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.CC.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies).
K.G.2 — Name shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) regardless of their orientation or overall size.

Arizona

K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.G.A.2 — Correctly name shapes regardless of their orientation or overall size (e.g., circle, triangle, square, rectangle, rhombus, trapezoid, hexagon, cube, cone, cylinder, sphere).

Arkansas

K.NPV.2 — Count a set of objects up to 20 using one-to-one correspondence, demonstrating that the last number stated indicates the number of objects in the set regardless of the arrangement.
K.GM.2 — Name shapes correctly regardless of their orientation or overall size. • Shapes include: squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres

California

K.CC.B.4.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.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Colorado

P.CC.C.3 — Say or sign the number names in order when counting, pairing one number word that corresponds with one object, up to at least 10.
P.CC.C.4 — Use the number name of the last object counted to answer “How many?” questions for up to approximately 10 objects.
P.CC.C.10 — Recognize and, with support, write some numerals up to 10.
P.CC.C.5 — Accurately count as many as five objects in a scattered configuration or out of a collection of more than five objects.
P.CC.C.9 — Associate a number of objects with a written numeral 0–5.
P.CC.C.7 — Identify whether the number of objects in one group is more than, less than or the same as objects in another group for up to at least five objects.

Connecticut

K.CC.B.4.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.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Delaware

K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.G.A.2 — Correctly name shapes regardless of their orientations or overall size.

Florida

MA.K.NSO.1.1 — Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting.
MA.K.DP.1.1 — Collect and sort objects into categories and compare the categories by counting the objects in each category. Report the results verbally, with a written numeral or with drawings.
MA.K.GR.1.1 — Identify two- and three-dimensional figures regardless of their size or orientation. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones and cylinders.

Georgia

K.NR.1.1 — Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.
K.NR.1.2 — When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order.
K.NR.4.1 — Identify written numerals 0- 20 and represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.NR.4.2 — Compare two sets of up to 10 objects and identify whether the number of objects in one group is more or less than the other group, using the words “greater than,” “less than,” or “the same as”.

Hawaii

K.CC.B.4a — 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.
K.CC.B.4b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Idaho

K.CC.B.4.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.

Illinois

K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Indiana

K.NS.3 — Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. (E)
K.NS.5 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies).
K.G.1 — Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners"), and other attributes (e.g., having sides of equal length).
K.NS.2 — Write whole numbers from 0 to 20 and identify number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). (E)

Iowa

K.CC.B.4.b — Each object must be paired with one and only one number name and each number name with one and only one object (one-to-one correspondence).
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.CC.B.4.a — Number names must be said in the standard order (sequencing).
K.CC.B.4.c — The last number name said tells the number of objects counted, objects may be counted in any order (cardinality).
K.CC.C.6 — Determine whether the number of objects in one group of 1– 10 objects is greater than, less than, or equal to the number of objects in another group of 1–10 objects. For example, using matching and counting strategies.
K.G.A.2 — Correctly name shapes regardless of their orientations or overall size.

Kansas

K.CC.4.a — When counting objects, say each number’s name in sequential order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.5 — Count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects.
K.CC.3 — Read and write numerals from 0 to 20.
K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, (e.g. by using matching and counting strategies.) Include groups with up to ten objects.

Kentucky

KY.K.CC.4.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.
KY.K.CC.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
KY.K.CC.5.a — Count to answer “how many?” questions with as many as 20 things arranged in a line, a rectangular array, or a circle.
KY.K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
KY.K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

Louisiana

K.CC.B.4.a — When counting objects in standard order, say the number names as they relate to each object in the group, demonstrating one-to-one correspondence.
K.CC.B.5 — Count to answer "how many?" questions.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.G.A.2 — Correctly name shapes regardless of their orientations or overall size.

Maine

K.CC.B.4a — 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.
K.CC.B.4b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Include groups with up to ten objects.

Maryland

PK.CC.B.4.a — When counting objects 1-10, say the number names in standard order, pairing each object with one and only one number name.
PK.CC.B.4.b — Recognize that the last number name said, tells the number of objects counted. Recognize the count remains the same regardless of the order or arrangement of the objects.
PK.CC.B.5 — Represent a number by producing sets of objects with concrete materials, pictures, and or numerals. (First 0-5 and then to 10) Can correctly respond when asked "how many" after counting concrete objects.
PK.CC.A.2 — Identify which number comes just after or just before a given number in the counting sequence to 10 with visual supports and manipulatives.
PK.CC.A.3 — Identify written numerals 0-10.
PK.CC.C.6 — Compare groups of objects up to 5 and then to 10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (includes groups with up to 5 objects).

Massachusetts

PK.CC.A.2 — Recognize and name written numerals 0–10.
PK.CC.B.3 — Understand the relationships between numerals and quantities up to 10.
PK.CC.C.4 — Count many kinds of concrete objects and actions up to ten, using one-to-one correspondence, and accurately count as many as seven things in a scattered configuration. Recognize the "one more," "one less" patterns.
PK.CC.A.1 — Listen to and say the names of numbers in meaningful contexts.
PK.G.A.2 — Identify various two-dimensional shapes using appropriate language.

Michigan

K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Minnesota

K.1.1.1 — Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. For example: Count students standing in a circle and count the same students after they take their seats. Recognize that this rearrangement does not change the total number, but may change the order in which students are counted.
K.1.1.2 — Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. For example: Represent the number of students taking hot lunch with tally marks.
K.1.1.3 — Count, with and without objects, forward and backward to at least 20.
K.3.1.1 — Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres.
K.1.1.5 — Compare and order whole numbers, with and without objects, from 0 to 20. For example: Put the number cards 7, 3, 19 and 12 in numerical order.

Mississippi

K.CC.4.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.
K.CC.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.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.G.2 — Correctly name shapes regardless of their orientations or overall size.

Missouri

K.NS.B.5 — Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.NS.B.9 — Demonstrate that a number can be used to represent “how many” are in a set.
K.NS.B.6 — Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.
K.NS.C.10 — Compare two or more sets of objects and identify which set is equal to, more than or less than the other.
K.GM.C.6 — Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size.

Montana

K.CC.B.4.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 from a variety of cultural contexts, including those of Montana American Indians.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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 from a variety of cultural contexts, including those of Montana American Indians.
K.MD.B.3 — Classify objects from a variety of cultural contexts, including those of Montana American Indians, into given categories; count the numbers of objects in each category, and sort the categories by count.

Nebraska

K.N.2.a — Use one-to-one correspondence when counting objects to show the relationship between numbers and quantities and understand the last number counted is a direct representation of the total objects in a given set.
K.G.1.a — Identify and name two-dimensional shapes including circles, triangles, squares, and rectangles regardless of orientation or size.
K.N.2.b — Understand that each successive number name refers to a quantity that is one larger.
K.N.2.d — Count up to 20 objects arranged in a line, a rectangular array, or a circle, and count up to 10 objects in a scattered configuration.
K.N.2.h — Compare the number of objects in two groups, up to 20, using the words fewer than, more than, the same as.

Nevada

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

New Hampshire

K.CC.B.4.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.
K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

New Jersey

K.CC.B.4a — 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.
K.CC.B.4b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

New Mexico

K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

New York

NY-PK.CC.3.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. (1:1 correspondence)
NY-PK.CC.3.b — Explore and develop the concept 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.
NY-PK.CC.4.a — Answer counting questions using as many as 10 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 5 objects in a scattered configuration.
NY-PK.CC.5 — Recognize whether the number of objects in one group is more than, fewer than, or equal to (the same as) the number of objects in another group.
NY-PK.MD.2 — Sort objects and shapes into categories; count the objects in each category.

North Carolina

NC.K.CC.4 — Understand the relationship between numbers and quantities. • 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). • Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality). • State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 — Count to answer “How many?” in the following situations: • Given a number from 1–20, count out that many objects. • Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater. • Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. • Given 10 objects in a scattered arrangement, identify how many.
NC.K.CC.6 — Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.
NC.K.G.2 — Correctly name squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres regardless of their orientations or overall size.

North Dakota

K.NO.CC.5 — Count and tell how many objects up to 20 are in an arranged pattern or up to 10 objects in a scattered configuration. Represent a quantity of up to 20 with a numeral.
K.GM.G.1 — Name shapes and identify them as two-dimensional (squares, circles, triangles, rectangles) regardless of their orientations or overall sizes.
K.NO.CC.3 — Identify and write any given numeral within 20.

Ohio

K.CC.4.a — When counting objects, establish a one-to-one relationship by saying 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.
K.CC.4.b — Understand that the last number name said tells the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.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.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality using a variety of objects including pennies.
K.CC.6 — Orally identify (without using inequality symbols) whether the number of objects in one group is greater/more than, less/fewer than, or the same as the number of objects in another group, not to exceed 10 objects in each group.

Oklahoma

PK.N.1.2 — Recognize and name written numerals 0-10.
PK.N.2.2 — Use one-to-one correspondence in counting objects and matching groups of objects up to 10.
PK.N.2.3 — Understand the last numeral spoken when counting aloud tells how many total objects are in a set up to 10.
PK.N.2.1 — Identify the number of objects, up to 10, in a row or column.
PK.GM.1.1 — Identify circles, squares, rectangles, and triangles by pointing to the shape when given the name.

Oregon

K.NCC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.NCC.B.5 — Count to answer “how many?” questions using up to 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration. Given a number from 1-20, count out that many objects.
K.GM.A.2 — Correctly name common two-dimensional and three-dimensional geometric shapes regardless of their orientations or overall size.
K.NCC.A.3 — Identify number names, write numbers, and the count sequence from 0-20. Represent a number of objects with a written number 0-20.
K.NCC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.

Pennsylvania

CC.2.1.PreK.A.1 — Know number names and the count sequence.
CC.2.1.PreK.A.2 — Count to tell the number of objects.
CC.2.1.PreK.A.3 — Compare numbers.
CC.2.4.PreK.A.4 — Classify objects and count the number of objects in each category.
CC.2.3.PreK.A.1 — Identify and describe shapes.

Rhode Island

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.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.
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.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects

South Carolina

K.NS.4a — Understand the relationship between number and quantity. Connect counting to cardinality by demonstrating an understanding that the last number said tells the number of objects in the set (cardinality).
K.NS.5 — Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner.
K.G.2 — Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere).
K.NS.3 — Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral.
K.NS.7 — Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies.

South Dakota

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.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).
K.CC.B.4.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.
K.CC.B.5 — Count to answer "how many?"
K.CC.B.5.a — When counting, answer questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or and as many as 10 things in a scattered configuration.

Tennessee

K.CC.B.5 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.5.a — When counting objects 1-20, say the number names in the standard order, using one-to-one correspondence.
K.CC.B.5.b — Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.B.6 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, 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.C.4 — Sort a collection of objects into a given category, with 10 or fewer in each category. Compare the categories by group size.

Texas

K.2C — count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
K.2D — recognize instantly the quantity of a small group of objects in organized and random arrangements;
K.2E — generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;
K.6A — identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles;

Utah

K.CC.4.a — When counting objects, say the numbers in the standard order. Pair each quantity of objects with one and only one number and each number with the correct quantity of objects.
K.CC.4.b — Understand that the last number said represents the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.5 — Use counting to answer questions about "how many." For example, 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scattered configuration. Using a number from 1–20, count out that many objects.
K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.MD.3 — Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Limit the category counts to less than or equal to 10.

Vermont

K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Virginia

K.NS.1a — 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 last number named as the total number of objects counted.
K.NS.2c — 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.1g — State the number after, without counting, when given any number between 0 and 30.
K.NS.2a — Read, write, and identify the numerals 0 through 30.

Washington

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.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.
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.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Washington, D.C.

K.CC.B.4.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.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

West Virginia

M.K.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. b. Understand that the last number name said tells the number of objects counted and 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.
M.K.5 — Count to answer questions (e.g., "How many?") about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
M.K.17 — Classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. Category counts should be limited to less than or equal to 10. (e.g., Identify coins and sort them into groups of Ss or 10s.)
M.K.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies).

Wisconsin

M.K.CC.B.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. 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). c. Understand that each successive number name refers to a quantity that is one larger and the previous number is one smaller (hierarchical inclusion).
M.K.CC.B.6 — 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.
M.K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
M.K.CC.C.7 — Identify whether the number of objects (up to 10) in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
M.K.G.A.2 — Correctly name shapes regardless of their orientations or overall size.

Wyoming

K.CC.B.4.A — Use one-to-one correspondence when counting objects.
K.CC.B.5.A — Answer the question "how many?" by counting up to 20 objects arranged in a line, a rectangular array, a circle, or as many as 10 objects in a scattered configuration.
K.CC.A — Know number names and the count sequence.
K.CC.B.4.B — Understand that the last number name said, tells the number of objects counted regardless of their arrangement.
K.G.H — Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).