Numbers around Town

Ages 3–5 · 11 minutes · Math

Prepare for a birthday party while counting and learning number sense

Students count along with Marcus as he plans a friend's birthday party with errands around town. The numbers they encounter focus mainly on 5 to 8. Students see math at the bakery, the park, the store, and in final preparations for the big event. This lesson includes basic addition and recognizing missing numbers in a sequence.

Part of

Numbers in the Neighborhood

Standards alignment

Common Core State Standards

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.

Alabama

MA19.K.5 — Count to answer "how many?" questions.
MA19.K.9 — Solve addition and subtraction word problems, and add and subtract within 10, by using concrete objects or drawings to represent the problem.
MA19.K.19 — Correctly name shapes regardless of their orientations or overall sizes.
MA19.K.6 — Orally identify whether the number of objects in one group is _greater/more than, less/fewer than_, or _equal/the same as_ the number of objects in another group, in groups containing up to 10 objects, by using matching, counting, or other strategies.

Alaska

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.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.OA.2 — Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).
K.CC.2 — Count forward beginning from a given number within the known sequence.
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.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.OA.A.2 — Solve addition and subtraction word problems and add and subtract within 10. See Table 1.
K.CC.A.2 — Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11.").
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.CAR.1. — Use objects, fingers, mental images, drawings, sounds, acting out situations, or verbal explanations to represent addition and subtraction from 0 to 10.
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.NPV.7 — Use matching and counting strategies to compare the number of objects in one group to the number of objects in another group (0 to 10) using the terms greater than, less than, or equal.
K.NPV.8 — Compare two whole numbers, using the terms greater than, less than, or equal.
K.GM.1 — Describe the positions of objects and geometric shapes in the environment. • Terms include: inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of, and to the right of
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.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.

Connecticut

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Delaware

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Florida

MA.K.AR.1.3 — Solve addition and subtraction real-world problems using objects, drawings or equations to represent the problem.
MA.K.NSO.3.1 — Explore addition of two whole numbers from 0 to 10, and related subtraction facts.
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.NSO.1.4 — Compare the number of objects from 0 to 20 in two groups using the terms less than, equal to or greater than.
MA.K.NSO.2.3 — Locate, order and compare numbers from 0 to 20 using the number line and terms less than, equal to or greater than.

Georgia

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”.
K.NR.5.3 — Use a variety of strategies to solve addition and subtraction problems within 10.
K.GSR.8.1 — Identify, sort, classify, analyze, and compare two- dimensional shapes and three-dimensional figures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes.
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.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).

Hawaii

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Idaho

K.CC.B.5 — Given a group of up to 20 objects, count the number of objects in that group and state the number of objects in a rearrangement of that group without recounting. Given a verbal or written number from zero to 20, count out that many objects.
K.OA.A.1 — Represent addition and subtraction of two whole numbers within ten. Use objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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 for groups with up to ten objects.
K.G.B.4 — Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes.
K.CC.A.2 — Starting at a given number, count forward within 100 and backward within 20.

Illinois

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.A.2 — Correctly name shapes regardless of their orientations or overall size.

Indiana

K.CA.1 — Solve real-world problems that involve addition and subtraction within 10 using modeling with objects or drawings. (E)
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.1 — Count to at least 100 by ones and tens. Count by one from any given number. (E)
K.LS.2 — Describe and compare the physical features of common living plants and animals.

Iowa

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 — 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.OA.A.2 — Add and subtract within 10 and solve word problems involving the different problem types listed below. For example, by using objects or drawings to represent the problem. • Add-to with result unknown. • Take-from with result unknown. • Put-together/take-apart with total unknown. • Put-together with both addends unknown. (See Problem Types Table 1 in Appendix A)
K.CC.A.2 — Count forward beginning from any given number within the range of 0–100.
K.G.A.2 — Correctly name shapes regardless of their orientations or overall size.

Kansas

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.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.
K.OA.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g. by using objects or drawings to represent the problem.)
K.G.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.2 — Correctly gives most precise name of shapes regardless of their orientations (position and direction in space) or overall size.

Kentucky

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.OA.2 — Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.
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.G.1.a — Describe objects in the environment using names of shapes.
KY.K.CC.2 — Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1).

Louisiana

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.5 — Count to answer "how many?" questions.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Maine

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. Include groups with up to ten objects.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem).
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.G.B.4 — Analyze and 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).

Maryland

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.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).
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
PK.CC.B.4 — Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality.
PK.OA.A.1 — Represent simple addition and subtraction problems with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, or verbal explanations, up to 5

Massachusetts

PK.CC.A.1 — Listen to and say the names of numbers in meaningful contexts.
PK.CC.A.2 — Recognize and name written numerals 0–10.
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.C.5 — Use comparative language, such as more/less than, equal to, to compare and describe collections of objects.
PK.OA.A.1 — Use concrete objects to model real-world addition (putting together) and subtraction (taking away) problems up through five.

Minnesota

K.1.2.1 — Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.
K.1.1.3 — Count, with and without objects, forward and backward to at least 20.
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.
K.1.2.2 — Compose and decompose numbers up to 10 with objects and pictures. For example: A group of 7 objects can be decomposed as 5 and 2 objects, or 2 and 3 and 2, or 6 and 1.
K.3.1.1 — Recognize basic two- and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and spheres.

Mississippi

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.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.OA.1 — Represent addition and subtraction, in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations,verbal explanations, expressions, or equations.
K.G.4 — Analyze and 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.OA.2 — Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem.

Missouri

K.RA.A.1 — Represent addition and subtraction within 10.
K.GM.C.8 — Identify and describe the attribute of shapes, and use the attributes to sort a collection of shapes.
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.C.10 — Compare two or more sets of objects and identify which set is equal to, more than or less than the other.
K.NS.C.11 — Compare two numerals, between 1 and 10, and determine which is more than or less than the other.

Montana

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.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.OA.A.2 — Solve addition and subtraction word problems from a variety of cultural contexts, including those of Montana American Indians, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.G.A.1 — Describe objects, including those of Montana American Indians, in the environment using names of shapes, and describe the relative positions of these objects using terms such as: above, below, beside, in front of, behind, and next to.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Nebraska

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.
K.N.4.e — Solve authentic problems that involve addition and subtraction within 10 (e.g., by using objects, drawings, and equations to represent the problem).
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.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.e — Count verbally forward and backward from any given number within 20.

Nevada

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

New Hampshire

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

New Jersey

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.G.B.4 — Analyze and 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).

New Mexico

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.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.G.A.2 — Correctly name shapes regardless of their orientations or overall size.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

New York

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.OA.1 — Explore addition and subtraction by using objects, fingers, and responding to real world situations.
NY-K.CC.6 — Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group.
NY-PK.G.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as top, bottom, up, down, above, below, in front of, behind, over, under, and next to.

North Carolina

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.OA.1 — Represent addition and subtraction, within 10: • Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. • Demonstrate understanding of addition and subtraction by making connections among representations.
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.OA.2 — Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving: • Add to/Take From-Result Unknown • Put Together/ Take Apart (Total Unknown and Two Addends Unknown)
NC.K.CC.2 — Count forward beginning from a given number within the known sequence, instead of having to begin at 1.

North Dakota

K.AR.OA.4 — Solve authentic word problems with addition by putting together or adding to within 10.
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.
1.GM.G.1 — Name shapes and identify them as two-dimensional (trapezoids, rhombuses, pentagons, hexagons, octagons).
K.NO.NBT.2 — Compare two numbers between 1 and 20 using words greater than, less than, or equal to.

Ohio

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.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.
K.OA.2 — Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem.
K.G.4 — Describe and compare two- or three-dimensional shapes, in different sizes and orientations, using informal language to describe their commonalities, differences, parts, and other attributes.
K.CC.2 — Count forward within 100 beginning from any given number other than 1.

Oklahoma

K.N.1.8 — Compare and order whole numbers from 0 to 10 with and without objects, using the vocabulary "more than,” “less than,” or “equal to.”
K.N.2 — Develop conceptual understanding with addition and subtraction (up to 10) using objects and pictures.
K.N.2.1 — Compose and decompose numbers up to 10 using objects and pictures.
PK.N.1.2 — Recognize and name written numerals 0-10.
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.3.1 — Compare two sets of 0-5 objects using comparative language such as “same,” “more,” or “fewer.”

Oregon

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.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.
K.OA.A.2 — Add and subtract within 10. Model authentic contexts and solve problems that use addition and subtraction within 10.
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.OA.A.1 — Represent addition as putting together and adding to and subtraction as taking apart and taking from using objects, drawings, physical expressions, numbers or equations.

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.2.2.PreK.A.1 — Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
CC.2.3.PreK.A.1 — Identify and describe shapes.

Rhode Island

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).
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 for groups with up to 10 objects, e.g., by using matching and counting strategies.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

South Carolina

K.ATO.1 — Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, and equations.

South Dakota

K.CC.B.5 — Count to answer "how many?"
K.OA.A.2.b — Add and subtract within 10, eg., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from any given number within 100 (instead of having to begin at 1). Count backwards beginning from any given number within 20.
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. Include groups with up to ten objects.
K.OA.A.2.a — Solve addition and subtraction word problems (within 10), involving result unknown problems, put together/take apart total unknown, and put together/take apart addend unknown, e.g., using objects or drawings to represent the problem. (see appendix for K-2 Common Addition and Subtraction Situations).

Tennessee

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.OA.A.2 — Add and subtract within 10 to solve contextual problems with result/total unknown involving situations of add to, take from, and put together/take apart. Use objects, drawings, or equations to represent the problem.
K.CC.A.2 — Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1).
K.CC.C.7 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
K.G.A.1 — Describe objects in the environment using names of shapes and solids (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, between, and next to.

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.3B — solve word problems using objects and drawings to find sums up to 10 and differences within 10; and
K.2A — count forward and backward to at least 20 with and without objects;
K.2G — compare sets of objects up to at least 20 in each set using comparative language;

Utah

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.OA.2 — Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.6 — Use matching or counting strategies to identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.
K.G.4 — Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes and orientations, using informal language to describe their similarities, differences, and other attributes (for example, color, size, shape, number of sides).

Vermont

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Virginia

K.CE.1f — Model and solve single-step contextual problems (join, separate, and part-part-whole) using 10 or fewer concrete objects.
K.CE.1d — Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 10 in multiple ways.
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.2f — 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.2a — Read, write, and identify the numerals 0 through 30.

Washington

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Washington, D.C.

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.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.G.A.1 — Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

West Virginia

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.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).
M.K.9 — Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.
M.K.23 — Analyze and 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). Instructional Note: Student focus should include real-world shapes.
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.

Wisconsin

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.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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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.G.B.4 — Analyze and 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).

Wyoming

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.OA.D.2 — Solve word problems using objects and drawings to find sums up to 10 and differences within 10.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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. (Include groups with up to ten objects.)
K.G.H — Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).