Number Sense: Games Up to 10

Ages 3–5 · 18 minutes · Math

Practice number sense skills with numbers up to 10.

In this lesson, students will practice the number sense skills they've learned for numbers up to 10. They will practice counting objects, using ten frames to count, counting up and down, and comparing sizes of groups and numbers. This practice will help solidify their number sense skills and prepare them to move on to adding small numbers.

Part of

Number Sense: 1–10

Standards alignment

Common Core State Standards

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Alabama

MA19.K.1 — Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.
MA19.K.5 — Count to answer "how many?" questions.
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.
MA19.K.7 — Compare two numbers between 0 and 10 presented as written numerals (without using inequality symbols).
MA19.K.4d — Explain that each successive number name refers to a quantity that is one larger.

Alaska

K.CC.2 — Count forward beginning from a given number within the known sequence.
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.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.CC.7 — Compare and order two numbers between 1 and 10 presented as written numerals.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Arizona

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.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.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.C.7 — Compare two numbers between 0 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

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.NPV.4 — Identify quickly a number of items in a set from 0 to 10 without counting.
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.CAR.1. — Use objects, fingers, mental images, drawings, sounds, acting out situations, or verbal explanations to represent addition and subtraction from 0 to 10.

California

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Connecticut

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Delaware

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.

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.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.2.1 — Recite the number names to 100 by ones and by tens. Starting at a given number, count forward within 100 and backward within 20.
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.1.1 — Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.
K.NR.1.3 — Given a number from 1-20, identify the number that is one more or one less.
K.NR.2.2 — Count forward beginning from any number within 100 and count backward from any number within 20.
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.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 — Identify, write, represent, and compare numbers up to 20.

Hawaii

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.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.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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger.

Idaho

K.CC.A.2 — Starting at a given number, count forward within 100 and backward within 20.
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.
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.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.CC.C.7 — Compare two numbers between one and ten presented as written numerals.
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.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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.4 — Identify sets of 1 to 10 objects in patterned arrangements and tell how many without counting. (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.NS.6 — Compare the values of two numbers from 1 to 20 presented as written numerals.
K.NS.1 — Count to at least 100 by ones and tens. Count by one from any given number. (E)

Iowa

K.CC.A.2 — Count forward beginning from any given number within the range of 0–100.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.IA.A.2 — Count backwards beginning from any given number within the range of 0–20.

Kansas

K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.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.CC.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Kentucky

KY.K.CC.2 — Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1).
KY.K.CC.5.b — Count to answer “how many?” questions with as many as 10 things in a scattered configuration.
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.
KY.K.CC.7 — Compare two numbers between 1 and 10 presented as written numerals.
KY.K.CC.1.b — Count backwards from 30 by ones.
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.

Louisiana

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.
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.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.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.

Maine

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.4c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.

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.B.4 — Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality.
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.c — Begin to recognize that each successive number name refers to a quantity that is one larger.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.

Massachusetts

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).
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 for groups with up to 10 objects, e.g., by using matching and counting strategies.
K.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.

Michigan

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

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.1.1.3 — Count, with and without objects, forward and backward to at least 20.
K.1.1.4 — Find a number that is 1 more or 1 less than a given number.
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.1.1.2 — 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.

Mississippi

K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.CC.7 — Compare two numbers between 1 and 20 presented as written numerals.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.

Missouri

K.NS.A.2 — Count forward beginning from a given number between 1 and 20.
K.NS.A.3 — Count backward from a given number between 10 and 1.
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.
K.NS.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.
K.NS.B.8 — Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns.

Montana

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 from a variety of cultural contexts, including those of Montana American Indians.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.

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.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.
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.1.a — Without counting, recognize and verbally label arrangements for briefly shown collections up to 10 (e.g., “I saw 5.” “How did you know?” “I saw 3 and 2, that is 5.”
K.N.2.b — Understand that each successive number name refers to a quantity that is one larger.

Nevada

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

New Hampshire

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.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.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.

New Jersey

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.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.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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger.

New Mexico

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

New York

NY-K.CC.4.c — Understand the concept that each successive number name refers to a quantity that is one larger.
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-K.CC.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.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)

North Carolina

NC.K.CC.2 — Count forward beginning from a given number within the known sequence, instead of having to begin at 1.
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.CC.7 — Compare two numbers, within 10, presented as written numerals.

North Dakota

K.NO.CC.2 — Count backward from 20 by ones and from a given number within 10.
K.NO.CC.4 — Recognize and verbally label arrangements, without counting, for briefly shown collections up to 10 (e.g., "I saw 5." How do you know? "I saw 3 and 2, that is 5.").
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.NO.NBT.2 — Compare two numbers between 1 and 20 using words greater than, less than, or equal to.
K.NO.CC.1 — Count verbally in sequential order by ones and tens to 100, making accurate decuple transitions (e.g., 89 to 90). Count verbally forward from any given number within 100.

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.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.CC.7 — Compare (without using inequality symbols) two numbers between 0 and 10 when presented as written numerals.
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.4.c — Understand that each successive number name refers to a quantity that is one larger.

Oklahoma

K.N.1.2 — Recognize that a number can be used to represent how many objects are in a set up to 10.
K.N.1.7 — Find a number that is 1 more or 1 less than a given number up to 10.
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.1.4 — Recognize without counting (subitize) the quantity of a small group of objects in organized and random arrangements up to 10.
K.N.1.5 — Count forward, with and without objects, from any given number up to 20.
PK.N.1.3 — Recognize that 0 (zero) represents the count of no objects.

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.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.NCC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.NCC.A.2 — Count forward beginning from a given number within 100 of a known sequence.

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.

Rhode Island

K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).
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.c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects
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 for groups with up to 10 objects, e.g., by using matching and counting strategies.
K.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.

South Carolina

K.NS.4c — Understand the relationship between number and quantity. Connect counting to cardinality by demonstrating an understanding that each successive number name refers to a quantity that is one more and each previous number name refers to a quantity that is one less.
K.NS.5 — Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner.
K.NS.6 — Recognize a quantity of up to ten objects in an organized arrangement (subitizing).
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.
K.NS.8 — Compare two written numerals up to 10 using more than, less than or equal to.

South Dakota

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.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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
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.c — Understand that each successive number name refers to a quantity that is one larger.

Tennessee

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.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.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.CC.C.8 — Compare two given numbers up to 10, when written as numerals, using the terms greater than, less than, or equal to. (Students need not use comparison symbols here.)
K.CC.A.1 — Count to 100 by ones, fives, and tens. Count backward from 10.
K.CC.B.5.a — When counting objects 1-20, say the number names in the standard order, using one-to-one correspondence.

Texas

K.2A — count forward and backward to at least 20 with and without objects;
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.2F — generate a number that is one more than or one less than another number up to at least 20;
K.2G — compare sets of objects up to at least 20 in each set using comparative language;
K.2H — use comparative language to describe two numbers up to 20 presented as written numerals; and
K.2D — recognize instantly the quantity of a small group of objects in organized and random arrangements;

Utah

K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.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.CC.7 — Compare two numbers between 1 and 10 presented as written numerals using "greater than," "less than," or "equal to."
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.c — Understand that each successive number refers to a quantity that is one greater than the previous number.

Vermont

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

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.1c — Represent forward counting by ones using a variety of tools, including five-frames, ten frames, and number paths (a prelude to number lines).
K.NS.1f — Count backward orally by ones when given any number between 1 and 20.
K.NS.1g — State the number after, without counting, when given any number between 0 and 30.
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.1h — State the number before, without counting, when given any number between 1 and 20.
K.NS.2g — Compare numbers up to 30, to the benchmarks of 5 and 10 using various models (e.g., five frames, ten frames, number paths [a prelude to number lines], beaded racks, hands) using the terms greater than, less than, or the same as (equal to).

Washington

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Washington, D.C.

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.
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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

West Virginia

M.K.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.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.7 — Compare and order two numbers between 0-20 presented as written numerals.

Wisconsin

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.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.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.CC.C.8 — Compare two numbers between 1 and 10 presented as written numerals using student-generated ways to record the comparison.
M.K.OA.A.3 — Compose and decompose quantities within 10 a. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition with drawings or numbers. b. Quickly name the quantity of objects briefly shown in structured arrangements anchored to 5 (e.g., fingers, ten frames, math rack/rekenrek) with totals up to 10 without counting by recognizing the arrangement or seeing the quantity in subgroups that are combined (conceptual subitizing).

Wyoming

K.CC.A.1.B — Count backwards by ones from 20.
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.C — Understand that each successive number name refers to a quantity that is one more, and each previous number name refers to a quantity that is one less.
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.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.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.