Numbers in the City

Ages 3–5 · 10 minutes · Math

Journey to the big city and a museum with more counting fun

Marcus guides students on another trip as he visits a friend in the big city. The numbers he encounters focus mainly on 9 to 12. Students see math traveling around the city, at the park, and inside the natural history museum. With bigger numbers to consider, this lesson includes comparing numbers and recognizing missing numbers.

Part of

Numbers in the Neighborhood

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

Alabama

MA19.K.5 — Count to answer "how many?" questions.
MA19.K.5a — Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.
MA19.K.2 — Count to 100 by ones beginning with any given number between 0 and 99.
MA19.K.4d — Explain that each successive number name refers to a quantity that is one larger.
MA19.K.7 — Compare two numbers between 0 and 10 presented as written numerals (without using inequality symbols).

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.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.7 — Compare and order two numbers between 1 and 10 presented as written numerals.
K.MD.2 — Make comparisons between two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

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.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.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.C.7 — Compare two numbers between 0 and 10 presented as written numerals.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Arkansas

K.NPV.1 — Count to 100 by ones and tens; count forward by ones from any given number up to 100.
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.8 — Compare two whole numbers, using the terms greater than, less than, or equal.
K.NPV.5 — Read, write, and represent whole numbers from 0 to 20.

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

Colorado

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.
P.OA.A.3 — With adult assistance, begin to use counting on (adding 1 or 2, for example) from the larger number for addition.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.

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

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.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.c — Understand that each successive number name refers to a quantity that is one larger.
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.

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.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.
MA.K12.MTR.7.1 — Apply mathematics to real-world contexts. Mathematicians who apply mathematics to real-world contexts: • Connect mathematical concepts to everyday experiences. • Use models and methods to understand, represent and solve problems. • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency.

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.2.2 — Count forward beginning from any number within 100 and count backward from any number within 20.
K.NR.4 — Identify, write, represent, and compare numbers up to 20.
K.NR.1.3 — Given a number from 1-20, identify the number that is one more or one less.
K.NR.2 — Use count sequences within 100 to count forward and backward in sequence.

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

Idaho

K.CC.A.2 — Starting at a given number, count forward within 100 and backward within 20.
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 — 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.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.C.7 — Compare two numbers between one and ten presented as written numerals.

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.

Indiana

K.NS.1 — Count to at least 100 by ones and tens. Count by one from any given number. (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.6 — Compare the values of two numbers from 1 to 20 presented as written numerals.

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

Kansas

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

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

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.a — Count objects up to 20, arranged in a line, a rectangular array, or a circle.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

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.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.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.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.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Maryland

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

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

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.1.1.5 — 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.1.1.4 — Find a number that is 1 more or 1 less than a given number.

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.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.
K.MD.2 — Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Missouri

K.NS.A.2 — Count forward beginning from a given number between 1 and 20.
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.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.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.
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.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 from a variety of cultural contexts, including those of Montana American Indians.
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.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.

Nebraska

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.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.3.a — Compose and decompose numbers from 11 to 19 into a group of ten ones and some more ones using a model, drawing, or equation.

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

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.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

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

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

New York

NY-K.CC.2 — Count to 100 by ones beginning from any given number (instead of beginning at 1).
NY-K.CC.5.a — Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration.
NY-K.CC.4.c — Understand the concept that each successive number name refers to a quantity that is one larger.
NY-K.CC.7 — Compare two numbers between 1 and 10 presented as written numerals.
NY-PK.CC.1 — Count to 20.

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.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.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.7 — Compare two numbers, within 10, presented as written numerals.
NC.K.MD.2 — Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

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.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.
K.NO.NBT.1 — Compose and decompose numbers from 11 to 19 using a group of ten ones and some more ones using a model, drawing, or equation.

Ohio

K.CC.2 — Count forward within 100 beginning from any given number other than 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.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.7 — Compare (without using inequality symbols) two numbers between 0 and 10 when presented as written numerals.
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.

Oklahoma

K.N.1.5 — Count forward, with and without objects, from any given number up to 20.
PK.N.1.1 — Count aloud forward in sequence by 1s to 20.
K.N.1.6 — Read, write, discuss, and represent whole numbers from 0 to at least 20. Representations may include numerals, pictures, real-object and pictographs, spoken words, and manipulatives.
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.3.1 — Distribute a set of objects into at least two smaller equal sets.

Oregon

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

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

South Carolina

K.NS.2 — Count forward by ones beginning from any number less than 100.
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.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.NSBT.1 — Compose and decompose numbers from 11 – 19 separating ten ones from the remaining ones using objects and drawings.

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

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.5.a — When counting objects 1-20, say the number names in the standard order, using one-to-one correspondence.
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.B.5.c — Recognize that each successive number name refers to a quantity that is one greater and each previous number is one less.
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.)

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.2H — use comparative language to describe two numbers up to 20 presented as written numerals; and
K.2F — generate a number that is one more than or one less than another number up to at least 20;

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.4.c — Understand that each successive number refers to a quantity that is one greater than the previous number.
K.CC.7 — Compare two numbers between 1 and 10 presented as written numerals using "greater than," "less than," or "equal to."

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

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.1e — Count forward orally by ones, within 100, starting at any given number.
K.NS.1g — State the number after, without counting, when given any number between 0 and 30.
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.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.c — Understand that each successive number name refers to a quantity that is one larger.
K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
K.CC.C.7 — Compare two numbers between 1 and 10 presented as written numerals.

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

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.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.7 — Compare and order two numbers between 0-20 presented as written numerals.
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.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.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.C.8 — Compare two numbers between 1 and 10 presented as written numerals using student-generated ways to record the comparison.
M.K.MD.A.2 — Directly compare two objects with a measurable attribute in common, to see which object has "more of" / "less of" the attribute, and describe the difference.

Wyoming

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.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.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.C.7 — Compare two numbers between 1 and 10 presented as written numerals.
K.CC.B.4.A — Use one-to-one correspondence when counting objects.