Number Sense: 13, 14, and 15

Ages 4–6 · 10 minutes · Math

Build number sense for the numbers 13, 14, and 15

In this lesson, students will learn about the numbers 13, 14, and 15. They will get practice counting up to 15 using stars, planets, and rocket ships. They will be introduced to the tens place and the ones place. And they'll use ten rods and math cubes as counting tools in a game where they have to choose the group that represents a given number of objects.

Part of

Number Sense: 11–20

Standards alignment

Common Core State Standards

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Alabama

MA19.K.14 — Compose and decompose numbers from 11 to 19 by using concrete objects or drawings to demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
MA19.K.4d — Explain that each successive number name refers to a quantity that is one larger.
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.

Alaska

K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings) and record each composition and decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones.
K.CC.2 — Count forward beginning from a given number within the known sequence.

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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.c — Understand that each successive number name refers to a quantity that is one larger.
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.

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.5 — Read, write, and represent whole numbers from 0 to 20.
K.NPV.6 — Show equivalent forms of whole numbers up to 20 as groups of tens and ones, using manipulatives and drawings.
K.NPV.1 — Count to 100 by ones and tens; count forward by ones from any given number up to 100.

California

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Colorado

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

Connecticut

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Delaware

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

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.2.2 — Represent whole numbers from 10 to 20, using a unit of ten and a group of ones, with objects, drawings and expressions or equations.
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.

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.3.1 — Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and some more ones.
K.NR.3 — Use place value understanding to compose and decompose numbers from 11–19.
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.4c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Idaho

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.NBT.A.1 — Compose (put together) and decompose (break apart) numbers from 11 to 19 into ten ones and some further ones, and record each composition or decomposition by using physical, visual, or symbolic representations; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Starting at a given number, count forward within 100 and backward within 20.
K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.

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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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 larger.
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.

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.7 — Define and model a "ten" as a group of ten ones. Model equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. (E)
K.NS.1 — Count to at least 100 by ones and tens. Count by one from any given number. (E)
K.NS.2 — Write whole numbers from 0 to 20 and identify number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). (E)

Iowa

K.CC.B.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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, by using objects or drawings, and record each composition or decomposition by a drawing or equation. For example, 18 = 10 + 8; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from any given number within the range of 0–100.

Kansas

K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, (e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 10 + 8 = 18 and 19 = 10 + 9); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.3 — Read and write numerals from 0 to 20.

Kentucky

KY.K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.1 — Compose and decompose numbers from 11 to 19 using quantities (numbers with units) of ten ones and some further ones. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
KY.K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
KY.K.CC.5.b — Count to answer “how many?” questions with as many as 10 things in a scattered configuration.

Louisiana

K.CC.B.5.a — Count objects up to 20, arranged in a line, a rectangular array, or a circle.
K.NBT.A.1.a — Understand that the numbers 11–19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.NBT.A.1.b — Compose and decompose numbers 11 to 19 using place value (e.g., by using objects or drawings).
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 larger.

Maine

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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8 and 10+8=18); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.

Maryland

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Massachusetts

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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.c — Understand that each successive number name refers to a quantity that is one larger. Recognize the one more pattern of counting using objects.

Michigan

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Minnesota

K.1.1.2 — Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. For example: Represent the number of students taking hot lunch with tally marks.
K.1.1.3 — Count, with and without objects, forward and backward to at least 20.
K.1.1.4 — Find a number that is 1 more or 1 less than a given number.
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.
1.1.1.1 — Use place value to describe whole numbers between 10 and 100 in terms of tens and ones. For example: Recognize the numbers 21 to 29 as 2 tens and a particular number of ones.

Mississippi

K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8).
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0– 20 (with 0 representing a count of no objects).

Missouri

K.NBT.A.1 — Compose and decompose numbers from 11 to 19 into sets of tens with additional ones.
K.NS.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.
K.NS.A.4 — Read and write numerals and represent a number of objects from 0 to 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.9 — Demonstrate that a number can be used to represent “how many” are in a set.

Montana

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.

Nebraska

K.N.2.b — Understand that each successive number name refers to a quantity that is one larger.
K.N.3 — Base Ten: Students will work with numbers 11 to 19 to gain a foundation for place value.
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.
K.N.2 — Counting and Cardinality: Students will understand the relationship between numbers and quantities.
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.

Nevada

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

New Hampshire

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.

New Jersey

K.CC.B.4c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.A.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

New Mexico

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.B.2.b — The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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.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.NBT.1 — Compose and decompose the numbers from 11 to 19 into ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
NY-K.CC.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
NY-K.CC.4 — Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.

North Carolina

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.NBT.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones by: • Using objects or drawings. • Recording each composition or decomposition by a drawing or expression. • Understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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).

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.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.
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.CC.3 — Identify and write any given numeral within 20.

Ohio

K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.1 — Compose and decompose numbers from 11 to 19 into a group of ten ones and some further ones by using objects and, when appropriate, drawings or equations; understand that these numbers are composed of a group of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.2 — Count forward within 100 beginning from any given number other than 1.

Oklahoma

K.N.1.5 — Count forward, with and without objects, from any given number up 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.
1.N.1.2 — Use concrete representations to describe whole numbers between 10 and 100 in terms of tens and ones. Know that 10 is equivalent to 10 ones and 100 is equivalent to 10 tens.
PK.N.1.1 — Count aloud forward in sequence by 1s to 20.

Oregon

K.NBT.A.1 — Compose and decompose from 11 to 19 into groups of ten ones and some further ones using objects, drawings, or equations.
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.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.2 — Count forward beginning from a given number within 100 of a known sequence.
1.NBT.B.2 — Understand 10 as a bundle of ten ones and that the two digits of a two-digit number represent amounts of tens and ones.

Pennsylvania

CC.2.1.K.A.1 — Know number names and write and recite the count sequence.
CC.2.1.K.B.1 — Use place value to compose and decompose numbers within 19.
CC.2.1.K.A.2 — Apply one-to-one correspondence to count the number of objects.

Rhode Island

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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at one).

South Carolina

K.NS.3 — Read numbers from 0 – 20 and represent a number of objects 0 – 20 with a written numeral.
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.NSBT.1 — Compose and decompose numbers from 11 – 19 separating ten ones from the remaining ones using objects and drawings.
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).

South Dakota

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.

Tennessee

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.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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into a group of ten ones and some more ones by using objects or drawings (e.g., 18 equals 10 + 8). Record the composition or decomposition using a drawing or by writing an equation.
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.

Texas

K.2B — read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;
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.2A — count forward and backward to at least 20 with and without objects;
1.2B — use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;

Utah

K.CC.3 — Read and write numbers using base ten numerals from 0 to 20. Represent a number of objects with a written numeral, in or out of sequence (0 represents a count of no objects).
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.NBT.1 — Compose and decompose numbers from 11–19 into ten ones and some further ones. Use objects or drawings and record each composition or decomposition by a drawing or equation. For example, 18 = 10 + 8. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Vermont

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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 — Understand the relationship between numbers and quantities; connect counting to cardinality.

Virginia

K.NS.1g — State the number after, without counting, when given any number between 0 and 30.
K.NS.1i — Use objects, drawings, words, or numbers to compose and decompose numbers 11-19 into a ten and some ones.
K.NS.2c — Determine and write the numeral that corresponds to the total number of objects in a given set of 30 or fewer concrete objects or pictorial models.
K.NS.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.2a — Read, write, and identify the numerals 0 through 30.

Washington

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.A.3 — Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Washington, D.C.

K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.14 — Compose and decompose numbers from 11 to 19 into ten ones and larger two-digit numbers by using objects or drawings and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones (one ten) and one, two, three, four, five, six, seven, eight, or nine ones.
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.3 — Write numbers from Oto 20. Represent a number of objects with a written numeral 0-20 (with O representing a count of no objects).
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.NBT.A.1 — Compose and decompose numbers from 11 to 19 into 10 ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or numbers; understand that these numbers are composed of 10 ones and one, two, three, four, five, six, seven, eight, or nine ones.
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).

Wyoming

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.NBT.E — Work with numbers 11-19 to gain foundations for place value.
K.NBT.E.1 — Describe, explore, and explain how the counting numbers 11 to 19 is:
K.NBT.E.1.A — Composed of ten ones and more ones.
K.CC.A — Know number names and the count sequence.