Numbers on the Playground

Ages 3–5 · 8 minutes · Math

Grab your shoes and head to the playground for another counting adventure

Games and toys present countless ways for students to practice numbers and number sense while having fun. Students will count the steps up to a slide, practice keeping score in basketball, and enjoy the everyday adventure that comes with a trip to the playground.

Numbers will focus mainly on 6-12, with some small addition questions as well.

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.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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Alabama

MA19.K.5 — Count to answer "how many?" questions.
MA19.K.9 — Solve addition and subtraction word problems, and add and subtract within 10, by using concrete objects or drawings to represent the problem.
MA19.1.1d — Compare quantities, with difference unknown, bigger unknown, and smaller unknown while solving word problems within 20.
MA19.1.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using concrete objects, drawings, or equations with a symbol for the unknown number to represent the problem.
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.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.OA.2 — Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies).

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.OA.A.2 — Solve addition and subtraction word problems and add and subtract within 10. See Table 1.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Arkansas

K.CAR.5 — Solve real-world problems involving addition and subtraction within 10, using objects, drawings, or equations to represent the problem.
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.CAR.4 — Use manipulatives and various strategies to fluently add and subtract within 10.
K.NPV.1 — Count to 100 by ones and tens; count forward by ones from any given number up to 100.
1.CAR.7 — Solve real-world problems involving addition of three whole numbers whose sum is less than or equal 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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

Colorado

P.CC.C.3 — Say or sign the number names in order when counting, pairing one number word that corresponds with one object, up to at least 10.
P.CC.C.4 — Use the number name of the last object counted to answer “How many?” questions for up to approximately 10 objects.
P.CC.C.6 — Understand that each successive number name refers to a quantity that is one larger.
P.OA.A.2 — Solve addition and subtraction problems set in simple contexts. Add and subtract up to at least five to or from a given number to find a sum or difference up to 10.
P.OA.A.3 — With adult assistance, begin to use counting on (adding 1 or 2, for example) from the larger number for addition.

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.3.1 — Explore addition of two whole numbers from 0 to 10, and related subtraction facts.
MA.K.AR.1.3 — Solve addition and subtraction real-world problems using objects, drawings or equations to represent the problem.
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.1.AR.1.1 — Apply properties of addition to find a sum of three or more whole numbers.

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.5.3 — Use a variety of strategies to solve addition and subtraction problems within 10.
K.NR.2.2 — Count forward beginning from any number within 100 and count backward from any number within 20.
K.NR.5.2 — Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies.

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.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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.OA.A.2 — Solve addition and subtraction word problems within ten by using physical, visual, and symbolic representations.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using physical, visual, and symbolic representations.

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.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.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.

Indiana

K.CA.1 — Solve real-world problems that involve addition and subtraction within 10 using modeling with objects or drawings. (E)
K.NS.3 — Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. (E)
K.NS.1 — Count to at least 100 by ones and tens. Count by one from any given number. (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).

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.OA.A.2 — Add and subtract within 10 and solve word problems involving the different problem types listed below. For example, by using objects or drawings to represent the problem. • Add-to with result unknown. • Take-from with result unknown. • Put-together/take-apart with total unknown. • Put-together with both addends unknown. (See Problem Types Table 1 in Appendix A)
K.CC.A.2 — Count forward beginning from any given number within the range of 0–100.
K.CC.B.4.e — Each successive number name refers to a quantity that is one larger.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. For example, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.OA.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g. by using objects or drawings to represent the problem.)
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.

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.OA.2 — Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.
KY.1.OA.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings and equations with a symbol for one unknown number to represent the problem.
KY.K.CC.2 — Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1).

Louisiana

K.CC.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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.CC.B.5.a — Count objects up to 20, arranged in a line, a rectangular array, or a circle.

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem).
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1)
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.)

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Massachusetts

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

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.

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.1.1.4 — Find a number that is 1 more or 1 less than a given number.
K.1.2.1 — Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.
K.1.1.3 — Count, with and without objects, forward and backward to at least 20.

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.CC.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.OA.1 — Represent addition and subtraction, in which all parts and whole of the problem are within 10, with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations,verbal explanations, expressions, or equations.

Missouri

K.NS.B.5 — Say the number names when counting objects, in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.NS.B.7 — Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.
K.NS.B.9 — Demonstrate that a number can be used to represent “how many” are in a set.
K.RA.A.1 — Represent addition and subtraction within 10.
K.NS.A.2 — Count forward beginning from a given number between 1 and 20.
1.RA.A.2 — Solve problems that call for addition of three whole numbers whose sum is within 20.

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.OA.A.2 — Solve addition and subtraction word problems from a variety of cultural contexts, including those of Montana American Indians, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.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.
1.OA.A.2 — Solve word problems within a cultural context, including those of Montana American Indians, that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.4.e — Solve authentic problems that involve addition and subtraction within 10 (e.g., by using objects, drawings, and equations to represent the problem).
K.N.2.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.
1.N.5.e — Solve problems that call for addition of three whole numbers whose sum is less than or equal to 20 using flexible strategies with objects, drawings, and/or equations.

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

New Mexico

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.OA.2.a — Add and subtract within 10.
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-K.OA.2.b — Solve addition and subtraction word problems within 10.
NY-PK.OA.1 — Explore addition and subtraction by using objects, fingers, and responding to real world situations.

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.1.OA.2 — Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number.
NC.K.OA.2 — Solve addition and subtraction word problems, within 10, using objects or drawings to represent the problem, when solving: • Add to/Take From-Result Unknown • Put Together/ Take Apart (Total Unknown and Two Addends Unknown)

North Dakota

K.AR.OA.4 — Solve authentic word problems with addition by putting together or adding to within 10.
K.NO.CC.5 — Count and tell how many objects up to 20 are in an arranged pattern or up to 10 objects in a scattered configuration. Represent a quantity of up to 20 with a numeral.
1.AR.OA.4 — Solve authentic word problems with addition, including three numbers and unknowns, within 20.
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.F.4 — Recognize and produce rhyming words.

Ohio

K.CC.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.OA.2 — Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem.
K.CC.4.c — Understand that each successive number name refers to a quantity that is one larger.
1.OA.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Drawings need not show details, but should show the mathematics in the problem.
RF.K.2.a — Recognize and produce rhyming words.

Oklahoma

K.N.1.5 — Count forward, with and without objects, from any given number up to 20.
K.N.2 — Develop conceptual understanding with addition and subtraction (up to 10) using objects and pictures.
PK.N.2 — Count to tell the number of objects.
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.
PK.N.2.1 — Identify the number of objects, up to 10, in a row or column.

Oregon

K.NCC.B.5 — Count to answer “how many?” questions using up to 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration. Given a number from 1-20, count out that many objects.
K.OA.A.2 — Add and subtract within 10. Model authentic contexts and solve problems that use addition and subtraction within 10.
K.NCC.A.2 — Count forward beginning from a given number within 100 of a known sequence.
K.NCC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
1.OA.A.2 — Solve problems that call for addition of three whole numbers whose sum is less than or equal to 20 using objects, drawings or equations.

Pennsylvania

CC.2.1.PreK.A.2 — Count to tell the number of objects.
CC.2.2.PreK.A.1 — Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
CC.2.1.K.A.2 — Apply one-to-one correspondence to count the number of objects.
CC.2.1.PreK.A.3 — Compare numbers.
CC.2.2.K.A.1 — Extend the concepts of putting together and taking apart to add and subtract within 10.

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.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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group for groups with up to 10 objects, e.g., by using matching and counting strategies.

South Carolina

K.NS.5 — Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner.

South Dakota

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?"
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.OA.A.2.b — Add and subtract within 10, eg., by using objects or drawings to represent the problem.
K.OA.A.2.a — Solve addition and subtraction word problems (within 10), involving result unknown problems, put together/take apart total unknown, and put together/take apart addend unknown, e.g., using objects or drawings to represent the problem. (see appendix for K-2 Common Addition and Subtraction Situations).
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Tennessee

K.CC.B.6 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects.
K.OA.A.2 — Add and subtract within 10 to solve contextual problems with result/total unknown involving situations of add to, take from, and put together/take apart. Use objects, drawings, or equations to represent the problem.
K.CC.A.2 — Count forward by ones beginning from any given number within the known sequence (instead of having to begin at 1).
K.CC.B.5.a — When counting objects 1-20, say the number names in the standard order, using one-to-one correspondence.
K.CC.B.5.c — Recognize that each successive number name refers to a quantity that is one greater and each previous number is one less.

Texas

K.2C — count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
K.2F — generate a number that is one more than or one less than another number up to at least 20;
K.3B — solve word problems using objects and drawings to find sums up to 10 and differences within 10; and
K.2A — count forward and backward to at least 20 with and without objects;
K.3C — explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

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.OA.2 — Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.
1.OA.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. For example, use objects, drawings, and equations with a symbol for the unknown number to represent the problem.
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.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.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Virginia

K.CE.1f — Model and solve single-step contextual problems (join, separate, and part-part-whole) using 10 or fewer concrete objects.
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.1g — State the number after, without counting, when given any number between 0 and 30.
K.NS.1e — Count forward orally by ones, within 100, starting at any given number.

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.B.4.c — Understand that each successive number name refers to a quantity that is one larger.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

West Virginia

M.K.5 — Count to answer questions (e.g., "How many?") about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
M.K.9 — Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.
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.1.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).

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.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
M.K.CC.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.1.OA.A.2 — Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.OA.D.2 — Solve word problems using objects and drawings to find sums up to 10 and differences within 10.
1.OA.A.2 — Solve word problems that call for the addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, or equations.
K.OA.D.1 — Model situations that involve representing addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.