Numbers at the Beach

Ages 3–5 · 7 minutes · Math

Pack your swimsuit and some sunscreen for counting at the beach

Beach umbrellas, sandcastles, and crabs all feature in this next adventure with Marcus. Students will count bigger numbers by counting smaller collections first and then adding them up! Numbers focus mainly on 4-10.

Part of

Numbers in the Neighborhood

Standards alignment

Common Core State Standards

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Alabama

MA19.K.5 — Count to answer "how many?" questions.
MA19.K.6 — Orally identify whether the number of objects in one group is _greater/more than, less/fewer than_, or _equal/the same as_ the number of objects in another group, in groups containing up to 10 objects, by using matching, counting, or other strategies.
MA19.K.9 — Solve addition and subtraction word problems, and add and subtract within 10, by using concrete objects or drawings to represent the problem.
MA19.K.4 — Connect counting to cardinality using a variety of concrete objects.
MA19.K.8 — Represent addition and subtraction up to 10 with concrete objects, fingers, pennies, mental images, drawings, claps or other sounds, acting out situations, verbal explanations, expressions, or equations.

Alaska

K.CC.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching, counting, or estimating strategies).
K.OA.2 — Add or subtract whole numbers to 10 (e.g., by using objects or drawings to solve word problems).
K.CC.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.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.
K.CC.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.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.CC.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.OA.A.2 — Solve addition and subtraction word problems and add and subtract within 10. See Table 1.
K.CC.A.2 — Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11.").

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.NPV.7 — Use matching and counting strategies to compare the number of objects in one group to the number of objects in another group (0 to 10) using the terms greater than, less than, or equal.
K.CAR.1. — Use objects, fingers, mental images, drawings, sounds, acting out situations, or verbal explanations to represent addition and subtraction from 0 to 10.
K.NPV.8 — Compare two whole numbers, using the terms greater than, less than, or equal.
K.NPV.3 — Identify the position of objects in a set using ordinal numbers (first, second, third, etc.).

California

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Colorado

K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to 10 objects.)
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.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.1 — Represent addition and subtraction in different ways, such as with fingers, objects, and drawings.

Connecticut

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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).

Delaware

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Florida

MA.K.NSO.1.4 — Compare the number of objects from 0 to 20 in two groups using the terms less than, equal to or greater than.
MA.K.NSO.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.DP.1.1 — Collect and sort objects into categories and compare the categories by counting the objects in each category. Report the results verbally, with a written numeral or with drawings.
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.

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.4.2 — Compare two sets of up to 10 objects and identify whether the number of objects in one group is more or less than the other group, using the words “greater than,” “less than,” or “the same as”.
K.NR.5.3 — Use a variety of strategies to solve addition and subtraction problems within 10.
K.MDR.7.2 — Classify and sort up to ten objects into categories by an attribute; count the number of objects in each category and sort the categories by count.
K.NR.1.2 — When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order.

Hawaii

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Idaho

K.CC.B.5 — Given a group of up to 20 objects, count the number of objects in that group and state the number of objects in a rearrangement of that group without recounting. Given a verbal or written number from zero to 20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group for groups with up to ten objects.
K.OA.A.2 — Solve addition and subtraction word problems within ten by using physical, visual, and symbolic representations.
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.MD.B.3 — Classify objects into given categories; count the numbers of objects in each category (up to and including ten) and sort the categories by count.

Illinois

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Indiana

K.CA.1 — Solve real-world problems that involve addition and subtraction within 10 using modeling with objects or drawings. (E)
K.NS.3 — Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. (E)
K.NS.5 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies).
K.CA.3 — Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. (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.CC.C.6 — Determine whether the number of objects in one group of 1– 10 objects is greater than, less than, or equal to the number of objects in another group of 1–10 objects. For example, using matching and counting strategies.
K.OA.A.2 — Add and subtract within 10 and solve word problems involving the different problem types listed below. For example, by using objects or drawings to represent the problem. • Add-to with result unknown. • Take-from with result unknown. • Put-together/take-apart with total unknown. • Put-together with both addends unknown. (See Problem Types Table 1 in Appendix A)
K.OA.A.1 — Represent addition and subtraction situations in a variety of ways. For example, with objects, fingers, mental images, drawings, sounds (claps), acting out situations, verbal explanations, expressions, or equations.

Kansas

K.CC.5 — Count to answer “how many?” up to 20 concrete or pictorial objects arranged in a line, a rectangular array, or a circle, or as many as 10 objects in a scattered configuration; given a number from 1 to 20, count out that many objects.
K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, (e.g. by using matching and counting strategies.) Include groups with up to ten objects.
K.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.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.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Kentucky

KY.K.CC.5.b — Count to answer “how many?” questions with as many as 10 things in a scattered configuration.
KY.K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
KY.K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
KY.K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

Louisiana

K.CC.B.5 — Count to answer "how many?" questions.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.CC.B.4.a — When counting objects in standard order, say the number names as they relate to each object in the group, demonstrating one-to-one correspondence.
K.CC.B.5.b — Count objects up to 10 in a scattered configuration.
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.

Maine

K.CC.B.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Include groups with up to ten objects.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem).
K.MD.B.3 — Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
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.

Maryland

PK.CC.B.4 — Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality.
PK.CC.B.4.a — When counting objects 1-10, say the number names in standard order, pairing each object with one and only one number name.
PK.CC.C.6 — Compare groups of objects up to 5 and then to 10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (includes groups with up to 5 objects).
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
PK.CC.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

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.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group for groups with up to 10 objects, e.g., by using matching and counting strategies.
K.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.MD.B.3 — Classify objects into given categories; count the numbers of objects in each category (up to and including 10) and sort the categories by count.

Michigan

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.CC.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.MD.B.3 — Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

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.1.1.5 — Compare and order whole numbers, with and without objects, from 0 to 20. For example: Put the number cards 7, 3, 19 and 12 in numerical order.
K.1.2.1 — Use objects and draw pictures to find the sums and differences of numbers between 0 and 10.
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.1.2.2 — Compose and decompose numbers up to 10 with objects and pictures. For example: A group of 7 objects can be decomposed as 5 and 2 objects, or 2 and 3 and 2, or 6 and 1.

Mississippi

K.CC.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
K.CC.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.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.
K.OA.2 — Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects or drawings to represent the problem.
K.CC.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

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.C.10 — Compare two or more sets of objects and identify which set is equal to, more than or less than the other.
K.RA.A.1 — Represent addition and subtraction within 10.
K.DS.A.2 — Compare category counts using appropriate language.
K.NS.B.9 — Demonstrate that a number can be used to represent “how many” are in a set.

Montana

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects from a variety of cultural contexts, including those of Montana American Indians.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.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.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.OA.A.3 — Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Nebraska

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.h — Compare the number of objects in two groups, up to 20, using the words fewer than, more than, the same as.
K.N.4.b — Compose and decompose numbers less than or equal to 10 into pairs in more than one way using verbal explanations, objects, or drawings.
K.N.2.a — Use one-to-one correspondence when counting objects to show the relationship between numbers and quantities and understand the last number counted is a direct representation of the total objects in a given set.
K.N.4.e — Solve authentic problems that involve addition and subtraction within 10 (e.g., by using objects, drawings, and equations to represent the problem).

Nevada

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.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.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.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.

New Hampshire

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

New Jersey

K.CC.B.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.MD.B.3 — Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
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.

New York

NY-K.CC.6 — Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group.
NY-PK.CC.4.a — Answer counting questions using as many as 10 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 5 objects in a scattered configuration.
NY-PK.OA.1 — Explore addition and subtraction by using objects, fingers, and responding to real world situations.
NY-K.OA.2.a — Add and subtract within 10.
NY-PK.CC.3.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence)

North Carolina

NC.K.CC.4 — Understand the relationship between numbers and quantities. • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one-to-one correspondence). • Recognize that the last number named tells the number of objects counted regardless of their arrangement (cardinality). • State the number of objects in a group, of up to 5 objects, without counting the objects (perceptual subitizing).
NC.K.CC.5 — Count to answer “How many?” in the following situations: • Given a number from 1–20, count out that many objects. • Given up to 20 objects, name the next successive number when an object is added, recognizing the quantity is one more/greater. • Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many. • Given 10 objects in a scattered arrangement, identify how many.
NC.K.CC.6 — Identify whether the number of objects, within 10, in one group is greater than, less than, or equal to the number of objects in another group, by using matching and counting strategies.
NC.K.OA.1 — Represent addition and subtraction, within 10: • Use a variety of representations such as objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, or expressions. • Demonstrate understanding of addition and subtraction by making connections among representations.
NC.K.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.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.AR.OA.2 — For any number from 1 to 9, find the number that makes 10 when added to the given number, sharing the answer with a model, drawing, or equation.
K.AR.OA.3 — Decompose numbers less than or equal to 10 into pairs in more than one way using verbal explanations, objects, or drawings.

Ohio

K.CC.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.CC.6 — Orally identify (without using inequality symbols) whether the number of objects in one group is greater/more than, less/fewer than, or the same as the number of objects in another group, not to exceed 10 objects in each group.
K.OA.2 — Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem.
K.MD.3 — Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. The number of objects in each category should be less than or equal to ten. Counting and sorting coins should be limited to pennies.
K.OA.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds such as claps, acting out situations, verbal explanations, expressions, or equations. Drawings need not show details, but should show the mathematics in the problem.

Oklahoma

K.N.1.2 — Recognize that a number can be used to represent how many objects are in a set up to 10.
K.N.1.8 — Compare and order whole numbers from 0 to 10 with and without objects, using the vocabulary "more than,” “less than,” or “equal to.”
K.N.2.1 — Compose and decompose numbers up to 10 using objects and pictures.
PK.N.2.3 — Understand the last numeral spoken when counting aloud tells how many total objects are in a set up to 10.
K.N.1.3 — Use ordinal numbers to represent the position of an object in a sequence up to 10.

Oregon

K.NCC.B.5 — Count to answer “how many?” questions using up to 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration. Given a number from 1-20, count out that many objects.
K.NCC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
K.NCC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.OA.A.1 — Represent addition as putting together and adding to and subtraction as taking apart and taking from using objects, drawings, physical expressions, numbers or equations.
K.OA.A.2 — Add and subtract within 10. Model authentic contexts and solve problems that use addition and subtraction within 10.

Pennsylvania

CC.2.1.PreK.A.2 — Count to tell the number of objects.
CC.2.1.PreK.A.3 — Compare numbers.
CC.2.2.PreK.A.1 — Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
CC.2.4.PreK.A.4 — Classify objects and count the number of objects in each category.
CC.2.1.PreK.A.1 — Know number names and the count sequence.

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.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group for groups with up to 10 objects, e.g., by using matching and counting strategies.
K.MD.B.3 — Classify objects into given categories; count the numbers of objects in each category (up to and including 10) and sort the categories by count.
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.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.

South Carolina

K.ATO.3 — Compose and decompose numbers up to 10 using objects, drawings, and equations.
K.NS.7 — Determine whether the number of up to ten objects in one group is more than, less than, or equal to the number of up to ten objects in another group using matching and counting strategies.
K.ATO.1 — Model situations that involve addition and subtraction within 10 using objects, fingers, mental images, drawings, acting out situations, verbal explanations, expressions, and equations.
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.5 — Count to answer "how many?"
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.
K.CC.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.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).
K.OA.A.2.b — Add and subtract within 10, eg., by using objects or drawings to represent the problem.

Tennessee

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.C.7 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
K.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.OA.A.1 — Represent addition and subtraction with objects, fingers, drawings, acting out situations, verbal explanations, expressions, or equations.

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.2G — compare sets of objects up to at least 20 in each set using comparative language;
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;

Utah

K.CC.5 — Use counting to answer questions about "how many." For example, 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scattered configuration. Using a number from 1–20, count out that many objects.
K.OA.2 — Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.
K.OA.4 — Make sums of 10 using any number from 1 to 9. For example, 2 + 8 = 10. Use objects or drawings to represent and record the answer.
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.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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.2f — Compare two sets containing up to 30 concrete objects or pictorial models, using the terms more, fewer, or the same as (equal to).
K.NS.1 — The student will utilize flexible counting strategies to determine and describe quantities up to 100. Students will demonstrate the following Knowledge and Skills:
K.NS.1g — State the number after, without counting, when given any number between 0 and 30.

Washington

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.A.1 — Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.CC.A.2 — Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Washington, D.C.

K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.OA.A.2 — Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.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.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.

West Virginia

M.K.5 — Count to answer questions (e.g., "How many?") about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
M.K.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies).
M.K.4 — Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.
M.K.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).

Wisconsin

M.K.CC.B.6 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
M.K.CC.C.7 — Identify whether the number of objects (up to 10) in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
M.K.MD.B.3 — Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Limit category counts to be less than or equal to 10.
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.

Wyoming

K.CC.B.5.A — Answer the question "how many?" by counting up to 20 objects arranged in a line, a rectangular array, a circle, or as many as 10 objects in a scattered configuration.
K.CC.C.6 — Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (Include groups with up to ten objects.)
K.OA.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.
K.OA.D.2 — Solve word problems using objects and drawings to find sums up to 10 and differences within 10.