Counting Up to 5

Ages 3–5 · 3 minutes · Math

Use flashcards to practice counting up to 5 objects, using animals!

Use flashcards to practice couting up to 5 objects, using animals! Help Buttercup the beagle reach the finish line! Practice makes perfect, so keep trying until you can get all the questions correct before the countdown runs out.

Part of

Number Sense: 1–10

Standards alignment

Common Core State Standards

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.4.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.

Alabama

MA19.K.5 — Count to answer "how many?" questions.
MA19.K.4 — Connect counting to cardinality using a variety of concrete objects.
MA19.K.4b — Indicate that the last number name said tells the number of objects counted in a set.

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.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
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.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Arkansas

K.NPV.2 — Count a set of objects up to 20 using one-to-one correspondence, demonstrating that the last number stated indicates the number of objects in the set regardless of the arrangement.
K.NPV.4 — Identify quickly a number of items in a set from 0 to 10 without counting.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
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.

Colorado

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.5 — Accurately count as many as five objects in a scattered configuration or out of a collection of more than five objects.
P.CC.B.2 — Instantly recognize, without counting, small quantities of up to five objects and say or sign the number.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
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.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

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.K12.MTR.3.1 — Complete tasks with mathematical fluency. Mathematicians who complete tasks with mathematical fluency: • Select efficient and appropriate methods for solving problems within the given context. • Maintain flexibility and accuracy while performing procedures and mental calculations. • Complete tasks accurately and with confidence. • Adapt procedures to apply them to a new context. • Use feedback to improve efficiency when performing calculations.

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 — Demonstrate and explain the relationship between numbers and quantities up to 20; connect counting to cardinality (the last number counted represents the total quantity in a set).
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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.B.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.

Idaho

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.5 — Given a group of up to 20 objects, count the number of objects in that group and state the number of objects in a rearrangement of that group without recounting. Given a verbal or written number from zero to 20, count out that many objects.
K.CC.B.4.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.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.

Illinois

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.4.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.

Indiana

K.NS.3 — Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. (E)
K.NS.4 — Identify sets of 1 to 10 objects in patterned arrangements and tell how many without counting. (E)

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.B.4.c — The last number name said tells the number of objects counted, objects may be counted in any order (cardinality).
K.CC.IA.B.1 — Quickly recognize and name the quantity of up to 5 objects briefly shown in structured or unstructured arrangements without counting (perceptual subitizing).
K.CC.B.4 — Demonstrate awareness of the principles of counting.

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.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
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.

Kentucky

KY.K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
KY.K.CC.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
KY.K.CC.4.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.
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 — Count to answer "how many?" questions.
K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.B.4.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.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4b — 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.

Maryland

PK.CC.B.4 — Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality.
PK.CC.B.5 — Represent a number by producing sets of objects with concrete materials, pictures, and or numerals. (First 0-5 and then to 10) Can correctly respond when asked "how many" after counting concrete objects.
PK.CC.B.4.a — When counting objects 1-10, say the number names in standard order, pairing each object with one and only one number name.
PK.CC.B.4.b — Recognize that the last number name said, tells the number of objects counted. Recognize the count remains the same regardless of the order or arrangement of the objects.
PK.CC.A.4 — Recognize the number of objects in a set without counting (subitizing) using 1-5 objects. Use 1-3 objects of irregular or unfamiliar patterns and 4 or 5 objects with familiar patterns.

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.
PK.CC.A.1 — Listen to and say the names of numbers in meaningful contexts.
PK.CC.B.3 — Understand the relationships between numerals and quantities up to 10.
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.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Minnesota

K.1.1.1 — Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. For example: Count students standing in a circle and count the same students after they take their seats. Recognize that this rearrangement does not change the total number, but may change the order in which students are counted.
K.1.1.3 — Count, with and without objects, forward and backward to at least 20.
K.1.1.2 — Read, write, and represent whole numbers from 0 to at least 31. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes. For example: Represent the number of students taking hot lunch with tally marks.

Mississippi

K.CC.5 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
K.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
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.B.9 — Demonstrate that a number can be used to represent “how many” are in a set.
K.NS.B.6 — Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.
K.NS.B.8 — Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
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.a — Use one-to-one correspondence when counting objects to show the relationship between numbers and quantities and understand the last number counted is a direct representation of the total objects in a given set.
K.N.2 — 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 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.4.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.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
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.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 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4b — 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.

New Mexico

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

New York

NY-PK.CC.4.a — Answer counting questions using as many as 10 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 5 objects in a scattered configuration.
NY-PK.CC.3 — Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
NY-PK.CC.3.b — Explore and develop the concept that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.

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.

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.

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.4 — Understand the relationship between numbers and quantities; connect counting to cardinality using a variety of objects including pennies.

Oklahoma

PK.N.2 — Count to tell the number of objects.
PK.N.2.2 — Use one-to-one correspondence in counting objects and matching groups of objects up to 10.
PK.N.2.3 — Understand the last numeral spoken when counting aloud tells how many total objects are in a set up to 10.
PK.N.2.4 — Count up to 5 items in a scattered configuration, not 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.NCC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.

Pennsylvania

CC.2.1.PreK.A.2 — Count to tell the number of objects.
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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

South Carolina

K.NS.4a — Understand the relationship between number and quantity. Connect counting to cardinality by demonstrating an understanding that the last number said tells the number of objects in the set (cardinality).
K.NS.5 — Count a given number of objects from 1 – 20 and connect this sequence in a one-to-one manner.
K.NS.6 — Recognize a quantity of up to ten objects in an organized arrangement (subitizing).

South Dakota

K.CC.B.5 — Count to answer "how many?"
K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. (cardinality) The number of objects is the same regardless of their arrangement or the order in which they were counted.
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 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.6 — Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects.
K.CC.B.5.b — Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.B.5.a — When counting objects 1-20, say the number names in the standard order, using one-to-one correspondence.

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.2D — recognize instantly the quantity of a small group of objects in organized and random arrangements;

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.CC.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.a — When counting objects, say the numbers in the standard order. Pair each quantity of objects with one and only one number and each number with the correct quantity of objects.
K.CC.4.b — Understand that the last number said represents the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

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.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.2 — The student will identify, represent, and compare quantities up to 30. Students will demonstrate the following Knowledge and Skills:

Washington

K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.5 — Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1—20, count out that many objects.
K.CC.B.4.a — When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.B.4.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.

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.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.b — Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

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.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.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). b. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). c. Understand that each successive number name refers to a quantity that is one larger and the previous number is one smaller (hierarchical inclusion).
M.K.CC.B.5 — Quickly recognize and name the quantity of up to 5 objects briefly shown in structured or unstructured arrangements without counting (perceptual subitizing).

Wyoming

K.CC.B — Count to tell the number of objects.
K.CC.B.5.A — Answer the question "how many?" by counting up to 20 objects arranged in a line, a rectangular array, a circle, or as many as 10 objects in a scattered configuration.
K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.B.4.A — Use one-to-one correspondence when counting objects.