K.CC.A.1 is a part of the major cluster **Know Number Names and the Count Sequence** (K.CC.A). K.CC.A is a major cluster, which means that it is important to focus attention here as major work represents 65 to 80 percent of the grade level content. Below I will break down the focus of each standard as well as the common misconceptions, prerequisite knowledge, vocabulary, and strategies to support students with disabilities.

### What does the standard say?

K.CC.A.1 states that students should *count forward beginning from a given number within the known sequence (instead of having to begin at 1).*

### About K.CC.A.1

Students learn math standard K.CC.A.1 and see counting as a tool for arriving at a number. Younger students frequently imitate counting with no apparent purpose or significance at first. In a one-to-one relationship, coordinating the number words, touching or moving things may be little more than a matching task. However, students’ construction of meaning for the conceptual idea of counting is aided by reciting number words as a chant or repetitive method (rote counting). They will learn to count before understanding cardinality, which is the concept that the last count word represents the whole amount of the set.

### Common Misconceptions for K.CC.A.1

When teaching K.CC.A.1, it’s important to keep in mind that students may not recognize zero as a number. To represent the amount of items left after all items have been taken away, have students write 0 and use zero. When describing this, avoid using the word none. You may have some students say “Twenty-eight, twenty-nine, twenty-ten,” when counting decades. They are counting from 1 to 10 in order so may make this mistake. Use a hundreds chart so that students can observe how the numbers progress as they count.

### Prerequisite Skills

Students may or may not have pre-kindergarten experience counting from 1–20 or beyond

### Vocabulary

count, after, next, ones, tens, decade numbers (10, 20, 30, 40, 50, 60, 70, 80, 90, 100), number names from 1 to 100

### Strategies to Support Students with Disabilities

● Use a variety of nursery rhymes and number songs to help associate number sequence with familiar situations (“One, two, buckle my shoe,” “One potato, two potato,” etc.)

● Use kinesthetic and/or auditory cues while counting (clapping, jumping, whistles, etc.)

● Count along a number line

● Count along a hundreds chart

● Integrate counting with calendar routines

Sources:

https://hcpss.instructure.com/courses/124

https://www.uen.org/core/math/elemcoreguides.shtml