Standard: K.CC.B4c – Understand that each successive number name refers to a quantity that is one larger.
Grade level: Kindergarten
Subject: Mathematics
Domain: Counting & Cardinality
Teacher Overview
This standard emphasizes the understanding that each successive number name refers to a quantity that is one larger. It is crucial for building a strong foundation in number sense, which is essential for future mathematical concepts such as addition, subtraction, and place value. Students should be familiar with number names up to at least 10 and have a basic grasp of counting objects in sequence. They should also understand the concept of ‘one more’ in a practical context.
After mastering this standard, students will be able to understand and perform basic arithmetic operations, grasp the concept of place value, and compare different quantities effectively.
Common Misconception 1
A common misconception is that number names are arbitrary and do not correlate with increasing quantities. This misunderstanding can hinder the development of accurate number sense.
Intervention 1
To address this, use visual aids and manipulatives. For instance, demonstrate counting objects like blocks, adding one more each time, and emphasizing the corresponding number name.
Common Misconception 2
Another misconception is that the order of number names is not important. This can lead to confusion in understanding the sequential nature of numbers.
Intervention 2
Incorporate activities that require students to place numbers in the correct order. Use number cards and ask students to arrange them sequentially, explaining their choices.
Prerequisite Knowledge
Students should be able to recognize and name numbers in sequence up to 10 and understand the concept of ‘one more’.
Subsequent Knowledge
Students will develop the ability to perform basic addition and subtraction, understand place value, and compare quantities.
Instructional Activities
- Counting objects in the classroom and discussing the quantity as each new item is added.
- Using number lines to visualize the concept of ‘one more’.
- Playing counting games that involve adding one more item each turn.
- Reading counting books that emphasize the ‘one more’ concept.
- Engaging in group activities where students count out loud together, reinforcing the sequence.
