Kindergarten Mathematics Chapter 2: Counting and Comparing
Five lessons with hands-on practice and an independent check. An adult can read directions; children may answer by speaking, pointing, drawing or writing. This chapter is part of a developing course.
Download the printable student text | Practice and assessment | Teacher guide
Lesson 1: Count Objects One at a Time
Learn: When we count a group, we say one number for each object. Touch or move each object once. The last number we say tells how many objects are in the group. A grown-up can read these directions aloud.
Worked example: Put 3 large counters in a row. Touch each counter and say 1, 2, 3. The last number is 3, so there are 3 counters. Count them again in a different order: the total remains 3.
Try it: Use large safe counters, such as blocks, with an adult. Move each one as you count. A grown-up reads the question; the child may answer aloud, point, draw or write.
Advanced extension: Count 10 blocks arranged in a circle. Rearrange them and count again.
Lesson 2: Numbers Zero Through Five
Learn: A numeral is a written number symbol. Zero means there are no objects in the group. You can show a number with objects, a drawing, a numeral, or words. One number name goes with each object when counting.
Worked example: An empty plate has 0 blocks. Put 4 blocks on the plate and count: 1, 2, 3, 4. Write the numeral 4.
Try it: Make each group with large counters. Tell or write how many. For a drawing question, draw in the box or on paper. An adult can scribe an answer when needed.
Advanced extension: Show the number 5 in two different arrangements. Count each arrangement.
Lesson 3: Numbers Six Through Ten
Learn: The numbers 6, 7, 8, 9 and 10 tell how many objects are in a group. A set can be arranged in a line or another shape and still have the same number. Count slowly and move each object to avoid skipping or counting twice.
Worked example: Make 7 blocks: 5 in one row and 2 in another. Count every block: 1 through 7. There are 7 altogether.
Try it: Use up to 10 large counters. Make each group and count it. Show 7 as 5 blocks and 2 more. This is one way to arrange the set.
Advanced extension: Show 10 as 5 and 5, then as 6 and 4. Count to check.
Lesson 4: Numbers and Counting to Twenty
Learn: After 10 come 11, 12, 13, 14, 15, 16, 17, 18, 19 and 20. A group of 10 and some more can help us organize the count. For example, 13 is 10 and 3 more. Count each object once even when a group has been moved.
Worked example: Place 10 blocks in one group and 2 in another. Count all the blocks to 12. The number 12 means 10 and 2 more.
Try it: An adult may write the numeral and read the question. Use 20 large counters or draw marks. Organize 10 and some more to help count.
Advanced extension: Show 19 as 10 and some more. What is one more?
Lesson 5: Compare Groups and Count Back
Learn: To compare two groups, match one object from the first group with one from the second. An unmatched object can show which group has more. If each object is matched, the groups have the same number. Counting backward from 5 to 0 means saying 5, 4, 3, 2, 1, 0.
Worked example: Match 4 blocks with 3 blocks, one at a time. One block in the group of 4 has no partner, so 4 is more than 3.
Try it: Build the two groups with large counters. Match the objects one-to-one. To count back, remove one block each time you say the next number.
Advanced extension: Compare 8 and 10 using matched objects. How many more does the larger group have?
Standards Reference
This chapter introduces parts of Alabama’s 2019 Kindergarten Mathematics standards 1, 3, 4 and 5. It is partial instruction and does not establish full coverage or student mastery. Families outside Alabama should check their own requirements. Alabama Course of Study: Mathematics