# Count forward beginning from a given number within the known sequence (instead of having to begin

### Cluster

Know number names and the counting sequence.

Evidence of Learning Statements

 Students with a level 1 understanding of this standard will most likely be able to: Students with a level 2 understanding of this standard will most likely be able to: Students with a level 3 understanding of this standard will most likely be able to: Students with a level 4 understanding of this standard will most likely be able to: Begin counting. Students are emergent counters at this level. Students may only be able to begin rote counting at 1 (or is directed by the teacher to start at one) and count to any number less than 100. Some numbers in the number sequence may be out of order or skipped. Count forward from a given number greater than 20, by ones. Students can typically provide at least the next ten numbers in the sequence. Count forward from a given number greater than 10, by ones. Students can typically provide the next twenty numbers in the sequence. Students can count starting at teen numbers as well as non-teen numbers (e.g., a student can start at 13 and then repeat the process starting at 22). Identify consecutive and non-consecutive missing numbers when given a counting sequence by ones starting at a number other than 1 (e.g., identify missing numbers on a partial hundreds chart). Students may also be able to complete this with other counting sequences such as counting sequences by 5, 10, or 2. Count forward from a given number within the known sequence other than ones (greater than 5, by fives, greater than 10, by tens, greater than 2, by twos). Students can provide several sequential entries in the sequence. Use a given set of consecutive number cards to place the cards in the correct counting order. Cards do not start with 1 (e.g., given cards labeled 28-49, place the cards in the correct counting order).

Instructional Focus Statements

Level 3:

The instructional focus for this standard should be extending a student’s rote counting skills developed in standard K.CC.A.1 so that they are able to start at any number that is not at the beginning of a counting sequence. As the teen numbers are particularly difficult for students, it is important to make sure that students have ample opportunity to work with these numbers. Being able to count forward, beginning from a given number within the known sequence is foundational for students to be able to access addition and subtraction strategies such as counting on in subsequent grades.

Level 4:

As students’ progress in their conceptual understanding, they should work with skip-counting sequences first focusing on sequences of tens and fives and then extending to other sequences. Additionally, they should be identifying missing numbers within counting sequences that begins with any number in the counting sequence and identify missing numbers (both consecutive and non-consecutive) within the sequence. Partial hundred charts are a particularly helpful tool for this task. Developing an understanding of ordering is also relevant to this standard. Students can demonstrate an understanding of sequencing by correctly ordering a group of consecutive numbers in a counting sequence. As with standard K.CC.A.1, while connecting written numbers and verbal numbers is not explicit in this standard (a limited set appears in standard K.CC.A.3), when students develop the ability to connect the two, there are more avenues for students to conceptually develop their understanding of the number system.