# Scaffolding Strategies for Kindergarten Math Common Core Standard KCC4: Understand the relations...

Get Started. It's Free
Scaffolding Strategies for Kindergarten Math Common Core Standard KCC4: Understand the relationship between numbers and quantities; connect counting to cardinality. By: Kate Boardman

## 1. Objective 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.

### 1.2. Scaffolding Strategies:

1.2.1. Examples: Use real objects like counting manipulatives to demonstrate concept and allow students to work hands on

1.2.2. Visual Aids: Use number /dot lashcards that have the numeral and corresponding amount of dots; read stories where students can count pictures one by one in the story; play You Tube counting songs/videos

1.2.3. Handouts: Provide worksheets for students to work on individually which can also be used as sumative assessments

1.2.4. "I do, you do, we do" then do it individually

## 2. Objective 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.

### 2.2. Scaffolding Strategies:

2.2.1. Examples: Use real objects like counting manipulatives to demonstrate concept and allow students to work hands on

2.2.2. Visual Aids: Show objects arranged in various ways and have students count to realize the quantity remains the same each time

2.2.3. Handouts: Provide worksheets for students to work on individually which can also be used as sumative assessments

2.2.4. "I do, you do, we do" then do it individually

## 3. Objective C. Understand that each successive number name refers to a quantity that is one larger.

### 3.2. Scaffolding Stategies:

3.2.1. Examples: Use real objects like counting manipulatives to demonstrate concept and allow students to work hands on

3.2.2. Visual Aids: Show number flashcards and pictures of objects with +1 more to compare the number with more being the bigger quantity

3.2.3. Handouts: Provide worksheets for students to work on individually which can also be used as summative assessments

3.2.4. "I do, you do, we do" then do it individually