### Introduction

Our committee believes that the Common Core Standard’s Domain of Counting and Cardinality is foundational to the core learning of number. Number includes counting numbers, relationships, and operations.When young children have multiple experiences with number, research not only shows that they generally follow particular paths when learning about these core areas, but they are also consistent with a child’s way of thinking, developing, and learning.

Counting is more than 1, 2, 3… while Counting and Cardinality provides for the basis for all learning in mathematics the following information is important to consider…..

The eight Standards for Mathematical Practice provide the processes and proficiencies necessary for students to see mathematics as sensible, useful, and worthwhile. Those Practice Standards are listed here (click here for Spanish)along with a series of questions that reflects what students are expected do to meet each standard. This power point, developed by Susie Hakansson, CMP, for the CA DOE’s Learning Network Meeting in April 2011, helps to clarify exactly what students should be able to do to meet each standard.

We also want to provide you with this document that discusses the progression of Operations and Algebraic Thinking in basic operations and number sense.

Additional information regarding the Building Blocks (learning trajectories) for Counting and Cardinality are found in these two PowerPoints: [A] [B]

Finally, click here for a document that combines the Kindergarten Counting and Cardinality Progression with the K-5 Operations and Algebraic Thinking Progression.

Resources – Full Listing – books and supplemental materials for the Counting to Understanding Algorithms domain

Resources linked with Common Core Content Standards Relating to Number Sense and Place Value – Standard specific resources.