LAC 28:CXLII.303. Numeracy and Operational Fluency

A. Know number names and the count sequence. 1. Count forward to 100 by ones and tens, beginning with any given number. a. Count forward to 10 and backward from 10 by ones. b. Count forward to 20 and backward from 20 by ones. 2. Read, write, and represent whole numbers from 0 to 20 with a written numeral, objects, or pictures. B. Count to tell the number of objects. 1. Understand the relationship between numbers and quantities; connect counting to cardinality, with cardinality referring to the number that connects the final count number to its quantity of an entire set. a. When counting objects in standard order, say the number names as they relate to each object in the group, demonstrating one-to-one correspondence. b. Understand that the last number name said tells the number of objects counted or cardinality. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger, which may include the use of objects or visual representations. 2. Answer “How many?” questions by subitizing, perceptually and conceptually, and counting. a. Subitize within 5. b. Subitize or count objects up to 20, arranged in a line, a rectangular array, or a circle. c. Subitize or count objects up to 10 in a scattered configuration. d. When given a number from 1-20, count out that many objects. C. Compare numbers. 1. Compare sets of objects up to at least 20 in each set using comparative language, e.g., by using matching and counting strategies. 2. Use comparative language to describe numbers up to 20 presented as written numerals. D. Add and subtract within 5. 1. Fluently add and subtract within 5, varying placement of the equal sign, while also ensuring accurate reading of the equation from left to right. E. Work with numbers 11-19 to gain foundations for place value. 1. Gain an understanding of place value. a. Understand that the numbers 11–19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. b. Compose and decompose numbers 11 to 19 using place value understanding, such as by using objects, drawings, or verbal responses identifying tens and ones. c. Record each composition or decomposition using a drawing or equation.