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# Counting and Cardinality

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Pre-school and early elementary children are developing meanings for the concept of “number.” Students need to understand that numbers represent quantities. They need to be able to answer the question, “What is a number?” Children continue to develop numeracy as they sequence, count, and connect cardinal terms for numbers. Students’ numeracy development is largely experiential; that is, they need to have many diverse experiences with numbers, counting, making sets, and comparing numbers. These experiences help them as they begin developing strategies for operating with numbers.

The Counting and Cardinality standards focus on the development of a deep and fundamental understanding of, and proficiency with, counting, numbers, and arithmetic, as well as an understanding of number systems and their structures.

This continuum contains Counting and Cardinality standards for K, Number and Operations and Algebraic Thinking standards K-3, Number and Operations in Base Ten standards K-3, Number and Operations – Fractions standards for grade 3.