Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.






Students should learn to count sets of up to 10 objects that are scattered or that are in easy-to-count arrangements. They should also learn to count out specific numbers of objects up to 20.

Understanding the Standard:

  • Students need experience with configurations of pictures and objects to count.
  • Give students a specific number and ask them to count out that many.
  • To connect the visual and written meaning of numbers, students should be asked to count out different numbers of objects using a variety of manipulatives like chips, blocks, rods, or computerized images.
  • Provide opportunities for students to find out "how many"; for example, in a book read aloud to class, or by having students line up according to what they want for lunch.

Questions to Focus Instruction:

  • When given a specific number, can students count out that many objects for display? Further, are they able to represent that numerical value by creating a drawing to display that same amount?
  • Can students count a scattered set of up to 10 objects?
  • Can students count a set of up to 20 objects when they are neatly arranged in a line? In a rectangular array? In a circle?
  • Can students use counting strategies to answer questions like "How many balls are there in the picture?" or "How many napkins are there in front of you?" when the answer is no more than twenty.


Prior to: Students are able to count to 20.

At Grade Level:
Students understand what is meant by the question “How many?" and can draw or produce a collection with a certain number of items up to 20.

Moving Beyond:
Students will move on to the ability to count sets of objects using more sophisticated counting strategies like counting by twos or grouping.