Home
» Math » Teachers » K-3 Common Core Math Standards » Kindergarten » Counting & Cardinality » K.CC.C.7

# K.CC.C.7

**Compare two numbers between 1 and 10 presented as written numerals.**

__Summary: __

Kindergarteners often have a natural interest in comparing quantities. This standard incorporates that into what they have learned about numbers (and how to write them). However, early learners need a firm foundation of how to represent quantities between 1 and 10 and that quantities grow bigger as they move forward in the sequence of numbers.

Understanding the Standard:

Understanding the Standard:

- Students need a background of experience in representing the value of a numeral with objects or drawings. Once this is established, then it makes it easier to compare 7 and 9 and know that a set of nine objects has more than a set with seven objects.
- Students who are confused when asked to compare 7 and 9 could be asked to count out 7 blue bears, then count out 9 green bears, and asked whether 7 is more than 9, less than 9, or the same as 9.

__Questions to Focus Instruction: __

- Can students identify the numbers 1 to 10 on a number line and recognize that the value of numerals increases as they move to the right?
- Can students determine which of two one-digit numbers is larger and communicate their strategy for doing so?
- Can students use the correct terminology, "greater than", "less than", or "equal to", when comparing two sets or comparing the written form of two numbers?

__Skills__

**Prior to:**Students should be able to directly compare quantities and count out or draw a given number of objects. Go to 1.NBT.B.3 to see previous skills in this progression.

**Students are able to compare the written forms of two numbers.**

At Grade Level:

At Grade Level:

**Students will use the correct comparison symbol when comparing two sets or the written form of two numbers. Go to 2.NBT.B.4 to see the progression of related skills. This has connections to late elementary years. See 6.NS.6 and 6.NS.7 to realize the importance of this foundation.**

Moving Beyond:

Moving Beyond: