Parent Guide — K.CC.A.3
Kindergarten Math · Counting & Cardinality
What this standard means
Your child learns to write numerals 0–20 and match them to a group of objects.
- Write 0, 1, 2, … 20
- Given a set of objects (up to 20), write the numeral that shows how many
- Understand that 0 means no objects
Why it matters at home
- Writing the page number or channel number together
- Labeling snack bags: “5 crackers”
- Drawing 7 dots and writing 7 underneath
- Empty plate = write 0
- Birthday-card ages and house numbers in the 1–20 range
Connected standards
- Builds on:
- `K.CC.A.1` — knowing number names so writing has meaning
- `K.CC.B.4` — knowing the last count word is “how many” before writing it
- Connects within grade:
- `K.CC.B.5` — counting out a given number of objects after reading a numeral
- `K.CC.C.7` — comparing written numerals 1–10
- Leads to:
- `1.NBT.A.1` — read and write numerals to 120
- `K.OA.A.1` — recording addition/subtraction with numerals and equations
- `K.NBT.A.1` — recording teen numbers as 10 + ones
Try these together (this standard)
1. Write the numerals from 0 to 10. 2. Count these (draw 6 circles). Write the numeral. 3. The bowl is empty. Write the numeral for how many grapes are in it.
Problems that show the connections
1. (Uses K.CC.B.4) Point to each of 9 toys as you count, then write the numeral that matches the last number said. 2. (Uses K.CC.B.5) I write 14. Count out that many crackers. 3. (Uses K.CC.C.7) Write 7 and 4. Which numeral shows more?
How you can help
- Model forming digits slowly; reverse digits (like 6/9) are common—correct kindly
- Link writing to counting objects, not only tracing worksheets
- Practice teens separately (11–19 look and sound tricky)
- Use dry-erase or chalk for low-pressure practice
- Praise readable attempts, then refine shape
- Keep sessions to 10–15 minutes
Answer key
1. 0 through 10 written 2. 6 3. 0 4. 9 5. 14 crackers 6. 7 is greater