CPALMS Logo Generated on 9/18/2025 at 2:42 AM
The webpage this document was printed/exported from can be found at the following URL:
https://www.cpalms.org/PreviewAccessPoint/Preview/18407
Express number names from 1 to 100 by ones and from 10 to 100 by tens. Starting at a given number, count forward to 20 and backwards within 10.
Access Point #: MA.K.NSO.2.AP.1
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MA.K.NSO.2.1: Recite the number names to 100 by ones and by tens. Starting at a given number, count forward within 100 and backward within 20.Clarifications:Clarification 1: When counting forward by ones, students are to say the number names in the standard order and understand that each successive number refers to a quantity that is one larger. When counting backward, students are to understand that each succeeding number in the count sequence refers to a quantity that is one less.

    Clarification 2: Within this benchmark, the expectation is to recognize and count to 100 by the end of Kindergarten.

Access Point Information
Number:
MA.K.NSO.2.AP.1
Category:
Access Points
Date Adopted or Revised:
03/23
Standard:
Recite number names sequentially within 100 and develop an understanding for place value.
Access Point Courses
  • Grade Kindergarten Mathematics (#5012020): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics - Grade Kindergarten (#7712015): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Foundational Skills in Mathematics K-2 (#5012005): This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.