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KindergartenMathematics Frameworks

Unit 1Numbers and Routines

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Georgia Performance Standards FrameworkKindergarten Mathematics Unit 1 1st Edition

Unit 1: Numbers and Routines (5 weeks)

TABLE OF CONTENTS

Overview .............................................................................................................................5

Key Standards and Related Standards ................................................................................6

Enduring Understanding .....................................................................................................7

Essential Questions .............................................................................................................7

Concepts and Skills to Maintain .........................................................................................7

Selected Terms and Symbols ..............................................................................................9

Classroom Routines ............................................................................................................9

Strategies for Teaching and Learning.............................................................................................16

Evidence of Learning......................................................................................................................16

Tasks●Number Match ....................................................................................................18● What’s in the Bag?...............................................................................................20● Five and Ten ........................................................................................................22● Who Has More? ...................................................................................................29● Stack It, Count It ..................................................................................................32● Number Collage ..................................................................................................35● Baby Bunnies ......................................................................................................37● Line ‘Em Up ........................................................................................................41● Rainbow Blocks ..................................................................................................44● Find the Button ....................................................................................................47● Card Stations .......................................................................................................49● Culminating Task: Number Book .....................................................................52

Georgia Department of EducationKathy Cox, State Superintendent of Schools

MATHEMATICS GRADE K UNIT 1: Numbers May 2009 of 55

Copyright 2009 © All Rights Reserved


OVERVIEW

In this unit students will set routines practice rote counting for numbers 1-10 count objects using a one-to-one correspondence up to 10 write numbers 1-10 compare sets up to 10 to determine which is equal, more than, less than use manipulatives to act out story problems use the strategies of counting on to understand number relationships understand the concept of time such as

o names and days of the weeko yesterday, today, tomorrowo months of the year

pose information questions, collect data, organize and display results using objects, pictures, and picture graphs

group objects according to common properties

All mathematical tasks and activities should be relevant and interesting to students. Students may start kindergarten thinking of counting as a string of words, but then they make a gradual transition to using counting as a tool for describing their world. They must construct the idea of counting using manipulatives and other resources to see the numbers visually (dot cards, tens frames). To count successfully, students must remember the rote counting sequence, assign one counting number to each object counted, and at the same time have a strategy for keeping track of what has already been counted and what still needs to be counted. Only the counting sequence is a rote procedure. The meaning students attach to counting is the key conceptual idea on which all other number concepts are developed. Students will develop successful and meaningful counting strategies as they practice counting and as they listen to and watch others count.

Although the units in this instructional framework emphasize key standards and big ideas at specific times of the year, routine topics such as counting, time, money, positional words, and patterns should be addressed on an ongoing basis through the use of calendar, centers (tubs), and games. This first unit should establish these routines, allowing students to gradually understand the concepts of number and time.

To assure that this unit is taught with the appropriate emphasis, depth, and rigor, it is important that the tasks listed under “Evidence of Learning” be reviewed early in the planning process. A variety of resources should be utilized to supplement, but not completely replace, the textbook. Textbooks provide much needed content information as well as excellent learning activities. The tasks in these units illustrate the types of learning activities that should be utilized from a variety of sources.





KEY STANDARDS AND RELATED STANDARDS

Mathematical standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.

KEY STANDARDS MKN1. Students will connect numerals to the quantities they represent.

a. Count a number of objects up to 30. b. Produce models for number words through ten.c. Recognize and write numerals through 20 to label sets. d. Sequence and identify using ordinal numbers (1st through 10th).e. Compare two or more sets of objects (1-10) and identify which set is equal to, more

than, or less than the other.

MKN2. Students will use representations to model addition and subtraction. a. Use counting strategies to find out how many items are in two sets when they are

combined, separated, or compared. a. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1 for five)

and for doubles to 10 (3 and 3 for six).b. Use objects, pictures, numbers or words to create, solve, and explain story problems

(combining, separating, or comparing) for two numbers that are each less than 10.

MKM2. Students will understand the measurement of calendar time.a. Know the names of the days of the week, as well as understand yesterday, today

and tomorrow.b. Know the months of the year.c. Know the four seasons.

MKD1. Students will pose information questions, collect data, organize, and display results using objects, pictures, and picture graphs.

RELATED STANDARDS

MKP1. Students will solve problems (using appropriate technology).a. Build new mathematical knowledge through problem solving.b. Solve problems that arise in mathematics and in other contexts.c. Apply and adapt a variety of appropriate strategies to solve problems.d. Monitor and reflect on the process of mathematical problem solving.

MKP2. Students will reason and evaluate mathematical arguments.a. Recognize reasoning and proof as fundamental aspects of mathematics.b. Make and investigate mathematical conjectures.c. Develop and evaluate mathematical arguments and proofs.





d. Select and use various types of reasoning and methods of proof.

MKP3. Students will communicate mathematically.a. Organize and consolidate their mathematical thinking through communication.b. Communicate their mathematical thinking coherently and clearly to peers, teachers,

and others.c. Analyze and evaluate the mathematical thinking and strategies of others.d. Use the language of mathematics to express mathematical ideas precisely.

MKP4. Students will make connections among mathematical ideas and to other disciplines.a. Recognize and use connections among mathematical ideas.b. Understand how mathematical ideas interconnect and build on one another to

produce a coherent whole.c. Recognize and apply mathematics in contexts outside of mathematics.

MKP5. Students will represent mathematics in multiple ways.a. Create and use representations to organize, record, and communicate mathematical

ideas.b. Select, apply, and translate among mathematical representations to solve problems.c. Use representations to model and interpret physical, social, and mathematical

phenomena.





ENDURING UNDERSTANDINGS

Counting tells how many things are in a set. The last number word, when counting, names the quantity in a set. A number can be represented by a set of objects, then by a word, and finally by a

numeral. Numbers are related to each other through a variety of relationships. For example, 6 is

one more than 5, and is 4 less than 10. Each day of the week has a name. The year is divided into 12 months. Counting can be a way to gather information.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects? How do we use numbers every day? Why would we need to be able to read number words? How can we tell what day today is? How can we record what we count? How do we know if a number is more or less than another number? How can we show numbers in different ways? Why is it important to be able to compare two numbers? What does comparing two numbers tell us? How do we use counting in our everyday life? Why are numbers important? What do numbers mean to us? How can grouping objects help us count larger numbers? How do we communicate data to others? Why is it important to know how to put things in number order? How does putting things in order keep things organized? Why do we need to be able to put things in order? Why do we need to be able to read ordinal numbers?

CONCEPTS/SKILLS TO MAINTAIN

Although many students may have attended pre-school prior to entering kindergarten, this is the first year of school for some students. For that reason, no concepts/skills to maintain will be listed at this time. It is expected that teachers will differentiate to accommodate those students that may enter kindergarten with prior knowledge.





SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an inclusive list and should not be taught in isolation. However, due to evidence of frequent difficulty and misunderstanding associated with these concepts, instructors should pay particular attention to them and how their students are able to explain and apply them. The definitions below are for teacher reference only and are not to be memorized by students. Teachers should first present these concepts to students with models and real life examples. Students should understand the concepts involved and be able to recognize and/or use them with words, models, pictures, or numbers.

Day: The period of time between 12 am and the following 12 am (midnight to midnight)

Daytime: The period of light between dawn and nightfall; sunrise to sunset

Digits: Symbols used to write numerals

Equal to: Quantities that are the same

Fewer: Quantifier meaning a smaller number of things

Number: A word that represents a quantity

Numeral: Symbol or mark used to represent a number

Less than: A mathematical relationship where one value is not as much as another

More than/Greater than: A mathematical relationship where one value is of a larger quantity or amount

Model: Representation of a concept or idea

Month: one of the 12 divisions of a year as determined by a calendar

Number: A word that represents a quantity

Numeral: Symbol or mark used to represent a number

Same: Equal in amount or value

Set: Collection of objects such as geometric figures, letters, animals, numbers etc. that have some characteristics in common





Week: A seven-day calendar period, especially one starting with Sunday and continuing through Saturday

CLASSROOM ROUTINES

The importance of establishing classroom routines cannot be overstated. Daily routines must include obvious activities such as taking attendance, doing a lunch count, lining up in a variety of ways (by height, age, type of shoe, hair color, eye color, etc.), daily questions, and calendar activities. They should also include less obvious routines, such as how to select materials, how to use materials in a productive manner, how to put materials away, how to open and close a door, how to do just about everything! An additional routine is to allow plenty of time for children to explore new materials before attempting any directed activity with these new materials. The regular use of the routines are important to the development of students’ number sense, flexibility, and fluency, which will support students’ performances on the tasks in this unit.

SUGGESTED ROUTINES

Lunch count /Attendance/GraphingMount small student photos (Polaroid, I-Zone, or digital) on magnets or magnetic tape. Write the students name on the photo. Draw a line down the center of a small magnetic board, and write on one side- lunch from home, and on the other side- school lunch. When children enter the room, they move their photo to the correct side of the board. At morning circle, count the number of photos on each side, and then count the total. Ask the following types of questions:

Are any pictures missing from our chart? How do you know? Why do you think these pictures are missing? What should we do with the missing pictures? Should we include them in our chart? Why? Which lunch choice has a greater number of students? What information did you use? How many students chose lunch choice #1? #2? If “Sarah” chose ____ on our chart, where would she go on our board? Why?

As the year progresses, take away the pictures and just use the first names of the students. Save the pictures for other graphing experiences. Later, the teacher may even replace the first names of students for their last names or use their initials. You can change the board by marking it in a grid fashion later in the year. Students can then get experience with real graphs. Tally marks could also be substituted for names later in the year. Also, if your school provides different school lunch choices for students then incorporate this into the chart so students select the specific type of lunch they want each day.





Time Order daily events and discuss the time that the daily events occur to the nearest hour,

such as “What time do we go to lunch? When do we go to music? When do we go to PE? What special area class will we go to tomorrow?”

Discuss the day of the week that weekly events occur. “We always go to art on Tuesdays. What day do we go to Spanish class each week?” One way to do this would be to create a chart from morning to afternoon with many clocks going down the side of the chart. The teacher will draw the hands on the clocks (analog) and write the time (digital). The children will then create sentence strips with daily events and pictures. Work as a class to place the events next to the appropriate time on the chart. Events can be limited to three or four at the beginning of the year then increased as the year progresses. A suggested book to use is Time To… by Bruce McMillan.

o Divide a class chart into morning, afternoon, and evening activities. Place activities appropriately into the chart.

o Connect the order of activities in the week to ordinal numbers asking questions such as “Which activity comes first? What about fourth? How do you know?”

o Mix up activities and reorder in appropriate sequence.o Add pictures of special area teachers to the activity chart.

Daily Data Analysis and GraphingTo help kindergartners develop their understanding of objects representing information, have two baskets of Unifix cubes by the entrance to the classroom. Invite each boy to take one color cube as they enter the classroom, and each girl to take the other color. As the children gather for circle time, invite the boys to stack their cubes to make a tower, and invite the girls to do the same. Ask the following questions:

Let’s talk about these two towers. What do you notice? How many children are in class today? How did you decide on that number? Are there more boys here today, or more girls? How many more? How can you tell? If two girls come into school late, how will the number of girls in our class change? How

can you prove that this new number is correct? If one boy has to leave to go to the dentist, how many boys will there be then? How do you

know?

Variationso You can do a similar activity with other manipulatives, such as M&M’s. If what you

use won’t stack like connecting cubes put them in lines/rows for comparison discussions.

o For advanced students you can use objects that are different sizes so that you are creating a situation where the longer line (graph) does not represent more objects. For instance 10 graham crackers would be longer than 15 mini marshmallows.

o Connect to the morning routine of lunch count by using same information and presenting it in a different context.





Question of the DayEach day write a question on the “Question Chart” for the students to answer.

This routine should be done on a daily basis. Consider using questions similar to these: Are you a boy or girl? Do you have an older

brother? Are you 5 or 6 years old? Do you like cookies? The students can indicate their answer by placing their name in the appropriate circle. After each child has responded, discuss the data that they collected. Some questions that would be appropriate are: What is the graph about? What did you notice about the graph? How many students answered _____? Did more (or less) students answer _____ than _____? These daily questions could be expanded and extended into a graph later in the year.

Students should have various ways to display their answers. These may include, but are not limited to: names, pictures, dots, symbols, tally marks, connecting cubes, other manipulatives.

In order to best address student levels of understanding, connect manipulatives (abstract items to represent something) to pictures to build graph. To prepare for this task, make a chart to display the question of the day and the

responses of the students. Hula hoops, string, tape, or other kinesthetic/tactile materials could also be used. A chart could also be made and may look something like:

Calendar Gathering together for calendar is a valuable time for learning math in Kindergarten

classes. The calendar should be in a place where students learn new skills and then practice them daily. Each day help children state and write the day of the week and the date. Include a digital date (6/18/09) and a written date (Monday, June 18, 2009). An example for the board is, “Today is ___________. Yesterday was _____________. Tomorrow will be ______________.” Each time, discuss where this information can be found on the calendar. Eventually turn this task over to students. As the class becomes comfortable with this activity, try changing one of the entries and asking the students




Question of the Day

Do you like pizza?

NoYes


what this indicates. For instance, if I change the 6 to a 7 (in 6/18/09) what does that mean? (a new month). If I change the 08 to 09 what would that mean? (next year)

Establishing calendar routines is an important part of calendar during the first part of the year. Excessive teacher modeling is essential. Routines for calendar helpers to follow as they lead calendar are done through explicit think-alouds. You will want to share statements such as “When you lead calendar, you may want to ask these types of questions.” After establishing routines through daily instruction, incorporate a calendar helper to assist in leading class. Calendar helpers should be rotated on a daily or weekly basis. Eventually helper(s) will lead with teacher support.

During calendar instruction, these are the types of statements you should model and/ or hear from students. “I know today is Wednesday because Wednesday starts with a W and I see a W at the beginning of the word.” Or similar statements such as “I sang the days of the week song in my head. I recited the days of the week rap. I remembered that we go to music on Tuesdays and today we are going to art, so it must be Wednesday because it comes after Tuesday.

Place value can also be introduced and practiced by keeping track of the number of days the students have been in school. Attach cups or Zip-Loc bags to the calendar board and label with ones, tens, and hundreds. Each day add a straw, Popsicle stick or other objects to the ones container. Once ten is reached these are bundled and moved to the tens container. Continue this each day, bundling and moving as needed. Special Note: This is a preview for first grade. This is key to foundational understanding for place value.

Create a color pattern with the decades 0-9, 10-19, 20-29, 30-39, etc. You can record the number of days you are in school on a number line that runs along the wall adding to it each day. Choose the color based on the decade, i.e. 0-9 red, 10-19 blue, 20-29 green, 30-39 orange, etc. DO NOT LEAVE OUT ZERO!

Have students act out story problems. It is important to go through the modeling process of solving a story problem. Students enjoy acting the stories. Build this into your calendar instruction time.

At the end of each day (closing circle) encourage the class to brainstorm things that happened during the day that were important or memorable. Choose one of the suggestions and allow one student to illustrate that activity on an index card. This is done daily with cards left blank to represent weekends or holidays. Post these on the wall each day. Continue until the end of the month. Place the name of the month above the cards. Throughout the year, children create a calendar/timeline of their school activities and develop an understanding of the meaning of a calendar.

At appropriate times throughout the year, be sure to point out how the months and seasons are changing. Ask questions like: What month came after August? February? Students may find their answers by referring to the pictures found around the





classroom. Also, as the year changes, mark the calendar with a big new number. Discuss how many months it will be until there is a new year.

Sharing appropriate amounts equally among 2 or 3 children should be treated informally on an ongoing basis. Look for opportunities to share 2, 4, 6, 8, or 10 objects between 2 students and 3, 6, or 9 objects among 3 students.





99 Chart Post several 99 charts in the classroom. Have one back at your math calendar/bulletin

board area. It is important to use a 99 chart rather than a hundred’s chart for several reasons. o A 99 chart begins with zero where a hundred’s chart begins with 1. We need to

include zero because it is one of the ten digits and just as important as 1-9. o A hundred chart puts the decade numerals (10, 20, 30, etc.) in the wrong row. For

instance, on a hundred’s chart 20 appears at the end of the teens row, where it simply doesn’t belong because it is not a teen number. The number 20 is the beginning of the 20’s family; therefore it should be in the beginning of the 20’s row like in a 99 chart.

o Lastly, the 99 chart ends with the last two digit number, 99, whereas a hundred’s chart ends in 100. Again, this is the wrong place for the number 100. It should begin a whole new chart because it is the first three digit number.

Use the chart to engage students in the following kinds of discussions. Ask students to find the numeral that represents the day of the month, the month of the year, the number of students in the class, the number of students absent, or any other amount relevant to the moment.

Give directions and/or ask questions similar to those below. (Suppose the number is 21.)o Name a number greater than 21.o Name a number less than 21.o What number is 3 more than/less than 21?o What number is 5 more than/less than 21?o What number is 10 more than/less than 21?o Is 21 even or odd?o What numbers live right next door to 21?




0 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19

20 21 22 23 24 25 26 27 28 29

30 31 32 33 34 35 36 37 38 39

40 41 42 43 44 45 46 47 48 49

50 51 52 53 54 55 56 57 58 59

60 61 62 63 64 65 66 67 68 69

70 71 72 73 74 75 76 77 78 79

80 81 82 83 84 85 86 87 88 89

90 91 92 93 94 95 96 97 98 99


Math Journals Math journals are an excellent way for students to show what they are learning about a concept. These could be spiral bound notebooks that students could draw or write in to describe the day’s math lesson. Students love to go back and look at things they have done in the past so journals could also serve as a tool for a nine week review. Students should answer the daily question in written form. Many of the process standards can be addressed through pictures and words and then through conversations and explanations. The power of math journals is in the commentary the teacher provides for the students.

Reward StoreSet up a “Rewards Store” consisting of simple items such as stickers, erasers, candy, etc. Determine the cost of each item. All items should be priced to be less than or equal to thirty cents. During the week, reward students for exemplary performance by giving them play money consisting of pennies, nickels, dimes, and quarters. On a specific day of the week, allow students to “visit” the reward store to “purchase” items of differing prices. As the students make their purchases, have them explain the coins they are giving you and how they know that the coins represent the appropriate amount for the item they want. Please note that students should focus on exchanging five pennies for a nickel or 10 pennies for a dime. Modeling the exchange is very important for overall understanding of values.

Centers/TubsAllow students to create the signs for the center/choice areas in the room and determine how many people may be in each area. Children then represent that number with drawings, numbers, and/or words. Exploration of manipulatives can come in the many different formats. Some call it tub time, while others call it math centers. At the beginning of the year, students spend time exploring various manipulatives such as popsicle sticks, beans, pennies, buttons etc. Many teachers choose to place these manipulatives in wash bins or some sort of basket. They can practice counting these once they have had time to explore the manipulative first. This is very important. Math Tubs are a time when the students gain an understanding of mathematical concepts through the use of manipulatives. They provide a hands-on approach to make connections among various concepts. While at Math Tubs the students are able to link a concrete level to a more abstract level. During this time they can use manipulatives to represent concepts while working independently or in groups to solve problems. The students are able to make connections of the mathematical concepts. They gain an understanding of what patterns are and what it means to add and subtract. Students learn to sort more ways than just by color, including sorting by shape and size, use problem-solving skills. They also learn why it is important to be able to count quantities. Teachers and students discuss why these concepts are important and make real world connections. They provide a balance between calendar math, whole group task time, and other instruction.

Ordinal NumbersExplain to the students that numbers can also help us to put things in order, we call these ordinal numbers. When we line up to leave the classroom the first person is at the front of the line and the second person holds the door. It is important to stress ordinal numbers when sequencing the day’s events, lining up, volunteering, answering questions, sharing work,





scheduling centers, playing games, etc. Incorporate them into the daily conversation throughout the year. Please note: focus should be on exposing students to the understanding of order using vocabulary such as first. The expectation is not for students to spell or write the word fifth, but instead the denotation of 5th when written out. Some examples are included below. “Next year you will be in first grade.” “January is the 1st month of the year, what is the name of the third month?” “In the date, 3/17/09, what does the 3 stand for?” “In your family you may be the second child.” “Can anyone tell me other ways we use numbers to help us put things in order?” For

example, where you finished in a race (3rd place), innings in a ball game (we are in 4th inning) , street addresses and street names (3rd avenue), floors in a building (elevator buttons).

Games may also be played similar to having a bag with cards labeled with numerals on one side and the ordinal name (5th) on the other side. Allow each of ten children to draw a card from the bag and line up according to the order of the cards drawn. This could be re-played many times. For example, the cards could be in the shape of footprints and placed on the floor in random order and the kids have to skip around to them.

Extension: After students have lined up, have the 1st and 3rd child sit down, 7th and 10th put their hands on their heads, etc. Later in the year, the students who are not lined up could draw a card with an ordinal number and a direction written on it. The student could direct their classmates in what they should do by tapping them, naming their position, and telling then what to do. “Luis is in the 3rd place and I want him to jump up and down five times” or “I want the 3rd person in line to jump up and down five times.” This is a great activity to do when you are waiting in line for lunch or for a special area class to start.





STRATEGIES FOR TEACHING AND LEARNING

Students should be actively engaged by developing their own understanding. Mathematics should be represented in as many ways as possible by using graphs, tables, pictures,

symbols, and words. Appropriate manipulatives and technology should be used to enhance student learning. Students should be given opportunities to revise their work based on teacher feedback, peer

feedback, and metacognition which includes self-assessment and reflection.

EVIDENCE OF LEARNING

By the conclusion of this unit, students should be able to demonstrate the following competencies:

Describe routines practice rote counting for numbers 1-10 count objects using a one-to-one correspondence up to 10 write numbers 1-10 compare sets up to 10 to determine which is equal, more than, less than use manipulatives to act out story problems use the strategies of counting on to understand number relationships understand the concept of time such as:

o names and days of the weeko yesterday, today and tomorrowo months of the year

pose information questions collect data organize and display results using objects, pictures, and picture graphs group objects according to common properties





TASKS

Task Name Task Type/Grouping Strategy Content Addressed

Number Match Performance TaskSmall Group

Counting objects to 10, Sequencing Numbers,Matching Number Words to Numbers

What’s in the Bag? Learning TaskLarge Group

Counting objects to 10,Matching Numbers to Sets

Five and Ten Learning TaskPartners

Counting objects to 10,Number Combinations to 10

Who Has More? Performance TaskSmall Group

Counting objects to 10, Writing Numerals,Comparing Sets

Stack It, Count It Performance TaskLarge Group

Counting objects to 10,Comparing Sets

Number Collage Performance TaskPartners

Counting objects to 10, Writing Numerals,Comparing Sets, Models for Number Words

Baby Bunnies Learning TaskLarge Group

Counting objects to 10, Writing Numerals,Number Combinations, Models for Number Words

Line ‘Em Up Learning TaskLarge Group Ordinal Numbers

Rainbow Blocks Performance TaskIndividual Ordinal Numbers

Find the Button Performance TaskSmall Group Ordinal Numbers

Card Stations Performance TaskSmall Group

Counting objects to 10, Writing Numerals to label sets,Number Combinations, Modeling Number Words

Culminating Task: Number Book

Performance taskIndividual

Counting Objects, Writing Numerals, Ordinal Numbers, Models for Number Words, Number Combinations

The following tasks represent the level of depth, rigor, and complexity expected of all third grade students. These tasks or a task of similar depth and rigor should be used to demonstrate evidence of learning. It is important that all elements of a task be addressed throughout the learning process so that students understand what is expected of them. While some tasks are identified as a performance task, they also may be used for teaching and learning (learning task).





Performance Task: Number Match

STANDARDS ADDRESSED

MKN1. Students will connect numbers to the quantities they represent.a. Count a number of objects up to 30.b. Produce models for number words through ten.



ESSENTIAL QUESTIONS

Why would we need to be able to read number words? How can we use counting in our everyday life?

MATERIALS

10 cups labeled with numbers or number words Small manipulatives such as buttons, counters, connecting cubes, pennies Cards labeled 1-10

GROUPING

Small Group

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Each student places the numbered cups in sequence (for self-checking place a number strip in your container). Have the student draw a number card and find the matching cup. After finding the cup, the student counts out the appropriate number of manipulatives and places them in the cup. Manipulatives can be programmed to go with the seasons or classroom themes. Observe students as they put cups in order.

Questions for Teacher Reflection Is the student’s mathematical thinking organized? Are students able to explain why they need to be able to read number words? Can students talk about how we use counting in our everyday life?





DIFFERENTIATION

Extension Put 10 small manipulatives into a bag. Have the students reach in and get a handful. After

they have counted them out they will make a number card to match the set.

Intervention Have the cups in order and allow the student to count out the appropriate number of

objects to place in the cup.





Learning Task: What’s In the Bag? STANDARDS ADDRESSED MKN1. Students will connect numbers to the quantities they represent.

a. Count a number of objects up to 30. b. Produce models for number words through ten.



ESSENTIAL QUESTIONS

Why are numbers important? What do numbers mean to us? How can we use counting in our everyday life?

MATERIALS

10 lunch bags Miscellaneous items to fill bags, in quantities of 1 through 10 Index cards labeled with numerals 1-10 Index cards labeled with number words one through ten Dot cards with 1-10 dots on each card

Comments: The teacher should prepare a paper bag for each pair of students. Each bag should contain a different set of items, such as pennies, buttons, cubes, tiles, teddy bear counters, beans, pencils, crayons, markers, paper clips, pattern blocks, straws, or erasers and will differ in quantity. The quantities in each bag should increase starting with 1 object and ending with 10. Place the number cards, number word cards and dot cards on the chalkboard tray or other display area. After counting the objects, students should attach the appropriate card to their bag to represent the items in their bag in three different ways (number word, numeral, and dots.)

GROUPING

Large Group






Working with a partner the students will choose a bag. Each person will tell their partner how many items they think are in the bag. After each student has shared their number with a partner, they will explain why they chose that number. Ask, “What strategy did you use for deciding on the amount inside the bag? How would feeling the outside or inside of the bag help you figure out about how many objects there are?” Next, students count the items in the bag and find the number card that matches the number of items. The students then attach the number to the outside of the bag. Repeat the same with the word and the dot cards. Once all of the bags have been counted and labeled, the students will put them in order at the front of the room.

Questions for Teacher Reflection: When children count the objects in their bags, do they count one-to-one or use other skip

counting strategies? Do they lose count or count objects more than once? Do students recognize the number word or do they need to count the dots/stickers on the

card? Are students able to put the bags in number order without referring to a number line or

recounting the bags already in the line? Have students represented the amount in their bag using the numeral, number word, and

picture set (dots)?

DIFFERENTIATION

Extension This activity could be repeated but allow the students to write down the number of

objects on an index card after counting them. This will then be attached to their bag to record their count.

Intervention A tens frame may be used to help students who struggle with one-to-correspondence.





Learning Task: Five and Ten (Part 1) STANDARDS ADDRESSED MKN1. Students will connect numerals to the quantities they represent.

a. Count a number of objects up to 30.

MKN2. Students will use representations to model addition and subtraction. b. Build number combinations up to 10 and for doubles to 10. c. Use objects, pictures, numbers or words to create, solve, and explain story problems




ESSENTIAL QUESTIONS

Why do we need to be able to count objects? How do we use numbers every day? How can grouping objects help us count larger numbers?

MATERIALS

Five strip frame recording sheet Counters Cards, numbered 1-10 Dice, optional

Five strip example

GROUPING

Partners or Small Group






Give each student a laminated five-strip, a set of ten counters, and a recording sheet with preprinted five-strips. Let students take turns choosing a number from 1-10. Have students place the chosen number of counters on their strip, making use of any combination of the squares.

Have students color their representation on their recording sheet. Allow students to discuss and share the different ways that they have shown their numbers.

This is a very rich task that allows students to compare numbers to five, to visualize sums, to see the difference between five and a number, and to comprehend one-to-one correspondence. The object of this lesson is for students to use the number five as a reference point for counting.

For example, three may be represented by:

Students might say (or be questioned along these lines): “There are three counters and two empty squares. “Three is less than five because there are two empty squares.” “Three is two less than five.” “Three needs two more to make five.”

For this example, students might say (or be questioned along these lines): “One counter and two counters are three counters. One empty square and one empty

square are two empty squares.” “There are three counters and two empty squares. “Three is less than five because there are two empty squares.” “Three is two less than five.” “Three needs two more to make five.”





For this example, students might say (or be questioned along these lines): “One counter and two counters are three counters. There are two empty squares.” “There are three counters and two empty squares. “Three is less than five because there are two empty squares.” “Three is two less than five.” “Three needs two more to make five.”

For this example, students might say (or be questioned along these lines): “One counter and one counter and one counter are three counters. One empty square and

one empty square are two empty squares.” “There are three counters and two empty squares. “Three is less than five because there are two empty squares.” “Three is two less than five.” “Three needs two more to make five.”

Suppose a student picked a number more than five, such as eight.

Students should notice that: All their pictures look the same because all five squares are filled up and there are three

more counters left over. Eight is more than five. Eight is three more than five. Five and three more makes eight

Questions for Teacher Reflection: Can students explain why we need to be able to count objects? Can students tell several ways in which we use numbers every day? Are students able to group objects to help them count larger numbers? Are students able to read number words? Do they know why they need to do so? Are the students able to describe their five strips and counters in relation to five? Do they count each time or do they recognize sets of numbers without counting?

DIFFERENTIATION





Extension Make a die with 0 – 5 for each student. Roll the die and place that many counters on the 5

frame. Ask the student how many more counters they will need to fill the frame and how many they have in comparison to others in the group?

Intervention Make a die with 0 – 5. Use the directions in task. The teacher will model for students,

using the think aloud process.





Five Strip Frame





Learning Task: Five and Ten (Part 2)

MATERIALS

Ten strip frame recording sheet Counters Cards, numbered 1-10 Dice, optional


Give each student a laminated ten-strip and a set of ten counters. Let students take turns choosing a number from 1-10. Have students place the chosen number of counters on their strip, making use of any combination of the squares. Have students draw their representations on their recording sheet. Allow time for students to discuss and share the different ways that they have shown their numbers. This part of the task should help students decide whether a number is more than five, equal to five, or less than five.

Some suggested questions for this section of the task include: Is your number more than five, equal to five, or less than five? Is your number closer to five or closer to ten? What combinations exist based on five and ten as benchmarks? (For example, nine is five

and four more; or one less than ten.) As the number of counters increases, what happens to the number of empty squares?

Questions for Teacher Reflection: Can students explain why we need to be able to count objects? Can students tell several ways in which we use numbers every day? Are students able to group objects to help them count larger numbers? Are students able to read number words? Do they know why they need to do so? Are the students able to describe their five strips and counters in relation to more than

five, equal to five, and less than five? Do they count each time or do they recognize sets of numbers without counting?

DIFFERENTIATION

Extension Make two dice with 0 – 5. Roll the two dice and place that many counters on the 10 frame.

Ask students how many more counters they will need to fill the frame.

Intervention Go back to using a Five Frame. Make a dice with 0 – 5. Roll the die and place that many

counters on the five frame. Ask the student how many more they will need to fill it up? Clear the frame after each roll.





Ten Strip Frame





Performance Task: Who Has More?

STANDARDS ADDRESSED

MKN1. Students will connect numbers to the quantities they represent.a. Count a number of objects to 30.b. Write numerals through 20 to label sets.e. Compare two or more sets of objects (1-10) and identify which set is equal to, more

than, or less than the other

MKD1. Students will pose information questions, collect data, organize, and display results using objects, pictures, and picture graphs.



and others.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects? How do we use numbers every day? How can we communicate data to others?

MATERIALS

Manipulatives such as cubes, buttons, and counters One manipulative container for each pair of students One die for each pair of students ( either 1-6, 0-5 or 0-9) 1 recording sheet per child

GROUPING

Small Group






Place 50 objects in a container. (This can be any type of small manipulative on hand.) Each pair of students will take turns rolling the die and calling out the number on the die. After each roll they will reach into the container and count out the same number of items as they rolled. For each roll, students will record their result in dots on the ten frame and in number form. Students will record data from their roll and their partner’s roll. Each student will have their own recording sheet. Students will mark in the box on the recording sheet to show who has more. Once the container is empty the game is over. Students will then count up their objects. The person with the most is the winner. Discuss who won the most/least? Were there any games where both students had an equal amount of objects at the end? Observe students as they count to determine their counting strategies.

Questions for Teacher Reflection: Can students explain why we need to be able to count objects? Can students explain numerous ways that they use numbers every day? Are students able to communicate data to others?

DIFFERENTIATION

Extension Students may choose to make the winner the person with the least number of buttons.

Intervention Use fewer than 20 objects. Have students practice counting the buttons by setting them

up in one-to-one correspondence. Provide a ten frame for each student to place the manipulative on as they pull them out of the container.





Who Has More?

Partner 1

____________________

Partner 2

______________________

Who has more?

Partner 1 Partner 2





Performance Task: Stack It, Count It STANDARDS ADDRESSED

MKN1. Students will connect numbers to the quantities they represent.a. Count a number of objects to 30.f. Compare two or more sets of objects (1-10) and identify which set is equal to, more

than, or less than the other

MKM1. Students will group objects according to common properties such as longer/shorter, more/less, taller/shorter, and heavier/lighter.

a. Compare and order objects on the basis of length.



and others.



phenomena.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects? How do we use numbers every day? How can we record what we count? How do we know a number is more or less than another number? How does knowing the meaning of “one more” and “one less”, help us add or subtract?

MATERIALS

10-15 Unifix cubes

GROUPING





Large Group


Part I Give each student 10-15 Unifix cubes. Give the students various directions that require them to either add on more Unifix cubes or take away one cube.Examples:

Build a stack that is 2 cubes tall. Now build a stack that has 2 more. Which is more? How do you know?

Build a stack that is 1 cube in height. Now build a stack that has 1 more. Which has less? How do you know?

Build a stack that is 4 cubes tall. Now build a stack that has 4 more. Which has more? How do you know?

Continue with similar situations using terms more and less.

Part II Continue the task by giving students various directions that require them to either add on or take away one or more cubes.

Build a stack that is 2 more than 3. Build a stack that is 1 more than 2. Build a stack that is 2 more than 4. Build a stack that is 2 less than 7.

Continue with similar situations using terms more and less.

Part III Build a stack to show the class. Ask students to build their own stack that is equal to, more than, or less than your stack. For example: My stack has 6 cubes. Can you build a stack that has less cubes than mine? It is important to discuss ALL possible solutions for this question.

Questions for Teacher Reflection: Are students able to record what we count? Are students able to determine when a number is more or less than another number? After students make the stack, can they tell how many Unifix cubes they have without

counting? Do some students have to start over each time and count each cube after they have added

to the first stack?





DIFFERENTIATION

Extension Give students a scenario such as “I am thinking of a number that is more than 5 and less

than 10. Build a tower to show my number.” Continue to narrow results by giving additional clues such as “You are close, but my number is more/less than your tower.”

Intervention Have students play with a partner. One student calls out the number and the other makes

the stack. Have students take turns being the person who gives the directions and the person who builds the stack of connecting cubes.

If students are unable to do this, break it down into steps. First, have them build the stack according to a number given. Next, have them make another stack that is one more than the first one. Place the stacks side by side. Ask students what number they made. Ask which stack is more? Have them explain how they know which stack is more.





Performance Task: Number Collage STANDARDS ADDRESSED

MKN1. Students will connect numbers to the quantities they represent.a. Count a number of objects to 30.b. Produce models for number words through ten.d. Compare two or more sets of objects (1-10) and identify which set is equal to, more

than, or less than the other.


and others.



phenomena.

ESSENTIAL QUESTIONS

Why is it important to be able to compare two numbers? What does comparing two numbers tell us?

MATERIALS

Half sheets of poster board labeled like example Magazines Markers/crayons

GROUPING

Partners


Part I Gather students together and show them a blank number collage. Discuss what belongs in each section. As a class, complete the number collage for the number zero. Give each pair of students a blank collage (pre-labeled with number 1-10.) Students will look through magazines and find a picture that shows an example of their number in real life. They will cut the picture out and glue




Number PictureWord


it on their poster board below their number. Next they will fill in the remaining parts of the chart. When students have completed posters they will share them with the class. Encourage members of the class to ask questions of each person presenting. For example, “Why did you pick that picture for your board?” It would also be good to have a discussion with the students about things that are difficult to count. Like the number of leaves on an oak tree, a colony of ants, germs, fleas on your dog, etc.

Part II Call on groups to share in random order. Once everyone has shared, choose two posters at a time to share. Ask questions such as “Which has more objects? Which has less? Which collage shows more than five?” As a class, order the collages. Ask questions such as “Which collage should come first? How do you know? What information did you use to decide? Place number collages in order at the front of the room.

Questions for Teacher Reflection Are students able to explain why is it important to be able to compare two numbers? Do students know what comparing two numbers tells us? Can the students explain their reasoning for choosing particular pictures?

DIFFERENTIATION

Extension Students can make their own number collage book.

Intervention Play matching game with 2 models for a number. For example: Match the numeral to the

number word or dots in a ten frame to the numeral.





Learning Task: Baby Bunnies

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent. a. Count a number of objects up to 30.b. Produce models for number words through ten.


combined, separated, or compared. b. Build number combinations up to 10 and for doubles to 10. c. Use objects, pictures, numbers or words to create, solve, and explain story problems



ESSENTIAL QUESTIONS How many different ways can you make the same number? Why do we need to be able to count objects? How do we use numbers every day?

MATERIALS

“Baby Bunnies” recording sheet Buttons or connecting cubes to represent bunnies 1 Strip of Bunnies per student

GROUPING

Large Group






Part I Introduce a scenario to students. “The pet store has received five new baby bunnies. The owner of the store has two pens and needs to put the new baby bunnies into the pens.” Have various students show different ways the owner of the store can put the baby bunnies into the pens. Be sure to include combinations including zero. Model the combinations using pictures, words, and numbers. Discuss the various combinations found.

Part IIStudents will create their own number combinations with the given scenario. “The next day the pet store received ten new baby bunnies. The owner of the store has two pens and needs to put the new baby bunnies into the pens.” Students will work independently to show combinations of 10 using pictures, words and numbers. If needed, change the number of pens and bunnies to make new stories.

Questions for Teacher Reflection Are students able to make the same number in several different ways? Can students explain why we need to be able to count objects? Are students able to talk about a variety of ways that we use numbers every day?

DIFFERENTIATION

Extension Have students come up with additional number stories to go with the bunnies in the pen or

tell them a number story. Have them explain how to get the answer.

Example: There were four bunnies in the pen. One bunny got out. How can you figure out many

bunnies are left? The pet store sold all of the bunnies except for five. Did more bunnies leave the pen or

stay in the pen? How do you know?The owner of the store brought in three new bunnies. How will this change the total

number of bunnies?

Intervention The number of baby bunnies may be changed to be less than ten. Using manipulatives

will help the students model the problem.





Bunnies





Baby BunniesThe pet store has received ten new baby bunnies. The owner of the store has two pens and needs to put the new baby bunnies into the pens.

Show how many different ways the owner of the store can put the baby bunnies into the pens. Be sure to use pictures, words, and numbers.




Pen 1 Pen 2


Learning Task: Line ‘Em Up

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent. a. Count a number of objects up to 30. d. Sequence and identify using ordinal numbers (1st through 10th).


and others.



ESSENTIAL QUESTIONS

Why do we need to be able to count objects? Why is it important to know how to put things in number order? Why would we need to be able to read number words?

MATERIALS

Number cards – 10 cards labeled 1st - 10th and 10 cards labeled first – tenth. Henry the 4 th by Stuart Murphy or similar book about ordinal numbers 10 different colored pieces of construction paper 1 ten frame for each student

Comment: The teacher will prepare one set of cards with ordinal numbers 1st – 10th. On another set of cards write the ordinal number words for first through tenth. Stickers may be placed on these cards to help the non-readers. Make “necklaces” with cards by tying thread through them.

GROUPING

Large Group






Part IBegin by reading Stuart Murphy’s Henry the 4th. As you read the story, ask questions such as, “What would happen if another student brought his dog?” Then choose 4 or 5 students to represent the dogs in the story. Students will retell the story using picture cards of the dogs. They will use ordinal sequencing words as they retell the story. As students place cards in sequence, ask questions such as:

Who was first? How did you know? Why was_____ after _____ in the line? What information did you use to answer the question?”

Say to students, “Just like the dogs, we are going to practice lining up in a special order.” Place ten different colored pieces of construction paper on the floor in a line. Ask the students, “Who can stand at the beginning of our color line?”

Please note: Teacher does not establish beginning of the line, instead the teacher asks questions such as “How did you decide which side of the line was the beginning and which was the end? How could we label our color line with ordinal numbers?”

Next, have a student select a card from the teacher-made stack of ordinal number cards. Once a student selects a card, ask:

What ordinal number did you choose? How did you know it was that ordinal number? Where would that place be represented on our color line? What information did you use to figure that out?

Continue with additional students selecting cards from the group, pausing periodically to ask similar questions until all cards have been placed appropriately.

Part II Today we will be practicing our line-up with our own manipulatives and a ten frame. Provide each student with a ten frame and 10 objects in the following colors: red, orange, yellow, blue, green, pink, black, and white. Give students oral directions to place a star at the beginning of their color line and a happy face at the end. Continue to give specific directions to place manipulatives in various spots on the board. For example, place your red piece in the 3rd square. Continue with directions until all blocks are filled. If students choose different beginnings, then choose those students to discuss their rationale.

Questions for Teacher Reflection As children are lining up observe how they determine where they should be in line. For

example, do they look for the number before or after them? Do they wait until most of the numbers are in place? Do they count to find their place? Are they able to call out their number when prompted?

Are students able to explain why we need to be able to count objects? Do students know how to put things in number order?





DIFFERENTIATION

Intervention Give the student ten teddy bear counters or other manipulative. Ask the student to line

them up in order beginning with the first one. Example: “Put the green bear first. Put the blue bear second. Put the yellow bear third.” Ask questions that focus on the ordinal position of the bear.





Performance Task: Rainbow Blocks STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent. d. Sequence and identify using ordinal numbers (1st through 10th).


and others.c. Use the language of mathematics to express mathematical ideas precisely.

ESSENTIAL QUESTIONS

How does putting things in order keep things organized? Why do we need to be able to put things in order? How do we use numbers every day?

MATERIALS

“Rainbow Blocks” recording sheet for each student Crayons for each student

GROUPING

Individual


Students will be given oral directions for coloring the blocks/boxes according to their order. You may need to model the correct color needed for each direction if students have difficulty identifying their colors. Animals or other pictures could be substituted for the blocks.

Instructions for students:☼ Place a star at the beginning of your color line and a happy face at end.☼ Color the 3rd block orange.☼ Color the 6th block yellow.☼ Color the 2nd block green.☼ Color the 8th block brown.☼ Color the 1st block black.☼ Color the 5th block purple.☼ Color the 7th block blue.☼ Color the 9rd block red.





☼ Leave the 4th block white.☼ Draw a circle in the 10th block.

Observe students as they color in their blocks. Make note of the students who are able to easily identify blocks.

Questions for Teacher Reflection How are students organizing their color blocks? Do students recognize (by providing examples of) how we use numbers every day? Do students use other blocks to help them quickly locate an ordinal position? Example:

The 9th block is next to the 10th block, which is last.

DIFFERENTIATION

Extension If students complete this task easily, give them a second set of blocks and change the

questioning. Ask the students to color in the “block before the 2nd block “or “put an X in the block after the 4th block. Draw a circle around the blocks that are next to the 7th block.”

Intervention Have the student listen to teacher directions to place connecting cubes in the correct

position. For example, given a blue, red, green, white, and yellow cube, the student is directed as follows: “The blue cube is first, the white cube is fourth, the green cube is third, and the yellow cube is fifth. What position is the red cube?” The student can record the answer on the “Rainbow Block” recording sheet.





Rainbow Blocks

Directions: Listen and color the correct block.

--------------------------------------------------------------------------------------------------------------

Rainbow Blocks

Directions: Listen and color the correct block.





Performance Task: Find the Button STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent. e. Sequence and identify using ordinal numbers (1st through 10th).


and others.



ESSENTIAL QUESTIONS

How does putting things in order help to keep things organized? Why do we need to be able to put things in order? Why would we need to be able to read ordinal numbers?

MATERIALS

10 cups, one small object such as a button or penny per student One set of ordinal number cards written 1st – 10th

GROUPING

Small Group


Give each student their own set of ordinal number cards. Have the students lay their cards out in order. Line up ten cups in a row. Place a star on the 1st cup to establish the beginning of the line. Secretly place a button under one of the cups. Ask students to guess where the button has been hidden by holding up their ordinal number card. When each child guesses they will count aloud in ordinal order, place the card on the cup they believe has the object hidden under it and ask “Is the button under the ____ cup?” If the object is not under that cup the next child will follow the same steps. The student who guesses correctly gets to hide the object and ask the questions.





Observe the students as they make their guesses to see if they count 1, 2, and 3 and then give an ordinal answer or if they are able to count using the correct ordinal sequence. Also observe to see if they choose the ordinal number or the number word when placing their card.

Questions for Teacher Reflection Are students able to explain that putting things in order keeps things organized? Are students able to give examples of what kinds of things we put in order? Can students talk about why we need to be able to read number words?

DIFFERENTIATION

Extension Play with a partner.

Intervention Label the cups ahead of time if students are having difficulty.





Performance Task: Card Stations

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent. a. Count a number of objects up to 30. b. Produce models for number words through ten.c. Write numerals through 20 to label sets.


combined, separated, or compared.






phenomena.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects? How do we use numbers every day? Why would we need to be able to read number words? How can we record what we count?

MATERIALS





Station1: Set of cards, numbered 0 – 10 Station 2: Supply of stickers and a set of number word cards labeled one through ten Station 3: Set of cards with sets of stickers on the front with 0 – 10 and corresponding

numerals written on the back for self-correction. Also you will need white boards and markers for each student or a recording sheet for each student.

GROUPING

Small Group Stations


Comment: The teacher will set up three centers for students to rotate through every 20 minutes. This task will allow students to “show what they know” through hands-on counting activities.

Card StationsStation #1

Take the top card from the pile in the center of the table. Read the numeral and create a set with the same quantity as your card, using the

manipulatives in the math tub.

Station #2 Take the top card from the pile in the center of the table. Read the number word on the back. Create a set using stickers to match the quantity of the number word.

Station #3 Students will take the top card from the pile in the center of the table. Students will count the set of stickers and then write the corresponding numeral on a

white board or recording sheet to match the set. Flip the card over to see if the answer matches with your partner.

Suggested rotation for stations: Station #1 – Small group taking turns while the teacher observes and records results on checklist

or rubric.Station #2 – Each student may work independently while the teacher assesses the collection of

cards and records on checklist or rubric.Station #3 – Self-Checking





Circulate around the room and assess student’s ability to work independently. Adjust centers as needed if students are having difficulty. Some students may need additional time at a particular center. These centers can become part of a daily math rotation.

Questions for Teacher Reflection Are students able to keep manipulatives in separate sets? Do they work with confidence or is more practice needed?





Unit 1 Culminating Task

Performance Task: Number Book

This culminating task represents the level of depth, rigor and complexity expected of all kindergarten students to demonstrate evidence of learning.

STANDARDS ADDRESSED

MKN1. Students will connect numerals to the quantities they represent. a. Count a number of objects up to 30. b. Produce models for number words through ten.c. Write numerals through 20 to label sets.d. Sequence and identify using ordinal numbers (1st through 10th).

MKN2. Students will use representations to model addition and subtraction. b. Build number combinations up to 10 and for doubles to 10.

MKP1. Students will solve problems (using appropriate technology).e. Build new mathematical knowledge through problem solving.f. Solve problems that arise in mathematics and in other contexts.g. Apply and adapt a variety of appropriate strategies to solve problems.h. Monitor and reflect on the process of mathematical problem solving.




ideas.c. Select, apply, and translate among mathematical representations to solve problems.d. Use representations to model and interpret physical, social, and mathematical

phenomena.

ESSENTIAL QUESTIONS

Why do we need to be able to count objects? How do we use numbers every day? Why would we need to be able to read number words? How can we record what we count?





MATERIALS

Teacher created booklet Stamps, markers or stickers Manipulatives Every Buddy Counts by Stuart Murphy or similar book

GROUPING

Individual


Part IRead a book about numbers, such as Stuart Murphy’s Every Buddy Counts. Remind students to listen carefully and to think about why we count and when we would need to count. Encourage students to talk about what they notice about the items on each page. After reading the book, have students give their ideas for reasons counting is important. Record these ideas onto a chart. As the year progresses students can add new ideas about math and counting. Part II Students follow up the reading by making their own number book. Students will design a page for each number, zero through nine and include the corresponding ordinal number for each page (in a circle.) Provide various materials for creativity. Students are to draw, stamp, or glue objects that demonstrate each number. More than one set of objects may be used on each page. Once students have completed all their pages, cut and staple it into a book.

This task could be started during math time one day and extended on subsequent days during student choice time. Observe students as they work on their number books.

Questions for Teacher Reflection: Do students show more than one group of objects on each page? Are the numbers represented accurately? When children count the objects on their pages, do they count one-to-one or use other

skip counting strategies? Do they lose count or count objects more than once? Have students represented the numeral and counting word correctly on each page? For ordinal numbers how did they show which object is first?





DIFFERENTIATION

Extension Students may want to draw the dice or domino pattern for their number. Later in the year,

they can make new number books with addition and subtraction sentences to represent the numbers.

Intervention Provide a number book or pictures with matching numbers for students who need

additional help.




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