web view · 2013-02-04students will develop number sense by counting, matching and...

ACES Regional Curriculum Consortium Math Unit Organizer

Grade/Subject Kindergarten / Math

Unit Title 1. Counting and Matching Numbers 0-10

Overview of Unit Students will develop number sense by counting, matching and comparing sets.

Pacing 6 weeks (15 days, 0-5) (15 days, 6-10) Sept/October

Background Information For The Teacher

Many students come in with the ability to recite the counting sequence correctly and recognize some numerals up to 10. In this unit students will develop a deeper understanding of number sense; moving students from rote memorization to a solid foundation of number sense through hands on experiences. This unit will provide a multisensory approach to counting, as some children may have an easier time using one sense rather than another when learning to count.

Beginning with one to one correspondence children need to practice matching one count to one item (touching each item as this skill is developed). This can be introduced with matching a single count to a tap or clap and moving towards matching the count with an object in a set. Demonstrating one to one correspondence with numbers fewer than ten does not mean that children will be able to apply this concept to larger numbers.

Many students come to school unable to trust counting as an effective strategy and will not select counting to solve such problems as getting enough napkins for each child at their table. In this unit students will develop the 5 counting principles listed below and should begin to select counting to solve such problems.1. Each item must be counted once and only once 2. Each number name must be said in a conventional order 3. The starting point and order in which the objects are counted does not affect how many there are in the set4. The arrangement does not affect “how many” there are 5. The last number said tells “how many” in the whole collection, and does not describe the last item

Counting items in different arrangements may be a new concept for both students and teacher but will enable students to see that the count is the last number name said and the name of the last item in a row.

In this unit students will practice counting sets starting at varied objects in the set (the second, middle, etc.) developing an awareness that all objects still need to be counted. This should include counting sets in a circular or rectangular arrangement. As this understanding develops students will know that no matter how a set is rearranged the count cannot change. As children develop number sense they are able to compare sets to identify which is greater than, less than and equal to. While the idea of greater than is more apparent to the child, equal time needs to be spent on looking at sets with less than. When a greater than question is asked, a less than question should also be asked.

1 | M a t h U n i t O r g a n i z e r

ACES Regional Curriculum Consortium Math Unit OrganizerA child may be able to recognize a numeral when they see it but may not have the dexterity to write it. Similarly, a child may be able to read the word dog but not be able to write it. The practice of writing numbers should always be taught in connection to the quantity they represent. This creates a visual image of what the symbol stands for. Teaching proper number formation is needed but this should be considered a handwriting task.

Teacher Vocabulary:

Cardinality: The concept that the last number said indicates the amount in the set, not simply the name of the last item counted

Comparing: Differentiating between sets, in terms of same, greater and less than

Numbers: A value that represent a particular quantity used in counting

Numerals: The written symbol that corresponds to a number/quantityOne to One Correspondence: say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object

Sequence: An order of succession; an arrangement

Set: A set is a collection of well defined and distinct objects

Subitize: To recognize, at a glance, the quantity of a set (up to six) without counting (Example: recognizing how many dots on a dice without counting).


ACES Regional Curriculum Consortium Math Unit OrganizerEssential Questions (and Corresponding Big Ideas)

1. Why do we count? Counting tells us how many there are in a group regardless of their arrangement. The last

number said when counting tells the total number of objects counted.2. How are numerals used?

Numerals are the symbols we read and write to communicate how many objects there are. (quantity)

3. How can two quantities (numbers) be related? One quantity is either greater than, less than, or equal to the other.

Core Content and Practice Standards Explanations and Examples*

Kindergarten Standards for Mathematical Practice.

K.MP 1 – Make sense of problems and persevere in solving them.

K.MP.2 - Reason abstractly and quantitatively.

K.MP.4 – Model mathematics

K.MP.5 - Use appropriate tools strategically

K.MP.6 – Attend to precision

K.MP.7 - Look for and make use of structure.

*Items that are underlined are key to this unit.

1. Students will use concrete objects or pictures to help them conceptualize and solve problems, like answering “how many?” of “how many more/less?”They may check their thinking by asking themselves, “Does this make sense?” or they may try another strategy.

2. Students begin to recognize that a number represents a specific quantity. Then, they connect the quantity to written symbols. Quantitative reasoning entails creating representation of a problem while attending to the meaning of the quantity.

4. Students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, etc. Students need opportunities to connect the different representations and explain connections. They should be able to use all of these representations as needed.

5. Students begin to consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, kindergarteners may decide that it might be advantageous to use linking cubes to represent two quantities and then compare the two representatives side-by-side.

6. As kindergarteners begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning.

7. Students recognize the pattern that exists between number relationships, recognizing that “3 and 2 is 5 which is the same as 2



K.MP.8 - Look for and express regularity in repeated reasoning.

K.CC.1. Count to 100 by ones and by tens.

K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

and 3 is 5”

8. In early grades, students notice repetitive actions in counting and computation, etc. For example they may notice that the next number in a counting sequence is one more.

The emphasis of this standard is on the counting sequence.

When counting by ones, students need to understand that the next number in the sequence is one more. When counting by tens, the next number in the sequence is “ten more” (or one more group of ten).

Instruction on the counting sequence should be scaffolded (e.g., 1-10, then 1-20, etc.).

Counting should be reinforced throughout the day, not in isolation.Examples:

Count the number of chairs of the students who are absent. Count the number of stairs, shoes, etc. Counting groups of ten such as “fingers in the classroom”

(ten fingers per student).

When counting orally, students should recognize the patterns that exist from 1 to 100. They should also recognize the patterns that exist when counting by 10s.

Students should be given multiple opportunities to count objects and recognize that a number represents a specific quantity. Once this is established, students begin to read and write numerals (numerals are the symbols for the quantities). The emphasis should first be on quantity and then connecting quantities to the written symbols.

A sample unit sequence might include:1. Counting up to 20 objects in many settings and

situations over several weeks.2. Beginning to recognize, identify, and read the written

numerals, and match the numerals to given sets of objects.

3. Writing the numerals to represent counted objects.Since the teen numbers are not written as they are said, teaching the teen numbers as one group of ten and extra ones is foundational to understanding both the concept and the symbol that represents each teen number. For example, when focusing on the number “14,” students should count out fourteen objects using one-to-one correspondence and then use those objects to make one group of ten and four extra ones. Students should connect the representation to



K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.a. When counting objects, say the

number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

c. Understand that each successive number name refers to a quantity that is one larger.

K.CC.5. 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.

the symbol “14.”

This standard focuses on one-to-one correspondence and how cardinality connects with quantity.

For example, when counting three bears, the student should use the counting sequence, “1-2-3,” to count the bears and recognize that “three” represents the group of bears, not just the third bear. A student may use an interactive whiteboard to count objects, cluster the objects, and state, “This is three.”

In order to understand that each successive number name refers to a quantity that is one larger, students should have experience counting objects, placing one more object in the group at a time.

For example, using cubes, the student should count the existing group, and then place another cube in the set. Some students may need to re-count from one, but the goal is that they would count on from the existing number of cubes. S/he should continue placing one more cube at a time and identify the total number in order to see that the counting sequence results in a quantity that is one larger each time one more cube is placed in the group.

A student may use a clicker (electronic response system) to communicate his/her count to the teacher.

Students should develop counting strategies to help them organize the counting process to avoid re-counting or skipping objects.

Examples:

If items are placed in a circle, the student may mark or identify the starting object.

If items are in a scattered configuration, the student may move the objects into an organized pattern.

Some students may choose to use grouping strategies such as placing objects in twos, fives, or tens (note: this is not a kindergarten expectation).

Counting up to 20 objects should be reinforced when collecting data to create charts and graphs.

A student may use a clicker (electronic response system) to communicate his/her count to the teacher.



K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects)

K.CC.7. Compare two numbers between 1 and 10 presented as written numerals

K.MD.3. Classify objects into given

Students should develop a strong sense of the relationship between quantities and numerals before they begin comparing numbers.

Other strategies: Matching: Students use one-to-one correspondence,

repeatedly matching one object from one set with one object from the other set to determine which set has more objects.

Counting: Students count the objects in each set, and then identify which set has more, less, or an equal number of objects.

Observation: Students may use observation to compare two quantities (e.g., by looking at two sets of objects, they may be able to tell which set has more or less without counting).

Observations in comparing two quantities can be accomplished through daily routines of collecting and organizing data in displays. Students create object graphs and pictographs using data relevant to their lives (e.g., favorite ice cream, eye color, pets, etc.). Graphs may be constructed by groups of students as well as by individual students.

Benchmark Numbers: This would be the appropriate time to introduce the use of 0, 5 and 10 as benchmark numbers to help students further develop their sense of quantity as well as their ability to compare numbers.

Students state whether the number of objects in a set is more, less, or equal to a set that has 0, 5, or 10 objects.

Given two numerals, students should determine which is greater or less than the other.

Possible objects to sort include buttons, shells, shapes, beans, etc. After sorting and counting, it is important for students to:

explain how they sorted the objects; label each set with a category; answer a variety of counting questions that ask, “How many

…”; and compare sorted groups using words such as, “most”, “least”,

“alike” and “different”.


ACES Regional Curriculum Consortium Math Unit Organizercategories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10).

Possible objects to sort include buttons, shells, shapes, beans, etc. After sorting and counting, it is important for students to:

explain how they sorted the objects label each set with a category answer a variety of counting questions that ask, “How

many…”; and compare sorted groups using words such as, “most”, “least”,

“alike” and “different”.

ISTE Standards

(http://www.iste.org/standards/nets-for-students.aspx)

K-U-D

KNOWFacts, formulas, information, vocabulary

The rote counting sequence by ones (0-10)

1:1 Correspondence and Count each item once

Vocabulary: count, counting, numbers, number names 0-10, how many, greater than, less than and equal, numerals, same, fewer, quantities

UNDERSTANDBig ideas, generalizations, principles, concepts, ideas that transfer across situations

Numerals are the symbols we read and write to communicate “how many” quantities.(numbers)

The last number name said when counting tells the number of objects counted. (cardinality)

Each successive number name refers to a quantity that is one larger.

The number of objects is the same regardless of their arrangement or the order in which they were counted.

When comparing two sets of objects or numbers, the one with the larger quantity is more and the smaller quantity is less.

Counting principles can be used to determine the number of objects.

Each number represents a specific quantity.

DOSkills of the discipline, social skills, production skills, processes (usually verbs/verb

Count to 10 by ones K.CC.1 Write numbers from 0-10 K.CC.3 Represent the number of objects with a written numeral from 0-10

K.CC.3


http://www.iste.org/standards/nets-for-students.aspx

ACES Regional Curriculum Consortium Math Unit Organizerphrases) Count objects saying the number names in sequence using 1:1

correspondence K.CC.4 Count to answer how many K.CC.5 Identify the group of objects that has greater than, less than or

equal to quantities K.CC.6 Compare two written quantities from 0-10 K.CC.7

Common Student Misconceptions for this Unit

Students mistakenly believe that... Moving the objects changes the count You have to count from left to right (when starting in the middle they disregard the ones at the

beginning) Objects can be counted more than once (the same set can have more than 1 count if this

happens) They are not allowed to touch the objects being counted



Unit Assessment/Performance Task DOK

Include rubric/scoring guide

Counting Principles – completed one on one with students (based on First Steps)Counts a set

(Watch to see if child needs to recount the set each time or if they hold the number)

Scatter 9 cubes on the table

Can you tell me how many cubes are on the table? (if they miscount keep going)Rearrange cubes into 2/3 rows

Can you tell me how many cubes are on the table now?Rearrange cubes into 1 row

Can you tell me how many cubes are on the table now?Arrange 7 cubes in a row

Can you tell me how many cubes are on the table if I start from here?(Point to a cube in the middle looks to see that they count every cube on table)

Rubric:

3 2 1 0

Demonstrates an understanding that

Each object is counted once and only once.

The last number name said when counting tells the number of objects counted

Each successive number name refers to a quantity that is one larger

The number of




Each successive number name refers to a quantity that is one larger




Demonstrates an understanding that Each object is counted once and only once.

Or

Does not demonstrate 1:1 correspondence


ACES Regional Curriculum Consortium Math Unit Organizerobjects is the same regardless of their arrangement or the order in which they were counted.

Write Numbers Use a grid with 25 empty boxes. Ask students to write the numbers the way we count (correct sequence)

Rubric:

3 2 1 0

Student writes numbers 0-10 in correct sequence



Student is unable to correctly write and sequence 0-4 or is unable to write numbers

Numbers are formed correctly - Yes or No

Build A Family1. Have children fill in family questionnaire at home (or school if necessary)

How many people live in your house? How many boys live in your house? How many girls live in your house? How many pets do you have? Circle whether you have more girls or boys.

2. Discuss results in terms of more, less, and equal3. Ask students “If you could have an imaginary family, who would be in it and why?”

(Explanation can be dictated to the teacher) Have children draw their ideal household make up and fill in how many brothers,

sisters, and pets they would want in their house. Circle what you have the most of girls, boys or pets

Rubric:2 1 0

Counting Counts Independently Counts with assistance

Unable to Count


ACES Regional Curriculum Consortium Math Unit OrganizerWriting Independently writes

correlating number and forms it correctly

Writes correlating number with reversals

Unable to write numbers or writes incorrect number

Compare Independently Identifies greater quantity

Identifies greater quantity with support

Unable to identify greater quantity

Explanation Explanation reflects picture drawn and student provides a least one reason for their choice. Ex. I want more boys in my family so we can play army men.

Explanation reflects picture drawn. Ex. I want more boys

Unable to explain drawing or explanation does not reflect picture that was drawn.

Score _________/ 8



Academic Vocabulary

Attribute – Specific characteristics of an object (size, shape, # of sides, # of corners)

Comparing - Differentiating between sets, in terms of same, greater and less than

Count – Referring to the quantity of a number in a set

Counting – The process used to determine “how many?”

Equal – Identical in size, quantity or value (same)

Fewer – Of a lesser quantity

Greater than – (more) of higher value, or bigger quantity

How many – Referring to a specific quantity represented by a number

Less – Smaller amount

Less than – Smaller in size, quantity or value

Matching – Bringing together counterparts which are equal to or close in likeness (one is exactly like another)

More – Greater than, larger amount

Numbers – A value that represents a particular quantity used in counting

Numerals – The written symbol that corresponds to a number/quantityOne to One Correspondence: say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object

One to one correspondence – The act of pointing/counting where each object is touched once and only once

Same – Identical in size, quantity or value (equal)

Set – A group, collection or pair

Sort – Divide (objects) into groups which can be defined by attributes or specific categories

Zero – A number/numeral representing none or nothing

Literature Connections


ACES Regional Curriculum Consortium Math Unit OrganizerWilliams, Rozanne Lanczak. Crayola Counting Book. Cypress, CA: Creative Teaching Press, c1995 When the crayons fall out of the box, what else is there to do but count them?

Maccarone, Grace. Monster Math Picnic. New York, NY: Scholastic, c1998. Monsters arrive in many ways, but some how ten always arrive

Martin Jr., Bill. Chicka, Chicka 123. New York, NY: Simon and Schuster c2004The numbers count in sequence as they climb the tree

Murphy, Stuart J., Just Enough Carrots. New York, NY. Scholastic, c1997.Bunny goes shopping with his Mom and is looking to see how many carrots other shoppers are buying and compares his bunch to the other shoppers.

Metzger, Steve. Five Little Sharks swimming in the Sea. New York: Scholastic, c2004.Five sharks swim through the ocean and run into different problems as they go, mama shark has to call the doctor for help

Otoshi, Kathryn. Zero. KO Kids Books. c2010Zero is a big round number. When she looks at herself, she just sees a hole right in her center. Every day she watches the other numbers line up to count: "1, 2, 3, 4, 5, 6, 7 . . . !" "Those numbers have value. That's why they count," she thinks. But how could a number worth nothing become something?

Carle, Eric. 1, 2, 3 to the zoo. Cleveland, : World Pub. Co., [1968].Each car on the train has one more zoo animal than the one before, from the car with one elephant to the one with ten birds.

Ward, Jennifer, 1963-. Somewhere in the ocean. Flagstaff, AZ: Rising Moon, c2000.A counting book in rhyme presents various marine animals and their children, from a mother manatee and her little calf one to a mother octopus and her little babies ten. Numerals are hidden in each illustration.

Root, Phyllis. One duck stuck. 1st U.S. pbk. ed. Cambridge, Mass. : Candlewick Press, 2003, c1998.In this counting book, increasingly larger groups of animals try to help a duck that is stuck in the sleepy, slimy marsh.

Orgel, Doris. Two crows counting. Milwaukee: Gareth Stevens Pub., 1996.Two crows, one big and one small, count things they see from one to ten and then back down again.

LeSieg, Theo., 1904-. Ten apples up on top! New York: Beginner Books, c1989.A lion, a dog, and a tiger balance apples on their heads

MacDonald, Suse. Look Whooo's Counting. N.Y.: Scholastic, 2000.A young owl learns to count.

Hoban, Tana. Count and see. New York,: Macmillan, [1972].Photographs of common objects and events illustrate the numbers one through one hundred.

Gorbachev, Valeri. Christopher counting. New York: Philomel Books, c2008.


ACES Regional Curriculum Consortium Math Unit OrganizerWhen Christopher Rabbit learns to count in school, he enjoys it so much that he counts everything in sight, including how many baskets his friends make when they play basketball and how many peas and carrots are on his plate.

Ehlert, Lois. Fish eyes : a book you can count on. San Diego: Harcourt Brace, c1990.A counting book depicting the colorful fish a child might see if he turned into a fish himself.

Chester, Jonathan. Splash! : a penguin counting book. Berkeley Calif.: Tricyle Press, c1997.A counting book featuring photographs of Adelie penguins in their natural habitat.

Carle, Eric. 10 Little Rubber Ducks. HArper, 2005.When A storm hits a cargo ship, 10 rubber ducks are swept overboard and land at different destinations.

Calmenson, Stephanie. One little monkey. North American library ed. New York: Parents Magazine Press ;, c1994.Swinging through the trees in the jungle because a bee has stung him, one monkey is followed by groups of animals from two to ten who think hunters must be pursuing them.

Bridwell, Norman. Count on Clifford. New York: Scholastic, c1985.Activities at a birthday party for Clifford, the big red dog, provide opportunities for counting balloons, presents, and other objects from one to ten.

Blackstone, Stella. My granny went to market. Cambridge, MA: Barefoot, 2005.A child's grandmother travels around the world, buying things in quantities that illustrate counting from one to ten.

Baker, Keith, 1953-. Big fat hen. 1st ed. San Diego: Harcourt Brace, c1994.Big Fat Hen counts to ten with her friends and all their chicks.

Anno, Mitsumasa, 1926-. Anno's Counting book. New York: Crowell, 1977, c1975.A counting book depicting the growth in a village and surrounding countryside during twelve months.

Wallace, Nancy Elizabeth. Count down to clean up! Boston [Mass.]: Houghton Mifflin, 2001.Little rabbits from one to ten get ready to help clean up.

Red Sox Wives. Fenway PArk 1 2 3. BArnes and Noble: 2004.A counting book about the Boston Red Sox and Fenway Park, Boston.

McGrath, Barbara Barbieri, 1954-. The M & M's brand chocolate candies counting book. Watertown, Mass. : Charlesbridge, c1994.Teaches numbers one through twelve, six colors, and three primary shapes: circle, square, and triangle.

McGrath, Barbara Barbieri, 1954-. The Cheerios counting book. New York: Scholastic, c1998.Text and illustrations of the familiar O-shaped cereal help the reader count to ten and add groups of ten.

Hoban, Tana. 26 letters and 99 cents. 1st ed. New York: Greenwillow Books, c1987.


ACES Regional Curriculum Consortium Math Unit OrganizerColor photographs of letters, numbers, coins, and common objects introduce the alphabet, coinage, and the counting system.

Keats, Ezra Jack. Over in the meadow. New York: Puffin, 1999.An old nursery poem introduces animals and their young and the numbers one through ten.

Mack, Stanley. 10 bears in my bed; : a goodnight countdown,. [New York]: Pantheon Books, [1974].One by one the bears leave the bed until there are none.

Grossman, Virginia. Ten little rabbits. San Francisco: Chronicle Books, 1991.

Interdisciplinary Connections

Social Studies: Students will investigate family structures and spend time participating in “getting to know you” activities

Science: Counting apples, pumpkins and seeds to count and compare quantities

Technology: See supplemental material and resources below

Literacy: Students will develop their own number books and use reader text connections about families and feeling throughout the teacher read alouds. Students will apply one to one correspondence to letters in their name and words on the page when they are reading.

Tools/Manipulatives

Cubes Five Frame Ten frames 2 sided chips Dot cards Number cards Bingo Markers Manipulatives for counting Dice Marbles Beans Number line (to 10)

Supplemental Materials and Resources

Websites (Free): www.schooltube.com, www.mathwire.com, www.starfall.com, 15 | M a t h U n i t O r g a n i z e r

ACES Regional Curriculum Consortium Math Unit Organizerwww.K-5Mathteachingresources.com (Subscription Required) unitedstreaming.com, IXL.com

First steps, Government of Western Australia Dept. of Ed and Training Richards, Kathy. Developing Number Concepts. Dale Seymour Publications. Parsippany, NJ c1999 VanDeWalle, John A. Teaching Student-Centered Mathematics Series. Pearson. Boston, MA c2006 Macmillan/McGraw-Hill, Glencoe. Math Triumphs. McGraw/Hill. Columbus, OH c2009 Handwriting without Tears (handwriting program for number formation)

Key Learning Activities/Possible Lesson Focuses

One to One Correspondence:Getting to Know you activities can be done one per day over the first 2 weeks of school. Some questions that you may investigate are: How many boys/girls are in your class/, How many kids walk?, ride the bus, etc.?, Lunch counts, How many letters are in your name?

Rhythm Stick Repeat – activity helps students to practice one to one correspondence. Students sit in a circle with rhythm sticks:

Count out a series of taps 0-10 with teacher Duplicate the number of taps that the teacher performed

Grab and Count – Begin in a circle and pass a bucket of manipulatives (size of manipulative can be altered to allow for a child to grab a higher quantity). Have each child pull a handful of manipulatives from a bucket and count how many they have. As a class look to see whose hand held the most/ least. After some practice with this activity students can use it as a center, record their “grabs”, and identify the student that has the most and the least at their center.

Counting Book 1- 10: Each day teacher introduces a new number and has students write the number and draw correlating number of objects.

Arrangement: Sitting in a circle pass out containers with up to 10 counters for each child. Say or hold up a dot or number card and have students count out that many manipulatives onto their mat. Ask students to count their set out loud, and then ask them to put their finger on a manipulative in the middle of the set (or other position that is not the first position) and count again. Discuss if the count changed, if so why. Repeat with a variety of numbers over many days.

Dot card Flash: Teacher has a series of paper plates that show different dot arrangements on them. There should be multiple plates for each number (see Example below). Use the plates as flash cards and have children try to say the number the plate shows with out counting.For 5 plates the following are some examples:



Five Frames or Ten frame Match: Teacher holds up a number or dot card (the dots should be in random and recognizable patterns – like dice arrangements) Students count out the same number to put on their ten frame. After some practice with this activity students can use it as a center where one student holds up a card, the others record on the frame and then switch roles.

Counting Stories Teacher tells a number story ex. 2 kids are in the grass. 4 kids are on the blacktop. Count the total

number of kids. As teacher tells the story students count out corresponding cubes and count all

Real Life Counting: activities can be done daily throughout the school year. Some scenarios that you may provide are: Retrieving napkins for your table at snack, getting scissors for all the girls/boys, getting enough “materials” for your table, class etc.

Comparing setsTeddy bear Graph- Students grab bear counters from the container and sort by color. Once sorted the student will graph the quantities by color to identify the color they grabbed the most of and the color they grabbed the least of (recognizing that a column with zero is the least)

Make Sets of More Less and Same – At a workstation provide 8 dot cards showing sets of up to 10 dots, small counters or blocks and word cards labeled more, less and same. Have students select a dot card and make 3 collections of counters; a set that is more, a set that is less, and a set that is the same. After a couple days of practice activity can be repeated with number cards.

Counting onCup Counting on – Have children work in pairs to practice counting on. Provide students with a deck of cards with numbers 1 to 7, a die, a paper cup and some counters. The first player picks a card and deposits that number of chips into the cup, placing the card face up beside the cup. The next student rolls the dice and places that number of counters next to the cup. Together students say the number in the cup and then count on the remaining counters. If students struggle have them dump the cup and count all. A recording sheet will allow students to practice writing the corresponding numbers.



Suggested Formative Assessment Practices/Processes

See the following performance tasks and Rubrics above:

Exit slip – flash a domino card, dot card or numeral card and ask the child to tell you how many

Counts a Set

Write Numbers

Build a Family


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