• What do numbers convey? (identify amount--Cardinal; name position --ordinal; indicated location --nominal)
• How can numbers be expressed, ordered, and compared?
• What are different ways to count? ( count all, count one, count back, skip count, count groups)
• What are efficient ways to count? (count up, (or back) from largest number, count sets of items, count to/using landmark numbers)
• How can numbers be decomposed into other numbers or composed into another number?
LESSON SEED: COUNTING TO FIND OUT "HOW MANY"
Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
For an in-depth discussion of the overarching, “big picture” perspective on student learning of content related to this unit, see:
The Common Core Standards Writing Team (10 September 2011). Progressions for the Common Core State Standards in Mathematics (draft), accessed at: http://commoncoretools.files.wordpress.com/2011/04/ccss_progression_ee_2011_04_25.pdf
Ability to explore ten ones in various ways using manipulatives (e.g., Digi-Blocks, base ten blocks, linking cubes.)
· Knowledge of how ten ones makes a ten is the initial foundation of place value
• The Standard in this Domain is an essential precursor to building number sense and place value understanding. Students need repeated experiences building a ten from ones using a variety of concrete materials.
• A student's understanding of quantity is determined by his or her ability to construct early number relationships based on varying quantities. Constructing relationships between ten ones and ten is dependent upon a child's ability to explore ten ones in a variety of ways. For Prekindergarten students, this includes the conceptual understanding of using the numbers five and ten as a benchmark.
• The ten frame uses the concept of benchmark numbers (5 and 10) and helps students develop visual images for each number.
• Use of games with manipulatives will help students build conceptual understanding of the relationship between ten ones and ten. A few examples of games that reinforce early number relationships and help lay the foundations for place value understanding include:
o taping a large ten frame to the floor or outside and allowing students fill the frames with their bodies or stuffed animals
o using bean bags or playing a bowling game
o playing card games
o playing games that require the use of number cubes or numeral cubes