# GR. PK Unit: Lesson Seed: Conservation

**Essential Questions: **

• 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 Plans and Seeds

**LESSON SEED:** COUNTING TO FIND OUT "HOW MANY"

**LESSON SEED:**ARRANGE & COMPARE SETS USING ONE-TO-ONE CORRESPONDENCE

**LESSON SEED:**CONSERVATION

**LESSON SEED:**CARDINALITY & CONSERVATION

**LESSON SEED:**ONE MORE

**LESSON SEED:**BUILDING SETS

**LESSON SEED:**MATCHING SETS OF OBJECTS TO NUMERALS

**LESSON SEED:**NUMBER OF THE DAY

**LESSON SEED:**SUBITIZING

**Download Seeds, Plans, and Resources (zip)**

**Unit Overview**

**Content Emphasis By Clusters in Grade pk**

**Progressions from Common Core State Standards in Mathematics**

**Send Feedback to MSDE’s Mathematics Team**

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.

**Standard(s):**

PK.CC.B.4b Recognize that the last number name said tells the number of objects counted.

**Purpose/Big Idea:**

Conservation: The ability to recognize that the quantity remains the same regardless of the organization of the objects.
**This activity can be used as a pre-assessment; however, students need many opportunities to explore this concept.**

**Materials:**

**Video of child who does not have conservation of number (Piaget’s preoperational stage)**

**Setting:** Small group (3-5 students)

##### Notes:

##### Activity:

*“What do you notice about your objects?”*

*“Do you have the same number of objects in each group? How do you know?”*

- Students need to justify through one-to-one correspondence

*“How many of each objecst do you have?”*

*“Do you have the same amount (number) in each row (set)?”*

*“Ask children to spread out one of their rows.”*

*“How many do you have in each row? Are they the same? Does one row have more? How do you know?”*

- For children who struggled, go down to 3.
- For children who understand conservation of number, move on to a different number up to 5.
- For children who are able to conserve a number through 5, you may want to continue with sets up to 10. You may want to try 6, then 7, etc. to ensure the child has grasped the concept.

**This activity can be used as a pre-assessment; however, students need many opportunities to explore this concept independently and in a structured situation. **

**Guiding Questions:**

*See above*