# GR. PK Unit: Lesson Seed: Number of the Day Book

**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.5 Represent a number (0-5, then to 10) by producing a set of objects with concrete materials, pictures and/or numerals (with 0 representing a count of no objects).

### Purpose/Big Idea:

Represent a number (0-5) with a drawing.

### Materials:

- A counting book or poem (ex: “5 Little Ducks”,
__Ten Black Dots__by Donald Crews) - List of children's counting books
- Numeral cards (0-10)
- Paper
- crayons

### Activity:

- Setting: Small group (3-5 students)

### Notes:

- Review numeral cards (0-5 then to 10) orally with students.
- Use “numeral” and “number” interchangeably as you refer to the cards so students gain familiarity with both terms.
- When using the numeral card 0, talk about zero in different ways (Example: This is the numeral/number zero. There are no counters on this plate. This plate has none. This plate has zero counters, etc.)
- This activity could be used to create a “Number of the Day” book - See image for example:

### Activity:

- Read a counting book or counting poem.
- After reading, ask students to count the objects/pictures on each page aloud.
- If the book does not have the numeral on the page, use numeral cards to identify the matching number for the set.
- Say: “Today we are going to make a page for our own counting book. We can show an amount by drawing a picture, just like the author/illustrator did in the book we just read.”
- Model choosing a number from the numeral cards.
- Say: “I picked the number 4. I wonder what I could draw. I want to draw 4 of something. Does anyone have an idea for what I could draw?”
- Brainstorm ideas of things that can be draw to show 4.
- Model drawing 4 on the paper.
- Say: “I will write your numeral on the page. Your job is to draw the picture to show your number.”
- Students choose a numeral card and say the number aloud. The teacher writes the number on the paper.
- Allow students to use crayons to draw their amount.
- As students draw, remind them of their number, pointing to the numeral written on their paper as well as saying it aloud. Count their drawings as they draw and refer back to their amount.
- As students finish, ask them to count their drawings.
- Ask: “How many ---- did you draw? Can you count them?”
- Teachers can write the number and name of objects at the bottom of the page. (see image example in notes; ex: 2 houses.)
- As a group, give each student an opportunity to share their drawing and count their drawing for each other.
- Number books can be copied and taken home or assembled as a class and placed in the classroom library.
- Have children explore different amounts:

- For children who struggled to count objects in the story/poem, guide them to choose a number between 1 and 3.
- For children who are able to count and create a set 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

### Extensions/Additional Activities:

### Guiding Questions:

*see above*