• 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.
This unit extends the students’ ability to rote count leading to verbal counting of objects in sets. It provides opportunities for students to apply verbal counting (meaningful counting of objects, people, etc.,) to solve problems, such as finding out how many objects are in a set. Students develop an understanding of the relationship between numbers and quantities and connect counting to cardinality while working with numbers first to 5 and then to 10. Students use concrete materials to build sets for a number up to 10. Students explore the concept of just after and just before a given number in the counting sequence to 10. Although students at this level are not expected to write numerals, they are expected to recognize written numerals 0 through 10, and match those numbers with sets of the same value. They will model that, when counting, they pair each object with one and only one number name. They will be able to demonstrate that when counting, the number names are said sequentially. Students will solidify the understanding that the last number name said tells the number of objects counted. They will also explore the fact that each successive number name refers to a quantity that is one larger.
PK.CC.B.4 Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality
Evidence of Student Learning:
The Partnership for Assessment of Readiness for College and Careers (PARCC) has awarded the Dana Center a grant to develop the information for this component. This information will be provided at a later date. The Dana Center, located at the University of Texas in Austin, encourages high academic standards in mathematics by working in partnership with local, state, and national education entities. Educators at the Center collaborate with their partners to help school systems nurture students' intellectual passions. The Center advocates for every student leaving school prepared for success in postsecondary education and in the contemporary workplace.
Interdisciplinary Connections:
Interdisciplinary connections fall into a number of related categories:
Sample Assessment Items: The items included in this component will be aligned to the standards in the unit and will include:
Interventions/Enrichments/PD: (Standard-specific modules that focus on student interventions/enrichments and on professional development for teachers will be included later, as available from the vendor(s) producing the modules.)
Vocabulary/Terminology/Concepts: This section of the Unit Plan is divided into two parts. Part I contains vocabulary and terminology from standards that comprise the cluster, which is the focus of this unit plan. Part II contains vocabulary and terminology from standards outside of the focus cluster. These “outside standards” provide important instructional connections to the focus cluster.
rote counting:reciting numbers in order from memory without aligning them to objects, pictures, etc.
verbal counting:counting while aligning each number said to an object, picture, etc. in order to solve a problem.
cardinality understanding:is the understanding that when counting a set, the last number represents the total number of objects in the set.
This is a set of 3 stars.
subitizing:the ability to recognize the total number of objects or shapes in a set without counting. Example: Recognizing that this face of a cube has five dots without counting them.
regular configurations/structured sets:using well-known arrangements, such as ten frames or tally marks to organize number quantities.
varied configurations/structured sets:using well-known arrangements, such as ten frames or tally marks to organize number quantities.
conservation of number:the ability to understand that the quantity of a set does not change, no matter how the objects of the set are displayed or moved around.
Additional Resources: This section contains links to materials that are intended to support content instruction in this unit.
Free Resources:
Related Literature:
References: