## Lesson Plan: CC_A_1_3_Counting and Cardinality: Building Bridges

**Essential Questions: **

**Lesson Plans and Seeds**

**Lesson Plan A.3: Building Bridges **

Lesson Seed A.1: Developing Counting Routines

**Content Emphasis By Clusters in Grade PK**

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

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..

### Unit/Cluster

Know Number Names and the Count Sequence

### Lesson Topic

Counting and Cardinality: Building Bridges

**Focus Standard(s)**

- PK.CC.A.1: Count verbally to 10 by ones.
- PK.CC.A.2: Recognize the concept of just after or just before a given number in the counting sequence up to 10.
- PK.CC.A.3: Identify written numerals 0-10.

It is critical that the **Standards for Mathematical Practices** are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The **Standards for Mathematical Practices** make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

**Relevance/Connections**

- PK.OA.A.1: Explore addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, or verbal explanations.
- PK.MD.A.1: Describe measurable attributes of objects, such as length or weight.
- PK.MD.A.2: Directly compare two objects with a measurable attribute in common, using words such as longer/shorter, heavier/lighter, or taller/shorter

**Prior Knowledge Needed to Support This Learning**

- Singing counting songs
- Names of gross motor-movements: march, tiptoe, swing arms, etc.
- Counting fingers and objects/materials
- Understanding that written numerals represent numbers

**Enduring Understanding**

- Numbers and counting are part of our everyday life.
- Numbers can represent quantity, position, location, and relationships.
- Counting finds out the answer to “how many” on objects/sets.

**Student Outcomes**

Students will
- Rote count number words in order.
- Use verbal counting to find out how many are in a set.
- Use concrete materials arranged in a line to count and then determine what number comes before or after a specific number.
- Match written numerals with concrete representations.

**Method for Determining Student Readiness for the Lesson**

All students will participate. Lesson activities can be differentiated based on students’ understanding of number and counting.