## Lesson Seed: Developing Counting Routines

**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..

**PK.CC.1:**Count to 10 by ones.

**PK.CC.2:**Explore the concept of just after or just before a given number in the counting sequence up to 10.

**PK.CC.3:**Recognize written numerals 0-10.

**Purpose/Big Idea:**

Meaningful counting integrates different aspects of number and sets, such as sequence, order, one-to-one correspondence, ordinality, and cardinality.

**Materials:**

- Picture book: Mouse Count (1991) by Ellen Stoll Walsh
- Jar that is large enough to hold 10 teacher-selected manipulatives
- Various manipulatives for counting (10 of each item)
- Large number line for whole-class modeling (0 – 10)
- 0–10 Number Line (for individual student use)
- 0–10 Numeral Cards
- 0-10 Dot Cards

**Activity:**

**Exploration**

**Teacher’s Note:**This lesson seed is designed to be a routine that is done daily in the classroom. As children develop their knowledge and skills with these standards, the instructor should increase the rigor to meet each child’s individual needs.

Read aloud the story, Mouse Count by Ellen Stoll Walsh (1991).

**Before Reading:**Discuss the cover and have students predict what the book will be about. Do they know anything about the relationship between a snake and a mouse? Do these animals get along? Have students describe what they would do if they were a mouse and saw a snake.

**During Reading:**Have the students count along with you as the mice are added to the jar.

Consider rereading the story aloud throughout the week and revisiting when requested by the students.

Introduce the Jar Routine to the whole class.

Explain to the whole class that we will be collecting items in our jar like the snake from the story. Each day we will put 1 object into the jar. It is important to keep the manipulatives the same for 10 days. When the item is placed into the jar, ask the students, ‘How many are in the jar?” After students determine how many objects are in the jar, match the numeral to the quantity as well as providing visuals of that number such as dot cards and/or number line. Continue to add one object into the jar until day 11.

On the 11th day, the teacher will pour out the manipulatives and count backwards with the whole class until the jar is empty. Discuss the concept of zero briefly.

For the next 10 days, use a different manipulative to do the same routine. As children improve their understanding, consider the following extensions.

Extensions:

Explore the concept of just after or just before a given number in the counting sequence up to 10. Consider asking, “How many were in the jar yesterday?” “When we add one more tomorrow, how many will we have?” Have students model this on a number line and with dot cards. Match the numeral to the number before, the number after, and the number that day.

Have students work with small groups and/or individually to predict how many will be in the jar today, yesterday, and tomorrow prior to the whole-group routine. Have these students match the numeral to the quantity and match the appropriate dot card.

**Guiding Questions:**

- How many [objects] are in the jar?
- How many were in the jar yesterday?
- How many will be in the jar tomorrow?
- Was there more yesterday or today?
- Will there be more or less tomorrow?
- What are some numbers that come after (5)?
- What are some numbers that come before (4)?