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KNOW NUMBER NAMES AND THE COUNT SEQUENCES

Teacher: Deniece White

Grade Level: Kindergarten

Duration: 5 days
Week: 9/14/14

I.

Content and Standards:

MCC.K.CC.4. Understand the relationship between numbers and quantities; connect


counting to cardinality.
o When counting objects, say the number names in the standard order, pairing each
object with one and only one number name and each number name with one and
only one object.
o Understand that the last number name said tells the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which
they were counted.
o Understand that each successive number name refers to a quantity that is one larger.
Prerequisites:

The student will have prior knowledge of counting to 10 by ones a.

II.

III.

Essential Questions (provide a framework)

Why do we need to be able to count objects?

How do we use numbers every day?

How do we use counting in our everyday lives?

How can you know an amount without counting each object?

IV.

Instructional Objective: The student will in whole group and small group:

Recognize a variety of arrangements for a given quantity

Use a variety of representations to model a number

V.

Instructional Procedures:
Before: Students will be engaged with a Brain pop Jr. Video on counting objects.

Students will have prior knowledge of numbers greater than five.

Students will understand when counting objects that the last counted word means how many.

KNOW NUMBER NAMES AND THE COUNT SEQUENCES


During: Students in a small group with guided practice will recognize and represent numbers
0 10d.

After: Students will demonstrate an understanding of number relationship through taking an


assessment on identifying and showing given numbers (0 10) in different ways.
Centers:

(Activity: Day 1 2) In small groups students will practice counting and writing ten
(10) in text page 137 140, number sort with using an egg carton and eggs, paint a
set of ten (10)

(Activity: Day 3) Continue with representation from day two. In a whole group
students will complete a whole group number creativity representing the number ten
(10)

(Activities: Day 4) In small groups students will complete the number craftivity.
Students will use the play dough to practice making the numbers to ten (10).

(Activity Day 5) Students will complete an assessment representing and counting


number to 10.

VI.

Materials and Equipment:

Cubes of tens

10 eggs / cartons or other manipulative to represent 10


Worksheet
Assessment/Evaluation: Students will be assessed based on observation in whole and small

VII.

group activities during instructions. Students will also be assessed at the end of instructions
with a work sheet individually on their recognition of number representation and ability to
count to 10.
VIII.

Differentiation: Individualized Activity: If the student is unable to recognize and count to


ten (10)

Reteach 4 2 page 137

IX.

Technology: Computer and Promethean Board as needed to display number representations.

X.

Self-Assessment: A reflection of the students understanding and recognition of number


representation during whole group, small group and individual expression will be used to

KNOW NUMBER NAMES AND THE COUNT SEQUENCES


make changes ongoing as well as design future lessons incorporating data gathered from the
students response to the lesson.