Brandi Norton

Over on the Farm (Counting)

Objectives
Students will count to twenty by counting objects and pictures verbally. Students
will represent objects physically, symbolically, and verbally. Students will
understand the connection between written numbers and the objects they
represent.
TEKS: Kindergarten
(1) Mathematical process standards. (C) select tools, including real objects,
manipulatives, paper and pencil, and technology as appropriate, and techniques,
including mental math, estimation, and number sense as appropriate, to solve
problems;
(D) communicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate;
(E) create and use representations to organize, record, and communicate
mathematical ideas;
(2) Number and Operations (A) count forward and backward to at least 20 with and
without objects;
(B) read, write, and represent whole numbers from 0 to at least 20 with and without
objects or pictures;
(C) count a set of objects up to at least 20 and demonstrate that the last number
said tells the number of objects in the set regardless of their arrangement or order.
(4) Reading/Beginning Reading/Strategies (A) predict what might happen next in
text based on the cover, title, and illustrations; and
(B) ask and respond to questions about texts read aloud.
ELPs: (c) Cross-curricular second language acquisition essential knowledge and
skills. (C) use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary;
Focus/Anticipatory Set
Think of animals you might see on a farm. (Use a graphic organizer on a piece of
chart paper to help students brainstorm and collect their ideas.) Today we will be
reading a book about farm animals. Lets look for the pattern in the book. (Students
should be able to predict the number of animals that will be on the next page.
Read the story the Over the Farm. Ask students Did anyone hear any rhyming
words on this first page? What else could rhyme with sun or and one? (Move on
do not focus on rhyming words for this lesson)

Brandi Norton
Continue to read. Does anyone think they know the math patter in this book?
After they answer ask Show me on your fingers how many animals do you think will
be on the next page. Stop on each page and have students count the animals
aloud.
After reading go back to the graphic organizer and students complete with the
animals that were not thought of during brainstorming. We are going to use the
brainstorming web to help make a counting poster.
Relevancy
Look at all the animals that we have found. Who has these animals at home?
Where else besides a farm can you find animals? Can we count anything else in the
classroom?
Explanation/Teaching Strategies & Modeling
While reading the book use questioning to help students explain the change in
number of animals from one page to the next. Ask them what are ways to show how
many something is.
Teaching: Checking for Understanding
Before beginning the poster project, make sure students understand the concept of representing
a number through a drawing. Say: Before we start our poster, Id like us to practice drawing,
writing, and saying numbers. Im going to draw six dogs on the board. Draw six simple dogs on
the white board, then say: Hmm...I think thats six dogs, but I better check. Count the dogs out
loud. Then, write the number six next to your drawing. Have three volunteers come up to the
white board and practice what you just modeled. Give them an animal and a number to
represent in their drawing. Then, have all students count along with the volunteer after theyve
completed their drawing. Also, have all students air-write the number in symbol form.
Do a counting song to hear students count to 20 and also to help them get moving. Then do
a counting fish to check understanding of counting objects and number identification.
https://www.youtube.com/watch?v=u-FVERzap9E
http://www.abcya.com/counting_fish.htm
Ask questions for both the video and the counting fish game. Observe students reactions
and time counting and answering.

Questioning strategies
Have students return to their seats. We are going to make a poster using the farm animals from
the book we just read. Each of you is going to get a poster with ten squares on it. In each
square, Id like you to draw a group of animals from the book. If you need help remembering
which animals were in the book, you can look at our brainstorming web. You may use markers,
crayons, and dot stickers to make your animals. Also, you dont need to use the same numbers
from the book, but you do need to use a different number of animals in each box. Let me show
you an example.
Guided Practice

Brandi Norton
Have students return to their seats. We are going to make a poster using the farm animals from
the book we just read. Each of you is going to get a poster with ten squares on it. In each
square, Id like you to draw a group of animals from the book. If you need help remembering
which animals were in the book, you can look at our brainstorming web. You may use markers,
crayons, and dot stickers to make your animals. Also, you dont need to use the same numbers
from the book, but you do need to use a different number of animals in each box. Let me show
you an example. Show students how to complete one of the boxes. (Have them complete this
along with you.) I think the first animal Ill draw will be the owl. Im going to draw 11 owls. Use
the dot stickers, markers, or crayons to draw eleven owls along with me. Quickly draw eleven
owls on the poster. Circulate around the room and watch as students complete their drawings.
Then, say, Now, Im going to check and make sure I drew eleven owls. (Have students count
out loud along with you, while looking at their owls.) Yep! Thats eleven owls on my poster! If
you didnt have eleven owls on you poster, you can fix it now. Allow about a minute for students
to check/correct their posters. Now Im going to write the number eleven next to my owls. Do it
along with me. (Write 11.) Now that Ive used the number eleven in this box, I need to think of
a new number to use for the next box. What number could I use next? (Take ideas from
students.)

Independent Practice
Students will work with partners on their posters.
How can you check to see if youve drawn the correct number of animals?
How could you help yourself remember what animals youve already counted? (Mark it with a
pencil, etc.)
Count along with me....

Closure
Today, we practiced counting, and we practiced drawing pictures of numbers. Groups of
objects, like the farm animals, can always be represented by a number. What was the hardest
part of this project? Did anyone have a hard time keeping track of what you counted? What did
you do to help yourself count the numbers of animals correctly? What did the numbers that we
wrote next to our pictures mean? What kinds of things do we use counting for? (You might have
to give a few examples first before students will be able to contribute.) Would anyone like to
present one of their squares from the poster to the rest of the class? (Allow for about ten
minutes of sharing.)
Materials ~ Book: Over on the Farm, Sheets of poster board, size 12x18, broken into a grid
of 10 squares (use a Sharpie to draw the lines for the grid.), Dot stickers, markers, crayons,
Pencils
Duration ~ 45-60 minutes