Pre-Kindergarten

We can count to 10!

By: Chelsea Creech
Source: Pinterest; (https://www.pinterest.com/pin/142989356895927321/)
Domain: Cognition and General Knowledge
Sub-Domain: Mathematics
Standards:
Demonstrate one-to-one correspondence when counting objects up to 10.
Understand that the last number spoken tells the number of objects counted.
Standards of Mathematical Practice:
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
o This standard of mathematical practice refers to the ability to decontextualizeto
abstract a given situation and represent it symbolically while manipulating the
representing symbols Students in this learning center are symbolizing numbers up
to ten using beads and pipe cleaners-they are thinking abstractly about numbers.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

o This standard of mathematical practice refers to the ability to apply mathematical
knowledge to daily situations. In the primary grades this can be as simple as
writing an addition sentence or as complex as using base ten blocks to model a
situation. With the pipe cleaner and bead project, students are modeling numbers
using beads and numerals. They are modeling the situation given.

Rationale: All of the centers are interrelated because they each work with saying and/or
identifying numbers that can be found within a ones and tens place. The place-value may or may
not be directly identified at each station; however, each station deals with base ten. Students will
learn to count and/or write numbers with both ones and tens place throughout base ten centers.
Students can apply these skills to the real world because base ten numbers and place value will
be seen in all mathematic operations as well as money, telling time and a plethora of other life
skills.
Materials:
Beads (a pack of at least 400) each student needs 55
At least 10 pipe cleaner for each student
Assessment
Ladybugs with numbers 1-10 on them including corresponding picture
Brief Description of Center: Students will be given a table with 10 spots, for numbers 1-10
(some may be different numbers due to differentiation). Students will also each be given 10 pipe
cleaner, beads (at least 55) and ladybugs with numbers 1-10 and the corresponding pictures.
Students will choose any pipe cleaner with a ladybug, then they will put that number of beads on
their pipe cleaner, then using the model they created, they will draw the beads onto the pipe
cleaner on the table. They will complete all of the pipe cleaners, draw each one onto the
worksheet, at the end they will take the beads off of the pipes and turn the completed worksheet
into the teacher.

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Prior Instruction: There is a lot of prior instruction that needs to take place for the
implementation of this learning center. First, students have to learn explicitly how to count
numbers 1-10, they have to learn the fine motor skill of putting the bead onto the pipe cleaner,
they have to know how to hold a writing utensil and they have to know the corresponding
numerals for each number.
Differentiations:
1. Content:
This stations content can be differentiated based on the developmental level the student
is at. If the student is below average they can have a table with 5 spots and only do
numbers 1-5, if a student is above average they can do numbers 1-20.
2. Process:
Students that struggle with fine motor skills could have thicker straws that they can place
bigger, sturdier beads onto. This eliminates frustration on the stringing aspect for
students.
3. Product:
Students could draw their pipe cleaners out using a marker or pencil, or using dot paint
pens could differentiate this. This is for children who struggle with fine motor skills and
handwriting.
4. Learning Environment:
The learning environment can differ in a variety of ways. In most pre-k classes I have
worked with, there is almost always music playing in the background, the lights could be
dimmed for students with sensory issues, or students could work in pairs to complete the
task.
5. ELL Students:
Directions at the station could include a step by step picture instructions for them to refer
back to as well as an example of the chart and pipe cleaners completed.
Assessment:
Throughout the completion of this station, students will fill out a table and draw their pipe
cleaners onto the table. At the end they will hand this sheet in and can be assessed based on how
they completed the sheet. Teachers can also walk around and observe the students completion of
the center. The end goal is for students to complete the worksheet/station with 80% accuracy.

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Name: ________________________________________________

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