School Improvement in Maryland

Gr. K Unit: Count to tell the number of Objects

Unit Overview

This unit extends the understanding of the relationship between numbers and quantities and connects counting to cardinality. This effort began in Prekindergarten working with numbers to 5 and then to 10. This unit extends the study, asking students to count to answer “how many?” questions up to and including 20 objects. Students will use concrete materials to build the sets to be counted. They will model that, when counting, they pair each object with one and only one number name. They will be able to demonstrate that when counting, the number names are said sequentially. Students will solidify the understanding that the last number name said tells the number of objects counted. They will also explore the fact that each successive number name refers to a quantity that is one larger.

Essential Questions:

  • What do numbers convey? (identify amount – cardinal; name position – ordinal; indicated location – nominal)
  • How can numbers be expressed, ordered, and compared?
  • What are different ways to count? (count all, count on, count back, skip count, count groups)
  • What are efficient ways to count? (count up or back from largest number, count sets of items, count to/using landmark numbers)

A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.

Unit Lesson

Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.

Available Model Lesson Plans

The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.

This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignment: K.CC.B.4a-c

Students use concrete materials to model one-to-one correspondence when counting and tell ‘how many’ are in a set of objects after counting them.

Available Model Lesson Seeds

The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.

This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignnment: K.CC.B.4a

Students use a story mat and manipulatives to develop their proficiency with one-to-one correspondence when counting.

CCSC Alignnment: K.CC.B.4b

Students use bags of counters and number cards to figure out how many counters are in each bag.

CCSC Alignnment: K.CC.B.4c

Students spin a spinner and make a set of counters that is one or two more..or one or two less than the number pointed to by the spinner.

CCSC Alignnment: K.CC.B.5 & K.CC.A.3

Students count the number of objects in a bag and then put the number card that tells how many in the bag.

CCSC Alignnment: K.CC.B.5

Students count to tell how many items are in a scattered configuration.

CCSC Alignnment: K.CC.B.5

Students arrange the items in a line, array, or circle to help with counting.

CCSC Alignnment: K.CC.B.5

Student string pasta on shoestrings to make Counting Cords to represent different numbers.

CCSC Alignnment: K.CC.B.4a & K.CC.C.6

Students use cubes to build building and then compare the number of cubes in each building.