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Learning Activities (3) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (3)

ALEX Learning Activities  
   View Standards     Standard(s): [MA2019] (0) 5 :
5. Count to answer "how many?" questions.

a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

b. Count using no more than 10 concrete objects in a scattered configuration.

c. Draw the number of objects that matches a given numeral from 0 to 20.
Subject: Mathematics (K)
Title: How Many Do I Have?
Description:

In this activity, the students will practice matching a picture card, showing a set of objects from 0 to 20, to the corresponding numeral card. 

This activity results from the ALEX Resource Development Summit.



   View Standards     Standard(s): [MA2019] (0) 5 :
5. Count to answer "how many?" questions.

a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

b. Count using no more than 10 concrete objects in a scattered configuration.

c. Draw the number of objects that matches a given numeral from 0 to 20.
Subject: Mathematics (K)
Title: Where Do I Belong Practice
Description:

In this activity, the students will practice one to one correspondence by counting the objects on the picture cards, regardless of their configuration, and practice sequential ordering of numbers 0-20.

This activity results from the ALEX Resource Development Summit.



   View Standards     Standard(s): [MA2019] (0) 5 :
5. Count to answer "how many?" questions.

a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

b. Count using no more than 10 concrete objects in a scattered configuration.

c. Draw the number of objects that matches a given numeral from 0 to 20.
Subject: Mathematics (K)
Title: Where Do I Belong Assessment
Description:

In this activity, the students will fill in each ten frame to represent numbers 0-20 in sequential order.  This learning activity should be used after a lesson on counting from 0 to 20.

This activity results from the ALEX Resource Development Summit.



ALEX Learning Activities: 3

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ALEX Classroom Resources  
   View Standards     Standard(s): [MA2019] (0) 5 :
5. Count to answer "how many?" questions.

a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

b. Count using no more than 10 concrete objects in a scattered configuration.

c. Draw the number of objects that matches a given numeral from 0 to 20.
[MA2019] (0) 14 :
14. Compose and decompose numbers from 11 to 19 by using concrete objects or drawings to demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Subject: Mathematics (K)
Title: Kindergarten Mathematics Module 5, Topic E
URL: https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-e
Description:

Module 5, Topic E’s Lesson 1 begins as students represent teen number decompositions and compositions by writing addition sentences. In Lesson 2, students make bonds with materials and hide one of the parts for their partner who must figure out what the hidden part is. The number bond with a hidden part is represented by the teacher as an addition equation with a missing addend, the hidden part (aligns to 1.OA.8). In Lesson 3, students compare teen numbers by counting and comparing the extra ones. For example, students decompose 12 into 10 and 2, and 16 into 10 and 6. They compare 2 ones and 6 ones to see that 16 is more than 12 using the structure of the 10 ones (MP.7). This is an application of the Kindergarten comparison standards (K.CC.6, K.CC.7), which move into the Grade 1 comparison standard (1.NBT.3). In Lesson 23, students reason about situations to determine if they are decomposing a teen number as 10 ones and some ones, or composing 10 ones and some ones to find a teen number. They analyze the number sentences that best represent each situation (K.NBT.1). Throughout the lesson, students draw the number of objects presented in the situation (K.CC.5).


   View Standards     Standard(s): [MA2019] (0) 3 :
3. Write numerals from 0 to 20.

a. Represent 0 to 20 using concrete objects when given a written numeral from 0 to 20 (with 0 representing a count of no objects). 
[MA2019] (0) 5 :
5. Count to answer "how many?" questions.

a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

b. Count using no more than 10 concrete objects in a scattered configuration.

c. Draw the number of objects that matches a given numeral from 0 to 20.
Subject: Mathematics (K)
Title: Peg and Cat: Counting to Twenty
URL: https://gpb.pbslearningmedia.org/resource/cf4d5a90-66aa-4a01-9385-37dace26e0fc/counting-to-twenty/
Description:

Use this Peg + Cat video with children to count to 20. When the pirates can't get back to sleep, Peg shows them how to count and write numbers to twenty. 


   View Standards     Standard(s): [SS2010] LWT (0) 11 :
11 ) Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. (Alabama)

Examples: symbols—United States flag, Alabama flag, bald eagle (Alabama)

customs—pledging allegiance to the United States flag, singing "The Star-Spangled Banner"

individuals—George Washington; Abraham Lincoln; Squanto; Martin Luther King, Jr.

celebrations—Fourth of July, Memorial Day, Veterans Day

[SS2010] LWT2 (2) 2 :
2 ) Identify national historical figures and celebrations that exemplify fundamental democratic values, including equality, justice, and responsibility for the common good.

•  Recognizing our country's founding fathers, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, John Adams, John Hancock, and James Madison
•  Recognizing historical female figures, including Abigail Adams, Dolley Madison, Harriet Tubman, and Harriet Beecher Stowe
•  Describing the significance of national holidays, including the birthday of Martin Luther King, Jr.; Presidents' Day; Memorial Day; the Fourth of July; Veterans Day; and Thanksgiving Day
•  Describing the history of American symbols and monuments
Examples: Liberty Bell, Statue of Liberty, bald eagle, United States flag, Washington Monument, Lincoln Memorial

[MA2019] (0) 5 :
5. Count to answer "how many?" questions.

a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

b. Count using no more than 10 concrete objects in a scattered configuration.

c. Draw the number of objects that matches a given numeral from 0 to 20.
[MA2019] (0) 16 :
16. Identify and describe measurable attributes (length, weight, height) of a single object using vocabulary such as long/short, heavy/light, or tall/short.
[MA2019] (2) 17 :
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
Subject: Social Studies (K - 2), Mathematics (K - 2)
Title: Math and Measuring the Star-Spangled Banner
URL: https://amhistory.si.edu/starspangledbanner/pdf/SSB_Math_K_2.pdf
Description:

In this activity, students are challenged to discover why Mrs. Pickersgill sewed the original Star-Spangled Banner so large. Students will measure and mark off the dimensions with strings and then create a "human" flag using as many students as needed.  Students can research information and photos of the Star-Spangled Banner at the following link included in the activity: https://amhistory.si.edu/starspangledbanner/. 


ALEX Classroom Resources: 3

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