ALEX Learning Activity Resources

   View Standards     Standard(s): [MA2019] (0) 4 :

4. Connect counting to cardinality using a variety of concrete objects.

a. Say the number names in consecutive order when counting objects.

b. Indicate that the last number name said tells the number of objects counted in a set.

c. Indicate that the number of objects in a set is the same regardless of their arrangement or the order in which they were counted.

d. Explain that each successive number name refers to a quantity that is one larger.

In this activity, students will match the number cards to the correct quantities represented on a ten frame spinner. Students will count each quantity aloud while finger pointing to the colored dots on the ten frame. Students will then write the given numerals from 0 to 10 correctly next to the ten frame on their ten frame spinner page.

This activity was created as a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (0) 4 :

4. Connect counting to cardinality using a variety of concrete objects.

a. Say the number names in consecutive order when counting objects.

b. Indicate that the last number name said tells the number of objects counted in a set.

c. Indicate that the number of objects in a set is the same regardless of their arrangement or the order in which they were counted.

d. Explain that each successive number name refers to a quantity that is one larger.

In this activity, students will sing along and dance with a video while counting objects in the video between numbers 1 through 10.  

This activity was created as a result of the Resource Development Summit.

   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) 4 :

4. Connect counting to cardinality using a variety of concrete objects.

a. Say the number names in consecutive order when counting objects.

b. Indicate that the last number name said tells the number of objects counted in a set.

c. Indicate that the number of objects in a set is the same regardless of their arrangement or the order in which they were counted.

d. Explain that each successive number name refers to a quantity that is one larger.

In this learning activity, students will walk around the room with a partner searching for picture cards of various insects. Once they find one, students will count how many insects are pictured on each card, say the number aloud to their partner, and write that number next to the corresponding picture on their recording sheet. This activity can be used after a lesson on counting objects and writing numerals to check for mastery. 

This activity was created as a result of the Resource Development Summit.

   View Standards     Standard(s): [MA2019] (0) 4 :

4. Connect counting to cardinality using a variety of concrete objects.

a. Say the number names in consecutive order when counting objects.

b. Indicate that the last number name said tells the number of objects counted in a set.

c. Indicate that the number of objects in a set is the same regardless of their arrangement or the order in which they were counted.

d. Explain that each successive number name refers to a quantity that is one larger.

In this activity, the students will focus on the mathematical standard of counting and cardinality. Students will have opportunities to count orally, use hands-on manipulatives for counting, and other activities to build experiences in counting. Students practice counting skills, apply strategies, and ask and answer questions about counting.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (0) 4 :

4. Connect counting to cardinality using a variety of concrete objects.

a. Say the number names in consecutive order when counting objects.

b. Indicate that the last number name said tells the number of objects counted in a set.

c. Indicate that the number of objects in a set is the same regardless of their arrangement or the order in which they were counted.

d. Explain that each successive number name refers to a quantity that is one larger.

In this final check, the students will connect counting to cardinality by indicating the number of objects in a set regardless of their arrangement or the order in which they were counted.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (0) 4 :

4. Connect counting to cardinality using a variety of concrete objects.

a. Say the number names in consecutive order when counting objects.

b. Indicate that the last number name said tells the number of objects counted in a set.

c. Indicate that the number of objects in a set is the same regardless of their arrangement or the order in which they were counted.

d. Explain that each successive number name refers to a quantity that is one larger.

In this activity, the students will play a game called "Scramble, Scramble" to understand that a number represents a quantity. The students will indicate the number of students in each group or set.

This activity results from the ALEX Resource Development Summit.