ALEX Learning Activity

  

Spin, Count, Write This Down! Numbers to 10

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Becky Palys
System:Arab City
School:Arab City Board Of Education
  General Activity Information  
Activity ID: 2546
Title:
Spin, Count, Write This Down! Numbers to 10
Digital Tool/Resource:
Bookish Ways in Math and Science/Ten Frame Spinner
Web Address – URL:
Overview:

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.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: K
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.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Count an object saying the number name.
  • Tell the number of objects in a set.
  • Specify the number of objects in a set regardless of arrangement.
  • Explain "one more".
Teacher Vocabulary:
  • Cardinality
  • One to one correspondence
  • Hierarchical inclusion
Knowledge:
Students know:
  • Use one to one correspondence when counting objects.
  • how to rote count in consecutive order.
Skills:
Students are able to:
  • count objects with one to one correspondence.
  • Indicate the number of objects.
  • Explain one more.
Understanding:
Students understand that:
  • a number represents a quantity.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.4.1: Define number and counting.
M.K.4.2: Identify correct number of objects for a given number up to 20.
M.K.4.3: Identify different size groups of objects up to 10.

a.
M.K.4.4: Count to 20 by ones.
M.K.4.5: Mimic counting objects.

b.
M.K.4.6: Know that the last number tells how many when counting 0 to 5 objects.
M.K.4.7: Mimic counting objects up to 20.
M.K.4.8: Count to 20 by ones.
M.K.4.9: Mimic counting to 20 by ones.

c.
M.K.4.10: Define one larger/one more.
M.K.4.11: Count objects in a group and identify total after adding one more.
M.K.4.12: Count in sequential order.
M.K.4.13: Mimic counting in sequential order.

Prior Knowledge Skills:
  • Count to 20 and above.
  • Mimic counting by ones.
  • Recognize numbers from one to ten.
  • Become interested in how many objects she/he has.
  • Continue to have an interest in counting.
  • Understand the concept of size and amount.
  • Notice same/different and some/all.
  • Understand that words can label sameness and differences.
  • Understand that some have more, and some have less.
  • Become more interested in the concept of some and all.
  • Given a set number of objects one through ten, answer the question "how many?"
  • Pair the number of objects counted with "how many."
  • Understand that the last number name tells the number of objects counted.
  • Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
  • Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.4 Demonstrate one-to-one correspondence, pairing each object with one, and only one, number and each number with one, and only one, object (limit numbers and objects to five).
Learning Objectives:

Students are able to count an object saying the number
name.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

1. Make copies of the free ten frame spinner and provide number cards for each student.

2. Show students a ten frame. 

3. Count the spaces on the ten frame aloud with students.  

4. Show different quantities on the ten frame and have students name the number represented.  

5. Show the ten frame spinner page to students. Ask them what they notice about the ten frames on the page. (Discuss how each ten frame represents a different quantity from 0 to 10. Remind students that a written numeral represents each of the quantities shown on the ten frame spinner.)

6. Distribute ten frame spinners to each student, a set of number cards, and a paper clip.

7. Show students how to use his or her pencil and paper clip as a spinner.  

8. Allow children time to explore with the paper clips and spinners and then practice having students repeatedly spin and identify the quantities shown. 

9. Explain to students they will spin the ten frame spinner, count the quantity shown on the ten frame, then find the number card that matches that amount.   

10. Students should write the number on their ten frame spinner page next to the ten frame after counting it that represents each quantity. 

11. Students will continue to practice until each numeral from 0-10 has been written on their ten frame spinner page.
Assessment Strategies:

A correctly completed ten frame spinner page will be used to assess student's progress towards mastering the standard. The teacher should observe students during the activity to formatively assess student progress. 
Advanced Preparation:

To access the free Ten Frame Spinners, teachers will need to either click on the picture of the Ten Frame Spinner or the clickable link to download.

Each student will need one copy of the ten frame spinner, a set of number cards 0-10, a pencil, and a large paper clip.  

The teacher will also need a ten frame to show the students before the start of the activity. 
Variation Tips (optional):

This activity could be completed individually or with a partner. 

Small groups of students can have additional practice working on the activity together as part of a learning station. Students can use double-sided counters to show different ways to make the quantities represented on their ten frames and record the sums in a math journal.  Ex. "4 red and 4 yellow make 8."  
Notes or Recommendations (optional):

ALCOS 2019

Kindergarten 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.

  Keywords and Search Tags  
Keywords and Search Tags: counting, numerals 0 through 10, objects, represent addition and subtraction, ten frame