ALEX Learning Activity

  

Start-n-Stop Practice

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: Sue Noah
System:Athens City
School:Athens Elementary School
  General Activity Information  
Activity ID: 2551
Title:
Start-n-Stop Practice
Digital Tool/Resource:
Number Path, missing numbers worksheet. Please do not request access to the file. Make a copy to add to your drive.
Web Address – URL:
Overview:

In this activity, the teacher will introduce a number path to help students rote count from any number other than 1. Number paths are used at this point because on a number path each box holds its own number. The unit being counted is easy to recognize and reinforces the one-to-one correspondence that younger students need to master. 

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: K
2. Count to 100 by ones beginning with any given number between 0 and 99.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Count correctly to 100 by ones starting with any given number other than 0 without skipping numbers, repeating numbers, or hesitating.
Teacher Vocabulary:
  • Count
Knowledge:
Students know:
  • how to rote count from 0 to 100 starting with any given number.
Skills:
Students are able to:
  • orally count.
Understanding:
Students understand that:
  • Counting from 0 to 100 is a sequence and you can begin with any number.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.2.1: Count forward to 100 from a number over 50.
M.K.2.2: Count forward to 100 from a number between 2 and 50.
M.K.2.3: Count forward to 50 from a given number.
M.K.2.4: Count to 100 by ones.
M.K.2.5: Mimic counting to 100 by ones.
M.K.2.6: Count to 50 by ones.
M.K.2.7: Mimic counting to 50 by ones.

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.
  • Pair the number of objects counted with "how many."
  • Understand that the last number name tells the number of objects counted.
  • Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
  • Count objects one-by-one using only one number per object (up to ten objects).
  • Recognize that numbers and numerals have meaning.
  • Recognize numerals 0 (zero) through 10.
  • Rote count to ten.
  • Communicate some number words.
  • Recognize after.
  • Recognize before.
  • Enjoy playing with all kinds of objects.
  • Point to matching or similar objects.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.1 Using vocalization, sign language, augmentative communication, or assistive technology, count to 15 by ones starting with one.
Learning Objectives:

Students will orally count beginning with any given number within a known sequence other than the number 1.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

  1. Teacher will introduce a number path to students using numbers 1-10 or putting together the 2 given number paths 1-10 and 11-20. Note: Number paths are provided for printing in the digital tool section.

  2. Next, students will be given a manipulative, such as a counting bear or button, to use to place on a given number.

  3. Teacher will call out any number on the number path and ask the students to place the manipulative on that number.

  4. Teacher will ask students to continue counting from the given number that the manipulative is on. (Teacher says, "place the bear on number 5" and asks the students to continue counting forward within a given range).

  5. Teacher will then ask the students what number comes before the given number that is occupied by the manipulative (the bear).

  6. Continue to practice until all students have had a chance to be successful with rote counting beginning with any given number other than 1.
Assessment Strategies:

Check to see if the student:

  1. is able to count from any given number other than 1 using the number path.

  2. is able to continue counting from where the manipulative is placed. (Counting bear is on number 4. Student can continue to count using the number path, 5, 6, 7, 8, 9, 10)

  3. is able to orally say the missing number from the worksheet.

  4. is able to write the missing number on the worksheet. (challenge)
Advanced Preparation:

Make a copy of the digital tools, number paths, and missing numbers page, for each student.

Provide each student with a manipulative to use on the number path such as a counting bear, button, counter, penny, etc.
Variation Tips (optional):

Once your students have mastered counting from 0-10 starting from any given number, you can tape the two number paths together to use numbers 1-20.

The number path can also be used to challenge students to answer what number is ? more than a given number and ? less than a given number (What number is 2 more than 6? What number is 1 less than 6?)
Notes or Recommendations (optional):

2. Count to 100 by ones beginning with any given number between 0 and 99.
  Keywords and Search Tags  
Keywords and Search Tags: number path, orally count, rote