ALEX Learning Activity

  

Counting Collections Final Check

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  This learning activity provided by:  
Author: Sue Noah
System:Athens City
School:Athens Elementary School
  General Activity Information  
Activity ID: 2595
Title:
Counting Collections Final Check
Digital Tool/Resource:
Counting And Cardinality Assessment
Web Address – URL:
Overview:

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.
  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 will understand the relationship between numbers and quantities while connecting counting to cardinality.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

Print off the Counting and Cardinality Assessment page and cut the representations of numbers 0-10 and place in individual cups or bowls for each student. Provide students with a sentence strip. 

This assessment should be done individually at a small group table or with a small group spread out.

  1. Say “Here is a cup of numbers. You will not use all of them. You may choose which ones you would like to use."

  2. "Lay these numbers in order on the sentence strip the way that we count. You may choose which ones you want to use. You may use numerals, dice, and ten frames. You may choose."

  3. "Now glue the numbers you chose in order on the sentence strip the way that we count."

  4. "Tell me the numbers you glued down." TEACHER will record their response if there is an issue.

  5. "Write your name on the back of the sentence strip."

  6. Teacher will choose an extra dice or ten frame and ask “What number is this and how do you know?“ TEACHER will record their response.
Assessment Strategies:

Collect student work at the conclusion of this activity to assess their knowledge of counting and cardinality. You can use the following guidelines to ensure students met the learning objective.

Check that the student:

  1. glued the numbers 0-10 in correct sequential order.

  2. glued the numbers starting left to right on the sentence strip.

  3. wrote their name on the back of the sentence strip.

  4. could tell you the extra number you held up and could explain how they knew it was that number. (using an extra 10 frame or dice)
Advanced Preparation:

Make a copy of the Counting and Cardinality Assessment page (digital tool) for each student. Cut the pieces apart and put in individual cups or bowls so that each student will have a set of numerals, dice, and ten frames.  Each student will need a sentence strip and glue.
Variation Tips (optional):

Once your students have mastered gluing the numbers in sequential order from left to right on the sentence strip, ask them to illustrate one of the numerals they used and write an equation to match that numeral. (If the student used the numeral 9, ask them to illustrate 9 things and to write an equation that equals 9.)
Notes or Recommendations (optional):

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: cardinality, counting, one to one correspondence