Count the Room Write Away- Numbers 0-10
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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:
2624
Title: Count the Room Write Away- Numbers 0-10
Digital Tool/Resource: Insects! Read, Write, and Count The Room
Web Address – URL:
Overview: 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.
Associated Standards and Objectives
Content Standard(s):
Mathematics 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).
Unpacked Content
Evidence Of Student Attainment:
Students:
Write numerals correctly from 0 to 20.
Represent numbers using concrete objects when given a written numeral from 0 to 20. Teacher Vocabulary:
Knowledge:
Students know:
how to match numeral name with sets of objects. Skills:
Students are able to:
write numerals from 0 to 20.
Represent numbers from 0 to 20. Understanding:
Students understand that:
a written numeral represents a number of objects. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.K.3.1: Write numbers 0 to 10.
M.K.3.2: Match numerals to quantity 11 to 20.
M.K.3.3: Match numerals to quantity 0 to 10.
M.K.3.4: Recognize written numerals 0 to 20.
M.K.3.5: Demonstrate one to one correspondence for a group of objects 6 to 20.
M.K.3.6: Demonstrate one to one correspondence for a group of objects 0 to 5.
M.K.3.7: Trace numerals 0 to 20.
M.K.3.8: Make purposeful marks such as lines and circles.
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.
Make purposeful marks.
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).
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.
Identify the difference between written numbers and other written things.
Identify the difference between written numbers and objects.
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:
Mathematics 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.
M.K.4.4: Count to 20 by ones.
M.K.4.5: Mimic counting objects.
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.
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:
Learning Objectives: Students are able to:
write numerals correctly from 0 to 20.
count an object saying the number name.
tell the number of objects in a set.
Strategies, Preparations and Variations
Phase: After/Explain/Elaborate
Activity: 1. As a review, have students practice counting from 0-10 and have students practice skywriting numerals 0-10 as they repeat the number name before beginning the activity.
2. Explain to the students that they will choose a partner and walk around the room with their partner looking for insect picture cards.
3. As the students find a picture card, they will count how many insects are pictured on each card, say the number aloud to their partner, and write the correct number next to the corresponding picture on their recording sheet.
4. The teacher will walk around the room monitoring students as they count insects and write numerals 0-10.
Assessment Strategies: The recording sheet will be used as the assessment.
Students will count insects and write the corresponding numerals on their recording sheet.
The teacher will monitor students during this time to ensure accuracy in counting and as students write the corresponding numerals.
Advanced Preparation: To access the free Insects! Read, Write, and Count the Room picture cards and recording sheet, teachers will need to click on the link to download.
Teachers Pay Teachers is a free resource. Teachers will need to have a free account with Teachers Pay Teachers to access the resource.
Teachers can laminate and cut out the cards for multiple uses. Teachers will need to print a class set of the recording sheet and scatter the picture cards around the room for students to find. Each student will need one copy of the recording sheet, a pencil, and a clipboard.
Variation Tips (optional): The teacher may wish to provide an answer key to allow students to check their recording sheet at the end of the activity.
For additional practice, students may use the same recording sheet more than once (the day after initially completing the activity) and trace over the numbers with highlighters, crayons, or markers. The teacher may move the picture cards to different areas of the room to challenge the students on the second day.
Notes or Recommendations (optional): ALCOS 2019
Kindergarten
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).
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:
cardinality, counting 0 to 10, numerals 0 to 10, writing numerals 0 to 10
