ALEX Learning Activity

  

How Many Do I Have?

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: 2649
Title:
How Many Do I Have?
Digital Tool/Resource:
How Many Do I Have Partner Match Cards
Web Address – URL:
Overview:

In this activity, the students will practice matching a picture card, showing a set of objects from 0 to 20, to the corresponding numeral card. 

This activity results from the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: K
5. Count to answer "how many?" questions.

a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

b. Count using no more than 10 concrete objects in a scattered configuration.

c. Draw the number of objects that matches a given numeral from 0 to 20.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Answer questions regarding how many objects are in a set in various configurations.
Teacher Vocabulary:
  • Rectangular array
  • Subitize
Knowledge:
Students know:
  • how to use one-to-one correspondence when counting objects.
  • how to demonstrate number word sequence.
Skills:
Students are able to:
  • count sequentially.
  • Use one to one correspondence.
  • Subitize.
  • Represent a number of objects within 0 to 20.
Understanding:
Students understand that:
  • numbers name quantities regardless of their arrangement.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.5.1: Define how many, all together, and in all.
M.K.5.2: Demonstrate one to one correspondence.
Example: Point to only one object when counting, and stop counting when all objects have been touched.
M.K.5.3: Count to 20 by ones.


Prior Knowledge Skills:
  • Understand amount words, such as more, less, and another.
  • Begin to understand that parts of an object can make a whole.
  • Be interested in who has more or less.
  • Understand the concept of "less than".
  • 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.
  • 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.
  • Count objects one-by-one using only one number per object.
  • Recognize that numbers and numerals have meaning.
  • Recognize numerals 0 through 10.
  • Rote count to ten.
  • Communicate number words.
  • Recognize after.
  • Recognize before.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.5 Using vocalization, sign language, augmentative communication, or assistive technology, count out up to five objects from a larger set, pairing each object with one, and only one, number name to tell how many.
Learning Objectives:

Students are able to count to answer "how many?" questions regarding objects in a scattered configuration. 

Students are able to count no more than 10 objects in a scattered configuration.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

  1. Print off the numeral cards and the picture cards containing a set of objects.

  2. Next, give half of the students a numeral card and the other half of the students a picture card containing the corresponding number of objects.

  3. Now tell the students to walk around the classroom until the teacher says, "How many do you have?"

  4. Once the teacher asks, "How many do you have?", the students stop walking and find a partner that has their corresponding card.

  5. Play several times to give the students a chance to play with a numeral card and with a picture card.
Assessment Strategies:

While students are counting the objects on the picture card, make antidotal notes.

Check that the student:

  1. is able to count sequentially.

  2. is able to use one to one correspondence.

  3. is able to match a set of objects to the corresponding numeral.
Advanced Preparation:

Make a copy of the digital tool How Many Do I Have Partner Match Cards. Teachers may choose to laminate the cards and cut them out to make them sturdier in preparation for the game, "How Many Do I Have?".
Variation Tips (optional):

Once the students have mastered counting and matching numbers 0-10, play the game with numbers 0-20.
Notes or Recommendations (optional):

ALCOS 2019

K.5). Count to answer “how many?” questions.

K.a). Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

K.b). Count using no more than 10 concrete objects in a scattered configuration.

K.c). Draw the number of objects that match a given numeral from 0 to 20.
  Keywords and Search Tags  
Keywords and Search Tags: numeral, one to one correspondence