ALEX Learning Activity

  

Where Do I Belong 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: 2656
Title:
Where Do I Belong Practice
Digital Tool/Resource:
Where Do I Belong Practice Mat
Web Address – URL:
Overview:

In this activity, the students will practice one to one correspondence by counting the objects on the picture cards, regardless of their configuration, and practice sequential ordering of numbers 0-20.

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 using no more than 10 concrete objects in a scattered configuration.
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

  1. Print the number mats and picture cards.

  2. Next, decide if your students need to practice numbers 0-10, 10-20, or 0-20.

  3. Print the mat and picture cards with the red outline to practice numbers 0-10.

  4. Print the mat and picture cards with a blue outline to practice numbers 10-20.

  5. Print the mat and picture cards with the green outline to practice numbers 0-20.

  6. Next, the students will count the set of objects on the picture cards and place them in sequential order on the number mat.

  7. The students will place the two picture cards that come before and after the indicated numeral in the circle represented on the number mat.
Assessment Strategies:

The teacher will check the students' number mast to ensure that the students met the learning objective.

Check that the student:

  1. used one to one correspondence when counting the picture cards.

  2. recognized the indicated numeral on the number mat.

  3. was able to find the picture cards containing the correct amount that goes before the indicated numeral on the number mat.

  4. was able to find the picture cards containing the correct amount that goes after the indicated numeral on the number mat.
Advanced Preparation:

The teacher will need to print and laminate the number mats and picture cards for the students to use in a math station or a small group.
Variation Tips (optional):

This practice activity can be used for numbers 0-10 or numbers 10-20 depending on the student's ability.

There are 3 sets of number mats to print off. The red outlined number mat will be to practice numbers 0-10. The blue outlined number mat will be to practice numbers 10-20 and the green outlined number mat will be to practice numbers 0-20.
Notes or Recommendations (optional):

ALCOS 2019

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

Kindergarten 5.a.) Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

Kindergarten 5.b.) Count using no more than 10 concrete objects in a scattered configuration.

Kindergarten 5.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, rectangular array