This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| How Many Dots?: | Students are shown dot cards and asked to determine how many dots are on each card. |
| How Many Cubes?: | Students are asked to count cubes arranged in lines, arrays, and circles. |
| Conservation of Cardinality: | Students are asked to count a set of cubes, rearrange the cubes, and then determine the number of cubes in the rearranged set. |
| How Many Cubes Are There?: | Students are asked to count sets of cubes and determine how many cubes are in each set. Next, students are given a set of cubes and asked to count out a given number of cubes. |
| Which Set Has One More?: | Students identify the set that contains one more than a given number. |
| Is it Still Seven?: | Students are asked to count a set of seven cubes, rearrange the cubes, and then determine the number of cubes in the rearranged set. |
| How Many Dots Are There?: | Students count to tell how many dots are on the cards. |
| How Many Cubes Does Brianna Need?: | Students are asked to show 12 cubes. |
| Books and Bookmarks: | Students are asked to count eight books and decide how many bookmarks they would need if they gave each book a bookmark. |
| Name |
Description |
| Representing Numbers 1-6: | In this lesson, the teacher will go through an interactive and fun way to learn the relationships of numbers and objects for the numbers 1- 6. The lesson will begin with the students acting as the manipulatives for their classmates. Then will get to work with their peers in a fun dice version of bingo. This lesson will expose students to 1:1 correspondence, finding the relationship between quantity and written numerals, cardinality, and conservation of number. |
| Counting With a Caterpillar: | In this lesson, students will be creating a counting book and placing paper cut-outs of fruit on each page of their book. They will point and count each fruit to show their understanding of one-to-one correspondence up to 5. Students will represent each quantity with a written numeral. |
| Counting Cubs: | This lesson should be taught in the beginning of kindergarten. In this lesson, students will focus on counting number 1-5. The use of hands-on manipulatives, story puppets, and stamps are incorporated. |
| Spring Festival Flower: | In this MEA, students will help pick a flower that will be the focus of the Spring Festival. They will practice counting pictures and representing the number of pictures with a written numeral. |
| Show me 1,2,3,4,5: | This lesson is designed to teach students to write and represent groups of numbers using drawings. This lesson will cover the numbers 1 to 5. |
| We Love Pets!: | In this Model Eliciting Activity, MEA, students will work in teams to determine the best pet toys to buy for a pet daycare.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Crazy Pizza: | In this Model Eliciting Activity, MEA, students will work in teams to determine the best unique pizza topping to add to a restaurant menu.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Mountain Bicycles Inc.: | In this Model Eliciting Activity, MEA, students, in teams, will make decisions about how to select a new bicycle for a mountain bicycle company to start selling.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
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| Mathematical Magic: A basic plan for setting up successful math centers: | In this lesson, students will learn the desired procedures and successful outcomes for conducting daily math centers that will help them become better learners. This lesson includes station activities for counting objects and representing the number with a written numeral. The procedure for math centers can be adapted for use in other grade levels. |
| Vegetables…in Cupcakes?!: | In teams, students will make decisions about how to select the best bakery based on various cupcake characteristics (e.g., taste, smell). Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Counting to Ten With Ten Black Dots: | In this lesson, students will practice one-to-one correspondence and counting to 10 using black dots as manipulative. |
| How Many? Lesson 1 of 3: | The students will show understanding of the conservation of numbers regardless of the order in which objects were counted. The students will be able to tell "how many" without recounting objects and be able to explain that the amount is the same because no objects were added or taken away. |
| How Many? Lesson 2 of 3: | In this lesson, students will show understanding of the conservation of numbers regardless of the order in which they were counted. Student will be able to tell "how many" without recounting objects and be able to explain that the amount is the same because no objects were added or taken away. |
| How Many? Lesson 3 of 3: | In this lesson, students will show understanding that "one more" is the next counting number. Student will be able to tell "how many" without recounting objects and be able to explain that the total amount is the next counting number because it is one more. |
| Let's Count the Steps: | Students will count items with numbers ranging from zero to twenty in an outdoor environment (can also be done indoors) and, when given a number up to 20, will count steps, using body movement in the form of "taking steps" on a number line to enhance learning. |
| Ten and Some More (Exploring Numbers 11-20): | In this lesson, students will represent numbers 11-19 using a unit of ten and a group of ones using objects. As an optional extension task, students will be challenged to use their knowledge of numbers 11-20 represented as a unit of ten and a group of ones to complete posters in a mock real-world situation involving free tickets. |
| Name |
Description |
| Let's Count to 20: | In this 6-lesson unit, students make groups of 10 to 20 objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are included in each lesson.
Individual Lessons
- This lesson focuses on numbers 0-10, having students making groups of objects, identifying and writing numerals, and recording the number of objects in groups. First the teacher will use the concept of a "high five" to get students to make "high tens" and so on with numbers up to ten. Next they will use connecting cubes to build towers and compare them using descriptive vocabulary. They will use ten frames to lay down the conceptual framework for benchmark numbers, fives and tens. Finally they will make bean sticks to be used in a later lesson.
- Lesson 2: Building Sets of 11 and 12
- This lesson focuses on learning the numerals 11 and 12. First students will be shown the numeral 11 and asked how many tens and ones are in it. They will be given 10 each of two different colors of connecting blocks, and asked to make a tower of ten of one color, then add one of the other color. This will reinforce the concept of ten as a single unit. Next they will make a tower of 12, and then they will trace their tower and color it accordingly.
- Lesson 3: Building Sets of 13 and 14
- This lesson focuses on learning the numerals 13 and 14. First students will be shown the numerals 13 and 14 and asked to clap and count to each. They will be given 10 each of two different colors of connecting blocks, and asked to make a tower of ten of one color, then add the appropriate number of the other color. They will then trace their tower and color it accordingly. They will then use two ten frames to place the cubes and count out their numbers individually.
- Lesson 4: Building Sets of 15 and 16
- This lesson focuses on learning the numerals 15 and 16. First students will be given connecting cubes arranged in a set of 12-16 cubes and are asked to separate them into a group of ten and the rest singles. Then they are given loose cubes of two colors and asked to make a tower of 10 of one color, and add 5 of the other color. Students will trace the tower and color it accordingly, then write "15" using the first crayon color for the "1" and the other color for the "5". They will repeat this activity for 16. Next, they will then use two ten frames to place the cubes and count out their numbers individually. Lastly, they will use their bean sticks to count out and draw 15 and 16.
- Lesson 5: Building Sets of 17 and 18
- This lesson focuses on learning the numerals 17 and 18. First students will be distributed number cards and bags of connecting cubes, then asked to determine if their numeral card matches the number of cubes in the bag. If not, they are to determine whose bag does and trade with them. Next, they will be shown the numeral 18 and asked to clap and count it out. They will be given connecting cubes and asked to model 18 (and then 17) in ten frames. Then they will sort the cubes and record them into as many sets of two as they can. The next activity uses a spinner applet to randomly pick numbers 10-20 for the students to assemble towers and model bean sticks.
- Lesson 6: Building Sets of 19 and 20
- This lesson focuses on sets of 19 and 20. Students use ten frames, connecting cubes and bean sticks to compare other sets to a set of 20, construct and decompose, identify, write, and record groups of up to 20.
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| Let's Count to 10: | In this 8-lesson unit, students make groups of zero to 10 objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are included in each lesson.
Individual Lessons
- Students group from zero to five objects, identify and use number names for groups, compose and decompose numbers, and record groups by writing with numerals. Students will acquire a sense of number through visual, auditory and kinesthetic activities.
- Lesson 2: Writing Numbers to Five
- Students construct groups up to five, identify how many in a group, and record them using numerals. They will learn the words for numbers through five in order (rote counting), and develop the ability to count rationally.
- Lesson 3: Building Sets of Six
- Students will construct sets of six, compare sets of up to six objects and learn to write the numeral 6. They will use a Ten Frame and recording charts to show sets of six.
- Lesson 4: Building Sets of Seven
- Students will learn to identify and construct sets of seven, compare them to sets of up to seven and record them in chart form.
- Lesson 5: Building Sets of Eight
- Students will learn to identify and construct sets of eight, compose and decompose to eight, and write the numeral 8.
- Lesson 6: Building Sets of Nine
- Students will learn to identify and construct sets of nine, write the numeral 9, and record it in chart form. They will also be required to identify sets of up to nine in a game.
- Lesson 7: Building Sets of Ten
- Students will learn to identify and construct sets of up to ten objects, compose and decompose sets, practice writing numerals 0 through 10, count back from ten, and record it in chart form.
- Lesson 8: Wrapping Up the Unit
- Students will review all that they have learned in the other 7 lessons in this unit by composing, decomposing, and comparing sets of zero through ten, and by writing cardinal numbers for each set.
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Vetted resources students can use to learn the concepts and skills in this topic.
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
