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Counting and Cardinality #1: Know the Names and the Count Sequence/Speaking and Listening: Comprehension and Collaboration; Particpants in Collaborative Conversations with Diverse Partners…

July 2011 – Common Core State Standard for Counting and Cardinality #1: Know the names and the count sequence.
Common Core State Standard for Speaking and Listening #1:  Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

School is just around the corner! Want some new ideas on teaching numerals 1-9 to start the year?  Here’s a lesson plan and a thematic plan to get you off to a good start.
[learn_more caption=”Lesson Plan: Counting the Classroom with a Focus on Seeds”]

Title: Counting the Classroom with a focus on seeds (ensure no allergies)

 

Standard:  Common Core Standard – Math 1: Counting & Cardinality: know number names & the count sequence.

 

Materials:  Real objects to count and photos of them; number chart; large scale graph paper or tag board strips

Books about counting:

– Chrysanthemum by Kevin Henkes

– I Spy Two Eyes: Numbers in Art by Lucy Micklethwait

– ¡Pio Peep! Traditional Spanish Nursery Rhymes by Alma Flor Ada & F. Isabel Campoy (rhymes that may be used for counting activities)

– Ano’s Counting Book by Mitsumasa Anno

– 10 Black Dots by Donald Crews

– The Lotus Seed by Sherry Garland

– What Comes in Two’s, Three’s, and Four’s? by Suzanne Aker

– Demi’s Count the Animals One-Two-Three by Demi

– One Watermelon Seed by Celia Lottridge

– Can You Imagine? A Counting Book by Beau Gardner

 

Building on Children’s Prior Knowledge: During Circle Time ask children to turn to a neighbor and count fingers for their age.

Activities/Procedures:

1. In a small group, read Chrysanthemum. Using prepared tagboard sentence strips lined off into equal squares, write each child’s name, putting one letter in each box so the scale is the same (this may have been prewritten). Talk about who has the shortest, longest name. Put the strips and children in alphabetical order. After class, add a child’s photo to his/her strip, laminate it, and place it in the Writing Center.

2. While reading during the week, ask children to count items in the story.

3. Go for a walk and collect seeds. Count what you collected. Follow-up with a language experience chart or Interactive Writing.

4. Have children count items in the room and make a classroom book.

 

Adaptations for different age groups, maturity levels, English Language learners, children with special needs:

1. For children with special needs, work surfaces should be the proper height; children may need a partner or adaptive tool to help them grip small items. The outdoor area should be wheelchair accessible. Talk with parents to see if other adaptations are needed.

2. For English language learners, utilize pictures with the vocabulary you emphasize.

3. For younger or more immature children, keep sitting time short and have time for moving and talking. Reading a book may take place over several time periods.

 

Assessment of children’s grasp of concept(s):

Observe while children count real objects and record your observations.

 

Follow-up at home for parents:

Help parents understand that rote counting is only one part of counting. Share this continuum with parents:

Children’s Understanding of Number and Counting:

The National Research Council* indicates that young children’s understanding of number and counting changes with age. Here are the ages/grades it indicates are the achievable content for children:

· Ages 2 and 3: can count orally the numbers 1 to 10; can count one to six items accurately, especially if they are in a row; can tell how many objects (1 to 5) are in a set without counting (i.e., subitizing).

· Age 4 (prekindergarten): can count orally from 1 to 39; can count one to fifteen items in a row accurately; can decompose and compose numbers (6 to 10) and relate these numbers to fingers on two hands.

· Age 5 (kindergarten): can count orally to 100 by 10s or by 1s; can count with effort twenty-five things in a row; can see the teen numbers (11 to 19) as sums that include 10 as an addend (e.g., 17 = 10 + 7).

· Age 6 (grade 1): can arrange objects in groups of 10; can count by 10s using the decade numbers and then count the leftovers by 1s.

 

*National Research Council. 2009. Mathematics learning in early childhood: Paths toward excellence and equity. Committee on Early Childhood Mathematics, C.T. Cross, T.A. Woods, & H. Schweingruber (eds). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.

Since children’s development and learning—physical, social and emotional, and cognitive—are closely interrelated, what you teach in one area affects another. For example, expanding children’s language abilities helps them develop their social nature.  Here is a a thematic plan that integrates the math lesson into other subject areas.

[/learn_more]

[learn_more caption=”Thematic Plan”]

Theme: Counting the Classroom with a Focus on Seeds (ensure no allergies)
Standards:
•          Math: Common Core Standard – Math 1 – Counting & Cardinality: know number names & the count sequence.
•          Language Arts: Common Core Standard – Speaking & Literacy: Comprehension & Collaboration. Participate in collaborative conversations with diverse partners about K topics and texts with peers and adults in small and large groups. Follow agreed-upon rules for discussion (listen to others, take turns speaking, etc.). Continue a conversation through multiple exchanges.
•          Art: Identify the elements of art (line, color, shape/form, texture, value, space in the environment and works of art (start of this standard).
•          Science: Know how to observe and describe similarities and differences in the appearance of seeds.
•          Health: Nutrition. Know and apply the Food Guide Pyramid (start of this standard).
•          Social Science: Follow rules, such as sharing and taking turns, and know the consequences of breaking them.
Materials:
Children’s clipboard and paper; Food Guide Pyramid poster; prints of famous painters who used seeds in their art; food items for children to “cook” in the classroom
Books about seeds: When We Went to the Park by Shirley Hughes; Anno’s Magic Seeds by Mitsumasa Anno; The Tiny Seed by Eric Carle; The Carrot Seed by Ruth Krauss & Crockett Johnson; Johnny Appleseed by Steven Kellogg & William Morrow; Pumpkin, Pumpkin by Jeanne Titherington; Book Cooks: Literature-Based Classroom Cooking by Cheryl Apgar (Creative Teaching Press); The Cooking Book: Fostering Young Children’s Learning and Delight by Laura J. Colker, (National Association for the Education of Young Children) and several non-fiction books from Creative Teaching Press (or other publishers) including It Started as a Seed; Plant Fruits and Seeds; How and Why Seeds Travel; and The Seed Song. Art books about still life paintings by famous artists include In the Garden with Vincent Van Gogh or Magical Day with Matisse, both byJulie Merberg.
Activities/Procedures:
1.     Display seeds and ask children to observe differences and similarities. Students are ‘scientists’ who use a clipboard and paper to illustrate their observations. During Circle Time, they talk in pairs about their findings. Pair beginning English learners with children who are more fluent in English. Ask for volunteers to ‘report back’ to the whole group. Use interactive writing or a language experience technique.
2.     At a Cooking Center students assemble a snack by “reading” the picture/word cards for the recipe. (See The Cooking Book). They might make muesli, gorp (not with peanuts), toasted pumpkin seeds or “Mud” (see Book Cooks) for The Carrot Seed.  Discuss where seeds appear on the Food Pyramid.
3.     Have children make a Still Life picture. They may use large white paper, colored pencils, markers, crayons, and/or tempera paint. The still life may use materials such as seeds, a vase and fresh flowers, tablecloth, fruit bowl, baskets, dolls, trucks, and blocks. Ask them to tell you about their picture and how they decided what to paint. Talk about lines they used, colors, shapes, how they spaced the objects.
4.     Have many opportunities to talk about their work with a partner, a small group, and the whole class.  Ask shy children or those learning English to speak to the whole class after they ‘practice’ with a partner or the teacher.
 
Assessment of children’s grasp of concept(s):
1.     Observe children’s growing skill in taking turns, listening to classmates, telling what another child said, waiting to be called on, speaking in complete sentences. Record your observations.

[/learn_more]

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