Mathematics TEKS Toolkit
www.mathtekstoolkit.org
Kindergarten Clarifying Lessons:
Using Numbers Everywhere (Centers)
OLD Resources. These resources have NOT yet been updated to align with the revised
elementary mathematics TEKS. These revised TEKS were adopted by the Texas State Board of
Education in 2005, with full implementation scheduled for 2006–07. These resources align with
the original TEKS that were adopted in 1998 and should be used as a starting point only.
What is a Clarifying Lesson?
A model lesson teachers can implement in their classroom. Clarifying Lessons combine multiple
TEKS statements and may use several Clarifying Activities in one lesson. Clarifying Lessons
help to answer the question "What does a complete lesson look like that addresses a set of
related TEKS statements, and how can these TEKS statements be connected to other parts of
the TEKS?"
TEKS Addressed in This Lesson
Number, operation, and quantitative reasoning: K.1A, B, C; K.2A; K.4
Patterns, relationships, and algebraic thinking: K.5
Geometry and spatial reasoning: K.8C
Measurement: K.10A
Underlying processes and mathematical tools: K.13A, B, C, D; K.14A, B; K.15A
Materials
•
One-inch grid paper
•
Crayons
•
This lesson makes use of several
learning centers. See the Learning
Centers List for Using Numbers
Everywhere.
Related Resources
TEXTEAMS Module 27, Prekindergarten–
Kindergarten Mathematics
Kindergarten Book: Addenda Series, NCTM
(1991)
Lesson Overview
Students explore various representations and uses of numbers to develop number sense.
Mathematics Overview
Students use one-to-one correspondence between sets to develop the concepts of whole
numbers 0–9.
Kindergarten Clarifying Lessons:
Using Numbers Everywhere (Centers)
page 1
Mathematics TEKS Toolkit
www.mathtekstoolkit.org
Set-up (to set the stage and motivate the students to participate)
1. Make a 6 square by 6 square grid for each student and write each student's name, one
letter per square, wrapping around to the next line without skipping any squares between
the last letter and first letter of the name, until all squares are filled.
2. Have students color the first letter of their name each time that it appears in the grid.
3. Display the name patterns on a board or around the room. Have students compare the
patterns in their name grids to others in the room and sort the name patterns into groups.
Some may suggest sorting them according to color or the letter the name starts with.
Guide students to sort them by the kind of pattern made by the colored squares. (K.5,
K.8C)
4. Arrange the name patterns into groups according to the pattern made by the colored
squares and ask students if they notice anything about all of the names in any one
group. (They all have the same number of letters.) (K.1A, B, C; K.5; K.15)
5. Ask the following questions: (K.1A, B, C; K.14A, B)
What number describes this group? This group?
Which groups have the most names? Which groups have the least? Why?
Would we see the same results if we looked at the names of another class? Why or why
not?
What if Steve decided to use his full name Steven?
What if a new person named Pat came to our class?
Could we predict what that student's name pattern would be?
How could we tell if our predictions were right?
6. Select some of the center activities described on the following pages to set up in the
classroom. Introduce each center to the students, then provide students access to the
centers throughout the week (or following weeks) so that they can practice exploring and
using numbers.
7. As students are working at the centers, use the guiding questions to encourage them in
their explorations.
8. Meet with the students each day after they have worked at the centers. Use the
summary questions to identify misconceptions, evaluate their progress, and plan for
appropriate follow-up activities.
Kindergarten Clarifying Lessons:
Using Numbers Everywhere (Centers)
page 2
Mathematics TEKS Toolkit
www.mathtekstoolkit.org
Teacher Notes (to personalize the lesson for your classroom)
Guiding Questions (to engage students in mathematical thinking during the
lesson)
•
How do you know that this set has more (fewer) objects than this set? (K.1A, B; K.13B,
C, D; K.15)
•
How do you know that these sets have the same number of objects? (K.1A, B, C; K.13B,
C, D; K.15)
•
Which set has the fewest objects? The most objects? How do you know? (K.1A, B;
K.13B, C, D; K.15)
•
How did you decide which number to use to describe how many objects are in this set?
(K.1A, B, C; K.14A, B)
Teacher Notes (to personalize the lesson for your classroom)
Summary Questions (to direct students' attention to the key mathematics in
the lesson)
To determine to what extent students were engaged in the activity at each center, ask questions
such as:
•
What kinds of things can you use numbers to describe? (K.1A, B, C; K.13A; K.14A, B)
•
What number describes how many objects are in this set? (K.1A, B, C; K.14A, B)
•
What could a set of six objects look like? (K.1A, B, C)
•
What would a set with one more object look like? What number would describe it?
(K.1A,B,C; K.13C, D; K.14A, B)
Teacher Notes (to personalize the lesson for your classroom)
Kindergarten Clarifying Lessons:
Using Numbers Everywhere (Centers)
page 3
Mathematics TEKS Toolkit
www.mathtekstoolkit.org
Assessment Task(s) (to identify the mathematics students have learned in
the lesson)
Look for the following behaviors as students work in centers:
•
Can students sort or classify by attributes? (K.8C)
•
Can students use one-to-one correspondence to compare sets? (K.1A)
•
Can students appropriately use the language "more than," "less than," and "equal to?"
(K.1A)
•
Can students use numbers to identify and compare quantities? (K.1A, B, C; K.14A, B)
Have students make number cards illustrating the symbol and the quantity for each number,
0–9.
Teacher Notes (to personalize the lesson for your classroom)
Kindergarten Clarifying Lessons:
Using Numbers Everywhere (Centers)
page 4