TEACHERS:
SUBJECT:
Houston
Counting and Cardinality
STANDARD:
 K.CC.3 Write numbers from 0–10. Represent a number of objects with a written numeral
0–10.
OBJECTIVE (EXPLICIT):
 TSW begin to recognize that a set of objects can be represented by written numerals.
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):

KEY VOCABULARY:
MATERIALS:
 1 large copy of Ziggy the Alien
 1 copy of the Ziggy’s Shape Spinner
per team
 Paper clips and metal brads used to
assemble each spinner
 Individual whiteboards for each
student
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST)
TEACHER WILL
BEFORE



STUDENT WILL
TTW begin the lesson by telling the
class that we have a visitor from
outer space. Introduce students to
the alien named Ziggy. Explain that
on his planet he loves to count! He
can count all three suns, the two
moons, and he can count all 6 of his
dog’s legs! Ask students to recall a
time when they may have needed to
count something.
TTW continue with the story.
One day, Ziggy wanted to make his
favorite dinner, pizza! He was
excited because he knew that he
would get to count out the things he
needed to make his meal. Ziggy
started by counting the dough.

TSW listen to the story of Ziggy the
alien.

TSW make connections to prior
knowledge by recalling what they
already know about counting. TSW
answer the question, “Can you think
of a time that you needed to count
something?”

Examples: during homework, in the
kitchen, counting fingers or toes
TTW draw each ingredient that Ziggy
needs to make his meal using a
foreign symbol to represent a

TSW answer the questions offering
other ways we can show how many
objects are present.
numeral from another planet.
For example, TTW draw a large
round symbol to represent the
dough. Next to it, the teacher will
draw a random symbol and explain
to the class that it represents (1) on
Ziggy’s planet. TTW ask, “Is that
how we show one on our planet?
Does anyone know of something we
use on our planet to show how
many objects we have?”
 TTW draw five small circles to
represent pepperoni. Next to them,
the teacher will draw a random
symbol and tell the class it
represents (5) on Ziggy’s planet.
TTW repeat the same questions
asked earlier.
 TTW draw four mushroom slices.
Next to them, the teacher will draw
a random symbol and tell the class
it represents (4) on Ziggy’s planet.

TTW explain that now, we will be
playing one of Ziggy’s favorite
games called Shape Counting. TTW
ask two students to demonstrate
how to play the game.

The class will watch the children
model how to play the game.

TSW take turns spinning the
spinner, counting objects, and
writing the correct numeral.

Player 1 will spin the spinner. Both
players count the number of shapes
seen. Player 2 writes a numeral
(from our planet) on their
whiteboard. The players switch
roles and repeat.
CO-TEACHING STRATEGY IF APPLICABLE
DURING

TTW move from group to group
monitoring for understanding. The
teacher may ask, “How many
shapes did you count?”
“How did you know what to write
after counting all the shapes?”
“Why are numbers important?”
What do the numbers mean to us?”
“How do you know you counted
correctly?”
CO-TEACHING STRATEGY IF APPLICABLE

AFTER

TTW ask the class, “What did you
discover during our activity today?”
“What do we use on our planet to
show how many objects we have?”
Ending Question:
TTW ask several children to come
to the front of the class. TSW count
their classmates and write the
correct numeral on their white
boards.
Example: TTW ask three children
to stand in the front of the class.
TTW ask, “What can you write to
show how many children are
standing in the front of the room?”
TSW write the numeral 3. Repeat.
CO-TEACHING STRATEGY IF APPLICABLE

TSW orally summarize their
observations.

TSW use their individual
whiteboards to write the correct
numeral to represent a set of
objects.