Kindergarten
Numbers and Attributes
0-10
Kathryn Gissing- Kindergarten
Jamie Bond- Kindergarten
Tiffany Wagner- Kindergarten
James Morris- Music
Ashley Norris- Reading intervention
PARIS ELEMENTARY
PARIS, KY
1
Name of Unit of Study: Kindergarten Attributes and Numbers
State Standards:
K.1CC.A: Know number names and the count sequence. 0 0 14 0 0 0
K.CC.1: Count to 100 by ones and by tens. 0 0 4 0 19 0
K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 0 0 9 0
28 0
K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count
of no objects).
K.1CC.B: Count to tell the number of objects. 0 0 17 0 0 0
K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality. 0 0 3 0 1 0
a: When counting objects, say the number names in the standard order, pairing each object with one and only one number
name and each number name with one and only one object. 0 0 4 0 29 0
b: Understand that the last number name said tells the number of objects counted. The number of objects is the same
regardless of their arrangement or the order in which they were counted. 0 0 2 0 29 0
c: Understand that each successive number name refers to a quantity that is one larger. 0 0 2 0 28 0
K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. 0 0 1 0
29 0
K.1CC.C: Compare numbers. 0 0 9 0 0 0
K.CC.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in
another group, e.g., by using matching and counting strategies. (Note: Include groups with up to ten objects.) 0 0 0 0 29 0
RL.K.01: With prompting and support, ask and answer questions about key details in a text. RL.K.03: With prompting and
support, identify characters, settings, and major events in a story.
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RL.K.06: With prompting and support, name the author and illustrator of a story and define the role of each in telling the
story.
RI.K.05: Identify the front cover, back cover, and title page of a book.
1.AH-P-SA: Structure in the Arts
AH-P-SA-S-Mu1: begin to recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre,
dynamics) using musical terminology
AH-P-SA-S-Mu2: use the elements of music while performing, singing, playing instruments, moving, listening, reading music,
writing music, and creating music independently and with others
C.AH-P-SA-S-Da: Skills and Concepts – Dance Students will:
AH-P-SA-S-Da2: use the elements of dance in creating, copying and performing patterns of movement independently and with
others
D.AH-P-SA-S-DT: Skills and Concepts – Drama/Theatre Students will:
AH-P-SA-S-DT2: use the elements of drama in creating and performing dramatic works independently and with others
E.AH-P-SA-S-VA: Skills and Concepts – Visual Arts Students will:
AH-P-SA-S-VA2: use the elements of art and principles of design in creating artworks independently and with others
National Standards:
National Math Standards:
Understand numbers, ways of representing numbers, relationships among number and number systems
Pre-K2 Expectations: In Pre-K through grade 2 all students shouldUnderstand numbers, ways of representing numbers, relationships among numbers, and number systems:
 count with understanding and recognize "how many" in sets of objects;
 develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing,
and decomposing numbers;
 connect number words and numerals to the quantities they represent, using various physical models and
representations
3
Humanities Standards:
Sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo.
National ELA standards:
 Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of
the cultures of the United States and the world; to acquire new information; to respond to the needs and
demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on
their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of
other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
 Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.
 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create and communicate knowledge.
 Students develop an understanding of and respect for diversity in language use, patterns, and dialects across
cultures, ethnic groups, geographic regions, and social roles.
 Students whose first language is not English make use of their first language to develop competency in the English
language arts and to develop understanding of content across the curriculum.
 Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy
communities.
 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
WIDA Standards:
Music and Movement
Level one: Mimic musical beats or movements modeled by teachers in a whole group. (hop,hop,jump) (one clap, two claps)
Level two: Respond to chants based on illustrations using gestures, movements or instruments modeled by teachers in a
whole group.
Level three: Respond to songs based on illustrations using gestures, movement or instruments modeled by teachers in a whole
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group.
Level four: Interpret songs based on illustrations through movement or playing of instrument in small groups or whole class.
Level five: Follow lyrics of songs and respond appropriately in small groups or whole class. (put your right foot in…)
Spatial relations
Level one: Repeat answers to questions about position or location of real life objects or persons in a whole group.
Level two: Answer questions or commands, about position or location of real life objects or persons using relational words.
Level three: Relate position or location of real life objects or persons using phrases.
Concepts about print
Level one: Point to features of big books in a large book according to oral commands.
Level two: Show directionality of print in various sources in a large group according to oral commands.
Nursery rhymes
Level one: Repeat key words in rhymes from picture cues in a whole group.
Level two: Chant phrases or short sentences in rhymes using gestures from pictures in a whole group.
Level three: Rehearse short rhymes using gestures from picture cues in a whole or small group.
Same and Different
Level one: Match pictures and icons with those that are the same with a partner.
Level two: Sort pictures or icons that are the same or different with a partner.
Rhyme
Level one: Repeat words or phrases from rhymes supported by illustrations.
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Level two: Complete phrases from rhymes supported by illustrated models.
Environmental print:
Level one: Draw or trace examples of environmental print (food or clothes)
Level two: Copy examples of environmental print labeled icons or objects.
Level three: Produce names of objects or icons represented in environmental print using inventive spelling.
Level four: List examples of environmental print in illustrated scenes using icons, words or phrases with inventive spellings.
Level five: Use examples of environmental print in illustrated scenes to produce phrases or short sentences with inventive
spellings.
Quantity:
Level one: Participate in and supply quantity words in songs and chants in a whole group (one two buckle my shoe).
Level two: Complete phrases in songs and chants involving quantity in a whole group.
Level three: Repeat verses and chants involving quantity in a whole group.
Level four: Provide sentences or lines from songs in chants involving quantity in whole group.
Level five: Initiate and lead songs and chants involving quantity in a whole group.
Attributes:
Level one: Identify icons or pictures of real life objects with a single attribute as modeled.
Level two: Classify icons or pictures of real life objects with a single attribute that belong and don’t belong to a group as
modeled.
Level three: Identify icons or pictures of real life objects with two attributes that belong to a group.
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Level four: Sort labeled icons or pictures of real life objects with two attributes into groups as modeled.
Equivalency:
Level one: Draw or trace matched pairs of real life objects as modeled and directed orally.
Level two: Connect 1:1 matched sets of real life objects or pictures as modeled and directed orally (three pencils with three
pencils).
Level three: Trace numerals that correspond to matched sets of real life objects or pictures as modeled and directed orally.
Level four: Make or reproduced numerals up to number 10 with various materials that correspond to matched sets of pictures
from word walls or word banks as modeled.
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Supply List: * See appendix for instructions on how to play the game.
1. Smartboard
2. Number Rhymes
3. Class set of Unifix Cubes
4. Computer
5. Document Camera
6. Class set of iPads
7. Gel in Ziplock baggies
8. Sand in trays
9. Laminated tracing number papers
10. Class set of dry erase markers
11. Class set of individual dry erase boards
12. English and Spanish Number cards (with numbers and words)
13. Yarn
14. Picture Cards to sort
15.Ten plastic boxes labeled 1-10 with numerals and domino patterns
16. Clothes pins
17. Play Doh
18. Shaving Cream
19. Glue in a bag
20. Pudding
21. Popsicle Sticks
22. Wiki Sticks or pipe cleaners
23. Small Pasta
24. Popcorn Kernels
25. Pom Poms
26. Number Picture Puzzles
27. Different Shaped Manipulatives/Counters
28. Number Stamps
29. Ink Pads for Stamps
30. I have... Who has number cards
31. Clay
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32. Princess Peach Game*
33. Multiple sets of Dominos
34. Differentiated Dice (dot patterns and numerals)
35. Finger Pattern Flash Cards
36. Dot Pattern Flash Cards
37. Tally Mark Flash Cards
38. Five Bed Frame
39. Number Tracks
40. Domino Parking lot*
41. Spanish and English copy of “Goldilocks and
the 3 Bears”
42. “Five Little Ducks” by Ivan Bates
43. “Seven Spunky Monkeys” by Jackie French
Koller
44. “Eight Animals on the Town” by Susan
Middleton Elya
45. “Ten Black Dots” by Donald Cruz
46. “One, Two, Buckle My Shoe” Rhyme
47. “Five Little Ducks” Song
Vocabulary:
English
Zero
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten
Blue
Red
Green
Yellow
Black
White
Big
Small
long
short
One more
One less
Same
different
Not the same
The same number
Potato
tall
String bean
Peppers
Peas
Spanish
Zero
Uno
Does
Tres
Cuatro
Cinco
Seis
Siete
Ocho
Nueve
diez
Azul
Rojo
Verde
Amarillo
Negro
Blanco
Grande
Pequeno
largo
corto
Uno mas
Uno menos
Mismo
distinto
No la misma
El mismo numero
La papa
alto
habichuela
pimiento
chicharos
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Bear
Porridge
Bee
Farm animals
Train
Engine
Fingers
soportar
gachas de avena
abeja
Animals de granja
El tren
El motor
El dido
Oranges
Soccer
boys
Girls
Jersey
Dog
Cat
Kennel
bowl
Stable
Mice
naranjas
futbol
El nino
La nina
camiseta de fútbol
El perro
El gato
perrera
cuenco
estable
ratones
1
0
Language Considerations:
Students will need to understand:
How many?
Is it the same?
How is it the same? Is
it not the same? How is it not the same? Is it
different? How is it different?
Count these objects.
Background knowledge of vegetables, farm animals, fairy tales Differentiation
the use of the word and letter b and Bee.
Model the meaning of rhyme sentences using hand gestures, volunteers, etc.
Tell me what is one more. Tell me what is one less. How do you know?
Students will be able to read:
Numbers zero to ten, same, different, color
Students will be able to write:
Numbers zero to ten
1
1
Language Targets:
Level One:
Participate in and supply quantity words in songs and chants in a whole group (one two, buckle my shoe).
Repeat key words and rhymes from picture cues in a whole group.
Experiment making symbols or letters from models using realia.
Identify icons and pictures of real life objects with a single attribute as modeled.
Draw or trace matched pairs of real life objects as modeled and directed orally.
Repeat key words and rhymes from picture cues in a whole group.
Level Two:
Complete phrases in songs and chants involving quantity in a whole group.
Chant phrases or short sentences in rhymes using gestures from pictures cues in a whole group.
Reproduce symbols or letters from models using realia.
Classify icons and pictures of real life objects with a single attribute that belong and do not belong to a group
as modeled.
Connect one to one matched sets of real life objects or pictures as modeled and directed orally.
10
Learning
Targets
I can count
groups of
one and two.
Activities
Whole Group:
Students will look, listen, act out and
recite the rhyme about vegetables with
the teacher in the big book.
Teacher will provide modeling of
rhyme, and then students will work
together as a group to recite before
working pairs to recite the poem and
show movements.
Formative
Pre and Post
Assessment
Students come to
the teacher to count
groups of one and
two with various
objects.
Teacher will record
results on a
checklist.
The students will then count one and
two in Spanish (Uno, Dos).
Small Group:
Students will participate in math
stations (refer to appendix for how to
set it up and beginning boxes).
Activities include:
 I can use objects to show a
quantity. (Rolling dice,
matching with unifix cubes).
11
Materials/Resources/
Technology
Math in Focus Big Book A
pages 2 and 3.
Family vegetable garden to
contribute the vegetables.
Google images of
vegetables.
Considerations
(modifications and
teaching strategies)
Modifications:
Struggling Students:
Students will be able to
have extra time.
Students will be able to
work in pairs that will
give guidance.
Students will have
assistance from
classroom aide to
better understand
vocabulary.
Pair EL’s with more
proficient English
language users.
Advanced Students:
Students will recite
poem with less
assistance from
teacher.
Teaching Strategies: I
do, We do, You do,
choral read, modeling,
visual aides
Learning
Targets
Activities
Formative
Pre and Post
Assessment
Materials/Resources/
Technology
Considerations
(modifications and
teaching strategies)
Modifications:
I can write
the numerals
one and two.
I can match
quantities.
I can tell
what is the
same and
what is
different.
Whole Group:
Students will work on kinesthetic
activities to practice writing the
number one and two using play doh,
sand, shaving cream, glue in a bag,
pudding, on partner back, dry erase
boards.
Students will recite rhymes to write
numbers from math interventions (refer
to resources).
Teacher will model, Match me… or not.
The teacher will build a tower and the
student will build the same or a
different number tower depending on
the directions.
Students will use plastic farm animal
manipulatives to count in groups of
one and two.
Group Work:
Students work in pairs to discuss how
they are the same and different.
They will describe their conclusions.
Students will be able
to write numbers
one and two with no
mistakes or
misconceptions in
their workbook.
www.suzyread.com/kinder
numbers.html
Math in Focus Workbook
pages 4 and 5.
Manipulatives for whole
Students will build
group kinesthetic
towers of one and/or work.
two unifix cubes to
match the ones the Copies of the recited
teacher shows them. number rhymes
Teacher will record
results on checklist
Teacher will provide a
for each numeral.
sentence frame for the
students when working in
Students will be
pairs. “The _____ and
given a group of
_______ are different.”
objects (toy animals)
to sort by how they
are the same and
different. Teacher
will record their
explanations.
12
Struggling Students:
Students will be able to
have extra time.
Students will be able to
work in pairs that will give
guidance.
Students will have
assistance from classroom
aide to better understand
vocabulary.
Students will have extra
assistance on the school
intervention program.
Pair EL’s with more
proficient English language
users.
Use a sentence frame if
needed: The __ and the __
are different.
Learning
Targets
Activities
Formative
Pre and Post
Assessment
*Students will work in the workbooks
to match quantities and trace the
numerals.
*Students will count objects and
then write the numeral to match.
Small Groups: Math Stations
 Activities will include:
 I can write numerals.
(using dry erase markers
on laminated tracing
numbers).
 I can match sets with
numerals. (Number cards to
object match. Some boxes
will have 1 and 2, some 1-6
and some 1-12).
 I can match a quantity to
the same quantity. (Match
me..or not).
 I can tell what is the same
and not the same. (Same
and not the same game.)
Materials/Resources/
Technology
Considerations
(modifications and
teaching strategies)
Advanced Students:
Students will be able to
explain the mistakes or
misconceptions they made
when providing an incorrect
letter to make the
corrections.
Teaching Strategies:
Modeling, whole group, small
group, I do, We do, You do
13
14
I can match and
sort.
I can identify
sameness.
I can tell and
explain what is
not the same.
Whole Group:
Teacher will model match me game
by playing a whole group game.
Teacher will hold us a tower of
various numbers of unifix cubes.
Students will make the same tower
at their seat.
Students will repeat the vegetable
rhyme from the previous lessons
with the teacher.
Teacher will model using students to
explain that being the same also
means to look alike. (ex: two
students have the same red shirt).
Teacher will then refer to how the
vegetables are the same.
Students will then find other objects
in the picture to find things that are
the same.
For ELs: Review color words, size
words, etc. (“big,” “small’). Provide a
sentence frame and have students
state how they are the same: “The
___ and ___ are the same because
they both ___.”
Begin an attributes chart with
describing words that students can
use to describe “same” and
“different.” Use picture cues to help
with understanding, e.g. color words
with pictures of colors.
Students will be able
to color in the
matching object that
is provided in
illustrations on page
6 for the Math in
Focus Workbook.
Students will be
given various
shapes and will go
to a labeled corner
of the room with
other students that
have the same
shape. Teacher will
record the students
who were able to go
to the same corner
or those who could
not find what was
the same.
Students will be
given two different
shapes and be able
to explain why they
are not the same
with at least two
details. Teacher will
record on a
checklist.
15
Math in Focus Big Book.
Math in Focus Workbook.
Unifix cubes
Pictures for showing same.
Modifications:
Struggling Students:
Students will be able to
color in at least one
matching object on the
assessment independently
after having modeling
assistance from aide.
Students will be provided
with extra time and visual
resources.
Pair EL’s with more
proficient English language
users.
Advanced Students:
Students will be provided
with one modeled matching
object for the assessment
and will be able to match
the rest of the matching
objects.
Teaching strategies:
Modeling, whole group,
small group, I do, We do,
You do
Learning Targets
Activities
Formative
Pre and Post
Assessment
Students will
participate in Math
Stations.
 I can match
the same
quantities.
(Match me
game: one
student will
show a
quantity and
the other
student(s)
will match
them with
their own set
of counters.)
 I can match
quantities
with other
variations of
quantities.
Sorting game: students
will sort cards into same
quantity.
16
Materials/Resources/
Technology
Considerations
(modifications and
teaching strategies)
Learning
Targets
I can
describe and
explain what
different
means.
I can sort
using a
single
attribute.
I can count
groups of
three.
I can write
the numeral
three.
Activities
Whole Group:
Students will work on kinesthetic
activities to practice writing the
number three using play doh, sand,
shaving cream, glue in a bag, pudding,
on partner back, dry erase boards, etc.
Students will recite rhymes to write
numbers from math interventions on
workbook pages 13 and 14.
Small Group:
Students will count objects and then
write the numeral to match on pages
13 and 14.
Students will count and create towers
that have the matching numeral set.
Student will explain how they are the
same. (“The towers are the same
because _______.”)
Using the workbook page 14, students
will discuss with the teacher what
objects are in groups of three. (El’s can
point to groups of 3.)
Formative
Pre and Post
Assessment
Materials/Resources/
Technology
Student will be given
a paper with three tshirts that are
different colors. The
student will explain to
the teacher how they
are different in order
to show the meaning.
Math in Focus Workbook
pages 13 and 14.
Student will be given
plastic shapes to sort
by how they are the
same. The students
must be able to tell
the teacher what
attribute is the same
for each group.
(Students can use
sentence frame if
needed and/or refer
to chart if needed.)
Students will be able
to correctly write the
numerals one, two
and three on white
boards without
mistakes or
misconceptions. (EL’s
at level 1 and 2 can
use gestures to show
attributes.)
17
Materials for kinesthetic
writing.
Unifix cubes
Document camera to
model the writing.
http://youtu.be/8ydJr1Is8
xI
Considerations
(modifications and
teaching strategies)
Modifications:
Struggling Students:
Students will be
provided with extra
time and assistance
from the teacher aide.
Students will be able
to provide more than
one correctly written
numeral to better
show understanding.
Pair EL’s with more
proficient English
language users.
EL’s can count in their
native language.
Learning
Targets
Activities
Teacher will have students tell what
groups have same and different
objects. How are they the same? How
are they different? Add to the
attributes chart.
The students will then count one, two,
three in Spanish (Uno, Dos, Tres).
Students will then watch the beginning
of the Spanish numbers you tube video.
Students will count backwards from 3
in English and Spanish.
Students will participate in math
stations
Activities include:
 I can write numerals. (sand,
tracing, yarn, gel in baggie,
ipad, smart boards)
 I can identify attributes that are
the same and not the same.
(Cards with pictures to sort by
single attribute. Some boxes
may sort by color, shapes,
numbers, etc.)
 I can match quantities to the
numeral. (Students will add the
corresponding number of
clothespins to the number on the
card.)
Formative
Pre and Post
Assessment
Students will be given
animals that have already
been placed in various
groups of different
amounts.
Students will be able to tell
the teacher which groups
have three by
demonstrating their
counting skills. The teacher
will checkmark if the child
counted correctly and
found the right group.
Student will write the
numeral three on the
workbook page without
any mistakes or
misconceptions.
18
Materials/Resources/
Technology
Considerations
(modifications
and teaching
strategies)
Advanced Students:
Students will use
materials around the
room to provide
additional groups of
three.
Students will draw
their own groups of
three to provide
visual aids for others
Teaching strategies:
Modeling, whole
group, small group,
I do, We do, You do
Learning
Targets
I can
describe
differences.
I can count
groups of
four.
I can write
the numeral
four.
Activities
Whole Group:
Read aloud the story of Goldilocks
and the Three Bears, and describe
similarities and differences among
the bears.
Students will use the big book to count
the bears and Goldilocks to get a
concept of counting to four.
Students will work on kinesthetic
activities to practice writing the
number four using play doh, sand,
shaving cream, glue in a bag, pudding,
on partner back, dry erase boards, etc.
Formative
Pre and Post
Assessment
Students will be
given three
different cookies
(oreo, chocolate
chip, peanut butter,
etc.) to describe
what the
differences (shape,
color, taste,
texture, size, smell)
are among all three
of them (EL’s
should refer to the
attributes chart for
descriptive word.)
The students will then count one, two,
three and four in Spanish (Uno, Dos,
Tres, cuatro).
Small Group:
Students will match with a line the
same quantities up to four.
Students will use the rhyme for writing
the number four and provide the
written numbers one to four.
19
Materials/Resources/
Technology
Math in Focus Workbook
page 17 for assessment.
Manipulatives.
Kinesthetic materials.
Spanish and English copy
of Goldilocks and Three
Bears.
Big Book
Math in Focus workbook
pages 15 and 16.
Plastic Animals
https://bluprd0210.outlo
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spx?C=GxPJgWaAekCsD
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AIv4qXjO0sdB_e8QP31m67hXVMyiwaO5
Vfto7LvXkazE.
&URL=http%3a%2f%2fw
ww.youtube.co
m%2fwatch%3fv%3dA8c
t96RyhdQ
Considerations
(modifications and
teaching strategies)
Modifications:
Struggling Students:
Students will be able
to find additional
groups of four on the
big book page to
show more
understanding.
Students will be
provided with extra
time and assistance,
especially when
writing and reciting
the rhyme.
Pair EL’s with more
proficient English
language users.
Advanced Students:
Students will be able to
count backward from
the number four.
Students will participate in math
stations
Activities include:
 I can write numerals (popsicle
sticks, wikisticks, pipe cleaners)
 I can show a group of 4 using
objects.
 I can identify attributes that are
the same and not the same.
(Game: Same and not the
same.)
Students will be given
animals that have already
been placed in various groups
of different amounts.
Students will be able to tell
the teacher which groups
have four by demonstrating
their counting skills. The
teacher will checkmark if the
child counted correctly and
found the right group.
Students will be able to
correctly write the numerals
one to four in the workbook
next to the matching value
without mistakes or
misconceptions.
20
Students will be able to
sequence the numbers
in order that they have
written, created sets of,
etc.
Students will use iPad
for independent
assistance.
Teaching Strategies:
Partner work, use of
visual aides
I can count
groups of
five.
Whole Group:
Students will count the groups of the
animals that are the same.
I can write
the numeral
five.
Teacher will read Five Little Ducks by
Ivan Bates. Teacher will have a
discussion about the book with the
students.
Students will act out and then sing Five
Little Ducks.
Students will sing 5 Little Monkeys.
Students will count backwards from 5
in English and Spanish.
Students will then watch the beginning
(up to 5) of the Spanish numbers you
tube video.
The students will then count one, two,
three, four and five in Spanish (Uno,
Dos, Tres, cuatro, cinco).
Students will be given
animals that have already
been placed in various groups
of different amounts.
Students will be able to tell
the teacher which groups
have five by demonstrating
their counting skills. The
teacher will checkmark if the
child counted correctly and
found the right group.
Students will write the
numeral five in the work
book.
21
Math in Focus Big
Book page 5.
Math in Focus
workbook 21
Struggling Students:
Students will be able
to at least count two
different sets and
know that they have
different quantities.
Kinesthetic
materials.
Advanced Students:
Students will be able
to to count backward
from the number four.
Students will be able
to sequence the
numbers in order that
they have written,
created sets of, etc.
Five Little Ducks by
Ivan Bates.
Copy of words for
Five little ducks
song.
Plastic Animals
(grouped).
Students will use iPad
for independent
assistance.
Teaching Strategies: I
do, We do, You do,
kinesthetic, small
group, whole group
Learning
Targets
Activities
Formative
Pre and Post
Assessment
Small Group:
Students will count quantities and
match the ones that are the same using
manipulatives and the workbook page
20.
Materials/Resour
ces/
Technology
t%3dcounting%2bto%
2bt en
http://www.youtube.co
m/watch?v=FG6GXdUO
R_Y
Students will count sets of objects and
pictures to write the number one to five.
http://youtu.be/8ydJr1I
s8xI
Students will learn how to count up to
five using a five frame bed. Teacher will
use story telling as a process for this
game.
http://www.youtube.co
m/watch?v=tkXOKkxc0
BA
Students will participate in math
stations:
Activities include:
 I can write numerals to 5.
 I can identify the next number in
a sequence. (Numeral tracks
game (pg. 45 in Teaching
number in the classroom). One
student will flip a number over
and identify the number. The
partner, without flipping the flap,
will verbally identify the next
number. Students will self check
by flipping the next flap over.)
I can match quantities to numerals up
to five. (Five in the bed game.)
Five Frame Bed
22
Considerations
(modifications and
teaching strategies)
Learning
Targets
I can identify
differences
between two
pictures.
I can make
subtle
differences
with two
objects.
Activities
Whole Group:
Students will use the Big Book pgs
6 and 7 to tell the differences as
volunteers once the teacher has
modeled. (EL’s can use the
attributes chart to tell differences.)
The teacher will have student
volunteers help to make a large
sailboat using poster paper with a
large triangle drawn on it. They will
make another sailboat, but instead
will discuss what subtle differences
can be made for this sailboat.
Small Group:
Working with a partner, each
student makes a tower and then
decide how they are the same or
different to share with others.
Formative
Pre and Post
Assessment
Students will circle the
numerous differences
on the pictures of page
26 and 27 in the
workbook.
Materials/
Resources/
Technology
Math in Focus Big
Book.
Math in Focus
Workbook
https://bluprd0210.o
utlo
Students will be given
ok.com/owa/redir.as
two circles. Students will px?C
draw a face in each one =GxPJgWaAekCsDH
that are different from
uone another
qktjAiKGCPI7N9AIv4
(frown/smile, green
qXj O0sdB_eyes/blue eyes, brown
e8QP31m67hXVMyi
hair/red hair, short
waO5
hair/long hair)
Vfto7LvXkazE.&URL
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p%3a%2f%2fapp.di
scover
yeducation.com%2fs
earc
h%3fNtt%3dcountin
g%2 bto%2bten
number picture
puzzles
Unifix cubes
Poster paper
2 circles for each
student
20
Considerations
(modifications and
teaching strategies)
Modifications:
Struggling Students:
Students will be able to
identify at least one
difference in the workbook.
tudents will be provided
with extra time and other
assistances form classroom
aide.
Advanced Students:
Students will be able to
count backward from the
number six.
Students will be provided
with a variety of sets to
match the numerals they
have written, not in
sequence.
Teaching Strategies: I do,
We do, You do, kinesthetic,
small group, whole group
EL’s can be paired with
more proficient language
users.
Learning
Targets
Activities
Formative
Pre and Post
Assessment
Students will individually
count to the teacher from
one to six with the
teacher recording the
results.
Considerations
(modifications and
teaching strategies)
I count from one Whole Group:
Struggling Students:
to six.
Using the big book, students will
Math in Focus Big Book Students will be able to
choral read a chant about trains and
page 8 and 9. Math in write the matching
I can read the
counting to six after the teacher has
Focus workbook page
numeral to more than one
numerals one to provided modeling.
28 and 29 and 30 and set.
six.
31.
Students will use their fingers to
Teachers will flash cards one Manipulatives.
Students will be
I can count
model and represent the counting
through six in various orders kinesthetic materials.
provided with extra time
groups of six.
to six.
for the students to identify.
and other assistances
form classroom aide.
Students will use the rhymes for
writing the numerals as they write on
white boards to demonstrate their
understanding.
21
Materials/Resour
ces/
Technology
Whole Group:
Students will use the big book to writing.
(rhymes in resources)
Small Group:
Working with a partner, each student
makes a tower and then decides how they
are the same or different to share with
others.
Students will read and write the number 6
using manipulatives and other materials
such as white boards and shaving cream.
Students will self assess with partners to
see if towers can be made of the matching
quantity.
Students will use pages in Math in Focus Big
the workbook of Math in Book 30-31.
Focus to count sets of
objects and write the
number up to six that
matches.
Students will be given flash
cards of the numerals to
six for students to read.
Students will be asked to
write the numerals 0-6.
The teacher will collect
data.
The students will then count one, two,
three, four, five, and six in Spanish (Uno,
Dos, Tres, cuatro, cinco, seis).
Modifications:
Struggling Students:
to count to one to six
without assistance.
EL’s can be paired
with more proficient
language users.
Advanced Students:
Students will be able
to count forward and
backward from the
number 6.
Students will be able
to use the words one
more and one less to
create sets of objects
up to six.
Teaching Strategies: I
do, We do, You do,
kinesthetic, small
group, whole group,
visual aid
Students will participate in math stations.
Activities include:
 I can write numerals to 6. (Writing
numbers on partners back or in
sand.)
I can identify quantities on a picture or
number card up to 6 and verbally answer
“How many?” when my partner asks.
22
Learning
Targets
I can count to
seven.
I can read and
write the
numerals to
seven.
I can count
groups of
seven.
Activities
Students will recite a rhyme after
the teacher has modeled the rhyme
about the number seven.
Students will use hands to show
the meaning of the rhyme that is
in the big book.
Students will say the rhyme for
the number seven when writing it
on the board and on white boards.
Teacher will read Seven Spunky
Monkeys by: Jackie French Koller
and have a discussion about
numbers to 7.
The teacher may also include
character and setting into the
discussion.
Students will watch the you tube
video, number words in Spanish, up
to 7.
Small Group:
Students will use cards that have
a set of objects and/or numerals.
They will play a game of match
the sets and/or numerals.
Formative
Pre and Post
Assessment
Students will
individually count to
the teacher from
one to seven with
the teacher
recording the
results.
Teachers will flash
cards one through
seven in various
orders for the
students to identify.
Students will be given
flash cards of the
numerals to seven for
students to read.
Students will be asked
to write the numerals
0-7.
The teacher will
collect data.
23
Materials/
Resources/
Technology
Math in Focus workbook
page 36 and 37.
Manipulatives. Kinesthetic
materials. Seven Spunky
Monkeys
by: Jackie French Koller
http://youtu.be/8ydJr1Is8xI
Considerations
(modifications and
teaching strategies)
Students will be given
additional time and the
assistance of a
classroom aide.
Students will be able to
provide the written
numeral for at least
more than two sets.
EL’s can be paired with
more proficient
language users.
Teaching Strategies: I
do, We do, You do,
kinesthetic, small
group, whole group,
visual aid
Learning
Targets
Activities
Formative
Pre and Post
Assessment
The workbooks will be used by the
students to circle groups of seven.
They will then count the groups and
write the numbers up to seven.
The students will then count one, two,
three, four, five, six and seven in
Spanish (Uno, Dos, Tres, cuatro,
cinco, sei, siete).
Students will participate in math
stations.
Activities include:
 I can write numerals to 7.
(Making numbers 1-7 with
wikisticks and or play
dough.)
 I can match numerals with the
numbers up to 7. (snap game:
One child in each pair shuffles
cards and puts them face
down. One student turns
over a card and then the
partner turns over a card and
if they match they say
“snap”.)
24
Materials/
Resources/
Technology
Considerations
(modifications and
teaching strategies)
I can count
from one to
eight.
I can read and
write the
numerals one to
eight.
I can count
groups of eight.
Whole Group:
Teacher will model the rhyme about
oranges in the big book. Students will
then whole group read the rhyme.
Several students will point to the
oranges as the rhyme is read in order
to match the numeral that is said.
Using materials of various kinds,
students will use the rhyme for the
number eight and write the number
several times.
Students will make numbers with
small pasta, pom poms or popcorn
kernals.
Teacher will read Eight Animals on the
Town by Susan Middleton Elya.
Teacher will have discussion about
numbers 0-8, character, setting,
problem and solution.
Students will
individually count to
the teacher from
one to eight with
the teacher
recording the
results.
Math in Focus Big Book
page 11.
Manipulatives.
Struggling Students:
Students will be given
additional time and the
assistance of a
classroom aide.
Students will be able
to match the sets of
oranges up to eight
that are the same.
Kinesthetic materials
(poster, popcorn
kernels, pom poms).
Students will be able to
match the sets for at
least two numbers.
Document camera for
modeling activities.
EL’s can be paired with
more proficient
language users.
Students will be given
flash cards of the
numerals to eight for
students to read.
Students will be asked
to write the numerals
0-8. The teacher will
collect data.
Math in Focus workbook
pages 46 and 47.
Eight Animals on the
Town by Susan
Middleton Elya
Modifications:
Advanced Students:
Students will be able to
have the sets of pictures
not in sequence to
provide the written
numeral.
Students will continue
to count forward and
backward to seven.
Students will count backwards from 8
in English and Spanish.
The students will then count one, two,
three, four, five, six, seven and eight in
Spanish (Uno, Dos, Tres, cuatro, cinco,
seis, siete, ocho).
25
Learning
Targets
Activities
Formative
Pre and Post
Assessment
Small Group:
Using the cubes, set them in a circle of
eight. Each student takes a turn to
count the group. The teacher will
manipulate the cubes to be different
colors.
Materials/
Resources/
Technology
Considerations
(modifications and
teaching strategies)
Students will be able to
use the words before
and after when
sequencing the
numbers.
Teaching Strategies: I
do, We do, You do,
kinesthetic, small group,
whole group, visual aid
On the workbook pages 39 and 40,
students will color and draw the
number of oranges to match the
numeral while counting.
Students will participate in math
stations.
Activities include:
 I can write numerals to 8.
(yarn numbers, pipe cleaners,
gel in bag, paint brush with
water).
 I can identify quantities on a
picture or number card up to
8 and verbally answer “How
many?” when my partner
asks.
I can sequence numbers 0-10.
(Number picture puzzles in resources).
26
Learning
Targets
Activities
Formative
Pre and Post
Assessment
Materials/
Resources/
Technology
Considerations
(modifications and
teaching strategies)
I can pair
number
names with
numerals.
Whole Group:
Using the big book, students will point
out the given number by the teacher to
show they understand the name of the
numeral.
Students will be
given index cards
labeled with the
number names.
Students will be
asked to pair them
with the numeral
on note cards.
Math in Focus Big Book
page 12 and 13.
Math in Focus workbook
54, 55, 56, 57.
manipulatives.
kinesthetic materials,
document camera for
modeling activities.
Modifications:
Students will be
asked to give a
variety of objects
including, “zero.”
Teacher will collect
data of who
understood that
zero meant
handing over
nothing.
http://youtu.be/8ydJr1Is8x
I Number picture puzzles
9 little monkeys video
http://www.youtube.com/w
at
ch?v=4L6e0mwbGXw&sns
=e m
I can show
the meaning
of zero.
I can use
the numbers
zero to nine
to tell the
number of
objects in a
set.
Students will line up in a row. Teacher
says, “We have zero students in a row.”
The teacher will add one student. “We
have one student in a row.”. etc..
Then the teacher can take away until
there are zero students again.
The teacher will ask students to “show
me three.”, “Show me seven.”, ect.
(modeling for the assessment.
Introduce the rhyme for writing the
numerals zero and nine. Review the
other rhymes of the numbers when
writing the others on white boards and
other materials.
Students will watch the youtube video.
Students will be
shown a numeral
and will draw a set
of objects to match
from zero to nine.
27
Struggling Students:
Students will be given
additional time and
the assistance of a
classroom aide.
Students will be able
to match the sets for
at least two numbers.
Advanced Students:
Students will be able
to provide additional
information when
matching the
numerals to the name
by telling what
numbers are greater
or less.
Learning
Targets
I can read and
write the
numerals one
to nine.
Activities
Formative
Pre and Post
Assessment
Students will be given flash
cards of the numerals to
nine for students to read.
Small Group:
Students will build towers to compare
the size to know what has more or less.
Students will count the cubes in the
tower and know the numeral.
Students will be asked to
* Students can write the numeral to
write the numerals 0-9. The
match.
teacher will collect data.
* The students will then count one, two,
three, four, five, six, seven, eight and
nine in Spanish (Uno, Dos, Tres, cuatro,
cinco, seis, siete, ocho, nuebe).
*Students will act out 9 little monkeys.
* Students will participate in math
stations.
Activities include:
 I can sequence numbers 0-9.
(Students will stamp numbers
0-9.)
 I can match quantities to
numerals.
Game: Students will place
the correct quantities of farm
animals (or pasta, or frogs, etc) to
the correct numbered hole in a
muffin pan. Student will then
answer how many when asked by
their partner.
28
Materials/
Resources/
Technology
Considerations
(modifications and
teaching strategies)
Teaching Strategies: I
do, We do, You do,
kinesthetic, small group,
whole group
Learning
Targets
I can write
numerals 110.
Activities
Whole Group
Students will receive a number on a
card. Students will place themselves
in order (frontward and backwards).
Other students will check to see if
they have done it correctly.
Formative
Pre and Post
Assessment
Students will be
asked to write the
numerals 1-10. The
teacher will collect
data.
Students will sit in a circle and play I
have, who has with number 0-12.
As the teacher helps them play the
student with 12 sits. The game
continues until everyone has sat.
Materials/
Resources/
Technology
Manipulatives.
Considerations
(modifications and
teaching strategies)
Modifications:
Kinesthetic
materials.
Struggling Students:
Students will be given
additional time and the
assistance of a
classroom aide.
Document camera
for modeling
activities.
Ten Black Dots by
Donald Crews.
Teacher will read Ten Black Dots by
Donald Crews. Students will make
their own page with 10 black dots.
Students and teacher will recite One
two buckle my shoe. Students and
teacher will think of words that
rhyme with words in poem.
29
Students will be able to
match the sets
for at least two
numbers.
Learning
Targets
I can match
quantities 110.
I can
sequence
numerals 110.
Activities
*Students will watch Ten Little
Numbers poem/video on youtube.
*Students will then watch you tube
video, numbers in spanish.
*The students will then count one,
two, three, four, five, six, seven,
eight, nine and ten in Spanish (Uno,
Dos, Tres, cuatro, cinco, seis, siete,
ocho, nuebe, diez).
*Students will act out 10 in the bed
(youtube video).
*Teacher will read Numbers on the
Move. Students will dance to the
story.
*Students will count backwards from
10 in English and Spanish.
Formative
Pre and Post
Assessment
Materials/
Resources/
Technology
Students will be shown
a numeral and will draw 10 Little Numbers
a set of objects to match
from one to ten.
http://www.youtube.com/
watch?v=dk9Yt1PqQiw
Students will be given
index cards with
One, two buckle my shoe rhyme
numbers 1-10.
Students will be asked
to sequence them in
order. The teacher will
walk around and collect
data.
http://www.youtube.com/watch
?v=8-_1T7v8gsY
Numbers on the Move by
Theresa Benzwie
Laminated number cards
Students will participate in math
stations.
Activities will include:
 I can write numerals to 10.
(Writing numbers in sand,
make with clay, wikisticks).
 I can match numbers
to quantities from 0-10.
I can sequence numbers to 10.
(Sequence numbers on a clothes line
with clothes pins and number cards.)
Considerations
(modifications
and teaching
strategies)
Advanced Students:
Students will be able
to have the sets of
pictures not in
sequence to provide
the written numeral.
Students will
continue to count
Students will
continue to count
forward and
backward to seven.
Students will be able
to use the words
before and after
when sequencing the
numbers.
Teaching Strategies:
I do, We do, You do,
kinesthetic, small
group, whole group
30
Learning
Targets
I can match
sets of
objects with
other sets of
the same
quantity.
Activities
Whole Group:
Using the document camera, the
teacher adds more to a group of
objects, and states if there is more or
less. They continue this with several
examples, with students eventually
volunteering responses.
Students will then take turns going to
the board to add more or take some
away for their peers to identify if
t h e r e a r e more or less than what
was on the document camera before.
Students will state their conclusions.
“There are more____. There are less
____. There are fewer ____.”
Formative
Pre and Post
Assessment
Students will come to the
teacher table where there are
a variety of objects set out.
Students will create their own
sets of objects to match what
is already placed out. Teacher
will record data.
Students will come to the document
camera where a variety of objects are
set out. Students will create their own
sets of objects to match what is already
placed out. Students will say, “There
are _____ horses in your set and I put
______ horses in my set.”
Several students will have an
opportunity to complete this activity.
31
Materials/
Resources/
Technology
Manipulatives.
Kinesthetic
materials.
Document
camera for
modeling
activities.
Math in Focus Big
book pages 14 and
15.
Considerations
(modifications and
teaching strategies)
Modifications:
Struggling Students:
Students will be given
additional time and
the assistance of a
classroom aide.
Students will be able
to match the sets for
at least two examples.
Learning
Targets
Activities
I can explain
Small Group:
one more, one Students will gather school supplies
less, and
from various tables. They work in a
the same
group to tell which child has one
number with
more, one less, or equal sets of
given sets.
supplies.
Students will then line up in a row of
5. The teacher will give every student
a crayon. The teacher will ask, “Is
there enough? How many more or less
do I need?” (The teacher will do this
again only giving some students a
crayon and asking the same
questions.)
Formative
Pre and Post
Assessment
Students will be shown
a set of counters (010). The students will
then be asked to show
and explain a group of
one more, one less and
the same.
Materials/
Resources/
Technology
Considerations
(modifications and
teaching strategies)
Advanced Students:
Students will be given
additional sets of objects to
match with the numeral.
Teaching Strategies: I do,
We do, You do, kinesthetic,
small group, whole group
Using counters, partners create a set.
Then the teacher tells the students to
use one more, one less, the same, etc.
Students match what the teacher says
and checks with the teacher showing
the correct set on the document
camera.
Students will participate in math
stations.
Activities include:
 I can decide if one group of
objects is greater than
another group of objects.
31
Learning
Targets
Activities


Formative
Pre and Post
Assessment
**Card game War (lower boxes
1-5, middle 1-10 higher 1-20.).
I can tell if one group of objects
in less than, more than or the
same as another group of
objects. **Game: More, Less
and Same (students label 3
smaller sheets with dots after
seeing the larger sheet.)
I can tell if a numeral is more
than, less than or equal to
another group of numerals.
**Princess game: Students
work in pairs to decide if their
dominos are more or less than
the princess’ domino. (You
could also use cards with
numerals, ten frames, dot
patterns, tally marks, finger
patterns).
32
Materials/
Resources/
Technology
Considerations
(modifications and
teaching strategies)
Learning
Targets
I can show
sets of
objects one
to one with
other sets of
the same
quantity.
Activities
Whole Group:
Line up students in a row. Have the
same number of hats as students.
Demonstrate matching sets of
students and hats.
With the big book, students will
answer questions about the mice to
know if there is the same quantity to
have enough for the mice. (enough
hats, enough clocks, etc.).
Formative
Pre and Post
Assessment
Student will be given a
set of pencils and a set of
erasers that are not
equal, and be asked to
show how to know how
many more are needed
so that every set
matches.
Materials/
Resources/
Technology
Math in focus big book
pages 16 and 17.
Manipulatives
Kinesthetic materials
Document camera for
modeling activities
Bottles
Straws
Cups
Spoons
Considerations
(modifications and
teaching strategies)
Modifications:
Struggling students:
Students will be given
additional time and the
assistance of a classroom
aide.
Students will be able to
match the sets for at
least two examples.
Advanced Students:
Students will be given
additional sets of
objects to match with
the numeral.
Students will complete an art project.
(art project for kids).
Small Group:
Students are given a set of cards
to play a memory match of objects
that go together due to their
relationship.
Teaching Strategies: I
do, We do, You do,
kinesthetic, small group,
whole group
Students find what is missing a set.
Like every bottle needs a straw,
and they can put the objects to
show one to one correspondence.
Students will tell the things that
are missing a matching object.
They then count and tell how
many objects are missing to make
pairs.
33
34
Learning
Targets
Activities
Formative
Pre and Post
Assessment
Students will participate in math
stations.
Activities include:
 I can compare sets of objects.
(Farm animal game: One
partner has a set of Farm
animals and the other partner
matches the quantity on their
farm. 2 farms, same set of
animals on each farm.)
 I can match the quantity to the
numeral. (Game: Domino
parking lot. Students pull out a
domino and put it in the
correct parking spot by the
matching numeral.)
35
Materials/
Resources/
Technology
Considerations
(modifications and
teaching strategies)
**Homework/take home project**
The students will be given a sheet with 10 rectangles and one number (1-10) in each box. The students will look through
environmental print at home, find 2 examples of each number and glue that number in the correct box. When students
bring it back to class the teacher will ask the student to tell where they found the number and what it is used for (speed
limit sign, price tag, etc.). The class will have a discussion about different sources and different uses of numbers.
Print resources could include cereal boxes, labels, junk mail, magazine, newspaper, etc.
*Teacher will let students take a pair of scissors and a bottom of glue home over a weekend to complete the
homework/take home project.*
Resources
Number Poems
0
Make a big
loop just like
so. That's
the way to
make zero.
1
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A straight line down
and then you’re done,
That’s the way to
make a one.
2
Around and back
on a railroad
track
Two, Two, Two
3
Around the tree,
around the tree,
That’s the way to make a three!
4
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Down and over and
down once more,
That’s the way to
make a four!
5
Down and around,
make him fat,
Number five wears a
hat!
6
Curve around and
make a loop, Six
looks like a hula
hoop.
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7
Across the sky and
down from heaven,
That’s the way to
make a seven!
8
Make an S but do
not wait, Climb
back up and make
an eight!
9
A circle and a line
Makes a super number nine!
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10
A one and a zero
side by side,
Number ten can
not hide.
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Five Little Ducks
Five little ducks went out to play,
Over the hill and far away.
Mommy duck called with a quack quack quack,
Four little ducks came running back.
Four little ducks went out to play,
Over the hill and far away.
Mommy duck called with a quack quack quack,
Three little ducks came running back.
Three little ducks went out to play,
Over the hill and far away.
Mommy duck called with a quack quack quack,
Two little ducks came running back.
Two little ducks went out to play,
Over the hill and far away.
Mommy duck called with a quack quack quack,
One little duck came running back.
One little duck went out to play,
Over the hill and far away.
Mommy duck called with a quack quack quack,
No little ducks came running back.
No little ducks went out to play,
Over the hill and far away.
Momma duck called with a quack, quack, quack and
Five little ducks came running back.
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I can count groups of 4.
Match.
I
? ·
·/
-
(lo
lesson '+
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Princess game board (used in math boxes)
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Big Book pages 14 and 15
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Big Book pages 12 and 13
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I
c
a
n
c
43
o
u
n
t
f
r
o
m
1
8
.
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I can identify difference between two pictures.
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I can tell what it the same and what is different.
I can count groups of five.
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Math Stations
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I can describe differences.
I can count groups of 4.
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I can describe differences.
I can count groups of 4.
51
I can count groups of 5.
52
I can count 1 to 6.
53
I can pair number names with numerals.
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I can pair number names with numerals.
55
I can use the numbers 0-9 to tell the number of objects in a set.
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I can match quantities.
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I can identify differences between two pictures.
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I can count one to six.
59
I can count one to eight.
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I can show how to pair up sets of objects one-to-one with other sets of the same quantity.
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5 bed frame
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Ten Frame: Write numbers to 10
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Teacher checklist
Student
Count
by
ones
Count
starting
0
1
2
3
4
5
6
7
8
9
10
#
i.d
#
i.d
#
i.d
#
i.d
#
i.d
#
i.d
#
i.d
#
i.d
#
i.d
#
i.d
#
i.d
with 4
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Math Stations
Math stations are created with differentiation in mind. Using assessments, students are divided among 10 math stations by their level of ability
on the assessments. In the beginning all of the boxes have the same manipulatives to learn manipulative use and procedures. Eventually
differentiation will occur and all the boxes will be different.
Reminders:




Make sure you number boxes and color code.
Picture, PowerPoint and chart attached.
See Debbie Diller’s book Math Work Stations: Independent Learning You Can Count On.
Have math talks with the kids and roll play how the kids will be working and interaction while completing math stations. Almost like a
script.
 Boxes are done in groups of 2 or 3. The other students check the student who is completing the task’s work.
 Teach all games to students before placing in math stations.
Example of set up:
Box
Level
Activity
1
Struggling
Students will roll a dice with
only 1 and 2 on it. Students
will show one or two
counters.
2
Meeting standards
Students will roll 1 dice and
be able to count up to 6.
Students will then show 1-6
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counters.
3
Meeting standards
Students will roll 1 dice and
be able to count up to 6.
Students will then show 1-6
counters.
4
Meeting standards
Students will roll 1 dice and
be able to count up to 6.
Students will then show 1-6
counters.
5
Exceeding standards
Students will roll 2 dice and
be able to count up to 12.
Student will then show 1-12
counters.
6
Exceeding standards
Students will roll 2 dice and
be able to count up to 12.
Student will then show 1-12
counters.
7
Exceeding standards
Students will roll 2 dice and
be able to count up to 12.
Student will then show 1-12
counters.
8
Exceeding standards
Students will roll 2 dice and
be able to count up to 12.
Student will then show 1-12
counters.
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9
Exceeding standards
Students will roll 2 dice and
be able to count up to 12.
Student will then show 1-12
counters.
10
Exceeding standards
Students will roll 2 dice and
be able to count up to 12.
Student will then show 1-12
counters.
*You may want to include a number line, a mat or other additional resources.*
*Instructions for The Princess Peach Game:
1. A group of students (2-4) will assemble the game board and a container of dominos.
2. One student will draw out a domino for the princess and place it on the picture of her.
3. The other students will take turns drawing out a domino and determine whether their domino is more, same, or less than the Princess.
4. Students will place their domino in the correct section of the game board.
5. Continue until all students have drawn for the princess.
*Instructions for Domnio Parking Lot:
The teacher will strategically place appropriate dominos in each game based on the students knowledge. The math box for struggling
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students will only include dominos with one blank side and dots on the other side (0-12). Students who are beginning to master the
concept will have a variety of dominos. Advanced students will have dominos with dots on both ends where they will have to combine
the two sides for a total number of dots.
1. The students will work in small groups using a domino parking lot and a container of appropriate dominos.
2. Students will take turns drawing a domino and then correctly placing it on the parking lot under the appropriate numeral.
3. The game ends when all dominos have been placed.
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Internet sites
http://youtu.be/8ydJr1Is8xI
number song in Spanish
http://youtu.be/dk9Yt1PqQiw ten little numbers
http://www.artprojectsforkids.org/2012/06/jasper-johns-master-american-artist-was.html
Additional Resources:
Number Talks: Helping Children Build Mental Math and Computation Strategies.
By: Sherry Parrish
Elementary and Middle School Mathematics: Teaching Developmentally.
By: John A Van De Walle and Karen S. Karp and Jennifer M Bay-Williams
Teaching Number in the Classroom By: Robert J. Wright
Garry Stanger, Ann K Stafford, and James Martland
Math in Focus Big Book
Math in Focus Student Workbook A Part 1
NCTM illuminations
www.Illuminationsnctm.org
Kidspiration
www.kidspiration.com
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art
lessons
Books that teach numbers to 10
Ten Black Dots by Donald Crews
How do Dinosuars Count to Ten by: Jane Yolen
One Gorilla by: Anthony Browne
Ten Apples Up on Top by: Dr.Seuss
Ten Little Monkeys by: Tina Freeman
Ten Naughty Little Monkeys by: Suzanne Williams
Ten Little LadyBugs by: Melanie Gerth
The Cherrios counting Book by: Barbara Barbieri McGrath
Count to Ten with a Mouse by: by: Margaret Wise Brown
Five Little Ducks by Ivan Bates
Ten Seeds by: Ruth Brown
Seven Spunky Monkeys by: Jackie French Koller
20 Hungry Piggies by: Turdy Harris
I Know Two Who Said Moo by Judith Barrett
Doggies by: Sandra Boynton
Eight Animals on the Town by Susan Middleton Ely
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