Counting Lesson Plan for Kindergarten

written by: Teresa Ammons, Spring 2001
graphics, editing, & formatting by: Dr. Beth McCulloch Vinson

Subject: Counting by Ones

Grade level: Kindergarten

Duration of lesson: One week

Behavioral Objective: Following teacher modeled lessons, the students in Mrs. Ammons’ kindergarten will be able to count the numbers one through ten out loud and show the numbers one through ten using manipulatives with 100% accuracy.

Instruction/Method:

A. Anticipatory set

1. Explain to the students that this week they will learn to count one through ten in proper order, identify the numbers one through ten, show the numbers one through ten using familiar objects (manipulatives) and write the numerals one through ten in proper order.

2. Review one-to-one correspondence: Each student will take turns rolling one die. They will then select the number of Unifix cubes to correspond to the number they rolled. Finally the students will write the numeral representing the number of cubes on their dry erase boards.

B. Statement of Objective:

“When we finish today, you will be have learned something very important. You will be able to count from one through ten.”

C. Instructional Input:

1. Review one-to-one correspondence

2. Read the book The M&M’s Counting Book by Barbara Barbieri McGrath (beginning of book through ten only)

As the book is being read to the students, place M & M shaped cutouts on the blackboard, which display the corresponding numeral.

3. Explain to the students that they will each be given a bag that has 10 M&Ms in it. Explain they are not to eat any until snack time!

4. Show the M&M cutouts they will be given and how each has different numbers on it.

D. Modeling:

1. Reread The M&M’s Counting Book (beginning of book through ten only). Using the overhead viewer, place real M&Ms in a row so the children can see as progressing through the book.

2. Demonstrate the relationship between the numbered M&M cutouts and real candies.

3. Discuss how two M&M’s is more than one M&M, etc., prompting understanding of proper order for numbers one through ten

E. Checking for Understanding

1. After the discussion, ask the students which number comes after 1…,2…,3…etc.

2. Ask “Would you rather have 2 M&M’s or 8 M&Ms for snack.”

F. Guided Practice

1. Divide students into groups of two.

2. Pass out M&M shaped cutouts and M&M candies

3. Reading The M&M’s Counting Book (beginning of book through ten only) a third time, have the students sort their M&M candies as the directions in the book are read.

4. Show an M&M shaped cutout with a numeral on it. Have the students count out the correct number of M&M candies.

5. Call out a number. Students will hold up the M&M shaped cutout that has that numeral on it and use their M&M candy to show that number.

G. Independent Practice

1. Each group will play a game. One of the partners will select an M&M shaped cutout with a numeral on it. The other partner will count out the correct number of M&M candies. Take turns in each role.

2. Each group will place their M&M shaped cutouts in order one through 10.

1. Strategies to use with exceptional children:

a. For enrichment, use entire book during activity rather than stopping at “10”.

b. For remediation, allow students to tell if one set of M&M’s is more or less than another set instead of having to know actual number.

2. Activities which value cultural diversity

a. Children who speak English as a second language will identify numerals in primary language, increasing cultural knowledge of entire class body.

b. Children from different cultures can choose to bring in candy they are more familiar with for this activity

3. Activities which foster active inquiry, critical thinking and problem solving:

a. Have children hypothesize what numbers come next, after 10.

b. Have students compare sets with more or less M&Ms.

c. Encourage deductive reasoning and problem solving by asking the students (who currently have ten M&Ms) how many more (or how many fewer) they would need in order to have a certain number. Ex. You have 10 and want 15; how many more do you need?

H. Closure and Summary:

1. End the lesson with an oral review of counting one through ten.

2. Verbally give the students a number, allow one of the students to bring his or her M&M shaped cutout and stick it to the black board. Have the students place the cutouts in the proper numeric order. Continue this until every child in the classroom has participated at least five times, ensuring learning took place.

3. Ask the children to go home and find ten small objects (pennies, cheerios, etc.). Glue these objects in a row onto a piece of construction paper and write the correct numeral under each object. Bring the paper back to school for display in the classroom.

Assessment techniques:

The students in Mrs. Ammons’ kindergarten class will perform correct ordering of numerals 1-10. Students will also exhibit an understanding of the meaning of the numerals in relation to familiar objects. Both of these will be completed with an accuracy rate of 100% at end of this unit.

Assessment will be completed by teacher observation of student activities throughout the week. By assessing orally, in writing, and using manipulatives it is ensured the students will learn this information.

Materials:

· Unifix cubes

· student dry erase boards and markers

· McGrath, Barbara Barbieri (1994). The M&M’s Counting Book. Scholastic, Inc.

· M & M shaped cutouts

· A sandwich bag for each student in the class containing 10 M&M candies

· 10 M&M candies for teacher use on the overhead viewer

Also, see the Counting PowerPoint Slides Shows at:

http://www.athens.edu/pt3/vinson/counting.ppt

http://www.athens.edu/pt3/vinson/triangles.ppt