Subject:  Math 
Pacing Guide:  Week 15

Counting Objects and Writing to 10 Routine

ADD the Counting Objects and Writing to 10 Routine to your Base Math Routine, as noted on the Pacing Guide.  After completing this routine, explain the day’s math centers. 

TK Standards

  • M-CC2.  Write numbers from 0 to 10
  • M-CC3.  Represent a number of objects with a written numeral 0-10
  • M-CC4.  Understand the relationship between numbers and quantities
  • M-CC4a.  When counting objects, say the number names in the standard order, pairing each object with one number name and each number name with one and only one object.
  • M-CC4b.  Understand that the last number name said tells the number of objects counted.  The number is the same regardless of their arrangement or the order in which they were counted.
  • M-CC4c.  Understand that each successive number name refers to a quantity that is one larger
  • M-CC5.  Count up to 10 objects arranged in different configurations
  • M-CC6.  Given a number from 0-10, count out that many objects

Resources

  • Numeral cards 0-10
  • Numeral song (i.e., “The Numeral Song” by Dr. Jean, “Jumpin’ Numbers and Shakin’ Shapes” by Heidisongs)
  • Ten frames [Download “Ten Frames": www.heidisongs.com/free-downloads]
  • Number routine signs [Download “Number Sense Poster Freebie:” www.teacherspayteachers.com/Store/Nicole-Baranov]
  • Number booklet for students [Same resource as above; reduce the size for smaller booklets.]
  • Number line
  • Option:  Visual prompts (photos, drawings, or icons) for numbers 0-10 to show relationship between each number and its quantity

Methodology

Teach each of the following steps when introducing a numeral card.
  1. Name the numeral.
  2. “Write” the numeral in the air.  Use your pointer finger.  (Emphasize starting your stroke at the top.  Name each kind of line you make:  vertical, horizontal, slant curve.)
  3. Sing the numeral’s song while writing in the air.
  4. Sing the numeral’s song while writing on your number sign.
  5. Students complete their number page while singing its song.
  6. Show your fingers to model the number’s quantity.  Say, “(Number) means this many fingers.  Ask, “How many does (number) mean?”
  7. Students hold up their fingers.
  8. Show a ten frame with the corresponding number of dots.  Say, “(Number) means this many dots.”  
  9. Draw a dot on your ten frame sign.
  10. Students complete their ten frame page.
  11. Model thinking aloud:  “What can I draw to show how many?”  
  12. Draw a picture on your picture sign.
  13. Students complete their picture page.
  14. Point to the number on the number line.  Say, “This is where (number) is on the number line.
  15. Plot a dot on your number line sign.
  16. Students plot a dot on their number line page.

Assessment

  • Complete this assessment sheet to record each student's mastery of skills, addressed in the TK standards for the Counting Objects and Writing to 10 Routine.
tk_assessment_math_focus_wall_part_3.pdf
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