The purpose of this task is to help students understand the connection between counting and cardinality. Thus, oral counting and recording the number in digit form are the most important aspects of this activity. However, teachers can extend this by making a bar graph about how many students are wearing the color each day.

This task gives students another way to practice counting and gain fluency with connecting a written number with the act of counting. This task should be introduced by the teacher and would then be a good independent center.

The most engaging way to practice counting with students is to have them count meaningful things in their lives. Since five-year-olds are very focused on themselves this is easily done by allowing them to count themselves, their friends and objects within the classroom that relate to their daily lives.

This task aims to give students practice counting and recording the given number on quantities up to 20.

Kindergartners measure each other's height using large building blocks, then visit a 2nd and a 4th grade class to measure those students. They can also measure adults in the school community. Results are displayed in age-appropriate bar graphs (paper cut-outs of miniature building blocks glued on paper to form a bar graph) comparing the different age groups. The activities that comprise this lesson help students develop the concepts and vocabulary to describe, in a non-ambiguous way, how height changes as children get older. The introduction to graphing provides an important foundation for both creating and interpreting graphs in future years.

Module 1 of the Kindergarten curriculum in A Story of Units.  In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations.  Reasoning and dialogue begin immediately.  In Topics C, D, E, and F, students order, count, and write up to ten objects to answer “how many?” questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count.  In Topics G and H, students use their understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less.

 This Remote Learning Plan was created by Brandee Drahota in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for preschool students. This counting lesson uses the story The Very Hungry Caterpillar by Eric Carle, as an introduction to practice counting skills and one to one correspondence. The expected lesson length is 30 minutes and includes online and offline options. 

This counting activity is done in pairs and helps reinforce the concepts of greater than, less than, and equal to.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

Módulo 1 del plan de estudios de jardín de infantes en una historia de unidades. En los temas A y B, las actividades de clasificación permiten a los estudiantes analizar y observar su mundo y articular sus observaciones. El razonamiento y el diálogo comienzan de inmediato. En los temas C, D, E y F, los estudiantes ordenan, cuentan y escriben hasta diez objetos para responder cuántas preguntas de lineal, a matriz, circular y finalmente a configuraciones dispersas en las que deben idear una ruta a través de los objetos como cuentan. En los temas G y H, los estudiantes usan su comprensión de las relaciones entre los números y saben que cada nombre de número sucesivo se refiere a una cantidad que es una mayor y que el número anterior es uno menos.

English Description:
Module 1 of the Kindergarten curriculum in A Story of Units.  In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations.  Reasoning and dialogue begin immediately.  In Topics C, D, E, and F, students order, count, and write up to ten objects to answer “how many?” questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count.  In Topics G and H, students use their understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less.

Number Play from PhET is a sim for some of our earliest learners and includes multilingual support. This sim can be used to teach topics such as counting, cardinality, grouping, and subitizing. Students will enjoy interacting with fun objects and challenging themselves with the counting and subitizing games.

Kindergarten students often struggle to remember the names of teen numbers and to count objects in a group where the total number is between 10 and 20. These are practice activities to supplement a mathematics curriculum, and not intended as the sole lesson for counting 11-20. They can be used at center time activities, for an intervention, played in partners, or sent home for extra practice. There are four activities that increase in skill level required. There are pages attached to use as paper spinners and paper domino cards (if actual ones not available) as well as number cards and ten frame activity sheets.