Grade: K Lesson Title:Counting and Writing up to 20 – Spiders Theme (focus on 11-20)
Unit 3: Counting within 20 (Lesson 4 of 4)Time Frame: 5 days
Essential Question:
- How can we represent the total for a collection of objects?
- How and why do we count objects?
- How can you use 0-10 to predict other counting sequences?
Targeted Content Standard(s): / Student Friendly Learning Targets
Know number names and the count sequence.
K.CC.2 Count forward from a given number within the known sequence (instead of having to begin at 1).
K.CC.3 Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with a 0 representing a count of no objects).
Count to tell the number of objects.
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. / I can…
- Count numbers up to 20 starting from any given number.
- Count objects and know the last number said is the total number of objects I counted.
- Represent a numeral with a number of objects.
- Use my understanding of ten as a group to build and sequence numbers eleven-twenty.
Targeted Mathematical Practice(s):
1 Make sense of problems and persevere in solving them
2Reason abstractly and quantitatively
3Construct viable arguments and critique the reasoning of others
4Model with mathematics
5Use appropriate tools strategically
6Attend to precision
7 Look for and make use of structure
8 Look for an express regularity in repeated reasoning
Supporting Content Standard(s):(optional)
Explanation of Rigor:(Fill in those that are appropriate.)
Conceptual:
Students will be able to complete number sequence beginning from any given number zero-twenty. / Procedural:
Students can count objects using different configurations supporting student counting from any given number other than just starting at one.
Students can match and write numbers to represent five frame, ten frame, and twenty frame organizers to identify amounts. / Application:
Students represent quantity as story is told; students use cardinality to show numbers through use of proper sequence and cardinality.
Students may begin recognizing a number by its structure of five for numbers within twenty.
Vocabulary:
Number Names / Number / Numerals / Count / Quantity
Purpose of Lesson:
Students will extend their knowledge of numbers 0-10 to include numbers up to 20 by counting and representing quantity. Students will count zero-twentyobjects and count on from any number within twenty. They will begin writing numerals 0-20 representing quantity of objects with a numeral.
Evidence of Learning (Assessment):
Pre-Assessment:
Formative Assessment(s): Tracing and Writing Numbers Observation Checklist, Ten Frame Match-Up Observation Checklist, Count and Write - Apples
Summative Assessment:
Self-Assessment:
Lesson Segments:
- Cut and glue – 1-20 in order
- Fill in the blanks – missing numbers in the sequence.
- Count the spiders in aline, array, circle (Counting bag – students count and write the number) Let students who can do scattered count the objects in the bag. (extension)- and write the number
- Count the spiders on the circle and write the number
- Spider Slap (Roll a die, slap the numbered spider (1-6) that matches the dot pattern on the die for Subitizing practice.)
Lesson Procedures:
Segment 1 - Cut and Glue 1-20
Approximate Time Frame:
1 day / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
One-twenty cut and glue spiders
Focus:
Students will sequence numbers 1-20 in order. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP6 Attend to precision. Students attend to the precise language and order of the count sequence.
MP7 Look for and make use of structure. Students will apply understanding of numbers zero-ten to count and quantify numbers zero-twenty. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s):
Students may not recognize all the numbers.
Students may not know the number sequence. / Independent Practice (Homework):
Steps: / Teacher Notes/Reflections:
Segment 2- Fill in the blanks (missing numbers in the sequence)
Approximate Time Frame:
1 day / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
What’s Missing (spiders)
Focus:
Students will fill in missing numbers in a sequence. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP2 Reason abstractly and quantitatively. Students will use their understanding of position and quantity to count from any given number. They reason about the value of the numbers as they count quantities of objects and pictures or count out objects.
MP6 Attend to precision. Students attend to the precise language and order of the count sequence. They make sure they use the appropriate name for the quantity. / Differentiation for Remediation:
If students are having a difficult time, then provide a number line for them to work with.
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s):
Students may not be able to count on from the given number to fill in missing number.
Students may not know the number sequence. / Independent Practice (Homework):
Steps: / Teacher Notes/Reflections:
Segment 3 -Count the spiders (counting bags) and write the number
Approximate Time Frame:
1 day (centers) / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
One-twenty Count & Write
Counting Mats-Lines
Where’s the Spider
Focus:
Students will count up to 20 objects in any organized arrangement and write the numeral.
Students will count up to 10 objects in a scattered arrangement. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP3 Construct viable arguments and critique the reasoning of others. Students construct arguments when they explain why they believe a quantity should be labeled with a particular number or numeral. They critique others’ reasoning when they explain why they agree or disagree with totals or representations.
MP6 Model with mathematics. Students will count within 10 and use manipulatives, pictures, symbols, language, and real-world situations to create models for each number.
MP7 Look for and make use of structure. Students will apply understanding of numbers zero-ten to count and quantify numbers zero-twenty. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s):
Students may not be able to count sets as high as twenty.
Students may not be able to write numbers one-twenty. / Independent Practice (Homework):
Steps: / Teacher Notes/Reflections:
Segment 4- Count the Spiders on the Circle and Write the Number
Approximate Time Frame:
1 day / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
1-20 Big Web
Spider Circle
Focus:
Students will count out quantities in a circular pattern and write the number. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP2 Reason abstractly and quantitatively. Students will use their understanding of position and quantity to count from any given number. They reason about the value of the numbers as they count quantities of objects and pictures or count out objects. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s):
Students may not be able to keep track of where they start their counting. / Independent Practice (Homework):
Steps: / Teacher Notes/Reflections:
Segment 5 -Spider Slap
Approximate Time Frame:
1 day / Lesson Format:
Whole Group
Small Group
Independent
Modeled
Guided
Collaborative
Assessment / Resources:
Spider Slap 1 game card per 2 students
1 dot die per 2 students
Focus:
Students will match dot pattern on die with numbered spider. / Modalities Represented:
Concrete/Manipulative
Picture/Graph
Table/Chart
Symbolic
Oral/Written Language
Real-Life Situation
Math Practice Look For(s):
MP4 Model with mathematics. Students will count within 10 and use manipulatives, pictures, symbols, language, and real-world situations to create models for each number. / Differentiation for Remediation:
Differentiation for English Language Learners:
Differentiation for Enrichment:
Potential Pitfall(s):
Students may not see the dots as a whole and need to 1-to-1 count. / Independent Practice (Homework):
Steps:
- Students will play “Spider Slap” with a partner.
- Students will take turns rolling the die, the student that slaps the matching spider of the die wins the round.