NCDPI – AIG Instructional Resource: Background Information

Resource Title: Our Kindergarten Counting Books
Subject Area/Grade Level (s): Math/Kindergarten / Time Frame: 3-4 30 minute sessions
Common Core Standard Addressed:
Counting and Cardinality
Know numbers and count sequence
K.CC.3 Write numbers from 0-20. Represent a number of objects with a written numeral 0-20. (0 representing a count of no objects.)
Mathematical Practices
2. Reason abstractly and quantitatively.
The students will do this by taking a number and drawing, stamping, using stickers, to show that many objects.
Additional Standards Addressed:
Count to tell the number of objects.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
Brief Description of Lesson/Task/Activity: After you have pre-assessed your students on one-to-one matching and number formation and they have mastered the concept, this lesson will provide an opportunity for students to create a counting book that reflects their understanding of counting using the numbers 1-30. It will involve working in small groups and will involve planning in a group for an end product. Students’ work will be assessed using a rubric.
Type of Differentiation for AIGs (include all that apply): x Enrichment x Extension x Acceleration
Adaptations for AIGs: x Content Process x Product
Explanation of How Resource is Appropriate for AIGs: This lesson is appropriate for AIG learners because it provides an opportunity for purposeful learning to occur outside of the regular lesson. The children will be working in groups of 3 to create a book that will be used in the classroom. The teacher will model and set up the structure of the book, but the students will create it. They will use both a rubric and a checklist to help guide their learning. The children will check in with the teacher or assistant daily. Their final copy will be shared with the whole class. After the books are shared, an opportunity for other students to make a class book could be presented using the numbers 1-20.
Needed Resources/Materials:
·  Paper with a template with a small square in the corner and space to write the number. (make 30 copies for each group)
·  1 folder for each group. Label one pocket of the folder- PAGES TO COMPLETE and the other side PAGES FINISHED.
·  Stamps, stickers or stencils to help with drawing the number of objects to match the number assigned to that page.
·  A rubric and a checklist. See attached.
Sources: NA
TEACHER NOTES: Attached you will find a checklist for this project and a rubric. Please remember that your modeling of how a page should look in combination with constant formative assessment will determine the success of this project. Don't be afraid to have students redo a page or start again. They need to understand that this product is important to the learning of others and their time and attention given to the task will show in their final product.

NCDPI AIG Curriculum Resource Outline

STAGE ONE: ENGAGE
Read a favorite counting book to the students like Anno’s Counting Book by Mitsumasa Anno, The Counting Book by Eric Carle or Counting in The Garden by Kim Parker. Talk to the students about how this book has a theme that is carried out throughout the book, and ask what some of their favorite counting books are. Tell the students that they will be working with a team to create their own counting books. They will be writing and illustrating the numbers 1-30. Upon completion the books will be used in the classroom for the children to read. Explain that because they are creating this book for an audience they must do their best work. They will want to make their illustrations neat and colorful. This is the time to do a model page. You may want to use a rubric like the one attached to show them what would be their good, better, best. Finally explain that they will be working in groups of 3, so they have to decide what numbers each will do. Give each group one checklist like the one attached to help them along and for your formative assessment.
STAGE TWO: ELABORATE
Once you have put the children into groups of three, give them each one page of the book. Tell them to work together to pick a theme. Once a theme is chosen they should write it on the checklist. Then they must plan their first 3 pages. Remind them to keep it simple and to make the objects to be counted big and bold. After they have finished their first page they can move on to their next 3 pages, but only as a team. Again, they should plan what each student is to do before moving on.
Example: (Mary, Tom, and Isaiah are group one)
Mary- “What should our theme be?” Tom- “I like sports!” Mary and Isaiah- “OK, sports are fine!” Mary- “I will do number 1. I will make 1 jump rope!” Tom- “I will do number 2. I will make 2 soccer balls.” And Isaiah- “I will do number 3, I will make 3 hockey sticks.” When all 3 children are finished, the teacher checks to see if they are on track, and then they can do 3 more pages. They continue on in this way until they have finished 10 pages each.
Guiding Questions (to be posed to groups as they work): Why would the first page be easier than the later pages? How can you organize your picture to make it easier for others to count? Why is it important to draw the number and spell the number correctly? What would happen if you mixed up a lot of things to be counted? How does a theme help make your book more interesting?
STAGE THREE: EVALUATE
The assessment will be both formative and summative.
Formative: Will happen as each group creates its first 3 pages and checks in with the teacher to see how they are doing. The checklist will guide the assessment process.
Summative: Will happen when the final product is turned in and the checklist is completed. The teacher will give each group a score based on their completed work. If the score is Good…the children can work to make it Better. If the work is Better…the children can work to make it their Best.
TEACHER NOTES: The rubric and checklist are simple tools used to guide students as they work on the task. Once your students have finished the books to your satisfaction, you can staple or bind them. Then the children should be given time to present their books to their classmates. Finally you may want to make a book about your classroom that everyone can participate in.


Rubric for Drawings

Good ~ The drawing is about the math but there is very little or no color, not many details, and it is unclear what is to be counted.

Better ~The drawing is about the math. Some color is used and there are some details ~ could use even more!

Best ~ The drawing is about the math. 4 or more colors are used. Objects are outlined in black. There is lots of detail in the drawing!

Checklist for Kindergarten Counting Book

Students in the group ______

____1. We picked our theme. It is ______.

1
one / 2
two / 3
three / 4
four / 5
five
6
six / 7
seven / 8
eight / 9
nine / 10
ten
11
eleven / 12
twelve / 13
thirteen / 14
fourteen / 15
fifteen
16
sixteen / 17
seventeen / 18
eighteen / 19
nineteen / 20
twenty
21
twenty-one / 22
twenty- two / 23
twenty-three / 24
twenty-four / 25
twenty-five
26
twenty-six / 27
twenty-seven / 28
twenty-eight / 29
twenty-nine / 30
thirty

____2. We each did our first page and did our best according to the rubric.

___3. We checked off each number on the chart below as we made it.

___4. We read our book and feel it is our best.

___5. We gave our book a title.

___6. We made a cover.

___7. Our book is put together.

___8. We each did 10 pages.

(template for the book)

(number) ______(name of number)

(room for picture)

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project