M 3.1

Recognize that the last number counted shows the amount of things in a group of objects: Groups of objects not exceeding 30

Noun - Numbers

Verb - Recognize

Content: Integers

Related Article:

The links below is a link related to counting groups of objects:

• https://www.youtube.com/watch?v=DWTEvb94mPo
• Language Arts Link: Listening and Viewing :Children’s literature: Counting Crocodiles YouTube: https://youtu.be/lHGGJXQmwTo

Instructional Strategies & Learning Tasks

Manipulative:

1. Collection of objects
2. Ten frame
3. Counters

Instructional Strategies

• Ask questions in everyday situations that encourage students to count up to 30 objects.
• Show students a set of objects in a variety of arrangements (spread out, close together, in rows) and encourage them to Explore how the count remains the same regardless of the physical arrangement of the objects in the set or the starting point for counting.
• Ask students to explain how they know how many are in a set.

Learning Tasks:

Task 1

• Provide students with a set of objects to count. Ask students to place the objects in a container as they count. Direct their attention to the number of objects in the container after counting has ended.

Task 2

• Place a set of counters in a ten-frame. Ask students to count the objects from left to right. Ask students to predict how many they think they would get if they started at the right or in the middle. Have students count the same set of objects from the right or from the middle. Direct their attention to the fact that the count is the same whether they started at the left, at the right, or from the middle.

Task 3

• Ask students to count a set of objects that are close together. Then, push the objects out so they cover a larger area, and ask students to predict how many there are now. Have students recount the objects. Direct their attention to the fact that they got the same count both times

Task 4

• Have students work in pairs. Give each pair of students a train or tower with 8 linking cubes. Have them take turns starting at different ends of the trains or towers to count the linking cubes. Ask students if they have the same number of cubes in the train or tower?

Task 5

• Fill a small jar with a different item each day. Select a student to count the objects each day. Have the class confirm the number by counting aloud as the student points to each item.

Task 6

• Counting Carousel: Create groupings of objects in different amounts (up to 10). Ask students to manipulate the objects as they count each grouping to practice one-to-one correspondence. Students say the total in each grouping according to the number of the last object they touched.

Assessment

Task 1

Show the student a set of 8 objects arranged in a straight line:

• Say to the student - count to see how many there are. Count out loud so I can hear you. How many objects are there? After the student has counted correctly and says ‘eight’ ask the student ‘are there eight?’
• A student who has not yet developed cardinality, may count the objects again, or hesitate, whereas a student who has developed cardinality will trust and remember that the last number said represents the amount. ‘There are eight because I just counted them.’
• Use the same collection of 8 objects and scatter them on the table in front of the student. Say to the student how many objects are there?
• Does the student count the objects again or does the student understand that no matter how the objects are arranged or counted there will still be ‘eight.’
• Ask students to hold up fingers to match the number of objects in the set

Task 2

Show the student a collection of 9 objects arranged in a 3 by 3 array:

• Say to the student - count to see how many there are. Count out loud so I can hear you. How many cubes are there?
• Does the student correctly count objects in an array? When counting, does the student move objects when arranged in an array to help keep track of objects being counted?

Task 3

Arrange the same collection of 9 objects in a circle:

Ask the student - ‘now how many objects are there?’

Does the student show confidence and trust his/her count from the previous task or does the student feel the need to count the objects again? If the student counts the objects again, does the student move the objects to help keep track of the objects being counted?

Sample Lesson Plan