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Count, Recognize, and Identify Numbers

Lesson Plan

Count, Recognize, and Identify Numbers

Objectives

In this unit, students count objects and recognize and identify numbers. Students will:

  • name the numbers 11–20.
  • count using one-to-one correspondence within 20.
  • recite numbers in a sequence.

Essential Questions

How can mathematics support effective communication?
How can patterns be used to describe relationships in mathematical situations?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How is mathematics used to quantify, compare, represent, and model numbers?
What does it mean to estimate or analyze numerical quantities?
What makes a tool and/or strategy appropriate for a given task?
When is it is appropriate to estimate versus calculate?
  • How is mathematics used to quantify, compare, represent, and model numbers?

Vocabulary

  • Digit: A symbol used to make a number. 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are the ten digits we use to write numbers.
  • Ones: The place first from the right in a number. In the number 15, the digit 5 is in the ones place.
  • Place Value: The value of the position of a digit in a number. In the number 13, the 1 is in the tens place and its value is 10.
  • Tens: The place second from the right in a number. In the number 15, the digit 1 is in the tens place.

Duration

45–60 minutes

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

  • Number Track

http://www.crickweb.co.uk/ks2numeracy-properties-and-ordering.html#ntrack

  • Two Less Than

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/two_less/index.htm

  • Two-Digit Number Labeling

http://www.crickweb.co.uk/ks1numeracy.html#100square

  • Balloon Count Math: Count to 20

http://www.sheppardsoftware.com/mathgames/earlymath/BalloonCount20.htm

  • Connect the Dots: 1–20

http://www.abcya.com/connect_the_dots_20.htm

  • Number Bingo

http://www.abcya.com/number_bingo.htm

  • Number-Cube Count

http://www.mathsisfun.com/games/speed-math.html

 

Formative Assessment

Suggested Instructional Supports

  • View
    Scaffolding, Active Engagement, Modeling, Explicit Instruction
    W: Tell students that throughout this lesson they will be counting, recognizing, and identifying numbers. Mathematicians need these skills in order to add and subtract. Games and a worksheet will be used to build understanding. 
    H: The activities and games in this lesson will hook and hold students’ interest and enthusiasm. 
    E: Students will count, recognize, and identify numbers through various activities and games. Activities and games will be introduced using the gradual release of responsibility- modeled, shared, guided, and independent/partner.  
    R: Questions will be asked throughout the lesson that will allow students to reflect, revisit, revise, and rethink their mathematical understanding.  
    E: Use the Formative Assessment ideas to evaluate students’ mathematical understanding of counting, recognizing, and identifying numbers.  
    T: Routine, Small-Group, and Expansion activities can be found in the Extension part of the lesson.  
    O: Instruction will move from modeled to shared to guided, and then to individual practice.  

Instructional Procedures

  • View

    Begin the lesson by flashing the number cards 11through 20 (M-K-2-1_Number Cards 11-20.docx) in random order and having students chorally say the number as it appears. To make this activity more engaging, you may also choose to play the game Buzz. To play, hold up the number cards 11–20 in random order, with a few cards mixed in that display a picture of a bee or the word “Buzz.” As each number card is flashed, students chorally say the number. However, if a “Buzz” card comes up, students stand, flap their “wings,” and say, “Buzz, buzz, buzz.” Then students sit down and get ready for the next card. Buzz helps keep students focused on the cards being flashed.

    Next, drop coins one by one into a can so that they make a loud noise. Students should not be able to see you drop the coins but have to rely on the sound. They should make one dot on their whiteboards for each coin they hear drop. When you are finished dropping the coins, students count the dots and write the total number on their whiteboards. Have students hold up whiteboards for easy checking. Do this for the following numbers:

    • 14
    • 19
    • 12
    • 17

    And continue as time permits.

    Play the Three-in-a-Row game (M-K-2-1_Three-in-a-Row Game.docx).

    Extension:

    • Small Group: For students who need additional practice with numeral recognition and/or identification, set the numeral cards out on a table. Say a number and ask the student to point at the number you said. Then point to a number and have the student name the number. Another way to help students with numeral recognition is to lay the numeral cards on the table. Then say a number, and students use a flyswatter to swat the matching numeral card as quickly as possible.

    For students who need additional practice with one-to-one correspondence, repeat the tin can/coin activity with a small group or individual students.

    Students who need additional practice with identifying numbers can play Three in a Row.

    • Expansion: Use the resources and/or activities provided in the links listed under Related Resources for extra and/or individualized practice.          

Related Instructional Videos

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Final 5/12/14
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