Curriculum Tie:


Summary: A variety of activities in this lesson help students develop "number sense", learning to recognize numbers around them.
Main Curriculum Tie: Mathematics Kindergarten Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. Materials:
Invitation to Learn
Center 1: Number Roll and Color
Center 2: Ice Cube Tray and Beans
 Ice Cube Tray with Numbers
 Container of Beans
Center 3: StampANumber
Center 4: The 010 Number Mat
 Number Mat
 55 Manipulatives for each student Different types/colors
Center 5: Toss and Color
Additional Resources
Books
 Numbers All around Me, by Trisha CallellaJones; ISBN 1574713779
 More Than One, by Miriam Schlein; ISBN 0590107348
 10 for dinner, by Jo Ellen Bogart; ISBN 0590719491
 Moja Means One, by Muriel Feelings; ISBN 0140546626
 Emeka’s Gift, by Ifeoma Onyefulu; ISBN 0140565000
 Ten Cats Have Hats, by Jean Marzollo; ISBN 0590470566
 City By Numbers, by Stephen T. Johnson; ISBN 0140566368
 One, Two, Skip A Few! First Number Rhymes, Illustrated by Roberta Arenson; ISBN 0439
227860
 ACounting We Will Go, by Rozanne Lanczak Williams; ISBN 0916119939
 Ten Black Dots, by Donald Crews; ISBN 0688135749
 Who’s Counting?, by Nancy Tafuri; ISBN 0590489046
 Ten Little Rabbits, by Virginia Grossman and Sylvia Long; ISBN 0811810577
 Count!, by Denise Fleming; ISBN 0805042520
 Feast for 10, by Cathryn Falwell; ISBN 0395620376
 The Icky Bug Counting Book, by Jerry Pallotta; ISBN 0881066907
 The Gummy Candy Counting Book, by Amy and Richard Hutchings; ISBN 0590341278
 Anno’s Counting Book, by Mitsumasa Anno; ISBN 0690012888
 Count and See, by Tana Hoban; ISBN 0027448002
Media
 Math Circus, by Leap Frog (www.leapfrog.com); ISBN 0790799480
 Winnie the Pooh 123’s, by Disney Learning Adventures; ISBN 078849980
Articles
 How I Boost My Students’ Number Sense, by Marilyn Burns; Instructor Magazine April 1997
 Number Sense Growth in Kindergarten: A Longitudinal Investigation of Children at Risk for
Mathematics Difficulties, by Nancy C. Jordan, David Kaplan, Leslie Nabors Olah, and
Maria N. Locumiak; Child Development, January/February 2006, Volume 77, Number
1, Pages 153175
Web sites
Organizations
National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 201911502 (703) 6209840
Attachments
Background For Teachers: What is number sense? Number sense is the ability to see the
relationship between numbers and then understand how these
numbers are used in our everyday lives. Number sense is at the core
of all mathematics. Numbers are all around us! Students must have a
way of organizing these numbers so that they are useful in their lives.
How do we teach number sense to our students? We must allow
our students opportunities to explore numbers through handson
activities and have them ask lots of questions! We must become their
number coach and give them lots of practice manipulating objects and
numbers. For numbers to become meaningful to students, we must
engage them in the mathematical process.
Intended Learning Outcomes: 1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills. Instructional Procedures: Invitation to Learn
Share the book Numbers All Around. Have students look around
the classroom. Ask if they can see numbers. Tell them that there
are numbers all around them. All they have to do is take a look and
they will see that numbers are everywhere! Each student is given
a clipboard with the My Number Walk Observation sheet attached.
Students are asked to look around the classroom for numbers. They
are asked to write down the numbers that they see and if possible
draw a picture of the location of that number. Give the students
about 15 minutes to make a quick sweep around the classroom
looking for numbers. Gather the students together and ask them
where they found numbers in the classroom. Make a chart with
the class of all the places that they found numbers in the classroom.
Post the chart and encourage the students to continue looking for
numbers around the room. This chart may be brought out occasionally
and other locations may be added to the chart. Upon completion of
this activity the students are invited to go to number centers.
Instructional Procedures
Center 1: Number Roll and Color
Procedure: Each student will need a Number Roll and Color
recording sheet. Four different colored cubes are placed on the
table. Each cube is numbered from 16. Crayons that match the
colored cubes are also on the table. Each student picks up a cube
and rolls it on the table. The student gets the crayon that matches
the color of the cube they have just rolled. On the recording sheet,
they write the number that was rolled and they color in that number
of squares to represent that number. This process continues by
picking up a different colored cube and repeating the procedure
until the recording sheet is complete. Numbers should be written
correctly and the numbered squares should match the written
number on each line. Students can use the red marker to correct their
answers.
Center 2: Ice Cube Tray and Beans
Procedure: Each student will have an ice cube tray with numbers
written in each section of the tray. A container of beans is available
for the students in the middle of the table. The students fill each
individual section of the ice cube tray with the number of beans
specified in each individual section. Students should be asked to
check the beans upon completion for accuracy.
Center 3: StampANumber
Procedure: Each student will receive a StampANumber recording
sheet. The recording sheet is divided into different sections. A
number is written inside each section of the recording sheet.
Different types of small rubber stamps and stamp pads are located in
the center of the table. Students are instructed in the procedure of
how to use the stamp pads and the small rubber stamps. Students
look at the numeral in each section and stamp that number of
objects. The process is continued until the recording sheet is
completed. Students are then encouraged to go back and count to
make sure that they have the number correct. If students stamp too
many objects, they are to cross out the incorrect stamps with a red
marker.
Center 4: The 010 Number Mat
 A number mat is made from a shower curtain. There are 11
circles drawn in a line on the shower curtain. Each circle is
then numbered from 010 under the individual circles. In
a container, there should be a different type of manipulative
for each individual student (e.g. paperclips, cubes, bugs, tiles,
chips, etc.).
 Procedure: Each student counts out the manipulative that they
have selected and places it on the circle with the appropriate
number of objects. The student continues this process until
they have completed the entire number mat from 010. The
objects can be placed in any desired circle. This should help
avoid a traffic jam at the mat. Students can stand on all sides
of the mat. Upon completion, the group should count the
manipulatives as a group to see if everyone counted correctly.
The group can make changes if the number of manipulatives
is incorrect. This process can be repeated by students clearing
the number mat and choosing a new manipulative to place in
specific boxes.
Center 5: Toss and Color
 A large piece of felt (or several small pieces of felt hooked
together) is divided into 11 sections and the numerals 010
are written in individual sections on the felt. Darts are made
from a 4” by 4” piece of cellophane, 1 tsp. of popcorn kernels, a
small rubber band to close the cellophane, and a small piece of
Velcro®.
 Procedure: The felt grid is put up on a wall with easy access for
the students. Each student is given one dart for this activity.
Students will take turns throwing their darts at the felt grid.
After each student has thrown their dart, they will get the Toss
and Color recording sheet. Students will then write the numeral
that their dart landed on and color in that number of squares
on the recording sheet. Students can use any color of crayon to
represent the number on the recording sheet. This process is
repeated until the Toss and Color recording sheet is completed.
Extensions:
 All students can use these centers. Adaptations in quantity of
numbers can be adjusted to meet the specific needs of special
needs students. You might want to keep the number from 05.
 These center activities should be taught to the whole group and
then placed in a center for the students.
Family Connections
 Send home a My Number Walk Observation Sheet to be done at
home.
 Math Night Parents would be invited to make the math
activities for their homes.
Assessment Plan:
 Student watching is the observation and recording of student’s
interactions during regular instructional activities. This can be recorded on small sticky notes or an Observation Sheetpdf. Make
notes about students that need to be pulled into a small group
for extra help.
 Ask probing questions to focus children’s thinking when using
manipulatives.
 Have students share their thinking about the activities.
 Collect the Number Toss and Color, StampaNumber, and Toss
and Color recording sheets. This will give you time to make an
indepth assessment of the students number sense.
Attachments
Bibliography: Research Basis
Sutton, J. & Krueger, A. (Eds.). (2002). ED Thoughts: What we know about Mathematics teaching and learning. Aurora, CO: Midcontinent Research for Education and Learning.
Mathematical learning in young children is strongly linked to
sense perception and concrete experience. Children move toward an
understanding of symbols, and eventually abstract concepts only after
they have first experienced ideas on a concrete level.
All students need to approach the learning of mathematics by
actively doing mathematics. Through the use of manipulatives,
various senses are brought into play. When students can touch and
move objects to make visual representation of mathematical concepts,
different learning modalities are addressed.
Using manipulatives in combination with other instructional
methods can enrich and deepen students’ understanding. Appropriate use of concrete materials should be one component of a comprehensive
mathematics education program.
WaiteStupiansky, S., & Stupainsky, N.G. (1998). Math in Action, MindsOn Math. Instructor, Volume 108, Issue 3
Many math classrooms bustle with manipulative and handson
activities, as they should. Yet busy hands don’t always mean busy
minds. We need to analyze what we ask our children to do in “hands
on” math, and make sure that they are not simply “going through the
motions”.
Some Guidelines For Planning HandsOn, MindsOn
Math
 Dialoguing: Plan for opportunities for students to share their
thinking about handson activities through oral and written
communication.
 Questioning: Ask probing questions to focus children’s thinking
when using manipulatives.
 Integrating Manipulatives and other Tools: Think about
appropriate places in lessons for students to use handson tools.
Always try to use them to stretch their thinking.
 The Use of Writing: Introduce opportunities for children to
write during math activities. Ask them to record their thinking
or even make diagrams as they work through a problem.
 Evaluating: When evaluating a handson activity, focus on
children’s learning. Ask yourself if students were engaged
mentally, as well as physically, in the activity.
Author: Utah LessonPlans Rebecca Moffat
Created Date : Jun 21 2007 14:37 PM
