Join Now
View Cart
NCTM Store

Counting Strategies

  • Developing 5 using Counting Strategies for 0–10

    Kindergarten

    Description

    Understand the relationship between numbers and quantities by counting, producing, and constructing the numbers 0–10 as well as developing 5 as a benchmark.

    Hook

    Have students write their first name and guess how many letters are in it. Technology option: Have students play Five Frame. Only use games 1–3.

    Lessons

    lesson 1
    Connecting Quantities and Numerals
    Lesson 1 of 2

    Students use snap cubes and the number line to count how many they have in various configurations and make connections between numerals and quantities.

    lesson 2
    Counting to 10 with Cubes
    Lesson 2 of 2

    Students make comparisons of given numbers to the benchmark number of 5 to develop a conceptual understanding of the relative size of numbers and their relationship to one another.

    ARC Assessment

    Have students grab a handful of any small manipulative (counters, marbles, bears, snap cubes, etc.) and count it out to identify the following:

    • How many total items are there?
    • How many would there be if one more was added?
    • How does your number compare with the number 5 and the number 10?

    Available as a handout (PDF)

    Technology Resources

  • Comments

  • 5 Comments

    • Avatar
      Angel_89 2/29/2020 11:03:15 PM

      I enjoy the lesson plans and thought it would be very useful for my future classroom

    • Avatar
      jack_138 2/29/2020 5:56:09 AM

      Hey , My self jack connnor and I am a Maths teacher.I found many online websites relative to maths and online calculators.Online calculators are very helpful for the
      for the teachers and as well as students.For example:-
      Arc Length …more» Calculator(https://www.calculatored.com/math/calculus/arc-length-calculator),
      Covariance(https://www.calculatored.com/math/algebra/covariance-calculator),
      Limit(https://www.calculatored.com/math/calculus/limit-calculator) and many more.«less

    • Avatar
      numbers for_1 1/12/2018 9:28:16 AM

      thanks for sharing its really good stuff.. i like the article.. <a href="https://youtu.be/_KJqhkcuu-k">numbers for children</a>

    • Avatar
      Courtney_217 11/12/2016 3:41:53 PM

      This is a good lesson plan. I will have to use this one to help my child with learning how to count and also add and subtract. The ideas are interesting and I would love to do them hands on with her to help with teaching her how to use addition and …more» subtraction. Thanks for the creative ideas.«less

    • Avatar
      Kayla_168 9/15/2016 10:58:14 AM

      Would love to have printer friendly versions.
      Loved the lesson, advice to other teachers would be to make sure to have clear expectations and routines establish before diving into these great lessons.

    Add Comment

    Text Only 2000 character limit

    Page 1 of 1

  • Ratings

  •  Average 4 out of 5

  • ARC Global Essential Question(s)

    How can I show and tell how many of something I have and count them accurately? How do numbers relate to each other?

    Keywords

    counting, counting strategies, benchmark of 5, numeral, cardinality

    Vocabulary

    • ten-frame
    • benchmark numbers (0 and 5)
    •  counting all
    •  counting on
    •  Numerals
    •  counting strategies
    •  more than
    • less than
    • one more than
    • one less than
    • the same as
    • less than
    • greater than

    Standards

    CCSS, Content Standards to Domain Level

    • K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). [This ARC addresses this standard within 5, although it could be adapted or revisited to address numbers within 20.]
    • K.CC.B.4.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
    • K.CC.B.4.c Understand that each successive number name refers to a quantity that is one larger.
    • K.CC.B.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. [This ARC addresses this standard within 5, although it could be adapted or revisited to address numbers within 20.]
    • K.CC.B.7 Compare two numbers between 1 and 10 presented as written numerals.

    CCSS, Standards for Mathematical Practices

    • SMP 2 Reason abstractly and quantitatively.
    • SMP 4 Model with mathematics.
    • SMP 7 Look for and make use of structure.

    Contributors

    • Original Source: Illuminations unit, Let's Count to 10
    • Original Author: Grace M. Burton
    • Adapted by: Jennifer Bay-Williams, Patti Huberty, Nick Pyzik, Jennifer Suh and Cindy Cliche