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Kindergarten 30-40 minute lesson

Goals/Objectives Content: o Developing strategies for accurately counting and keeping track of quantities up to 20. Process: o Representing quantities with pictures, numbers, and/or words o Write the numeral that represents that number. Standards Common Core o K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 begin a count of no objects.) o K.CC.4 - Understand the relationship between numbers of quantities; connect counting to cardinality. o K.CC.5 - Count to answer how many? questions about as many as 20 things arranged in 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. PA State Standards o 2.1.K.A.- Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. o 2.1.K.B.- Represent equivalent forms of the same number through the use of pictures and concrete objects, up to 20. Rote counting, rational counting, as cardinal numbers.

Vocabulary Inventory

Double-check

Materials and Preparation Twenty brown paper sandwich bags Supplies to fill the bags: dominos, tooth picks, popsicle sticks, wooden cubes, foam popsicle sticks, plastic kangaroo figures, plastic astronaut figures, tan blocks, rubber bears, tongue depressors, building blocks, chalk, beads, square thin blocks, marbles, cups. Inventory Bag Work Sheets Pencils and Erasers for each child

Classroom arrangement and management issues The explanation of the lesson will be introduced to the full class. Once I have distributed the previously determined first five bags to the students, based on the number of objects in the bags, pass out the rest of the bags. Ask a group of five students to be seated in the library section of the room in a semi-circle. They will each have their own paper bag of objects. Each bag will contain different objects as well as a different number of objects. As the students work independently they will count their objects and have the space to talk freely about what strategies they used in their inventory count. After the five students have shared within the group, bring the full class back together to debrief and share.

Plan INTRODUCTION: (10 minutes) The hook to this lesson will be the initial conversation I will have with the group that will connect the term inventory to their everyday lives. By drawing a correlation between materials in the bags to things they have seen around the room, school, at home or elsewhere, I want them to understand the importance of the term inventory.

-We have many different materials in our classroom and some of them are things that we use up, like pencils or crayons. Ms. Silver and I count those things so that we know when we are running out and if we need to buy more to replace them. Many people do this kind of counting because it is really important. It even has a special name.

-When we count to find out how many of something we have in a classroom or in a store or a house, it is called taking an inventory This means that we count to find out how many of something there is. Today we need your help, because are going to take an inventory of some of the materials in our very own classroom. Since you have been getting so good at counting, we thought you might be able to help us count some of the materials we have here in our very own classroom.

-I have twenty bags here- with different objects inside for counting. Each of you will get a bag and you will be doing all the counting. To warm up for the lesson I will show them an example bag. I will slowly dump out the objects and demonstrate how to count the objects from the bag. How can I figure out how many objects are in the bag? How should I count them? What are some ways I can keep track? I will make sure I am showing the counting strategies of touch and count and touch and move. Once I have done my initial counting I will ask what they next step should be. At this time I will ask a volunteer from the class to recount on my large math mat.

-For this activity you will be working independently and each of you will get a bag. Your job is to carefully count to find out how many objects you have inside your bags.

-What if you get a different answer after you have carefully recounted? (Students will offer ideas) Can we discuss the other strategies we know for resolving differences? Suggest: counting the objects in a different way: count and move, touch and count. We need to be aware that sometimes we get different answers so we need to be careful to always recount.

-When you are done counting your objects and using different strategies, you will make a representation and picture of what was in your bag and how many there are in the bag, on the inventory work sheet. I want you to make a picture as close as you can to the object that you have in your bag to represent what was in your bag, and how many objects were in your bag. After your represent the objects with a picture you must write the number beside your picture.

WORK AND EXPLORE: (15 minutes)

Distribute the bags to the five students that are previously determined, based on the number of objects in the bags. Before they open their bags recall the different strategies they can use that they cam up with as a class. What strategies can we use? What strategies can we use to be more efficient? How are we going to be sure we count carefully? How can we check our counting? Let them free to explore their bags, count the objects and work to investigate the math. As the students are working to count the objects in their bags be aware of the different counting methods and use a checklist to record. Allow the students to use the strategies that they are most comfortable and familiar with, but make sure that they are being careful and not rushing.

DEBRIEF AND WRAP UP: (5-8 minutes) Once the students have finished counting the objects in their bag see if they are able to use an additional strategy and if they get the same number or not. When discussing their results ask the students to identify different counting strategies they used for the different quantities. Use talk moves: Revoicing, asking students to restate someone elses reasoning, asking students to apply their own reasoning to someone elses reasoning, prompting students further participation, and using wait time to promote discourse. What are some ways that you counted? After students have shared their ideas, summarize what students will draw on their inventory worksheet.

Q- What could you write or draw on your inventory work sheet to show someone what you found in your bag? What is the important information about your bag? The bag, and specific letter of the bag, the kind of object in the bag, the number of objects in the bag. Allow the students to generate their own way of recording on their worksheets to represent the quantities with pictures, numbers and/or words. Bring the five students together as a small group to share and compare their work. Focus the discussion on the different methods they had for representing their inventories. Then bring the class together as a whole group and select a few volunteers to show and explain their work to the rest of the class. Choose examples that portray different uses of strategies.

After a child has shared, ask for a show of hands from the class of other students who used each method to acknowledge everyones work without taking the time for each child to share individually.

Anticipating Students responses and your possible responses I think that the students will find the connection between counting the objects in their bag and other counting they have done in and outside of school. This is a natural action so the students will be able to easily connect and thrilled to learn such a fancy term for their actions. One potential issue is that students are making mistakes and miscounting. If this occurs, I will likely have them use other strategies and work with a partner so they can talk through their counting and hopefully catch their mistakes. If it is a major problem (though I am not expecting it to be), I will count the objects as a group and then have the students write the number on their own. Assessment of the goals/objectives listed above
Student Knows names of numbers in order Counts each object once and only once Has a system/ strategy for keeping track Organizes objects in specific way How do they count the objects in the bag? What happens if they get two different totals? Do they notice? How does the student record their work? Double Checks Students count a set of objects and find a way to represent that quantity in their math problem-solving notebook.

Do students have a way of keeping track of which objects have already been counted, such as touching or moving each object as they count it? Can you tell which bag they had? o What was the bag? o How many were in the bag?

Students are using logical and appropriate counting strategies o Can be assessed by listening as the students count.

Students are able to identity the numeral associated with the quantity they

have counted Students are able to accurately write the numeral based on the counted quantity o Can be assessed in their representation in their workbook. Students are able to explain their method for counting

Accommodations For students who find this material too difficult, we could allow more opportunities for them to work with their partner, both while counting the objects and while comparing their answer. More reinforcement and support will hopefully allow these students to still fulfill to objectives For students who find this material too easy, we could ask them to try to count in ways beyond just 1:1. Even if they think of a second counting strategy, they can be challenged to find more and to explain them. For pairs who finish early, they can trade bags and do another inventory. Also, a student who is finding success could help to support their peers who may be struggling more.