Part 1

Kindergarten: Understanding Counting

Description of unit… This unit builds on the experiences children have with counting numbers.
Teachers help students move from rote counting to knowing that the number word spoken tells
the quantity and that the number on which a person ends when counting represents the entire
count. Students count to 100 by ones and tens. They engage in various hands–on counting
experiences and cooperative group work to develop this understanding.

STAGE 1- STANDARDS/GOALS
Students will be able to :

Counting and Cardinality

Know number names and the count sequence.

MGSEK.CC.1. Count to 100 by ones and by tens.

MGSEK.CC.2. Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).

MGSEK.CC.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).

Count to tell the number of objects.

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting
to cardinality. a. When counting objects, say the number names in the standard order, pairing
each object with one and only one number name and each number name with one and only one
object. (one-to-one correspondence) b. Understand that the last number name said tells the
number of objects counted (cardinality). The number of objects is the same regardless of their
arrangement or the order in which they were counted. c. Understand that each successive
number name refers to a quantity that is one larger.

Classify objects and count the number of objects in each category.

MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.
Content Standard(s)
Generalizations about what students should know and be able to do.
Content Standards
Make sense of problems and persevere in
solving them
Look for and make use of structure.
Reason abstractly and quantitatively.
. Construct viable arguments and critique
the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
. Attend to precision.
Primary Expected Performances
Students will make sense of problems
involving rote counting, recognizing counting
patterns, and identifying quantities of items.
Students will begin to look for patterns and
structure in the number system by working with
dot cards, number cards, and ten frames.
Students will demonstrate abstract reasoning by
writing numerals to represent an amount of
objects counted, creating a set of objects to
match a given number, and selecting the correct
number card to continue a counting sequence
Students will begin to develop the ability to
reason and analyze situations by considering
questions such as, “How do you know you
counted correctly?”, and by asking classmates
to explain how they found their answer.
Students will use objects, numbers, and
drawings to represent quantities of objects and
counting sequence.
Students will use counters, connecting cubes,
ten frames, and technological materials
(illuminations 5- and 10- frames) to explore
counting and cardinality.
Students will build their mathematical
vocabulary by expressing their ideas and

Look for and express regularity in repeated
reasoning
Enduring Understandings
Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT…)
K-12 enduring understandings are those
understandings that should be developed
over time, they are not expected to be
mastered over one unit or one year.
Overarching Enduring Understandings:
Unit Specific Enduring Understanding
When students are given problems to solve
or activities to do based on counting, they
have to answer these questions to help them
determine if their answers are correct.
Knowledge and Skills
explaining their reasoning using words with
regard to quantity and cardinality.
Students will recognize repetitive actions in
counting by realizing that when joining one
more object to a pile, the new amount is the
next number in the count sequence (4 cubes and
1 more cube is 5 cubes).
Essential Questions
What is a numeral?
How can we show numbers in different ways?
Why do we need to be able to count objects?
How can sets of numbers and objects be
compared and ordered?
How do we know if a number is more or less
than another number?
Counting is useful in everyday life.
Numbers and pictures as well as
manipulatives can be used to represent
different situations and help to solve
problems.
● How do you know that you counted
correctly?
● How many dots did you see?
● How do you know?
● What way did you see the dots grouped
together?
● How many dots away from 5 is your
number? How many dots would you need to
make 10? (anchoring 5&10)
 What students are expected to know and be able to do

Knowledge
The students will know…
• The definitions of the academic vocabulary words such as compare, count, estimate, fewer,
first, greater, group, larger, less, more, reasonable, same, smaller, and sets.
• The order in which objects are counted does not matter.
• The number name list must be used in a fixed order every time a group of objects is counted.
SKILLS

Skills
The students will be able to
• Count each object giving only one number
name, and stop the count sequence to tell how many are in the group.
• Compare the quantity of 2 or more sets.
• Match number symbols and write numbers to represent quantities, and create sets to match
numbers.
• Make sense of size or quantity using 5- and 10-frames and number paths.

Part 2

Understanding Counting
 Mathematics
Kindergarten- Understanding Counting
Eddie White Elementary
Hampton, Ga 30228

Kindergarten is about learning and growing and developing a love for school. In order for
students to grasp concepts and make meaningful connections, they need to be provided with
diverse experiences in math such as counting, making sets, and comparing numbers. Their
development and understanding of numeracy comes largely through exploration. The more
they explore and are actively engaged, the easier it will be for them to grasp concepts,
especially “hard parts”. Technology, K-W-L, The Three-Act-Task, IREADY, games, songs,
rhymes are some strategies that will be utilized in this unit.

Most students will know:

How to Rote count
How to count 10

Some students will know :

How to count showing one-to-one correspondence
How to count beyond 10 to 20
All students will know:
How to use one to on correspondence when counting.
How to compare objects or numbers.
How to solve simple addition and subtraction problems.
How to represent problems using numbers, pictures and manipulative.

This unit can be modified and utilized from Kindergarten up to 1 st grade.

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.CC.2. Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).

MGSEK.CC.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).

Count to tell the number of objects.

MGSEK.CC.4 Understand the relationship between numbers and quantities; connect

counting to cardinality. a. When counting objects, say the number names in the standard
order, pairing each object with one and only one number name and each number name with
one and only one object. (one-to-one correspondence) b. Understand that the last number
name said tells the number of objects counted (cardinality). The number of objects is the
same regardless of their arrangement or the order in which they were counted. c.
Understand that each successive number name refers to a quantity that is one larger.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them. Students make sense of problems
involving rote counting, recognizing counting patterns, and identifying quantities of items.

2. Reason abstractly and quantitatively. Students demonstrate abstract reasoning by writing

numerals to represent an amount of objects counted, creating a set of objects to match a
given number, and selecting the correct number card to continue a counting sequence

3. Construct viable arguments and critique the reasoning of others. Students begin to
develop the ability to reason and analyze situations by considering questions such as, “How
do you know you counted correctly?”, and by asking classmates to explain how they fou nd
their answer.
4. Model with mathematics. Students use objects, numbers, and drawings to represent
quantities of objects and counting sequence.

5. Use appropriate tools strategically. Students will use counters, connecting cubes, ten
frames, and technological materials (illuminations 5- and 10- frames) to explore counting
and cardinality.

6. Attend to precision. Students will build their mathematical vocabulary by expressing their
ideas and explaining their reasoning using words with regard to quantity and cardinality.

7. Look for and make use of structure. Students will begin to look for patterns and structure
in the number system by working with dot cards, number cards, and ten frames.

8. Look for and express regularity in repeated reasoning. Students will recognize repetitive
actions in counting by realizing that when joining one more object to a pile, the new amount
is the next number in the count sequence (4 cubes and 1 more cube is 5 cubes).

Counting and cardinality is the first domain. It is broken down into seven smaller parts.
Counting rhymes, books, and puzzles will be utilized to provide opportunities for students
to practice a range of math skills. At the beginning of the school year, we will start by
practicing counting. Rhymes, or jingles, songs and so on will be used to help students in
counting. We will also read a variety of counting books. Once students have an
understanding of the count sequence, we will start counting on with numbers two through
ten. They will be shown numbers on flashcards, and they are required to tell what number
comes next. They will also be encouraged to count on. They will do this in pairs. Once they
understand the count sequence and the meaning of what comes next, counting on will
become natural for them.

Students will also practice writing numbers daily. When they are firm enough they will
move on to teen numbers. Teen numbers can be challenging for some students, especially at
the beginning of writing numerals, instead of writing 12, 13, or 14, a few students write 21,
31, or 41. However, they will be provided with a lot of practice and hands-on activities that
will help them to understand the teen numbers better. Some activities that they will do that
will aid in their understanding of teen numbers are:

-Play Dough Number Mats: Students make numbers on the mats with play dough

-Linker Cube Numbers: Students form numbers out of linker cubes

-Roll and Write: Roll a number with a die and write it

-Monthly Calendars: Write the numbers on the calendar

Students will be able to:

-Count to tell the number of objects
Ten frames will be utilized to assist students in seeing the numbers and developing
subitizing skills. Dot cards will also be used.

Playing games such as concentration with ten frames, dot cards, and pictures will also be
used to help students to understand the relationship between numbers and quantities.

As students progress, each week a new number will be introduced to them. They will build
the number on an anchor chart using ten frames, tally marks, tens and ones chart, counters
and pictures to represent the number. They will also use number journals to record the same
information.

Students will also utilize the IREADY program. They will be given incentives for every
lesson that they pass.

Compare Numbers
At the beginning of the school year we will also begin comparing sets of objects. It is easy
for a kindergartner to understand the concepts of less and more. As they begin to build an
understanding for number concepts they will begin to compare numbers less than five
before moving to less than ten. The alligator method will be used to assist them in
understanding the concepts of “greater” and “less” than: the alligator eats the bigger
number.
The “Three-Act-Task” will also be utilized in this unit.
A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging
and perplexing Act One, an information and solution seeking Act Two, and a solution discussion
and solution revealing Act Three.

Activities will also be tiered to cater to Differentiation, taking into consideration the students’,
interests, readiness and levels.

For example:

DIFFERENTIATION

Extension and Intervention

● Increasing or decreasing the quantity of dots on a card can help with differentiating subitizing.

Utilizing a sentence strip is one way in which students will be assessed with random
numbers. They will be required to count out the correct number of bears or cubes to match
the number. The picture below demonstrates this task.
Here are some FORMATIVE ASSESSMENT QUESTIONS that students will answer:

● How do you know that you counted correctly?

● How many dots did you see?
● How do you know?
● What way did you see the dots grouped together?
● How many dots away from 5 is your number? How many dots would you need to make 10?
(anchoring 5&10)

Students will also be required to complete a quiz at the end of the unit as well.

How do you help your learners with understanding counting? What are some strategies that you
utilize?