1 HOOK/ATTENTION GETTER: If we learn how to count, mom and dad will let us pay for our own items in the store.
We know how to count to 100 as a whole class, so now we are going to start recognizing those numbers when we see them, and how to add and subtract from them.
When I write a number on the board, you count out that number with the objects that I hand each of you, and write the answer down on your paper.
Key Standards Supported
Counting And Cardinality
|K.CC: Know Number Names And The Count Sequence.|
|K.CC.1||Count to 100 by ones and by tens.|
|K.CC.2||Count forward beginning from a given number within the known sequence (instead of having to begin at 1).|
|K.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.|
|K.CC.4||Understand the relationship between numbers and quantities; connect counting to cardinality.|
|K.CC.4.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.|
|K.CC.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.4.c||Understand that each successive number name refers to a quantity that is one larger.|
|K.CC.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.|
|K.CC.6||Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1|
|K.CC.7||Compare two numbers between 1 and 10 presented as written numerals.|