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Presentation on theme: "This material is made freely available at www.njctl.org and is intended for the non-commercial use of students and teachers. These materials may not be."— Presentation transcript:

1 This material is made freely available at and is intended for the non-commercial use of students and teachers. These materials may not be used for any commercial purpose without the written permission of the owners. NJCTL maintains its website for the convenience of teachers who wish to make their work available to other teachers, participate in a virtual professional learning community, and/or provide access to course materials to parents, students and others. Click to go to website: New Jersey Center for Teaching and Learning Progressive Mathematics Initiative

2 Kindergarten Counting and Cardinality

3 Setting the PowerPoint View Use Normal View for the Interactive Elements To use the interactive elements in this presentation, do not select the Slide Show view. Instead, select Normal view and follow these steps to set the view as large as possible: On the View menu, select Normal. Close the Slides tab on the left. In the upper right corner next to the Help button, click the ^ to minimize the ribbon at the top of the screen. On the View menu, confirm that Ruler is deselected. On the View tab, click Fit to Window. On the View tab, click Slide Master | Page Setup. Select On-screen Show (4:3) under Slide sized for and click Close Master View. On the Slide Show menu, confirm that Resolution is set to 1024x768. Use Slide Show View to Administer Assessment Items To administer the numbered assessment items in this presentation, use the Slide Show view. (See Slide 14 for an example.)

4 Table of Contents Click on a topic to go to that section Count Sequence Numbers 0-6 Numbers 6-10 Number Writing 0-10 Comparing Numbers Hundredth Day of School

5 Count Sequence Click to return to the table of contents

6 The following activities are suggestions for you to work on as the year progresses. At this point students are not expected to be able to count to 100 or skip count. Teacher Instructions

7 Encourage children to count to 100 through daily routines. (ex. Let's see where 100 steps will take us down the hallway or around the playground.) Ask children to finish the sequence when you start counting with a random number such as 7. Use a stop sign or hand signal for interrupted counting. Children stop counting when sign is held up and then continue when sign is put down. Teacher Instructions Counting Sequence

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11 Use bundles of tens (straws, sticks) to introduce counting by tens. As you add a day to calendar start adding one straw each day until you get to ten. Wrap bundle with rubber band and then start a new bundle... until you get to one hundred. Use hands (five fingers) to count by fives. Use shoes or socks to count by twos. Teacher Instructions Counting By Tens, Fives, and Twos

12 Counting By Tens

13 Counting by tens.

14 10, 20, 30, ____ 1Counting by tens, what comes next? A 10 B 31 C 40

15 10, 20, 30, 40, ____ 2 Counting by tens, what comes next? A 41 B 50 C 100

16 Counting By Fives

17 Counting By Fives

18 5, 10,15, ____ 3Counting by fives, what comes next? A 16 B 20 C 25

19 4 5, 10,15, ____ Counting by fives, what comes next? A 16 B 20 C 25

20 Counting by Twos

21 5 2, 4, 6, ____ Counting by twos, what comes next? A 5 B 7 C 8

22 2, 4, 6, 8, ____ 6 Counting by twos, what comes next? A 9 B 10 C 11

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24 Count backward sometimes too. Count down to 0 like a rocket liftoff, a microwave, or a timer ticking. * Try counting down from a teen or higher number. * Ready for blast-off story. - Put on your astronaut suit. - Up the elevator to the top of the space ship (squat and begin to stand as the numbers go higher) - Buckle yourself in safely. - Count down for blast-off. (As they count down children go from standing to squat position.) Blast-off (Children jump ) Teacher Instructions

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27 Count Backwards

28 10, 9, 8, 7, ____ 7Counting backwards, what comes next? A 8 B 6 C 4

29 20, 19, 18, 17, 16, 15, 14, ____ 8Counting backwards, what comes next? A 13 B 15 C 10

30 13, 12, 11, 10, ____ 9Counting backwards, what comes next? A 14 B 9 C 0

31 Ordinal Numbers Ordinal numbers describe position. Ask children, questions such as: Who is first in line? Who is third from the end? What number is the person at the end of the line? Who is fifth in line? Identify children by their position in line. Then ask them to perform some sort of action. Teacher Instructions

32 1st 2nd 3rd 4th 5th

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36 What position is the cat? 10 A 1st B 2nd C 3rd D 4th E 5th

37 11 Is the mouse third in line? A Yes B No

38 What position is the penguin? A 1st B 2nd C 3rd D 4th E 5th 12

39 Is the baby 1st in line? A Yes B No 13

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43 X 14 Is the X under the sixth horse? A Yes B No

44 X Is the X under the 9th horse? A Yes B No 15

45 X 16What position is the cow? A 6th B 7th C 8th D 9th E 10th

46 Hundredth Day of School Click to return to the table of contents

47 The following activities are suggestions for you to work on as you work towards the 100 th day of school. Refer back to these activities as you count the number of days to get to 100. Teacher Instructions

48 100th Day of School Activities for the 100th day of school... Have each child bring a collection of 100 objects. (such as... cereal, pennies, pasta, etc.) Read stories about the number 100. Count by 1s, 5s, and 10s to 100. Bundle sticks in 10 groups of ten and create one bundle of 100. Write numbers on a 100 grid. Mix 100 snack items and eat a fantastic treat. Place in a bag the number cards for counting by tens from 10 to 100. Invite ten students to each take a card, identify its number, and stand holding the card so the number faces outward. Then lead the seated students in putting the numbers in order from least to greatest. Teacher Instructions

49 Marshmallow numbers. Have the children make numerals 0 through 9 using toothpicks and miniature marshmallows. Have the children place pairs of toothpick numerals side by side to display two-digit numbers. Estimation Jars- Set up different size, clear jars filled with objects. Fill one of the jars with exactly 100 pieces. Ask students to guess which jar's contents are closet to 100 items piece necklace. Give each student a piece of string, ten paper squares, and a plastic bag of beads or pasta. Ask the children to write the numerals 10, 20, on the separate paper squares. Ask students to string 100 beads and to place the appropriate number card on the necklace after every group of ten beads. 100 Headbands. Give each student a headband and have them write 100 in the center. Have the students decorate the strip with 100 stickers, stamps or drawings. Staple the headband to fit each child's head. More activities for the 100th day.

50 Have the students use cotton swabs and paint to create an apple tree with 100 apple dots. Or use the swab and paint to create their own design using 100 paint dots. Divide the class into 10 groups and have each group compile a list of ten words. Combine their lists to create a 100 word chart. 100 cents. Have the children collect 100 pennies, and then have them exchange the pennies for nickels and dimes. Make a snake that measure 100 inches long. Have the students decorate it with 100 designs. Make a banner that has 100 hand prints. Hang 100 balloons or streamers in the room. Ask the students to make a link with 10 chains. Combine the 10- link chains to make a 100 link chain. 100 Drops of Water. Have the students predict how full a bowl containing 100 spoonfuls of water will be. Use tape to mark where they predict it will go. Count as you pour 100 spoonfuls into bowl. More, more, more 100th day activities.

51 100 Balloons and Cheers for the 100th day of School. On the next page count by 5s and cheer for the 100th day of school.

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53 Numbers 0-6 Click to return to the table of contents

54 Numbers 0-6 Encourage children to count the number of items in total. Count squirrels outside, blocks at center time, cookies at snack time). They may also count children who are present or objects at discovery center. When counting objects, say the number names in standard order, pairing each object with one and only one name. The children should understand that the last number 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. The children should understand that each successive number name refers to a quantity that is one larger. Teacher Instructions

55 As you introduce each number in this unit the following activities might be used. Drop objects in a container and have the children count how many drops they hear. Read a favorite counting book to reinforce counting and cardinality. Finger "Digits"... Display a certain number of fingers. Have the children select number card that matches number of digits. Show a number card and have the children hold up the correct number of fingers. Number Search The children will search for specific number of objects in the classroom. (ex. 3 pencils) Play "Simon Says". Teacher Instructions

56 Individual Number Poster Each child can make a number poster for each number. 1. Write number at top of paper. 2. Draw, use stickers, or glue objects that represent number. 3. When finished with unit compile number book. Teacher Instructions

57 This is the number one. Count the object and trace the number 1.

58 This is the number 2. Count the objects and trace the number 2. 2

59 Count the objects. Circle the correct number 1 2

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61 Sort objects 1 2

62 This is the number three. Count the animals and trace the number 3. 3

63 This is the number four. Count the objects and then trace the number 4.

64 Count the objects. Circle the correct number. 3 4

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66 This is the number 5. Count the objects and trace the number 5. 5

67 Count the objects in the group and move the correct number to the group.

68 Count the objects and trace the number 6.

69 Play "I Have One, You Have Two" Children take turns making number statements. The first child might say, "I have one mouth." The next child then replies, "I have two eyes". The children keep taking turns adding one each time until they get to six. Then start over again with one. Teacher Instructions

70 Click for interactive dice on the web.

71 Click for interactive dice on the web.

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73 Each number represents a set of objects. Draw objects for each number. 12 3

74 Each number represents a set of objects. Draw objects for each number. 56

75 Click for interactive spinner on web. Click on change spinner and rename sections with numbers and add a 6th section.

76 17How many bears can you count? A 2 B 3 C 4 D 5

77 18How many elephants can you count? A 1 B 2 C 3 D 4

78 19 How many monkeys can you count? A 3 B 1 C 6 D 4

79 20 How many alligators can you count? A 5 B 2 C 6 D 3

80 To sequence numbers we must put them in the correct order, each time adding the number that represents one more.

81 Sequence the numbers in correct order.

82 Numbers follow a sequence. In this sequence the next number represents one more. What number should come next?

83 What number is missing?

84 21Are these numbers in correct sequence? A Yes B No

85 22Are these numbers in correct sequence? A Yes B No

86 23What number comes next in the sequence? A 4 B 3 C 5

87 24 What number comes next in the sequence? A 4 B 3 C 6

88 What number is missing? A 2 B 3 C 4 D 5 E 6

89 zero

90 Count the animals and circle the correct number.

91 26Are there zero hippos? A Yes B No

92 27Are there zero lions? A Yes B No

93 Numbers 6-10 Click to return to the table of contents

94 Numeral Definition: A word, symbol or figure that represents a number. For example, seven, VII, llll ll, and 7 are all numerals that represent the same number. Counting Objects When counting objects, say the number names in the standard order, pairing each object with one and only one number name. Understand that the last number 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. Understand that each successive number name refers to quantity that is one larger.

95 six

96 Build and Identify 6 Draw more to make a group of 6.

97 seven

98 Build and Identify 7 Draw more windows to make a group of 7.

99 Start Click for interactive spinner on web. Click on change spinner and rename sections with numbers and add a 6th section.

100 eight

101 Build and Identify 8 Draw more to make a group of 8.

102 nine

103 Build and Identify 9 Draw more to make a group of 9.

104 Doughnut Number Roll Click for link.

105 ten

106 Build and Identify 10 Draw more to make a group of 10.

107 How many?

108 Number Clap- Each student has number cards labeled The teacher claps her/his hands. The students count silently. The children find the number card that corresponds to claps and hold up the card. They then find the correct number of objects from pile in center of table. Number Sequence- Use number cards and place in correct sequence against timer. Number Trace- Trace number cards with finger. The cards should have raised numbers or sand paper. Next page - match number of objects to numeral. Working with Numbers 0-10

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111 High - Low Game You need two players. Each player has playing cards numbered Each player flips one card. They must decide which number is higher or lower. Then continue choosing cards.

112 Domino Number Match

113 What's My Number? Hand out dominoes. The students will count the dots. Ask one student to write the number. ** Skip eleven and twelve dots at this point.

114 28How many ducks ? A 7 B 8 C 9 D 10

115 29How many pigs? A 7 B 8 C 9 D 10

116 30Are there 10 parrots? A Yes B No

117 31How many birds? A 7 B 8 C 9 D 10

118 Tally Marks Tally marks are another way to represent a number of objects. You might want to introduce tally marks with this story or another of your own. Once there were five caterpillars. They decided to take a nap on a beautiful green leaf. Each caterpillar crawled onto the leaf When it was number 5's turn there was no room for him. So he decided to lay across the other four.

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121 32Are there 5 tally marks? A Yes B No

122 33How many tally marks? A 6 B 7 C 8 D 9

123 34How many tally marks? A 5 B 8 C 9 D 10

124 Number Sequence Put numbers in order... Identify one number. Ask the students to find number before or after. Students may work with own cards

125 What's Missing?

126 To sequence numbers we must put them in the correct order, each time adding the number that represents one more

127 Numbers follow a sequence. In this sequence the next number represents one more. What number should come next? What number came first? 5 6 ____ 8 9 ____ ____ 5 6 ____ _____ 7 8 ____ ___ 7 8 ____ 9 10

128 Are these numbers in correct sequence? A Yes B No

129 6 7 _____ 36What number comes next? A 7 B 8 C 9 D 10

130 _____ What number comes first? A 1 B 6 C 7 D 10

131 Are these numbers in correct sequence? A Yes B No

132 Number Writing 0-10 Click to return to the table of contents

133 The following stroke- formations will lay the groundwork for number writing. Circular O O O Horizontal Curved Diagonal / / / / / Vertical l l l Figure 8's l l l

134 Let's go to the circus and practice our strokes. Use your straight arm to write in the sky. Then practice on your smart board, dry erase board, or paper. Strokes start on the next page.

135 Circular - Draw the balloons at the circus.

136 Horizontal - Walk across the tightrope. Draw the steps you take as you move. __ __ __ __ __

137 Curved - Draw the cotton candy. Make the curved shapes.

138 Diagonal - Slide down the elephant's trunk. Draw the movement as you slide down.

139 Vertical - See the monkey on the pole. Down the pole he goes. Draw the monkey's pole.

140 Figure 8 - Watch the skateboarder follow the path. Draw the 8s he will follow.

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155 Roll the dice, count the dots, and then write the corresponding numeral. Click for interactive dice on the web.

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164 Count the objects in each group. Write the number.

165 Spin. How many? Write the number on the board. Click for interactive web site. Click change spinner to set it up for 10 regions.

166 Read the numbers in sequence. Cover the numbers with the screen then write the numbers below the screen.

167 Write the number that comes next.

168 Comparing Numbers Click to return to the table of contents

169 Give the students opportunities to determine which group is larger, smaller or the same as another group. The children should identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group by using matching and counting strategies. Extend this skill by having the students create groups with one more or one less object.

170 Exploring Same Number Draw the same number of buttons as button holes.

171 Exploring Same Number Place one dog on each stool. We need the same number of dogs as stools.

172 Exploring More and Fewer (Less)

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175 Same, More, Fewer Draw the same Number of flowers. Draw more flowers. Draw fewer flowers.

176 Exploring Same, More, Fewer Make a group of more peanuts than elephants. Make a group of less peanuts than elephants. Make a group of the same number of peanuts as elephants.

177 One More, One Fewer one more one less

178 One More. One Fewer Draw a group with one less. Draw a group with one more.

179 Problem Solving

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181 Color one square for each animal. Which group has more? Which group has less?

182 Using Graphs to Compare Color each graph to show how many dogs and bears. Use same, more, or less to tell about the graphs.

183 39Are there more peanuts than elephants? A Yes B No

184 Are there fewer balls than cats?40 A Yes B No

185 Which group has less? 41

186 Which group has more? 42

187 Comparing Written Numerals Ask children to distinguish the quantity of a written numeral compared to another written numeral. Display written numerals from 1 to 10 and have the children compare the two numbers. Use the terms more and less as you compare the numbers.

188 You have five green buttons and I have seven. Which number is more?

189 Compare Numbers More and Less

190 Number Squeeze Game Greater Than or Less Than

191 43Which number is more? A B

192 44Which number is less? A B

193 4 3 45Is 4 greater than 3? A Yes B No

194 8 6 46Is 8 less than 6? A Yes B No

195 New Jersey Center for Teaching and Learning Progressive Mathematics Initiative (PMI) For additional NJCTL Math content, visit Progressive Science Initiative (PSI) For NJCTL Science content, visit eInstruction For information about Insight 360™ Classroom Instruction System, visit For additional content samples, click here.here


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