Counting Beyond Our Fingers and Toes

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SWBAT make a one-to-one match between objects and numerals from 1-30.

Big Idea's huge in First Grade! I want my little ones to start out the year counting from 1-30 and having one-to-one correspondence with objects for these numbers. Also, I want them to notice patterns on a hundreds chart.

Rev Them Up

10 minutes

Here we's time to settle them down and get their brains thinking about math.  

Verbal Instructions:

Class if your listening, place your hands on your shoulders. (Just watch who is participating and do the next step.)

Class if you hear me, place your hands on your belly. (Continue)

Class if your listening, place your hands on your head. (Now you should have everyone paying attention.)

Pick a student to start with in the room and ask that child to begin a counting chain for the class to follow.  This child will start with saying "one" and then the next child "two" and so on.  Have the chain continue until the last child gets to say whatever number should be last.  If anyone strays or breaks the chain, pick a start over point and have a new child begin the chain. 

It will vary as to how high your class counts.  This lesson assumes students have current mastery of counting 1-20 from their previous year of school, yet this lesson continues practicing this skill, extends this skill to 30, and continues to build the one-to-one correspondence students need between objects and numerals.  Check out the video in the resource section to see my class using a counting chain.

Whole Group Interaction

10 minutes

Divide your class into sets of partners and/or a group of three if necessary. Explain to your students they are using unifix cubes for today's math lesson and sitting together at one desk.

When you are passing cubes out, purposely give them more or less than 30. This will matter during the lesson. Students will have to count and identify if they have exactly 30; more or less.

Now is the time to pass them out and allow them time to explore and build.  Little hands have a difficult time following instructions if you do not allow them play time before the lesson begins. Give them a couple of minutes to construct shapes with the cubes.

Independent Practice

20 minutes

Need: a large quantity of unifix cubes or counters, they will end up with 30 cubes for each set of partners.

I will pass out the ten frame worksheet from the resource section and ask my students to count how many frames there are all together.  Some students will know from previous lessons to count by tens.  Others will still count one frame at a time.  I will wait for everyone to finish and pick one pair of partners to share their answer of 30.

I will ask partners to move their cubes into one long row on their desk or table. When the row is complete, ask students to work together at picking up one cube at a time and placing it on the ten frame.  Continue to place the cubes one at a time until all the frames are full or all cubes are gone.

I will use my quiet signal and ask my students if all the ten frames are covered. I use several quiet signals, but for this activity I will count backwards from 5 and I have taught my students they should raise their hand as soon as they hear me, get quiet, and I should not make it to number 1. Some students will answer with, "have too many" and give some back, others will not have enough. Students should figure how many more they need to get to complete their set of 30.  

Ask the students to slide one cube at a time across the desk back into a row and count how many they have. The answer should be 30.  

Now assign them jobs. One will be the recorder and the other will be the slider and assist the recorder.  The slider will be moving the cubes back to the ten frame.  The recorder will be writing what number they say next to the cube. The goal is for the partners to label their ten frames with the numbers as they count to 30.