SWBAT to identify numbers 0-20 and match them with their quantities by fishing for numbers and matching them to the correctly dotted fish.

Young kids need many, many experiences with matching numbers to their quantities in order for them to become independent in basic number sense.

15 minutes

We do our calendar and counting practice everyday. The calendar changes a bit with the unit of study we are working on. The calendar and the portions of the counting practice stay consistent. We practice counting to 20 forward and back, counting by 10’s to 100, and counting by 1’s to 100. These are practiced daily, although some of the videos may video. I cycle through a few different ones to keep it fresh; they contain the same learning content.

If you don’t have a large sharing screen or ActivBoard, using a standard kindergarten wall calendar and posters works just as well. You just need to be the counting aerobics instructor :-).

The calendar we use each day is found on Starfall.

Here are the videos we use for this lesson:

Counting to 20 -

Countdown from 20 -

Counting by 10’s to 100 -

Counting by 1’s to 100 -

10 minutes

I read the story, Candy 1-20. As I read each page, I think aloud about how each number is one more than the page before. I also count each object on each page to demonstrate to the kids that every number represents a specific quantity.

The kids get excited as I read because they enjoy how the number of candies on each page match the number on the page. They are also excited because they love to see the different types of candy throughout the book.

10 minutes

I flash counting dots under the doc cam for the kids to identify "how many" to 10.

I have the kids take turns playing ABCya Fish Count as I call random students come up to click on the number of fish there are on each screen. I choose kids to come up by pulling names sticks from a name stick jar.

After a full round of Fish Count, I demonstrate the activity for the day. The kids are going to go fishing. They will take turns putting a fishing pole into the "water" and catching a counting fish. They will then find the matching quantity on their game board and place the fish on the matching quantity. I demonstrate it step by step as the kids watch.

I then explain to them how they are going to take turns at their tables.

15 minutes

Table captains go first. Then the play goes clockwise for the rest of them game. I tell each table who will go second and third so they understand what it means to go clockwise.

Player A (table captain) goes first:

1) place the "hook" in the "water" and wiggle it around until you catch a fish

2) Take the fish out of the water and read the number on it to your table friends

3) find the matching quantity on a fish on the your game board**

4) place your fish on the matching quantity on the fish

**If you already have a fish with that number, throw it back in the water and tell your partner it's his/her turn. You fish again on the next round.

5 minutes

Time is up either when the time allotted for play is up or when the tables have played out all the fish in their "water".

I ask the kids what they learned from this activity and to tell their favorite part of the activity. I give them 30 seconds on a timer to think about their answer and then I have them tell their talking partner (I choose the talking partners each morning). I then choose kids randomly using the name stick jar to share with the class what they discussed with their talking partner. This encourages the kids to be good listeners as well as good speakers.

The kids liked catching the fish the most, but many said they really like finding the matching quantity fish.

5 minutes

The kids are asked to match numbers to quantities(random 1-20) by drawing a line from the number to it's matching quantity on the other side of the page.

As I collect the completed sheets, I sort them into two piles - get it and does not get it. The few that are in the doesn't get it pile are placed in a small group the next day and given further direct and/or guided instruction in number recognition and/or one to one counting.

I reteach and retest until I am confident all kids have the concept of counting quantities to 20.

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