Each day we begin our math time with the calendar. This time is important because it provides the kids with a chance to understand time (today, tomorrow and yesterday), patterns (days of the week and months of the year) and recognize special days and holidays (social studies integration). It doesn't take much time and it's worth the effort.
We do the calendar online at Starfall (see the pdf below for an explanation of our calendar time).
After calendar is done, we then practice our counting. Since counting and number sense is a critical area for learning in kinder, we dedicate about ten minutes per day to rote counting practice in several different ways. We dance, count and sing to counting videos. The kids love it and look forward to it everyday. I have a couple of strict rules: 1) EVERYONE must participate. That means all mouths are moving and all voices are heard. 2) When counting everyone must point at the numbers being said as they flash on the screen (except when counting to 100 by 1's...that one they exercise or dance to, or they follow the 100 number line on the wall as we count).
Before I had an ActivBoard I used a standard classroom wall calendar and posters to do exactly what we do now and we still had a blast. I was the counting dance leader instead of the guy or gal on the video.
Here are the videos we use:
Count to 20:
Countdown from 20 (very important to support number sense):
Count by 10's (great for learning place value and teen numbers):
Count by 1's to 100:
First we discuss what makes numbers 11 to 19. We refer to the poster we made in an early lesson that shows how numbers 11 to 19 are made. I make sure the kids focus on the idea that numbers 11 to 19 are all made up of one ten and extra ones.
We view Harry Kindergarten's video, Numbers in the Teens:
For guided practice, I flash combinations of ten-frames (one ten and extra ones) and ask them to tell me as quickly as they can which number I'm showing (11-19). They yell out the answers as I flash the combinations on the screen. (see resources below)
Once we have identified the amounts on the ten-frames, I ask the kids if they think objects always have to be in a ten-frame to count them or if they can be in other ways. I ask if I have 12 chips in ten-frames (10 plus 2 extra) and I spilled the chips into a bag, would I still have 12 chips? The kids agree that the objects can be in any format and still be a total of 12.
I place a few of the puzzle pieces under the doc cam and I demonstrate how I would go about counting, matching and building the three part puzzles (number, quantity in objects, word). I demonstrate carefully counting the objects on each of the cards and matching it to the corresponding number.
I explain to the kids that, as a table team, they are to build all the number puzzles (11-19) and then line them up in order at their table.
I have them go to their tables to get started, but I let them know I will be around to guide them placing the puzzles in numeric order. See videos below.
The independent practice for this lesson is the kids counting and matching the objects, numbers and words. I roam the room and monitor to make sure all kids are participating and that the tables are working together to get the job done.
I also assist if I see any counting concerns. The idea of this lesson is that we can count 11-19 when organized into ten-frames, or we can count them when they are in random order. Either way, it's the same amount.
I've included a video that shows the Team Work and guided ordering of puzzles.
The other videos and pictures are to provide an idea of the format of the activity.
**All puzzles were purchased in 2012 at Ross Dress for Less for $4.99 per box. The box includes numbers 1-20. I do this lesson at two different point in the year. 1-10 at the beginning and 11-19/20 after winter break. I have also seen these puzzles available online at Amazon and ebay.
Once all of the tables have successfully built their puzzles and put them in order from 11-19, I check the work and have students put their supplies away. Then we gather on the floor to discuss the activity. I ask them what they learned and what challenges they faced. One student tells me that it's harder to count objects when they are all "messed up."
Another student agrees, saying it would be easier if they could mark them out as they counted them, but that's not okay because it would ruin the puzzle.
A third student chimed in and said that the objects were kind of organized and it was easy to count them when you did it like you read, left to right and top to bottom.
An additional activity as an exit ticket is not needed. I'm checking student understanding as I move to each table examining completed puzzles for accurate ordering of the numbers/quantities.
I do not provide an additional exit ticket for this lesson although an 11-19 number-quantity matching sheet would be appropriate. Each student would have to count and match the number to the quantity.