Series Building on Young Children's Mathematical Thinking : Make It Count: Counting & Counting Collections

Math.K.CC.A.2

Common core State Standards

  • Math:  Math
  • K:  Kindergarten
  • CC:  Counting & Cardinality
  • A:  Know number names and the count sequence
  • 2: 
    Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Download Common Core State Standards (PDF 1.2 MB)

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Math.K.CC.B.4

Common core State Standards

  • Math:  Math
  • K:  Kindergarten
  • CC:  Counting & Cardinality
  • B:  Count to tell the number of objects
  • 4: 
    Understand the relationship between numbers and quantities; connect counting to cardinality.



    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.

    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.

    c. Understand that each successive number name refers to a quantity that is one larger.

Download Common Core State Standards (PDF 1.2 MB)

Make It Count: Counting & Counting Collections

Lesson Objective: Practice counting in different contexts
Pre-K / Math / Number Sense
10 MIN
Math.K.CC.A.2 | Math.K.CC.B.4

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Discussion and Supporting Materials

Thought starters

  1. How is literature used as an engagement strategy?
  2. How does Ms. Surita provide multiple opportunities for students to practice counting?
  3. How could you use counting collections in your classroom?

1 Comment

  • Private message to Mary Bartz

She used counting in so many ways through calendat counting by twos , the Pete the cat book with counting buttons to make the number of the day and baggies with pieces in them to count. Kids do get stuck in the teens so listening and correcting them when they skip numbers help them gain number sense. 

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Transcripts

  • Make It Count: Counting & Counting Collections Transcript

    Crystal: How are you guys feeling today, raise your hand?

    Children: Good.

    Crystal: Let's see...

    My

    Make It Count: Counting & Counting Collections Transcript

    Crystal: How are you guys feeling today, raise your hand?

    Children: Good.

    Crystal: Let's see...

    My name is Crystal Sarditha, and I teach at little Saint preschool at St Elizabeth Seton, and I am a preschool director, but I also teach in the classroom.

    Who's our calendar helper today?

    Today you will see different ways preschoolers count in my classroom.

    Darlene, Can put this number over please?

    During circle time we do the calendar we count the children.

    Darlene: One, two, three...

    Crystal: And I also tied in a counting activity with the book that we will be reading.

    Pete the cat and his four groovy buttons.

    And then we will have an activity during small group, where they will be counting a collection of buttons.

    If I was counting by ones. Would I skip a number, or keep counting?

    Children: Keep counting.

    Crystal: How would I count?

    Children: One, two, three, four, five ...

    Crystal: Today we'll be counting up to 21 because today's number of the week is 21.

    Children: 19,20,21 ...

    Crystal: 21, if I was counting by two’s, would I count straight through, or what would I do?

    Children: Skip.

    Crystal: Skip. Where would I start at, if I'm counting by two's?

    Children: Two.

    Crystal: Two. So, I would go two, three?

    Children: No, no.

    Crystal: Where would I go?

    Children: Two, four.

    Crystal: Four.

    Children: Six, eight.

    Crystal: We're counting by twos, we started with two through six, and then we did two to ten, and then we increased it as the weeks went by, so right now we're at two 20.

    Since we are counting by twos, the next number we would count after 20? Who thinks they know what number comes after 20?

    Children: 21....22

    Crystal: We are counting to 21 this week, but we are counting by two's. Camilla what number?

    Camilla: 22.

    Crystal: It would be 22, so next week on Monday we'll be able to count by twos to 22.

    What I really want to move the class into ... The whole class is grouping by two's.

    Pete the cat and his three groovy buttons.

    Children: Groovy

    Crystal: Groovy buttons.

    Pete the cat put on his favorite shirt. Four big colorful round groovy buttons. We've been doing, Pete the cat the whole week, so they've been really interested in Pete cat. Pop! Oh no. One of my buttons popped off and rolled away. How many buttons are left? Raise your hand?

    T

    Children: Three.

    Crystal: I guess everyone knows, huh?

    Child: Yeah.

    Crystal: The activity we had today, that tied in with Pete the cat’s groovy buttons was counting collections. So, I tied in the book and counting collections together by getting buttons for them to count. Okay, we're going to count some buttons, and I don't know how many we have to be honest. But I wanted to count our buttons to ... What number are we counting up to this week?

    Children: 21

    Crystal: 21, but I think I might have more than 21.

    I used counting collections as one of my math concepts in my classroom, because it helps the kids practice their count.

    Child: Three.

    Crystal: So I want them understanding that, a number represents an object, for them to have out one to one correspondence.

    Child: Five, six.

    Crystal: [inaudible 00:03:34] just gave me an idea. What kind of buttons are you grabbing?

    Child: Two red then one green...

    Crystal: I noticed that he was counting the circular buttons and I thought, I do have a bunch of shapes in here maybe I can have the children come and count them to take turns, and we can count up to 21. That would incorporate more kids instead of just having one.

    Child: One two three four five six.

    Crystal: Six, okay so let's write number six so we can track, because we need how many buttons, I want you to count how many?

    Children: Six.

    Child: 21

    Crystal: 21. Okay, can you write six right here? Let's keep track you gave me an idea. Okay, Gabriel,

    When it was Gabriel’s turn to come up to count the last buttons, he chose to count the hearts and he counted six hearts. But we really had 17 on there, on the board and we needed four more.

    How many buttons do you have?

    Gabriel: Six.

    Crystal: Can we count on from this number. What number was this?

    Gabriel: 17.

    Crystal: 17, so we have 17. What number comes after 17?

    Oops

    Gabriel: 18, 19,20...

    Crystal: Guys its Gabriel’s turn, so we have 17...

    Gabriel: 18, 19...

    Crystal: He counted up to 23 but we only needed 21.

    Gabriel: 22, 23.

    Crystal: 23. 23 is that the number we wanted to get to Gabriel?

    Is that too many, or too little?

    Gabriel: Too many.

    Crystal: Too many. So, we have ... We wanna get how many?

    Gabriel: 21.

    Crystal: 21. So how many do we have to take away? How many do we have to minus?

    Gabriel: You have to take away two.

    Crystal: Two? let’s try. Two and one?

    So then he took away the three, and as he counted he realized that we had 20 ...

    20 wait the count was off again.

    How many more do we need?

    So the added another one, to get to 21.

    You got 21? You're sure?You wanna check?

    Gabriel: Yeah.

    Crystal: It's hard for a teacher sometimes to see their children struggle and they kind of wanna come in and rescue them, but the struggle is good it helps them really learn and have a good foundation of counting.

    Gabriel: That's 21.

    Crystal: That's 21. Good job. Thank you hun. We're going to do our workshops guys, and in our workshops, we are going to do a Pete the cat [inaudible 00:06:08] and then we're going to write our numbers one through 21. And then you get to count your own collection of buttons.

    Children: Hurray!

    Crystal: The way I organize my counting collections, since I've been doing it since the beginning of the school year, I kind of have an idea of where the children are in their counting. How high they count, if they have the one to one correspondence. I observe them in the beginning of the school year, and continue to observe them and then when I see that they're ready for a large collection, then I give them a large collection. So, I have tubs, for the kids to have with their specific counting collections that I pretend before the activity. Okay Lippe, can you count them for me hun? Can you show me how many you have?

    Lippe: One, two, three, four, five, six, seven, eight ....

    Crystal: When I have them count their collection, I wait to see if they're able to do it.

    Lippe: 17, 18,19....

    Crystal: And then I kind of keep track where they kind of lost the count and then I'll ask him if we can count again. How many did you count?

    Lippe: 20.

    Crystal: 20? That's a big collection. Can we count them together?

    Lippe: One, two, three, four, five, six, seven, eight....

    Crystal: You want to count them and put them inside of my container?

    Okay, we'll count them as you drop them in.

    Lippe: two three four...

    Crystal: And I'll kind of wait to see if maybe they'll get it the second time, if not then I'll stop at the button they counted and then we'll start with that number that they missed. It's usually the teens where they have the difficulty.

    Lippe: 13, 14 ,16....

    Crystal: 15, 16, 17

    Lippe: 17 18,19, 20, 21,22.

    Crystal: How many did you count?

    Lippe: 22.

    Crystal: 22. Can you show me....

    Lippe: They are more.

    Crystal: Oh 22. What comes after 22?

    Lippe: 23.

    Crystal: 23. I want to hear them counting. That's what's important, is I hear them count and that they get that sequence of numbers, they get that roll of counting. That they know that one to the next number comes. Michael, how many did you count in your collection?

    Micheal: 26.

    Crystal: 26. Okay. Can you record for me and can we count when you're done recording?

    Michael really surprised me today, because usually when he counts. Counting is just enough. He usually doesn't want to record, and today he actually wanted to record, which was kind of nice.

    So then when he had his buttons on his paper, and he started recording he was circling one by one.

    Micheal: 26,27...

    Crystal: And then he double counted some, and then I was thinking, how can I get him to count again without losing his interest? So, I thought, okay, why don't we change it a little bit and have him come into the container. How about you count them ... Can we put them one by one back in here?

    Micheal: Yeah.

    Crystal: When we get closer to the end of the year, when I see that they're able to keep track of their collection. I'm so proud. And kind of like to think about how they started in the beginning, and then how they are counting now. How their counting collections has increased.

    How many did you count?

    Micheal: 22

    Crystal: 22. That's what I think about and I think how far will they be able to count if I had them a few more months? And I wonder too, we're introducing the counting by two’s, grouping by two's and maybe that will help them with multiplication, maybe that will help them with other things in math as they grow up.

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