No Series: Mingle & Count: A Game of Number Sense
Math.K.CC.B.4b
| Common core State Standards
- Math: Math
- K: Kindergarten
- CC: Counting & Cardinality
- B: Count to tell the number of objects
-
4b:
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.
Math.K.CC.B.5
Common core State Standards
- Math: Math
- K: Kindergarten
- CC: Counting & Cardinality
- B: Count to tell the number of objects
-
5:
Count to answer \"how many?\" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
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Discussion and Supporting Materials
Thought starters
- Notice how rules for the game are revisited before students begin to mingle. What is done with remaining students who do not make a full group?
- How does this interaction encourage students to problem-solve together?
School Details
Jerabek Elementary School10050 Avenida Magnifica
San Diego CA 92131
Population: 657
Data Provided By:
Teachers
Barbara McCormick
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
43 Comments
Bernadine Charles Apr 2, 2021 12:31am
I enjoyed the inclusion and the choices the kids were given. Good Job!
Avery Baird May 16, 2020 1:29pm
Reviewing the rules first is a great way to remind the students what is expected of them as well as using the memorizing skills to check that they remember the rules. These rules are great for this game since they are allowed to make the groups on their own instead of being assigned. The idea that they are looking at other groups and seeing that they have too many or less than needed is a great way to keep their minds going even after they have finished their group. I also liked how she incorporated the number in each group and how many groups there were to do multiplication.
Janis Maltos Sep 12, 2017 7:17pm
shearyl pagaddut May 21, 2017 10:00am
Shawn Carlson Nov 4, 2016 12:18pm