EXT K-2 Sampler

33 GradeK Objective K-5: Tomatch up to 5 objects with the appropriate numerals. Materials: Teddy bear counters, Numeral Cards 1–5 (fromMasters 3 and 4), large rubber ball, stapler Vocabulary: number words (four, five) Read toMe: Four Fierce Kittens, Dunbar, Joyce. (See page xii of foreword for the related activity.) Introducing4 and 5 Ask 3 children, one at a time, to come to the front of the room. Count the number of children together,making a circularmotion around the 3 children as you say, 3 children. Ask 1more child to join the group. Count aloud in the sameway again to introduce the number 4. Display a large number card for 4 and theword “four.” Ask onemore student to join the group. Repeat the activity to introduce the number 5. Models of 4 and 5 In this activity, the teacherwill use the gradual releasemethod (“I say it.We say it. You say it.”) to move responsibility for learning from the teacher to the student. Find anobject in the room of which there are exactly 4. Howmanywindows are in this room? How canwe find howmany? Touch and count “one,” touch and count “two,” touch and count “three,” touch and count “four,” as youmake a circular handmotion and say “four windows.” Let’s use our teddy bear counters to count in the sameway. Each student, pair, or small group of students shouldhave a set of 10 teddy bear counters. Demonstrate and then ask students to follow you as you repeat the activity. I am going to pick up 1 teddy bear inmy right hand and place the teddy bear in front of me onmy left side. Now I will pick up 1more teddy bear inmy right hand and place it next to the other teddy bear. Continue in the sameway until 5 teddy bears are in front of you. Howmany bears do I have in front of me? How do you know? Helpme count the objects. One, two, three, four, five, five bears. (Make a circular hand motion aswe say, “five bears.”) Now ask the students in each group to repeat the activity as you give the directions. Look at the beans on the card on the left. Count withme to find the number of beans on the card. (1, 2, 3, 4, 4 beans) Trace the number 4 withme 3 times as you say the number aloud. Look at the card on the right. Howmany beans? Touch and count the beans. Trace the number 5 withme 3 times. Now look at the bowls. Howmany bowls? Circle the number 4. Have students complete the page on their own. Bounce theBall Have one student hold up a numeral cardwith the number 1, 2, 3, 4 or 5 on it. The other student bounces a ball (or claps hands) the same number of times, counting aloud each time the ball is bounced. On the last bounce, the student should catch the ball and say the total number of bounces (e.g., “3 bounces.”) MyNumber Book 1–5 (Skill Builders 5-1) 15 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. Four andFive Honey Honey Honey 3 4 5 3 4 5 3 4 5 3 4 5 Ring thematching number. Lesson 6, KETeacherGuide 15 K.CC.3, K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5 Number Identification: FourandFive Objectives for CCSS, CCSS-CA, andTEKSnoted on lessonplans in respectiveTeacherManuals.