# Here children represent the same counted numbers in different ways

Subject:

Math

PreK, K

Title – Writing Numbers
By – Arlene Gonzalez
Primary Subject – Math
Class grouping – Large and Small Groups

Introduction: As the class learns to write their numbers, some children usually have difficulty with their fine motor skills during this process. Therefore, I wanted to reintroduce the previous played “Grab and Count” game, with a worksheet so the children can write numbers in the three various ways. Goals and Learning Objectives of Lesson:

• New York State Learning Standards:

Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.

PK.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10)

PK.N.2 Count out (produce) a collection of a specified size 1 to 10

PK.N.3 Verbally count by 1’s to 10

PK.N.4 Explore the different representations of a group of objects

PK.N.5 Draw pictures or other informal symbols to represent a spoken number up to 5

PK.N.6 Draw pictures or other informal symbols to represent how many in a collection up to 5

PK.N.7 Recognize numerals (0-5)

PK.N.8 Use and understand the terms first and last
• Goals and Objectives:

Students will understand that numbers can be represented in various ways such as tallies, dots and numerals.

1. Students will count aloud sequentially from one to ten.
2. Students will use one to one correspondence when counting.
3. Students will identify numerals (1-10) in isolation.
4. Students will write numerals from 1 – 10, draw tallies or draw dots to represent a certain amount of objects counted.
5. Students will match numerals to objects from 1 – 10.

Materials:

• Chart Paper
• Markers
• Pencils
• Worksheets (described below)
• Counters (bears, buttons, shapes)
• Stickers
• Index Cards with numerals from 1-10 (front) and 11-20 (back)

Teacher Preparation:

• Write numerals from 1-10 on four index cards
• Assign four groups that will work at a table with the four teachers
• Create the worksheet, select the counters and place near each table before small group activities.

Presentation:

1. Introduction:
• Bring students to the rug area.
• Continue your regular routine and a movement activity.
• Then introduce the new game.
2. Large Group Activity Math Game:

We have been learning about writing numerals throughout the year. For those children who are having difficulty writing, drawing dots can be another symbol that represents a number

.
• Introduce the concept of how we write numbers in many different ways, like when taking a vote, we use tallies and in the game dominoes, we use dots.
• Draw a chart on the chart paper labeled tally, numeral and dots with an example of each underneath.
• Explain the game that will be played at the tables.
• Present the worksheet. Explain that when they receive their worksheet, they need to place their name on the top line, next to the word “Name.”
• Demonstrate the activity:
• This game involves grabbing a handful of counters, lining them up and counting the set using one to one correspondence.
• First “Grab and Count.”
• Count the set one more time for accuracy.
• Say the last number counted and write the number (as a tally, numeral or dot) in the first square.
• There will be four squares on the sheet, labeled 1-4.
• When presenting the game, have several children help you in grabbing and counting the pieces.
• Demonstrate how one set of objects can be written in three different ways.

3. Small Group Activity:
• Children work at tables of four plus one teacher.
• The teacher reminds the children to write their names at the top of their paper and gives the instructions of the activity.
• Each child then grabs and counts the counters independently.
• Each teacher observes and provides feedback when necessary (asking how many did you get, asking to count one more time to make sure, providing praise and encouragement throughout the activity).
• An index card with numerals from 1-10 will be displayed in the center of the table (with 11-20 written on the back). (Have extra index cards available at the teachers’ desk if needed.)

4. Conclusion:
• Take the children back to the rug area so they can share what they used (tallies, numerals or dots).
• A chart can be created to collect data on how many children used each way of writing numbers.

Student Assessment:

• Assess the student’s attention and focus during the assembly through eye contact and body placement (sitting appropriately in their seats and following class rules, such as using a raising their hand to speak and waiting to be called upon before answering questions).
• Assess the children’s understanding of the lesson, by looking at their worksheets and listening to their descriptions of how they represented the number of objects they counted.
• The children’s fine motor skills and ability to write numerals correctly will also be assessed by their worksheet.
• Each teacher will also assess how the children hold their pencil and assist a child to have an age appropriate tri-pod grasp.
• Mastery/achievement/understanding is determined by the student’s ability to follow the directions of the activity, count using one to one correspondence, write tallies, numerals or dots to represent the number of objects counted.

• Providing students at least 15 seconds to respond to questions.
• Reminding the students of how they need to raise their hands and wait to be called.
• Reminding the students of how they need to sit (feet in front, hands on lap, zipped lips) when they are to be called to find their center.
• Using a gentle touch on the student’s elbow or shoulder to prompt him to continue to do his work.
• Assisting a student in using the proper tri-pod grasp on his writing utensil to write.
• Writing numerals 11-20 on the back of the index card for students who have selected more than ten and are interested in writing that number.
• When assigning the groups:
• There will be four children per table – two or less children with special needs with two or more typically developing children.
• Attention span, classroom relationships and cognitive abilities should be taken into account when assigning the groups.
• A shadow helper may be needed for students with behavior disorders.
• If more time is needed to work with one or two children, have the two other children at the table work together while providing more assistance to the other children. The teacher can also work on the activity with the child/children when the class leaves the room for another activity.
• You could also use stickers in lieu of drawings for those who are having difficulty.

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