This unit focuses on extending the development of the foundational counting skills by having the students verbally identify, without counting, the number of objects from 1 to 5. It continues to build on recognition skills of one-digit numerals (0 – 9), using verbal ordinal numbers to describe position and explore objects that are the same and different. All of the Prekindergarten Guidelines in this unit of counting and cardinality are essential components of number sense and a precursor to place value. Building a strong foundation with concrete activities is crucial for long-term understanding. Rules and routines are established for using math manipulatives and real-world objects as students explore the concept of counting.
Prior to this unit, students were welcomed to school and introduced to counting in a variety of ways. The students placed objects in a row to be counted, recited number words in order up to 5, demonstrated and understood counting sequence, counted
objects in different orders, and used ordinal numbers to describe order.
During this unit, students continue counting in a variety of ways, using various manipulatives to help build conceptual understanding. They continue to sort objects using attributes. Students use previous knowledge of counting with number words in sequential order and apply it to number recognition. They recite number words in order up to 10. They also begin organizing and collecting data. They verbally identify, without counting, the number of objects from 1 to 5 and begin to recognize one-digit numerals, 0 – 9.
After this unit, students continue to collect, sort and organize data. Additionally, students continue to develop their ability to recognize one-digit numerals, 0 – 9.
According to research, “…young children are naturally curious about their world, they often raise questions such as, How many? How much? What kind? or Which of these? Such questions often offer opportunities for beginning the study of data analysis…” This unit will offer engaging real-life experiences with data to help spark the curiosity and answer questions.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics, Inc.