# ALEX Classroom Resource

## Peg and Cat: Counting to Twenty

Classroom Resource Information

Title:

Peg and Cat: Counting to Twenty

URL:

https://gpb.pbslearningmedia.org/resource/cf4d5a90-66aa-4a01-9385-37dace26e0fc/counting-to-twenty/

Content Source:

PBS
Type: Audio/Video

Overview:

Use this Peg + Cat video with children to count to 20. When the pirates can't get back to sleep, Peg shows them how to count and write numbers to twenty.

Content Standard(s):
 Mathematics MA2019 (2019) Grade: K 3. Write numerals from 0 to 20. a. Represent 0 to 20 using concrete objects when given a written numeral from 0 to 20 (with 0 representing a count of no objects).  Unpacked Content Evidence Of Student Attainment:Students: Write numerals correctly from 0 to 20. Represent numbers using concrete objects when given a written numeral from 0 to 20.Teacher Vocabulary:Numeral NumberKnowledge:Students know: how to match numeral name with sets of objects.Skills:Students are able to: write numerals from 0 to 20. Represent numbers from 0 to 20.Understanding:Students understand that: a written numeral represents a number of objects.Diverse Learning Needs: Essential Skills:Learning Objectives: M.K.3.1: Write numbers 0 to 10. M.K.3.2: Match numerals to quantity 11 to 20. M.K.3.3: Match numerals to quantity 0 to 10. M.K.3.4: Recognize written numerals 0 to 20. M.K.3.5: Demonstrate one to one correspondence for a group of objects 6 to 20. M.K.3.6: Demonstrate one to one correspondence for a group of objects 0 to 5. M.K.3.7: Trace numerals 0 to 20. M.K.3.8: Make purposeful marks such as lines and circles. Prior Knowledge Skills:Count to 20 and above. Mimic counting by ones. Recognize numbers from one to ten. Become interested in how many objects she/he has. Continue to have an interest in counting. Understand the concept of size and amount. Notice same/different and some/all. Understand that words can label sameness and differences. Understand that some have more, and some have less. Become more interested in the concept of some and all. Make purposeful marks. Given a set number of objects one through ten, answer the question "How many?" Pair the number of objects counted with "how many." Understand that the last number name tells the number of objects counted. Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects. Pair a group of objects with a number representing the total number of objects in the group (up to ten objects). Count objects one-by-one using only one number per object (up to ten objects). Recognize that numbers and numerals have meaning. Recognize numerals 0 (zero) through 10. Identify the difference between written numbers and other written things. Identify the difference between written numbers and objects. Rote count to ten. Communicate some number words. Recognize after. Recognize before. Enjoy playing with all kinds of objects. Point to matching or similar objects. Alabama Alternate Achievement Standards AAS Standard: M.AAS.K.1 Using vocalization, sign language, augmentative communication, or assistive technology, count to 15 by ones starting with one. Mathematics MA2019 (2019) Grade: K 5. Count to answer "how many?" questions. a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle. b. Count using no more than 10 concrete objects in a scattered configuration. c. Draw the number of objects that matches a given numeral from 0 to 20. Unpacked Content Evidence Of Student Attainment:Students: Answer questions regarding how many objects are in a set in various configurations.Teacher Vocabulary:Rectangular array Subitize Knowledge:Students know: how to use one-to-one correspondence when counting objects. how to demonstrate number word sequence.Skills:Students are able to: count sequentially. Use one to one correspondence. Subitize. Represent a number of objects within 0 to 20.Understanding:Students understand that: numbers name quantities regardless of their arrangement.Diverse Learning Needs: Essential Skills:Learning Objectives: M.K.5.1: Define how many, all together, and in all. M.K.5.2: Demonstrate one to one correspondence. Example: Point to only one object when counting, and stop counting when all objects have been touched. M.K.5.3: Count to 20 by ones. Prior Knowledge Skills:Understand amount words, such as more, less, and another. Begin to understand that parts of an object can make a whole. Be interested in who has more or less. Understand the concept of "less than". Mimic counting by ones. Recognize numbers from one to ten. Become interested in how many objects she/he has. Continue to have an interest in counting. Understand the concept of size and amount. Make purposeful marks. Given a set number of objects one through ten, answer the question "How many?" Pair the number of objects counted with "how many." Understand that the last number name tells the number of objects counted. Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects. Pair a group of objects with a number representing the total number of objects in the group. Count objects one-by-one using only one number per object. Recognize that numbers and numerals have meaning. Recognize numerals 0 through 10. Rote count to ten. Communicate number words. Recognize after. Recognize before. Alabama Alternate Achievement Standards AAS Standard: M.AAS.K.5 Using vocalization, sign language, augmentative communication, or assistive technology, count out up to five objects from a larger set, pairing each object with one, and only one, number name to tell how many.
Tags: 020, cardinal numbers, counting
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AccessibilityVideo resources: includes closed captioning or subtitles