ALEX Classroom Resource

  

Operation: Numbers 1-10 - Activity Plan

  Classroom Resource Information  

Title:

Operation: Numbers 1-10 - Activity Plan

URL:

https://aptv.pbslearningmedia.org/resource/kids-lab-oos-afterschool-operation-numbers-110/operation-numbers-1-10-activity-plan-pbs-kids-afterschool-adventure/

Content Source:

PBS
Type: Learning Activity

Overview:

In this activity, children will explore simple math activities using the numbers one through ten. Children will represent numbers in different ways, such as drawing quantities (*, **, ***); writing numerals (1, 2, 3); and using number words (one, two, three). 

Content Standard(s):
Mathematics
MA2015 (2016)
Grade: K
4 ) Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

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. [K-CC4a]

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. [K-CC4b]

c. Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.4- When counting objects, demonstrate one-to- one correspondence by saying 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 (limit numbers and objects to five).


Tags: cardinality, counting, number words, quantities
License Type: Custom Permission Type
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Partnered Event: ALEX Resource Development Summit
Accessibility
Comments

2019 ALCOS

4. Connect counting to cardinality using a variety of concrete objects.
a. Say the number names in consecutive order when counting objects.
b. Indicate that the last number name said tells the number of objects counted in a set.
c. Indicate that the number of objects in a set is the same regardless of their arrangement or the order in which they were counted.
d. Explain that each successive number name refers to a quantity that is one larger.

  This resource provided by:  
Author: Michelle Frye
The event this resource created for:ALEX Resource Development Summit