Objective
Students will be able to count forward from 1 to 20 with one-to-one correspondence using manipulatives and verbal counting. By the end of the lesson, students will correctly count and identify quantities up to 20 with at least 80% accuracy.
Standards
- CCSS.MATH.CONTENT.K.CC.A.1 — Count to 100 by ones and by tens.
- CCSS.MATH.CONTENT.K.CC.B.4 — Understand the relationship between numbers and quantities; connect counting to cardinality.
Materials
- Counting bears (20 per student)
- Number line poster (1–20)
- Ten-frame mats (2 per student)
- "Chicka Chicka 1, 2, 3" by Bill Martin Jr.
- Dry-erase boards and markers
- Number cards 1–20
Warm-Up (5 minutes)
Lead the class in a group count from 1 to 20 using a number line poster. Point to each number as students say it aloud. Then count backward from 10 to 1 together. Have students stomp their feet on even numbers and clap on odd numbers to build rhythm and engagement.
Direct Instruction (10 minutes)
Read aloud pages from "Chicka Chicka 1, 2, 3" and pause at key numbers to have students hold up that many fingers. Introduce the ten-frame by placing counting bears one at a time into the frame while the class counts along. Demonstrate that after 10, we start filling a second ten-frame. Model counting all bears across both frames by touching each bear and saying the number aloud. Emphasize that the last number said tells us "how many" — this is cardinality.
Guided Practice (10 minutes)
Distribute ten-frame mats and counting bears. Call out a number between 1 and 20, and have students place that many bears on their frames. Walk around and check for one-to-one correspondence — make sure students are placing one bear per square and not skipping or double-counting. Pair students up and have them check each other's frames. Call out 3–4 numbers, increasing difficulty from numbers under 10 to numbers between 11 and 20.
Independent Practice (10 minutes)
Students work at their seats with number cards face-down in a pile. They flip a card, read the number, and place that many bears on their ten-frames. They then write the number on their dry-erase board next to the bears. Students complete at least 5 number cards. Early finishers can arrange their number cards in order from 1 to 20.
Assessment
- Formative: Observe one-to-one correspondence during guided practice. Note which students need physical prompts (hand-over-hand) to touch and count.
- Summative: Exit ticket — each student counts a set of objects (between 11 and 20) placed in front of them and tells the teacher the total. Record accuracy on a class checklist.
Differentiation
- Struggling learners: Limit counting range to 1–10. Provide hand-over-hand support during ten-frame activities. Use larger manipulatives that are easier to grasp.
- ELL students: Pair with a bilingual buddy. Use visual number cards with both the numeral and the corresponding dot pattern. Practice number words orally before the activity.
- Advanced learners: Extend to counting to 30 or 50. Challenge them to count by 2s to 20. Have them write number words alongside numerals.
- Students with IEPs: Provide a personal number line on their desk. Allow extra time for independent practice. Use a visual schedule showing lesson steps.
Closure (5 minutes)
Gather students on the carpet. Hold up a bag of counting bears and pull them out one at a time while the class counts together. Stop at various points and ask, "How many bears do we have so far?" End with the question: "If I have 15 bears and I add one more, how many will I have?" Celebrate correct answers and preview tomorrow's lesson on comparing quantities.