The activities in this lesson plan will focus on developing your child's understanding of numbers within the range of 0 to 5. Your learner will practice counting sets of objects using physical items, pictures, and visual models. They will also develop proficiency in subitizing to 5.
(Don't worry! We'll explain what subitizing is, along with other counting concepts.)
Before beginning the activities, your learner should be able to count to 10. They should also recognize numbers written as words and numerals.
Key Concepts
Here are a few concepts that are important to understand about counting and numbers.
Rote Counting: Rote counting refers to verbally reciting number words in order, such as "one, two, three." This is typically how learners are first introduced to counting.
Stable-Order: The stable-order principle of counting refers to the understanding that the words used for counting must always follow a specific and consistent order.
One-to-One Correspondence: One-to-one correspondence means matching each object with a number word while counting, ensuring that each object is counted only once.
Cardinality: Cardinality is the understanding that the last number named represents the total quantity of objects in a set.
Subitizing: Subitizing refers to the ability to quickly recognize the number of objects in a small group without needing to count them individually. This skill is important for recognizing number patterns and performing mental math.
Numerals: Writing numerals involves recognizing and representing numbers using symbols. The terms "numeral" and "number" are often interchangeable but "numeral" specifically refers to the symbols that we write.
Teaching Plan
The following activities will help your learner become confident in counting sets and subitizing to 5. Remember to go at a pace that is comfortable for your learner.
Examples and visuals to support the lesson:
1. Review Counting to 10
Let's begin by revisiting counting up to 10. This will allow you to observe if your child demonstrates stable-order while counting, understanding that the words used for counting must always follow a specific order.
Create opportunities for your child to engage in reciting and singing number-based rhymes and songs. Challenge them to count both forward and backward, as this helps develop a sense of sequence.
When incorporating counting rhymes and songs, establish a connection between the different aspects of numbers: the words, the numerals, and the quantity.
You can also point out the positions of numbers in the counting sequence. For example, emphasize that the number 4 sits between 3 and 5.
To further develop fluency in counting, have your learner point to a representation of the number while counting out loud. For example, when they say the number 3 have them find three items then find 3 on a number chart.
Skill Check
I can say the counting numbers up to 10 in the correct order.
2. Counting Sets of Concrete Objects
Next, we'll focus on counting sets of concrete objects. Using real objects can reinforce the concept of one-to-one correspondence, ensuring that each item is counted once and only once. This will help your child grasp the idea that numbers reflect the amount of objects.
Provide a variety of contexts and objects for your child to count, including sets with zero objects (empty sets). Introduce language that helps them understand what the number represents, such as "finding the total number" of objects in a set.
Demonstrate how to express the total using a complete sentence. For instance, instead of just saying the numbers, have them say "1, 2, 3, 4… there are 4 bears." This helps them understand that the number represents the quantity of objects. And don't forget to teach them that for an empty set, there are no bears.
To enhance their understanding, show them groups with different sets of items. For example, you can mix different fruits together. While counting sets, continue to make connections between the number names and numerals.
You can also ask how many of something that isn't present. For instance, in a set of apples and oranges, ask how many bananas there are.
Skill Check
I can count to find the number of objects in a group including 0.
3. Counting Sets with Pictures and Visual Models
Next, introduce pictorial representations alongside concrete objects. This adds a challenge for young learners because the objects cannot be moved as they are counted. Using pictures makes the groups more abstract and requires a deeper level of understanding.
Allow your learner to explore strategies for keeping track of the objects as they are counting them. Ask them, "how can we make sure we counted them all?" They may realize that crossing out the pictures or covering them with counters can help them know which ones have been counted.
When they are comfortable counting the pictures on their own, give them an added challenge such as true-false questions or "find the mistake." You can also pretend that you are the student answering a question and have your child determine whether you answered it correctly. Kids love pretending that they are the teacher!
Skill Check
I can use numbers to answer "how many" questions.
4. Subitizing to 5
Next, let's evaluate how well your learner can quickly recognize the number of objects in a set without having to count. This counting skill is also called subitizing.
Encourage them to develop this skill by moving away from systematically counting sets of concrete. The goal is to build their fluency in determining the total number without relying on counting.
Present sets of objects and pictures as you've done before, but now ask them if they can figure out how many there are without counting. Keep practicing this regularly with them. Over time, they will become proficient in identifying sets of up to five objects without relying heavily on counting as their main strategy.
To help them further, incorporate familiar contexts such as dice, fingers or hands, and number strips. You can also include games like matching flashcards that show the same number of items.
Skill Check
I can tell the number of objects in a group without counting them.
5. Ongoing Practice
We've made great progress so far by starting with counting and establishing connections between number names, numerals, and quantities. Once your learner feels confident in subitizing to 5, you can provide them with varied practice using different representations.
Ask your learner to identify the quantity of a set of objects presented in different ways, like using concrete objects, pictures, or visual models. Then have them record the total number using both numerals and words. This will reinforce their understanding and strengthen their skills in subitizing to 5.
Include a variety of activities and games to help them strengthen their skills in subitizing to 5. You can also reinforce using real-life scenarios. For example, when you are at the grocery store, ask them how many cupcakes are in the box. The key is to continue providing engaging and varied opportunities for your learner.
Additional Resources
Use these resources to support your learner's journey in counting sets and subitizing to 5:
Counting to 5 (ixl.com) - several activities in sections D.1-D.14
Summary
In this lesson plan, we explored the foundational concepts of counting sets and subitizing up to 5. Through practice with concrete objects and pictures, learners honed their ability to count sets accurately and efficiently. Additionally, they worked on subitizing, the skill of quickly recognizing the number in a set without counting each item individually. Keep in mind that subitizing is a skill that improves with regular practice over time. Try to incorporate it into daily learning activities.
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Skill Check