![]() Students will begin recognizing, representing, and writing numbers in the second half of the unit. (Students do not need to produce grammatically accurate language, but the teacher should use “fewer” or “less” as appropriate in context.)ĭisplay and write the number associated with a quantity whenever possible. They start with quantities that are very different and can be compared visually, such as 7 and 2, and relate the comparisons to the terms “more” and “fewer,” which may be new. Students also develop their comparison skills. They will continue to build this understanding over time. As students count and rearrange objects, students notice that the arrangement of objects does not affect the number of objects (conservation of number). They may also continue to use any tools and resources from earlier work, such as counting mats and 5-frames, as well as bring objects from home to count. ![]() Students are encouraged to use their fingers to count. In this section, students count to answer “how many” questions and develop their understanding of the connection between quantities and spoken number words. When demonstrating numbers on fingers for students, begin with the right pinky so that students see the fingers being held up from left to right. Numbers 6–10 continue with the thumb on the right hand. ![]() In these materials, quantities represented with fingers are shown, from students’ perspective, to start with the left pinky. (Ten-frames will be introduced in a later unit.) Fingers are also helpful for counting and are always available. Use of fingers and 5-frames to represent numbers are emphasized and encouraged because they can help students see the structure of numbers 6–10 as \(5 n\). The images are given in different arrangements-in lines, arrays, number cube patterns, on 5-frames-to help students connect different representations to the same number. First, they count and compare the number of objects, and then do the same with groups of images. Here, students rely on familiar activity structures to build their counting skills and concepts. They also learned the structures and routines for activities and centers. ![]() Previously, students answered “how many” and “are there enough” questions and counted groups of up to 10 objects. In this unit, students continue to develop counting concepts and skills, including comparing, while learning to write numbers. Students are expected to count up to 10 objects by the time they begin the next unit, which will focus more deeply on numbers 1–10. These questions reinforce the idea that counting is a way to tell how many objects there are. In the last section, students count collections of objects and groups of people, answering “how many of _ are there?” questions. Students also have opportunities to work with math tools and topics related to geometry, measurement, and data through a variety of centers. To that end, no counting is required for students to engage in the activities in the first three sections, though students may choose to count. This unit is designed to be accessible to all learners regardless of their prior experience. Students enter kindergarten with a range of counting experiences, concepts, and skills. In this unit, students explore mathematical tools and notice numbers and quantities around them, while teachers gather information about students’ counting skills and understanding of number concepts.
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