top of page
Counting up to 5 - Counting Objects to 5 - Reading Models
Kindergarten (K) - Math
- Students will be able to recognize and name basic shapes.
- Students will be able to count up to 5 by ones.
- Students will be able to determine which group of shapes represents numbers one through five.
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
- Shape cards with different numbers of shapes (1-5)
- Whiteboard and markers
- Pre-made worksheets with groups of shapes
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
No Activities Available
- Introduce the concept of counting to students, emphasizing that counting helps us understand how many items are in a group.
- Demonstrate counting to 5 with fingers.
- Display shape cards with different numbers of shapes (1-5).
- Model counting the shapes on each card aloud and writing the corresponding number below the shapes.
- Emphasize the importance of counting each shape only once.
- Divide students into small groups and provide each group with a set of shape cards.
- Ask students to work together to count the shapes on each card and write the corresponding number below the shapes.
- Circulate around the room to provide support and guidance as needed.
- Distribute pre-made worksheets with groups of shapes.
- Instruct students to work independently to count the shapes in each group and write the corresponding number.
- Monitor students' progress and provide support as needed.
- Assign students to create their own shape groups at home, with numbers 1-5 represented.
- Encourage students to bring their shape groups to share with the class during the next lesson.
- Provide each student with a whiteboard and marker.
- Instruct students to draw a group of shapes (1-5) and write the corresponding number next to the group.
- Formative assessments will be conducted during the lesson to monitor students' understanding of counting and identifying numbers 1-5.
- The exit ticket and progress monitoring assessments will be used to determine students' mastery of counting shapes and recognizing numbers 1-5.
- Review the concept of counting and the importance of understanding how many items are in a group.
- Ask students to share one group of shapes they counted during the lesson and the number they wrote for it.
- Students can practice counting to higher numbers, such as 10, using shape cards.
- Students can practice counting objects in their environment and writing the corresponding numbers.
- Students can explore different ways to arrange shapes into groups and still maintain the same count.
- For students who struggle with counting, provide additional one-on-one support and practice counting objects in smaller groups.
- For students who need extra support in recognizing numbers, provide visual aids or number charts to help them identify and write the numbers correctly.
- Use manipulatives, such as counting bears or blocks, to help students physically count and connect numbers to quantities.
No Video Available
- Use a variety of shapes in the lesson to familiarize students with different forms while counting.
- Incorporate physical movement, like clapping or jumping, while counting to make the lesson more engaging.
- Provide positive reinforcement and praise when students correctly count shapes to build confidence.
- Students may believe they need to start counting at a number other than 1 when counting objects.
- Students may think the size or arrangement of shapes affects the total count.
- Students may struggle to connect the written number with the quantity it represents.
Common Core Standard:
K.CC.B.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
bottom of page