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Counting up to 5 - Scatter Counting to 5
Kindergarten (K) - Math
- Students will be able to recognize and name basic shapes.
- Students will be able to count to 5 using a scatter pattern of shapes.
- Students will be able to answer questions about the number of shapes in a scatter pattern.
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
- Shape cutouts or printed shapes (circles, squares, triangles, rectangles, and pentagons)
- Large chart paper or whiteboard
- Handout with scatter patterns of shapes
- Scatter pattern
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
- Show students an example of a shape (circle) and ask them to identify the shape.
- Explain that they will be learning to count shapes in a scatter pattern up to 5.
- Introduce each shape (circle, square, triangle, rectangle, and pentagon) and have students practice identifying and naming them.
- Display a scatter pattern of shapes on the chart paper or whiteboard and model counting the shapes one by one.
- Emphasize counting each shape only once and using fingers to keep track.
- Show students a new scatter pattern of shapes and have them work together as a class to count the shapes up to 5.
- Ask individual students questions about the number of specific shapes in the scatter pattern (e.g., "How many circles are in the pattern?").
- Provide each student with a handout containing different scatter patterns of shapes.
- Instruct students to work independently to count the shapes in each pattern and answer questions about the number of specific shapes.
- Monitor students' progress and provide support as needed.
- Assign students to create their own scatter patterns of shapes at home and practice counting the shapes up to 5.
- Encourage students to bring their scatter patterns to share with the class during the next lesson.
- Provide each student with a small card or piece of paper.
- Instruct students to write their favorite shape and the number of that shape in a scatter pattern they counted during the lesson.
- Formative assessments will be conducted during the lesson to monitor students' understanding of basic shapes and their ability to count shapes in scatter patterns.
- The exit ticket and progress monitoring assessments will be used to determine students' mastery of counting shapes up to 5 and answering questions about the number of specific shapes in scatter patterns.
- Review the names of the basic shapes and the concept of counting shapes in scatter patterns up to 5.
- Ask students to share one thing they learned during the lesson about counting shapes in scatter patterns.
- Encourage students to practice counting shapes at home and in their environment.
- Students can practice counting shapes in scatter patterns up to 10 or higher.
- Students can create their own scatter patterns using different objects, such as buttons or blocks, to practice counting skills.
- Students can practice counting and comparing the number of shapes in multiple scatter patterns to determine which pattern has more or fewer shapes.
- For students who struggle with shape recognition, provide additional opportunities to practice identifying and naming basic shapes using manipulatives, such as plastic shape models or foam shapes.
- For students who need extra support with counting, use one-to-one correspondence activities, such as placing a small object on each shape as they count, to help reinforce counting skills.
- Pair students who may need additional support with a peer who demonstrates a strong understanding of the concepts for guided practice and peer coaching.
No Video Available
- Use a variety of colors and sizes for the shape cutouts to maintain students' interest and help them recognize shapes in different forms.
- Encourage students to count out loud as they point to each shape to reinforce auditory and kinesthetic learning.
- Offer praise and positive reinforcement to motivate students as they practice counting shapes and answer questions about scatter patterns.
- Some students may think they need to count the sides of the shapes rather than the shapes themselves. Clarify that the focus is on counting the whole shapes.
- Students may believe that the orientation of the shape affects its identity (e.g., a square turned on its corner is a diamond). Reinforce that a shape's identity remains the same, regardless of its orientation.
- Some students may struggle with one-to-one correspondence, counting shapes multiple times or skipping shapes while counting. Remind students to touch or point to each shape as they count to avoid miscounting.
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.
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