Math Unit: Exploring Numeration (0-20) Page

UNIT PLAN
SUBJECT: Math
TOPIC: Exploring Numeration 0-20
TIME REQUIRED: October 1 to mid-November
RATIONALE: Numbers are the foundation in preparing children become
mathematically literate (and to use mathematics to contribute to society) and give
them confidence in problem solvers with the use of mathematics. For this to occur
it is important for children to develop the base knowledge and skills related to the
exploration of numbers.
STUDENT SKILL OBJECTIVES

To count orally by 1s and 2s

Represent and describe numbers to 20 in a variety of ways
Read number words to 10
Recognize, build, compare, and order sets that contain 1-20 elements
Estimate, then count the objects (0-20) in a set and compare the estimate
with the actual number

STUDENT ATTITUDE OBJECTIVES

Exhibit a positive attitude towards mathematics

Engage and persevere in mathematical tasks and projects
Contribute to mathematical discussions
Exhibit curiosity
Show some enjoyment of mathematical experiences

STUDENT COMMUNICATION OBJECTIVES

Express ideas orally and pictorially

STUDENT PARTICIPATION OBJECTIVES

Participate in discussions and demonstrate

Participate in whole class activities
Cooperate and work well in groups and by themselves

Math Unit: Exploring Numeration (0-20) Page

TEACHING RESOURCES

Math to the Max, Number Concepts (Grade One)

Mathworks, Book A
Interactions: Exploring Numeration to 12
Interactions: Mathematics and Childrens Literature
Math Eduguide, Grade One
Quest 2000: Exploring Mathematics (Grade One)

ADDITIONAL RESOURCES

By The Light of the Halloween Moon, written by Caroline Stutson and Kevin
Hawkes
Deep Down Underground, written by Olivier Dunrea
Five Silly Fishermen, written by Roberta Edwards
Jeanne-Marie Counts Her Sheep, written by Franoise
One Monkey Too Many, written by Jackie French Koller
Ten Sly Piranhas, written by William Wise
The Very Hungry Caterpillar, written by Eric Carle
Turtle Splash, written by Cathryn Falwell
The Waterhole, written by Graeme Base
When Sheep Cannot Sleep, written by Satoshi Kitamura
Where the Sidewalk Ends, written by Shel Silverstein
Zin! Zin! Zin! A Violin, written by Lloyd Moss
CD: ABC & 1-2-3 Songs
CD: Sharon, Lois, and Bram (One Elephant, Deux Elephants)
Audio Tape: My Favourite Music

EVALUATION
Evaluation throughout this unit will be done as follows:

Participation in class discussion and activities

Ongoing observation and recording of student progress during individual and
group activities
One-on-one conversations with students (demonstration of skill and
knowledge)
Practice handouts

Math Unit: Exploring Numeration (0-20) Page

LESSON 1: INTRODUCTION OF NUMBERS THROUGH STORY AND SONG

Date: October 1, 2002
Time Required: 45-60 minutes
Objective: To introduce the concepts of numbers and counting (numbers are all
around us). Counting orally by 1s.
Learning Strategies: Stories and songs about counting
Assessment Strategies: Observe and listen as children count to 20.
Questions: Why (when/what) do we count? What would you like to know about
numbers and counting?
Materials:
Zin! Zin! Zin! A Violin, written by Lloyd Moss
One Monkey Too Many, written by Jackie French Koller
CD: Sharon, Lois, and Bram (One Elephant): Old John Braddellum
CD: ABC & 1-2-3: One Finger, One Thumb
LESSON 2: COUNTING BY 1s TO 20
Date:
Time Required: 45-60 minutes
Objective: Counting orally by 1s using manipulatives, introducing one-to-one
correspondence.
Learning Strategies: Counting (0-20) using manipulatives. Playing class counting
game.
Assessment Strategies: Observe and listen as children count to 20.
Questions: Why (when/what) do we count? What would you like to know about
numbers and counting? What kinds of things come in 1s? (ME!: link to social
studies)
Materials
The Waterhole, by Graeme Base

Math Unit: Exploring Numeration (0-20) Page

Math to the Max, pg 30

Flashcards with different # of objects( Eduguide R55-7, R76-7)
Math to the Max, pg 66 (count on counting)
Popsicle sticks for counting (30, just in case)
Counting blocks (enough for class to count in pairs)
Counting chart

LESSON 3: WHAT WENT WRONG

Date: October 1, 2002
Time Required: 45-60 minutes
Objective: Counting orally by 1s using manipulatives, reinforcing one-to-one
correspondence.
Learning Strategies: Using a story to illustrate counting gone wrong. Using
manipulatives to count from 1-20. Using tallies to count (one-to-one
correspondence)
Assessment Strategies: Observe and listen as children count to 20.
Questions: What went wrong with the fishermens counting? How would you have
counted? How did the characters find out what was wrong with their counting?
Why do we count? What can we do to make sure we are counting items correctly
(tally marks, touch object with finger as we count)
Materials
Five Silly Fishermen, written by Roberta Edwards
Interactions, pg 27
Mathworks, pg 158 (Numerals to 20)
Mathworks, pg 114 (Finger Sets)
Interactions Practice, pg 2 (Matching One-to-One)
LESSON 4: COUNTING BACKWARDS
Date:
Time Required: 45-60 minutes
Objective: Counting backwards orally (oral counting by 1s)

Math Unit: Exploring Numeration (0-20) Page

Learning Strategies: Using song and story to introduce concept of counting

backwards. Use manipulatives to count from 20 to 0. Play count on counting.
Assessment Strategies: Observe and listen as children as they count from 20.
Questions: What is one less than 10? One less than 9? One less than 8? How about
one less than 20? (Have students count manipulatives to demonstrate counting
backwards)
Materials
Ten Sly Piranhas, written by William Wise
CD: My Favourites (10 in a Bed)
Counting Chart
LESSON 5: SKIP COUNTING BY 2S
Date:
Time Required: 45-60 minutes
Objective: Counting orally by 2s (oral counting by 2s)
Learning Strategies: Class will discuss what kinds of things come in 2s. We may
use Count on Me poem to show how many of our body parts come in 2s. We will
then use visuals (children standing with to arms in the air, counting by ones,
accenting the evens). We will try counting different parts of the body by 2s: ears,
shoulders, elbows, hands, feet, etc.). Use of manipulatives to demonstrate counting
by two (to reinforce first activity).
Assessment Strategies: Observe and listen as children as they count by 2s to 20.
Take in math handouts to assess learning.
Questions: What come in 2s? Why would we want to skip count by 2s? Do you
notice any patterns counting by 1s? 2s? What do you notice a pattern in the
counting chart?
Materials
Count on Me poem (poster)
Mathworks, pg 34 (Count by 2s)
Manipulatives (to count orally by 2s)

Math Unit: Exploring Numeration (0-20) Page

LESSON 6: READING NUMERALS

Date:
Time Required: 45-60 minutes
Objective: An introduction to reading and writing numerals. Also to recognize,
represent, and sets that contain 0-20 items.
Learning Strategies: Using counting chart, count from 0 to 20 with students.
Giving students a copy of chart (0-20), I will have them point and count the
numerals. We will end the lesson by drawing flashcards from a bag. Students will
have the corresponding number when it is called)
Assessment Strategies: Observe and listen as children as they recognize numerals
and count.
Questions: What kinds of things can we count in our classroom? Why do we count?
Why do we need numerals?
Materials:
Jeanne-Marie Counts Her Sheep, written by Franoise
Math to the Max, pg 77/78 (Guided practice-Activities 1 and 2)
Counting chart
Flashcards, from 0-20 (3 sets)
marker
Counting chart (student copy)
LESSON 7: READING AND WRITING NUMERALS
Date:
Time Required: 45-60 minutes
Objective: To recognize (read) numerals and begin experimenting with numeral
shapes.
Learning Strategies: Students will demonstrate recognition of numerals by
creating numeral sculptures with yarn.

Math Unit: Exploring Numeration (0-20) Page

Assessment Strategies: Observe and listen as children work on their sculptures. I

will take notes as I observe students at work. Is anyone having difficulties? What
are the difficulties?
Questions: Why is important to know our numerals?
Materials:
Math to the Max, pg 78 (Number Card Calling Game)
Math to the Max, pg 85 (Numeral Sculptures)
Plasticine
CD: ABC & 1-2-3 Songs
CD: Sharon, Lois, and Bram (One Elephant, Deux Elephants)
Audio Tape: My Favourite Music
Number flashcards (0-20)
LESSON 8: READING AND WRITING NUMERALS
Date:
Time Required: 45-60 minutes
Objective: To recognize (read) and begin writing numerals.
Learning Strategies: Guided number writing practice on chalkboard with teachers
assistance. Children will be taught correct strokes with numeral poem.
Assessment Strategies: Observation as children practice writing numbers.
Questions: Why is important to know write numerals correctly?
Materials:
Math to the Max, pg 312 (Numeral Poem) must include zero!
Numeral Poem Poster
Math to the Max, pg 79 (Writing practice)
Chalkboards
LESSON 9: MATH CENTRES
Date:
Time Required: 45-60 minutes

Math Unit: Exploring Numeration (0-20) Page

Objective: Hands on activities to reinforce the shape of numerals. To read and

recognize numerals.
Learning Strategies: Students will be involved in different centres to reinforce
the shape of numerals.
Assessment Strategies: Observe and listen as children work in groups. What kind
of questions are they having? Are there any difficulties? Are children actively
participating in their groups?
Questions: How do these centres help you with numerals?
Materials:
LESSON 10: READING AND WRITING NUMERALS
Date:
Time Required: 45-60 minutes
Objective: To show a link between a numeral and a number of items (To represent
and describe numbers in a variety of ways)
Learning Strategies: Students will be given a grid with the numbers one 0-20 on
the bottom. With my guidance students will count and colour the corresponding a
group of squares for each number in order to demonstrate why the numbers are
ordered in the way that they are (1 shows it is 1 less than 2, 2 shows it is 1 less
than 3, etc). Student will be able to visualize quantities. If finished early we will
play a game where students pick a flashcard showing a quantity (e.g. 10 ladybugs)
and they must draw their numeral on the board (what is a number bigger than
this?).
Assessment Strategies: Observation as children work at their tables
Questions: Are there any patterns in the numerals (numbers repeat, each number
is one greater than the last)? Do you notice a pattern in the grid? (looks like a
staircase) Why do you think our grid looks like a staircase? (because each # is one
bigger than the last)

Math Unit: Exploring Numeration (0-20) Page

Materials:
Transparency of grid with numbers 0-20
Grid with numbers (student copy) laminate these?
Crayons
Markers
The Very Hungry Caterpillar, Eric Carle
Math to the Max, pg 80
LESSON 11: COUNT AND MATCH (CONNECTING NUMERALS WITH
QUANTITIES)
Date:
Time Required: 45-60 minutes
Objective: To recognize (read) numerals. Recognizing sets between 0-20.
Learning Strategies: Students will demonstrate recognition of numerals by
matching a number of items (illustrated) to their corresponding numeral.
Assessment Strategies: Observe and listen as children recognize numerals and
count. What kind of questions are they having? Do they have an understanding of
one-to-one correspondence? I will also take in the matching exercises to see if
students are able to make a link between the numeral and the amount.
Questions: How are numerals useful? Why is it better to use numerals than
tallies?
Materials:
Witchs broomstick
Interactions, pg 14/15 (student copy)
Blank sheets for gluing (make outlines on paper)
LESSON 12: READING AND WRITING NUMERALS
Date:
Time Required: 45-60 minutes
Objective: To practice reading and writing numerals, connecting numerals with
quantities, and recognizing sets containing 0-20 items.

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Learning Strategies: In a circle we will draw flashcards and count the correct
number of items. Then a number of items will be counted out and students will
take turns going to the board to write the corresponding numeral. Student will
then work on worksheet to practice reading numerals and quantities, to recognize
and count the corresponding number of items
Assessment Strategies: Observation and review of student worksheets
Questions:
Materials:
Eduguide R28 (maybe)
Eduguide R18
How Many (same booklet as in lesson 8)
CD: ABC & 1-2-3 Songs: Five Green Apples
Witchs broomstick
LESSON 13: NUMBER SEQUENCE (ORDERING NUMERALS)
Date:
Time Required: 45-60 minutes
Objective: Recognize, build, compare, and order sets that contain 0-20.
Learning Strategies: Discuss how numbers are ordered (what number comes after
1? 2? 3? I will teach students The Ants Go Marching to reinforce the number
sequence and to reinforce the worksheet with fill-in-the-blanks ants. Students
will be given some worksheet exercises to practice ordering numerals.
Assessment Strategies: Observations during class discussion and as students do
individual work. Worksheet will also be taken in to assess learning.
Questions: How do we know what number comes next as we count?
Materials:
Song: The Ants Go Marching
Counting Chart/Grid Chart (as in transparency)
Math to the Max, pg 94/95 (The Ants Go Marching--with lower numbers)
Math to the Max, pg 71

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Math to the Max, pg 72

LESSON 14: MORE OR LESS

Date:
Time Required: 45-60 minutes
Objective: Recognize, build, compare, and order sets that contain 0-20. To
introduce the concept of more or less, sets)
Learning Strategies: I will read the students a Halloween story with a number of
characters. I will ask them who they would be if they could be any of the
characters (there are 6 in this story). We will graph the characters to learn about
more and less.
Assessment Strategies: Observations during class discussion and as students do
individual work. Worksheet will also be taken in to assess learning.
Questions: What does it mean when we say less than or more than? How could
we check to make sure one set has more than another (counting, matching). Can
you give me a more sentence using the graph? How about a less sentence? Are
there any equal number of characters?
Materials:
By The Light of the Halloween Moon, written by Caroline Stutson and Kevin
Hawkes
Eduguide R63/64
Math to the Max, pg 108 (?)
Witchs broomstick
LESSON 15: LEAST TO GREATEST
Date:
Time Required: 45-60 minutes
Objective: Recognize, build, compare, and order sets that contain 0-20. To discuss
the concepts of least, between, greatest, equal to)
Learning Strategies: Discuss least to greatest using more than 2 two sets of
manipulatives.

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Assessment Strategies: Observations during class discussion and as students do

individual work. Worksheet will also be taken in to assess learning.
Questions: What does it mean when we say least, between, most, and equal?
Materials:
Math to the Max, pg 82 (Compare by matching)
Math to the Max, pg 112 (Colour Grids)
Math to the Max, pg 129 (Caterpillar Crawl)
LESSON 16: INTRODUCTION TO NUMBER WORDS (SPELLING)
Date:
Time Required: 45-60 minutes
Objective: To introduce children to the spelling of number words
Learning Strategies: Review numeral cards, 0-20. Introduce number words by
placing them with their corresponding numeral. Dot patterns will be added to
reinforced the connection between the numeral, the number word, and the
quantity.
Assessment Strategies: Observations during class discussion and as students do
individual work. Fall Counting Book will also be taken in to assess learning.
Questions:
Materials:
Math to the Max, pg 201/202 (Activities A, B and C)
Flashcards with numerals
Flashcards with number words
Flashcards with dot patterns
My Fall Counting Book
LESSON 17: PRACTICING NUMBER WORDS
Date:
Time Required: 45-60 minutes

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Objective: To reinforce the connection between numerals, number words, and

quantities. Also a practice in writing number words.
Learning Strategies: Have students match the number word with the numeral
(word wall). Practice connecting numeral, number word, and quantity on paper
Assessment Strategies: Observations during class discussion and as students do
individual work. Worksheet will also be taken in to assess learning.
Questions:
Materials:

Flashcards (numerals and number words

Practicing Numbers Booklet (Eduguide R14, 17, 21, 26, 30, 34, and 38)

LESSON 18: NUMBER CONNECTIONS

Date:
Time Required: 45-60 minutes
Objective: To reinforce the connection between numerals, number words, and
quantities. To practice recognizing number words by building and recognizing sets.
Learning Strategies:
Assessment Strategies: Observations during class discussion and as students do
individual work. Worksheet will also be taken in to assess learning.
Questions:
Materials:

Flashcards (numerals and number words

Practicing Numbers Booklet (Eduguide R14, 17, 21, 26, 30, 34, and 38)

LESSON 19: PRACTICING NUMBER WORDS

Date:
Time Required: 45-60 minutes

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Objective: To practice recognizing number words by building and recognizing sets.

Learning Strategies: Have students work with worksheets.
Assessment Strategies: Worksheet will also be taken in to assess learning.
Questions:
Materials:

When Sheep Cannot Sleep, written by Satoshi Kitamura

Math to the Max, pg 211
Math to the Max, pg 217/218
Math to the Max pg 219
Eduguide, pg R41, R44, R32, extra practice sheet

LESSON 20: NUMBER SENSE IN STORIES

Date:
Time Required: 45-60 minutes
Objective: To represent and describe numbers in a variety of ways
Learning Strategies: Use Mordants Wish, written by to determine various ways of
representing and describing numbers. Have students build sets in different ways
using manipulatives.
Assessment Strategies: Observe students throughout class discussion (are they
making a connection?) and guided practice.
Questions: How many characters in the story? How can we count them?
Materials:

Mordants Wish, written by Satoshi Kitamura

Interactions, pg 31 (Number Sense in Stories)
Math to the Max, pg 142 (Guided Practice)
Math to the Max, pg 143 (Closure Questions)

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LESSON 21: INTRODUCTION TO ESTIMATING

Date:
Time Required: 45-60 minutes
Objective: To introduce estimating a number of objects in a set (0-20) and
compare the estimate with the actual number.
Learning Strategies: Demonstrate estimating by first showing students a set with
a known quantity (e.g. 20 marbles). The show students another set made up of the
same items, but of a larger quantity. How many are there? Repeat using different
items in different quantities. Repeat using same items, different containers.
Assessment Strategies: Observe students during class discussion and guided
practice.
Questions: What does it mean to estimate? When would estimating be useful?
Materials:
Math to the Max, pg 160/161 (Demonstrations A, B, and C)
LESSON 22: ESTIMATING
Date:
Time Required: 45-60 minutes
Objective: To estimate then count the number of objects in a set (0-20) and
compare the estimate with the actual number.
Learning Strategies: Have students estimate how many steps are required to get
to the library. Have each student make an estimate. Demonstrate several
distances within the classroom (mark with tape) to give an idea of how far
footsteps go).
Assessment Strategies: Observe and listen as students make their predictions.
How did they come up with them? How close did they get?
Questions:
How is estimating useful?

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Materials:
Math to the Max, pg 162 (Steps to the Library)
Masking tape
Blackboard
Chalk
Math to the Max, pg 173 (Grab Bag)
Bag with 20 items (e.g. marbles)
LESSON 23: ESTIMATING
Date:
Time Required: 45-60 minutes
Objective: To estimate then count the number of objects in a set (0-20) and
compare the estimate with the actual number. Students will try to determine how
many Band-Aids it would take to cover one of their feet.
Learning Strategies: Have students estimate how many Band-Aids it would take to
cover their feet. Have students trace foot on paper and cut out. Estimate the
number of Band-Aids needed. Count and compare. (Have students write down their
estimate on a piece of paper with a crayon. Have them glue Band-Aids onto foot
cut-out. How many Band-Aids did it take? Glue cut-out to sheet and write actual
number. Was the result less than or more than their estimate? Graph.
Assessment Strategies: Observe and collect work at end of lesson.
Questions:
How is estimating useful? What strategy will you use to estimate how many
Band-Aids you would need?
Materials:
Interactions (Mathematics and Literature), pg 8 (Altogether)
Where the Sidewalk Ends, written by Shel Silverstein
Band-Aid cut-outs
White paper
Glue
Scissors

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LESSON 24: ESTIMATING

Date:
Time Required: 45-60 minutes
Objective: To estimate then count the number of objects in a picture (0-20) and
compare the estimate with the actual number.
Learning Strategies: Using a picture transparency, have students estimate how
many items are there. Count and compare.
Assessment Strategies: Observe and collect work at end of lesson.
Questions:
How is estimating useful? What strategy will you use to estimate how many
Band-Aids you would need?
Materials:
Math to the Max, pg 163 (Part G)
Transparency, Math to the Max, pg 320/321.
LESSON 24: TEST YOUR KNOWLEDGE
Date:
Time Required: 45-60 minutes
Objective: To determine individual learning for each student. Evaluation will
include oral and written components.
Materials:
Tape recorder
Test
Counting charts (?)
Manipulatives(?)
Pencils and erasers