Running head: UNDERSTANDING COUNTING IN KINDERGARTEN 1

Understanding Counting in Kindergarten

Tesha A. Treasure

Post University
UNDERSTANDING COUNTING 2

Understanding Counting for Kindergarten

Part I: Statement of Educational Philosophy

Teaching is a very important profession. Educators are the ones who are responsible for molding
students for the future. For our future leaders to function effectively in this dynamic society,
teachers must create a safe, student-centered and nurturing environment so that students can fully
understand concepts. Teachers must provide opportunities for students to learn the different
skills that are needed so that they can maximize their full potential.
The National Center on Universal Design for Learning (2011) defined UDL as “a set of
principles to follow when developing a curriculum so that the curriculum meets the needs of
every student, giving all students equal opportunities to learn.” The main purpose of the
Universal Learning Design is to meet the varied needs of learners in the classroom. The UDL
also places emphasis on the way content is being presented to students. When content is
presented in a variety of ways that cater to different learning styles, then this helps the learners to
see the importance of learning the contents, hence helping them too gasp the concepts better and
apply what they have learned in the future to different situations. The UDL also allows students
to be responsible for their learning. The UDL also speaks to differentiation. Instruction is
adjusted to meet the varied needs of the learners. While instruction is adjusted, the students are
still meeting the objectives and standards. The teachers need to be fully aware of their learners so
that they can be provided with the appropriate activities.
While the Universal Learning Design is very effective, there are some concerns as it relates to
resources. Sometimes resources are not easily accessible because of cost as well as other factors.
In this case, we can try to use resources that are more easily available as well as resources that
are like the one that is needed.

My statement of educational philosophy is like the Progressivist/Constructivist theory, in that, I

believe that students learn best when they are actively engaged. They grasp concepts better when
they can investigate, research and solve problems. They are better able to make meaningful
connections when they are provided with real-life experience activities.
The Progressivist/Constructivist theory focuses on the “whole” child which is very important
because as educators, we have to remember that students vary in cultures, experiences, needs, as
well as interests and so in order to meet these varied needs we have to ensure that we provide
opportunities for them to explore and to learn in different ways. We should provide opportunities
for them to grow academically, as well as socially. According to Williams, Morgan K (2017),
“school should be a representative of a social environment and that students learn best when in
natural social settings”.
The Language Experience Awareness approach (LEA) is one strategy that will help students to
build on prior experiences and build new ones. This approach will allow me to know what
students know, and if they have misconceptions. It tells me if they are “ready” or not. The use of
technology, think-pair-share, games, projects, investigations as well as other interesting,
appropriate and relevant instructional strategies will be utilized in the teaching and learning
UNDERSTANDING COUNTING IN KINDERGARTEN 3

process so that learners can grasp concepts better. They will also be encouraged as well as
allowed to work cooperatively so that they can learn to respect each other’s opinions and work
together to solve problems and or complete tasks.
UNDERSTANDING COUNTING 4

Part II: Rationale of Curriculum

Mathematics
Kindergarten- Understanding Counting
Eddie White Elementary
Hampton, Ga 30228

I am a Kindergarten teacher who is responsible for imparting knowledge to twenty-five (25)

students, fifteen (15) girls and ten (10) boys. These students are from different cultures and they
are at different levels. Because they are from cultures, and they have different needs and
interests, instruction has to be differentiated. As a Kindergarten teacher, I ensure that I provide a
setting that connects mathematical language and visual aids that relate to everyday life. I do this
so that they will be better able to make meaningful connections. Experiences are and will be
repetitious to ensure that they grasp concepts better and to improve on their fluency. Students
will also be given the opportunity to explain their reasoning by asking questions, drawing
pictures, acting, just to name a few.
Students will be provided with activities that require them to touch and/or move objects in a one-
to-one correspondence. They will say number words as a chant or a rote procedure. This will
UNDERSTANDING COUNTING IN KINDERGARTEN 5

help them in constructing meaning for the conceptual idea of counting. They will learn how to
count before they understand cardinality, i.e. that the last count word is the amount of the set.
Students will also play games that require them to add on to a previous count to reach a goal. The
will be given frequent opportunities in counting on and counting back. This will also help them
to know number names and the count sequence. Dot cards, dominoes and number cubes all
create different mental images for relating quantity to number words and numerals. They will be
provided with activities of this nature to enhance the concept.
One way students can learn the left to right orientation of numbers is to use a finger to write
numbers in air (sky writing). Children will see mathematics as something that is alive and that
they are involved. Students will be required to study and write numbers 0 to 20 in this order:
numbers 1 to 9, the number 0, and then numbers 10 to 20. This will help them to know that 0 is
the number items left after all items in a set are taken away.
Students will be provided with a variety of experiences in which they can connect count words or
number words to the numerals that represent the quantities. Students will arrive at an
understanding of a number when they acquire cardinality and can connect a number with the
numerals and the number word for the quantity they all represent.
Technology will also be utilized to enhance learning. Students will also use complete IREADY
lessons on the computer.
Students will also learn in groups, based on interests, the topic, learner’s readiness level, and so
on. Content will be presented in a variety of ways to ensure that everyone’s needs are catered to,
and to ensure that they understand concepts. A variety of assessments will also be utilized.
Wiggins & McTighe (2005) explain that understanding is a concept in which students can
demonstrate an understanding of something through completing certain activities or tasks (p.37).
At the end of the unit, students will be able to:
-Count to 100 by ones and by tens.
-Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
-Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
-Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object. (one-to-
one correspondence)
b. Understand that the last number name said tells the number of objects counted (cardinality).
The number of objects is the same regardless of their arrangement or the order in which they
were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
-Classify objects into given categories; count the numbers of objects in each category and sort
the categories by count.
Students will also be able to make number cards with their names and correct amount of objects
to match the numbers.

The Universal Design for Learning (UDL) allows educators to think about how they are going to
teach or pass on content to students. This ensures that all students are given equal opportunity to
learn. So, the teacher designs learning experiences in flexible ways, ensuring that the varied
UNDERSTANDING COUNTING 6

needs of individual learners are catered to. According to the article,Universal Design for
Learning (UDL). By: Eagleton, Maya, Research Starters: Education (Online Edition), 2013,
"UDL principles guide educators in finding innovative ways to make curricula accessible and
appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities
in various learning situations and contexts" (Rose & Meyer, 2002).
Two instructional goals for the unit Understanding Counting in Kindergarten are:
Academic Goals:
Students will be able to count to 100 by ones and tens
Students will be able to write numbers from 0-30
Students will be able to write number names for numbers from 0-30
The IREADY Program will be used to help to improve students' performance in Math,
specifically, understanding counting.
Social Emotional Goals- Students will be given incentive and certificates when they pass
IREADY lessons (every 2 lessons).
Representation: Students will be introduced to lessons through the use of interactive games,
songs, poems, technology, read-alouds. They will also be given different manipulatives such as
counters, ten-frames, and so on.
Action and Expression: Students will utilize technology, games, role-play, stories, etc.
Engagement: Students will be actively engaged. They will complete I-Ready lessons on the
computer, they will work in groups, they will make number cards, draw pictures to show
numbers and number facts, etc.
To ensure that content is presented in a variety of ways so as to cater to every child's needs, I will
ensure that I adhere to the three principles of Universal Design Learning namely: Representation,
Action and Expression, and Engagement. A learner profile will be developed for each learner so
that I can identify strengths and weaknesses, hence providing the appropriate activity for
students. I will also be utilizing a variety of strategies, because "one size does not fit all".
Students will always be aware of what the objectives are, and why they are meeting these
objectives.
The three principles of the UDL helps in creating a curriculum that is flexible and student-
cenered.

CAST (2018) states, “The UDL Guidelines are a tool used in the implementation of Universal
Design for Learning, a framework to improve and optimize teaching and learning for all people
based on scientific insights into how humans learn” (para.2). We all encounter students who are
different in a variety of ways. They differ in culture, interest, learning styles, academic levels and
so on. It is our duty as educators to effectively cater to the needs of these students by using a
variety of strategies so that they can learn. Before we start implementing these strategies, we
however have to create a learner profile for each student so that we will know where they are at,
their strengths as well as their weaknesses.
If a great amount of students with disabilities or students on Tier 3 are in the class, I think that
the UDL may not be very effective.
Overall, the UDL helps me as an educator to meet the varied needs of my learners.
It provides flexible instruction for educators, that helps to better differentiate in the classroom, so
as to meet the varied needs of learners.
UNDERSTANDING COUNTING IN KINDERGARTEN 7

Part III: Unit Plan

Stage I

Kindergarten: Understanding Counting

Description of unit This unit builds on the experiences children have with counting numbers.
Teachers help students move from rote counting to knowing that the number word spoken tells
the quantity and that the number on which a person ends when counting represents the entire
count. Students count to 100 by ones and tens. They engage in various hands-on counting
experiences and cooperative group work to develop this understanding.

STAGE 1- STANDARDS/GOALS

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

Make sense of problems and persevere in Students will make sense of problems
solving them. involving rote counting, recognizing counting
patterns, and identifying quantities of items

Look for and make use of structure Students will begin to look for patterns and
structure in the number system by working with
dot cards, number cards and ten frames.

Reason abstractly and quantitatively Students will demonstrate abstract reasoning by

writing numerals to represent an amount of
objects counted, creating a set of objects to
match a given number, and selecting the correct
number card to continue a counting sequence
UNDERSTANDING COUNTING
Construct viable arguments and critique the
reasoning of others.
Enduring Understandings
Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT…)
K-12 enduring understandings are those
understandings that should be developed
over time, they are not expected to be
mastered over one unit or one year.
Overarching Enduring Understandings:
Unit Specific Enduring Understanding
When students are given problems to solve
or activities to do based on counting, they
have to answer these questions to help them
determine if their answers are correct.
Knowledge and Skills
What students are expected to know and be able to do
Knowledge
8
Students will begin to develop the ability to
reason and analyze situations by considering
questions such as “How do you know you
counted correctly?”
Essential Questions
What is a numeral?
How can we show numbers in different
ways?
Why do we need to be able to count objects?
How can sets of numbers and objects be
compared and ordered? How do we know if
a number is more or less than another
number?
Counting is useful in everyday life. Numbers
and pictures as well as manipulatives can be
used to represent different situations and help to
solve problems.
-How do you know that you counted correctly?
-How many dots did you see?
-How do you know?
-What way did you see the dots grouped
together?
-How many dots away from 5 is your number?
How many dots would you need to make
10?(anchoring 5& 10)
UNDERSTANDING COUNTING IN KINDERGARTEN 9

The students will know…

-The definitions of the academic vocabulary words such as compare, count, estimate, fewer,
first, greater, group, larger, less, more, reasonable, same, smaller, and sets.
-The order in which objects are counted do not matter.
-The number name list must be used in a fixed order every time a group of objects is counted.
Skills
The students will be able to…
-Count each object giving only one number name and stop the count sequence to tell how
many are in the group.
-Compare the quantity of 2 or more sets.
-Match number symbols and write numbers to represent quantities and create sets to match
numbers.
-Make sense of size or quantity using 5 and 10 frames and number paths.
UNDERSTANDING COUNTING 10

Stage 2

Stage 2 – Assessment Evidence

Performance Task
The students will each have on a chef’s hat. They will
be given sheets with cupcakes and ten frames. The cupcakes will have cherries on the top and
addition problems will also be shown. They will be required to color the cherries to show the
sum of the two numbers that are on the cupcake.

GRASPS Elements of the Performance Task

G – Goal Students will be able to inform or show their peers how to
What should students add numbers.
accomplish by completing this
task?
R – Role
What role (perspective) will Bakers
your students be taking?
A – Audience
Who is the relevant audience?
Peers

S – Situation
The context or challenge
provided to the student.
The students will each have on a chef’s hat. They will
be given sheets with cupcakes and ten frames. The cupcakes
will have cherries on the top and addition problems will also
be shown. They will be required to color the cherries to show
the sum of the two numbers that are on the cupcake.

P – Product, Performance
What product/performance
will the
student create?
There will be addition sheets that have cupcakes with cherries
on top, and ten frames. They will show the sum of two
numbers. The colored cherries will tell the sum of the
numbers that are on the cupcakes.

S – Standards & Criteria for

Success Place your rubric in your appendices following your
Create the rubric for the reference list.
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-
observations, quizzes, tests, journals or other assess their learning?
means) will students demonstrate achievement of
the desired results? Formative and summative
UNDERSTANDING COUNTING IN KINDERGARTEN
assessments used throughout the unit to arrive at
the outcomes.
There will be continuous assessment throughout
the unit. Students will complete different
activities such as cut and paste, they will use ten-
frames, counters, dot cards, number cards as well
as other manipulative to show numbers and solve
number problems. They will also be required to
complete lessons on I-Ready. They will be given
incentives for every 2 lessons that they pass.
11
Students will reflect on their learning using
interactive videos from I-Ready, number
/counting songs, sharing and receiving
feedback from their peers and teacher,
drawing pictures and making number
sentences and stories in their journals.
UNDERSTANDING COUNTING
\
Stage 3
Learning Plan (Stage 3)
Where are your students
headed? Where have they been?
How will you make sure the
students know where they are
going?
How will you hook students at
the beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will
you guide them in rehearsing,
revising, and refining their
work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and
otherwise personalize the
learning plan to optimize the
engagement and effectiveness of
ALL students, without
12
This unit is created for students between K-2. Students
will use numbers, including written numerals, to
represent quantities and to solve quantitative problems,
such as counting objects in a set; counting out a given
number of objects; comparing sets or numerals; and
modeling simple joining and separating situations with
sets of objects, or eventually with equations such.
Students will choose, combine, and apply effective
strategies for answering quantitative questions, including
quickly recognizing the cardinalities of small sets of
objects, counting and producing sets of given sizes,
counting the number of objects in combined sets, or
counting the number of objects that remain in a set after
some are taken away.
Students will watch videos, sing number songs, observe
pictures as well as use think, pair, share, games and
utilize the I-READY program to enhance learning as it
relates to counting.
Students will complete different counting activities in
their learning stations. They will be timed
Students will go on number scavenger hunt. They will
also be timed and will be required to
sort numbers. They will play “I have, who has” number
game.
They will draw pictures as well as use connecting
blocks, ten frames to represent numbers.
Each group will share their activity with the class. They
will share how they solved their problem or completed
their task. The other students will decide if their answers
are correct or not.
Students will play number games like BINGO, snakes
and ladders, do journal entries, fill out ten-frames, as
well as play computer games, and complete lessons and
quizzes on the I-READY program.
UNDERSTANDING COUNTING IN KINDERGARTEN 13

compromising the goals of the

unit?
How will you organize and
sequence the learning activities
to optimize the engagement and
achievement of ALL students?
Math vocabulary flash cards and number cards will be
kept consistent in the lessons. There will also be ten-
frames, counters, number lines as well as different
pictures, story problems, number sentence cards in the
"Math" center.

# Lesson Title Lesson Activities Resources

1 Understanding In this lesson, students will learn how to I-Ready Interactive

Counting associate a counting word with one item. I-Ready textbook
They are also building an understanding that Counters
the last number said includes all the objects Different objects
previously connected and indicates the
amount of the group. They will identify
items to count both in pictures and in
everyday life. They will identify where
counting takes place and think about what
they might count at home. Children come to
the realization that counting is prevalent in
everyday life.
2 Count 1, 2 and Children will make groups of 1, 2 and 3 and I-Ready Interactive
3 practice counting using one-to-one I-Ready textbook
correspondence to find how many in a Counters
group. Then they will use counters,
drawings and fingers to model 1, 2 and 3.
3 Count 4 Children will explore different arrangements I-Ready Interactive
of 4 using counters. They will also use a dot I-Ready textbook
card arrangement as a standard for finding Counters
groups of 4. Dot cards
4 Count 5 Children will explore arrangements of 5 I-Ready Interactive
using counters, count groups of 5, and use I-Ready textbook
the counters as a standard for finding groups Counters
of 5.
5 Compare within Children will discuss ways to find out if two I-Ready Interactive
5 children have the same number of snacks or I-Ready textbook
if one has more. Then they will then Counters
compare groups of counters to find if they
are the same or one has more.
6 Make 3, 4 and 5 Children will explore different ways to I-Ready Interactive
make 5 using two different colored I-Ready textbook
subgroups. They will also model problems Counters
using counters.
UNDERSTANDING COUNTING 14

7 Count 6 and 7 Children will form groups of 6 and show I-Ready Interactive
different arrangements for 6. They will also I-Ready textbook
form groups of 7 and show different Counters
arrangements for 7.
8 Make 6 and 7 Children will explore different ways to I-Ready Interactive
make 6. The will compose groups of 6 I-Ready textbook
starting from a given number. Counters
9 Count 8 and 9 Children will compare dot cards 1to 8, form I-Ready Interactive
groups of 8 children, and show different I-Ready textbook
arrangements for 8. They will form groups Dot cards
of 9 and show different arrangements. Counters
10 Make 8 and 9 Children will explore ways to make 9 using I-Ready Interactive
groups of children and two colors of I-Ready textbook
connecting cubes. They will also make Cubes
combinations of 9 staring from a given
number.
11 Count 10 Children will explore visual images of 10 by I-Ready Interactive
filling a ten-frame with counters, then I-Ready textbook
arranging the counters in a circle. They will Counters
explore counting 10 objects shown in Different objects
different arrangements.
12 Compare within Children will compare groups of 6 and 7 I-Ready Interactive
10 crayons and discuss how to identify the I-Ready textbook
group that has more. They will compare Counters
groups of counters to see which has more.

Students will sing songs, say rhymes, as well as play number games to enhance learning.
At the end of each lesson, students will do a quiz.
Activities will be tiered to cater to differentiation.
Students will complete problem solving questions at the end of each lesson.
 UNDERSTANDING COUNTING IN KINDERGARTEN
Checking for UDL Principles
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
Instructional Approaches:
15
Assess and Reflect (Stage 4)
Comments
The essential questions and the standards are aligned with the activities in the
unit.
For struggling students:
 The will receive extra one-on-one time with the teacher.
 Students will receive extra activities, extra practice.
 The teacher will have conferences with student and parent to highlight
grows and glows. The parent will be provided with suggestions as to
how he or she can assist the child at home. The teacher will remediate
as needed.
 Continuous assessment
For students who need a challenge:
 Students will be provided with a lot of varied activities to practice with
longer, more complex reading selections
See Appendix for Planning Pyramid
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Do I use a variety of teacher

directed and student
centered instructional
approaches?
Resource Based Learning:
Do the students have access The unit will follow the UDL principles in that, content will be presented
to various resources on an using a variety of ways.
ongoing basis?

FNM/I Content and See Appendix for Learner Profile.

Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
promoted diversity while
honoring each child’s
identity?
 UNDERSTANDING COUNTING IN KINDERGARTEN 17

References

HuffEnglish. (2007). Understanding by design: essential questions.

Jacobs, H.H. (2010). Curriculum 21: Essential Education for a Changing World. Alexandria, VA:

ASCD

Wiggins, G. (2014). Authenticity in assessment, (re-) defined and explained.

Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Assoc. for

Supervision and Curriculum Development.

Wilhelm, J.D. (2012). Essential questions. Scholastic Instructor, 122(3), 24-27.

Wojcik, J. (2016). Understanding by design and universal design: Instructional models for a variety of

teaching and learning contexts . Post University.

UNDERSTANDING COUNTING 18

Appendices

Student Learning Profile

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Think, Pair, Share

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GRASPS Rubric

Fully Operational Operational Not

Grading Scale Emergent Addressed

Independently adds Independently With peer With adult

numbers without adds most assistance add assistance
assistance. numbers the numbers add numbers.
Demonstrates a clear without .Demonstrates Does not
understanding of assistance. a somewhat demonstrate a
addition. Demonstrates clear clear
a somewhat understanding understanding
clear of addition, of addition
understanding with adult
of addition help.
Student provided a Student Student No
detailed conclusion provided a provided a conclusion
clearly based on the somewhat conclusion was apparent
data and related to detailed with some OR important
the GRASP activity. conclusion reference to details were
clearly based the data and overlooked.
on the data the GRASP
and related to activity.
the GRASP
activity.