## Teaching the Common Core Math Standards with Hands-On Activities, Grades K-2,

Section 1

Standards and Activities for Kindergarten

Counting and Cardinality: K.CC.1

"Know number names and the count sequence."

1. "Count to 100 by ones and by tens."

Background

When young children are learning to count, they may count some numbers more than once, skip numbers, and count numbers in the wrong order. Such instances are signs that they do not think of numbers as having any specific order or any relationship to other numbers. To count accurately, children need to understand that numbers are related to other numbers and that order matters.

Activity 1: Reading a Counting Book

The teacher reads Richard Scarry's Best Counting Book Ever to the class and discusses numbers and counting.

Materials

Richard Scarry's Best Counting Book Ever by Richard Scarry (Sterling, 2010).

Procedure

Gather your students around you so that you will be able to share the illustrations with them as you read. Explain that you are going to read a book about Willy Bunny and counting.

As you read, pause often and encourage your students to count along with the story. Show the illustrations that will help them to associate numbers with objects.

Explain the order of the numbers. For example, 1 comes before 2 and makes 2; 2 comes before 3 and makes 3; 3 comes before 4 and makes 4; and so on. Explain that 10 ones make 10, and that groups of 10 make 20, 30, and so on. Closure

Discuss the book with your students and review the relationships between numbers. Ask your students to recall numbers and relate them to objects in the book. Turn to specific pages to reinforce numbers and objects.

Activity 2: Counting Floor Tiles

This activity may be divided into sessions over a few days. Students count off tiles as they walk, first by ones and then by tens.

Materials

A floor with at least 100 tiles; for example, a hallway or gymnasium floor.

Procedure

Explain to your students that they will count to 100, using floor tiles as a guide.

Take your students into the hallway or gym, or similar area where the floor is covered with tiles. Select a place that will not disturb others as your students count.

You may conduct the activity by having your students follow each other in a long line and walk on the same tiles, or you may divide them into groups and have them walk along tiles in separate lines.

To begin the activity, instruct your students to step forward, one tile at a time, and as a group count in order: . You may count with them, your voice serving as a guide. If necessary, correct students to ensure that they count accurately. Repeat this activity a few times to make certain that all your students understand the sequence of counting to 100. An option here is to have your students count tiles (quietly, of course) as they walk through the halls to gym, art, music, or other special classes.

After counting to 100 as a class, explain to your students that they will now count by tens to 100. (Note: You may prefer to complete this part of the activity on another day.) Lead the class in counting by tens so that all students know what they are to do. Depending on the abilities of your students, you may explain that 10 is a group of 10 ones; 20, therefore, is made up of two groups of 10 ones, or 2 tens, and other tens are similarly made up of groups of 10 ones.

Working as a whole class, or in groups, have your students walk and count tiles by tens. They should silently count by ones and then say every interval of 10. Closure

Upon returning to class, discuss that counting by ones from 1 to 100 includes some of the same numbers as when counting by tens from 10 to 100 (t