Math Lesson

Rachel Mixtacki

Lesson Topic: Counting Linear and Scattered Configurations

Grade level: K4/K5

Total Time: 30 mins

Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:

Standard (K.CC.4)- 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.

Essential Question(s):
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)

Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)

Learning Activities:

# Students: ~6

To count up to five objects that are in front of students in a linear or

scattered configuration.
Why do we count?
How can we compare objects that we count?
Can students count objects in a scattered configuration?
Can students count objects in a linear configuration?
Arrange and count up to 5 objects in scattered and linear
configurations.
Formative Assessment:
-Observe students and check to make sure they have one-to-one
correspondence-assist when needed.
Summative Assessment:
-Check in with students on their fluency of counting objects both
linear and scattered, to make sure they master this task before
moving on to counting higher than 5-write on the assessment sheet.
******************************************************
SDD, ADHD, Autism
A 3-dot or 5-group strips can be available for one to one
correspondence if students are struggling I will use this.
2 Minutes- I will work on math fluency with the students giving
them practice on an activity that they have already done before.
- I will cover up three objects they will be grouped as one object
and two objects together-I will show students quickly and then
cover them back up
- Then I will ask how many questions to work on the memory of my
students and ability to visualize a quantity and match it to a number.
4 Minutes- We will switch activities to counting cha-cha. This will
be a great movement break for my students to get up and participate
and extend their counting skills.
-I will introduce and demonstrate the movements saying handhand-cha-cha-cha moving one hand to the side, then the other and
then 3 quick little steps.
-Once they seem to have an understanding of this, I will replace the
word hand with the number 1 so we will say 1, 2, cha, cha, cha.
We will try it together.

Closure:

Academic Language
Communication Skills
(see Handout)

-If they master this activity I can change the cha, cha, cha to 3, 4, 5
we may not get this far but we are focusing on rote counting
skills and this will help a variety of learning styles.
3 minutes- Students will be asked to take 3 gold fish that they will
have for a snack-only touching 3 fish. If needed students can use a
3-dot strip to help them with one-to-one correspondence. They will
be asked to point to the fish as they count them so the strips might
help them.
13 minutes- Students all get an underwater mat for use and 4
goldfish crackers.
-They will start with the crackers being in scattered configuration
on the mat.
-I talk about what is happening with the gold fish so that students
notice what is happening on the mat. There is one fish near the
seashell and two fish by the treasure chestetc.
-We count the fish together. I will ask how many fish are playing
tag? and encourage students to use complete sentences
-I will add another fish (5) into the mix and repeat the questions
-Then have the fish line up say oh no, a shark is coming! These
fish need to line up so they can swim through this little window to
get away from the shark What should the fish do: line up or swim
in a circle? (this would be the linear configuration)have them
count
-Let the fish play again so that they are back to a scattered
configurationhave them count again
-Have them line up again because a shark came again and count
again, repeat if needed.
3 Minutes-Have the students come back for a short wrap up of the
lesson
-Have two separate mats with 5 fish in a linear pattern and 5 fish in
a scattered patternask students which one was easier for you to
count? Why?
-Next ask- What happened when we moved the fish from playing
tag to lining up? Did we have the same number?
-Then place 4 fish on a mat and count one of the objects twice then
ask--What mistake did I make?
-As we continue counting objects keep these things in mind, if you
found it works better to have your objects in a straight line try
doing that next time.
Counting, configuration, linear, scattered, arrange
Function: Comparing the same amount of objects in linear and
scattered configurations.
Vocabulary: Counting, configuration, linear, scattered, arrange
Syntax: Using complete sentences to answer well thought answers
Discourse: Question and answer

5 Questions (Blooms)

Curriculum (APA)
Materials

Notes

-How many fish did you count? [Level 1]

-Which one was easier to count? [Level 1]
-Explain why it was easier for you to count? [Level 2]
-How could you model the way that was easier for you to count?
[Level 3]
-Can you distinguish which mat has more fish by using a linear or
scattered configuration? [Level 4
Engage NY, NYs Common Core Mathematics Curriculum. (2014)
Common Core, Inc.
-Three objects-example 1 book and 2 teddy bears
-Folder or something to cover objects
-Goldfish Crackers
-Underwater mat
-3-dot or 5-group mats
-Shark template

Student

Progress-Assessment notes