Intel Teach Program

Essentials Course

COUNTING NUMBERS 0 10
Unit Author
First and Last Name

Krisha Ann Alson, Danne Marielle Lecciones, Anne Therese Villarosa,

Ricardo Uy

School Name

University of Saint La Salle

School City

Bacolod City, NIR

Unit Overview
Unit Title
Counting Numbers 0 - 10
Unit Summary
The focus of this unit is in counting numbers 0-10 and identifying their number figures. Students
count and compare quantities, compose and decompose numbers, and deepen understandings about
strategies for comparing, combining, and doubling quantities, as well as taking one quantity away. In
this unit, students will identify correct number figures from 0 10 through the use of flashcards and
other visuals as well as count numbers in the correct sequence. Then they will be able to read, write
and match the words with their number figures. Students will also answer series of questions on what
comes after/between/before like What comes after 2?. They will also arrange numbers from biggest
to lowest. Then the students will count different concrete objects like balls, popsicle sticks and
pebbles. They will also compare between given sets of numbers and identify which is more or less or
equal. Then they will count how many days there are in a week. Then they will identify ordinal
positions through 10th. They will also examine how they use the context of numbers in their daily
experiences at home and in school.
Subject Area
Mathematics
Grade Level
Kindergarten
Approximate Time Needed
4 weeks, 5days/week, 90 minutes/day
Unit Foundation
Targeted Content Standards and Benchmarks (taken from Deped K-12 Curriculum Guide)
The child demonstrates understanding of counting which moves through a sequence that uses one
and only one number name for each number counted.
The child shall be able to count and identify the numerals up to 10 at all times in the context of their
daily experiences either at home or in school all
Student Objectives/Learning Outcomes

At the end of the lesson, the students must have identified number figures correctly and
associate them with real objects by making a short powerpoint presentation.

At the end of the month, the students must have mastered and applied the skills in counting
by creating a showcase portfolio.

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At the end of the month, the students must have explained the importance of mathematics in
their lives by through an oral recitation.

Curriculum-Framing Questions
Essential
How do we apply mathematics in our daily lives?
Question
Unit
Questions

How can you use math in buying food from the store?
How can counting objects help you at home, in school and in the community?
How can you apply math in public transportation?
How many chairs are there in a row?

Content
Questions

How many toys of the same color do you have?

How many days are there in a week?
Which of the pots have greater number of flowers?
How many inches did my height grew since last year?

Assessment Plan
Assessment Timeline
Before
project work
begins
Engagement

Activity
Teacher

Discussion
Interactive

Board
Drills and

Practice to
master
counting
Reinforcemen

ts
Oral

Students work on projects and complete

tasks

Students will
complete a
worksheet and art
activity
Teacher sets an
allotted time for
students tasks
Teacher assists
students in doing
tasks
Teacher gives
feedback
Group Conferences
Simulation Activity

recitation

After project work is

completed

Students will
create a short
PowerPoint on
numbers

Students will

Students will
create a drawing
through an online
game

Paper and Pen

make a
showcase
portfolio

Self-

reflection
through
an oral
recitation

Assessment
Teacher gives

feedback

Students will
make a weekly
Calendar
Teacher will use a
rubric to score
projects

Anecdotal

Record

Assessment Summary

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An engagement activity is used to begin the unit. This includes a game or table top activities that can
lead the students to the lesson. The teacher discusses the lesson with the help of an interactive
board. Students are given counting drills to master the skills and different reinforcements or the
token economy system to motivate them. Students are assessed through oral recitation. The teacher
will also assess students performance through observing them and writing an anecdotal record.
Students will be given worksheet on counting and identifying number and an art activity. The teacher
sets a time frame for students to finish tasks. The teacher assist students while on task. The teacher
also gives feedback about the students small tasks. Students will also be grouped and discuss with
their peers their difficulties with the lesson and help each other finish tasks. Students will be tasked
to do a simulation activity of using math in buying from the store and riding in a jeepney. Students
are to produce different products to assess what theyve learned. They are to make a powerpoint of
the objects they find at home, a drawing using different shapes and a weekly calendar with their
different activities for the day. The teacher is to use a rubric to score students output. There is a
different rubric for each project. Students are given a copy of the rubric. Students are expected to
make a showcase portfolio of all their activities and outputs in class. This includes all the students
best works whether a completed worksheet, an art activity or a perfect score on a paper and pen
test. Students are to properly label each output in the portfolio. Teacher gives feedback about
students portfolios. Students will write a short journal about what theyve learned.
Unit Details
Prerequisite Skills
Sorting Shapes and colors
Rote Counting numbers 0-10
Tracing numbers 0-10
Instructional Procedures
Week 1
Recall of Prior Learning and Introduction to Counting
This unit requires students to know how to rote count numbers 0-10. Teacher will ask students How
do we apply mathematics in our daily lives? The teacher then gives an engagement activity, where
students will sort out together the objects on the teachers table according to shape and color. Then
they will try to count it together. The teacher then proceeds with the lesson by rote counting numbers
0-10, then reciting them orally forward and backward without any visual aids. Then the teacher
introduces the number figures using number cards. Students will be given drills to recognize the
number figures.
Week2
Reading and Writing Number Figures, Drills
When students have mastered identifying number figures independently, the teacher then proceeds
to reading and writing the number figures and their word. Using the interactive blackboard, the
teacher shows the students the number figures and the word then shows them the correct pattern in
writing the figures. Students practice writing on their notebooks. After several drills, students will be
given worksheets where they can write the number figures. A home work on writing figures and
counting objects will be given to develop mastery.
Week3
Counting Objects, Students make PowerPoint Presentations
In order to further develop skills in counting, students will now be given a set of concrete objects
they can find at school like pencils, notebook, books, etc. then they will count each object by

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Intel Teach Program

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matching the numerals 0-10 with the number of objects. Teacher will then ask students to count
how many objects are in a given set and count common objects like the books, the chairs or the
tables in the classroom.. The teacher assists students in counting. Students will do a powerpoint
presentation with the help of an adult, where they will take pictures of things at home from 1-10,
label the items correctly, add graphics or animations then show it in class.
Week 4
Arranging and Classifying Numbers
After theyve mastered counting the objects, they will have a short recall of the proper order of
numbers, with the use the black board, the teacher will show the set of number 0-10 with 3 missing
numbers. Students will identify what are the missing numbers. The teacher will discuss about what
comes before/between/after. After several drills, students will be given a worksheet with 5 items.
They supply what comes before/between/after each number in the test item. After this lesson,
students will be introduced to arranging numbers from least to greatest & greatest to list. With the
teachers assistance, students will be given a set of 3 numbers that they will arrange from least to
greatest. After several drills, students will arrange 3 sets of numbers from greatest to least.
Week 5
Simulation Activity, Art Project
To further students understanding of concepts of numbers, Students will do a simulation activity of
buying something from a store and counting how many objects are bought by a customer, how many
coins were paid and how many coins was the change. This will lead to the discussion of comparing
two groups of objects to decide which is more or less, or if they are equal. After the discussion,
Students will identify which of the given sets has more or less elements. The students will do an
activity that they will do online. They will be working on an art activity using an online draw & paint
application. They will create their own house using different shapes. Students will be given a checklist
to follow
Week 6
Days of the Week Project, Reflection
Students will be asked what their favorite activity is and when do they do this. Teacher will then
discuss the days of the week. Students will be asked to recite the days of the week through memory.
Then they will do an art activity where they will draw their favorite activity of the day. The students
will be asked to create a weekly calendar using the publisher, then write what they will do on those
days. After this activity, the teacher will ask the students to compile all their best works in class and
make a showcase portfolio that they will show in class. They will also be given an assessment
through a paper and pen test. Students will write a short journal of what theyve learned in class
guided by the question How do you apply mathematic in your daily life?
Accommodations for Differentiated Instruction

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Intel Teach Program

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Let students work with peers

Give out worksheets of drills so students can review at home

Use of visual aids in discussions

Give prompts to students when necessary

Provide the students who lag behind others with additional templates or
scaffolds to ensure project success

Allow students to seek help with adults at home to accomplish tasks

Summarize lessons to check for understanding

Nonnative
English
Speaker

Provide the student with a list of vocabulary and definitions

Demonstrate the concepts with models, drawings, and diagrams

Gifted
Student

Encourage students to complete additional components, create graphs and

diagrams for further application

Resource
Student

Provide visual and graphic elements to aid content mastery

Materials and Resources Required For Unit

Technology Hardware (Click boxes of all equipment needed)
Camera

Laser Disk

VCR

Computer(s)

Printer

Video Camera

Digital Camera

Projection System

Video Conferencing Equip.

DVD Player

Scanner

Other

Internet Connection

Television

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet

Image Processing

Web Page Development

Desktop Publishing

Internet Web Browser

Word Processing

E-mail Software

Multimedia

Other Power Point

Encyclopedia on CD-ROM
Printed Materials

Handouts of the lesson, Activities and worksheets

Supplies

Materials for art activities and realias

Internet Resources

Other Resources

http://www.kidzone.ws/math/kindergarten.htm

https://www.time4learning.com/Scope-Sequence/Kindergartenmath.shtml

http://www.sharemylesson.com/article.aspx?storycode=50005559

http://www.abcya.com/search.htm

http://www.education.com/activity/kindergarten/counting-numbers/

http://www.k6edu.com/kindergarten/math/kindergarten-mathcounting.html

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.

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Intel Teach Program

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Copyright 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks
of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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