Clarifying Lessons

Kindergarten: Using Numbers Everywhere (Centers)

Lesson Overview

Students explore various representations and uses of numbers to develop number sense.

Mathematics Overview

Students use one-to-one correspondence between sets to develop the concepts of whole numbers 0–9.

Set-up (to set the stage and motivate the students to participate)

  1. Make a 6 square by 6 square grid for each student and write each student's name, one letter per square, wrapping around to the next line without skipping any squares between the last letter and first letter of the name, until all squares are filled.
  2. Have students color the first letter of their name each time that it appears in the grid.
  3. Display the name patterns on a board or around the room. Have students compare the patterns in their name grids to others in the room and sort the name patterns into groups. Some may suggest sorting them according to color or the letter the name starts with. Guide students to sort them by the kind of pattern made by the colored squares. (K.5, K.8C)
  4. Arrange the name patterns into groups according to the pattern made by the colored squares and ask students if they notice anything about all of the names in any one group. (They all have the same number of letters.) (K.1A, B, C; K.5; K.15)
  5. Ask the following questions: (K.1A, B, C; K.14A, B)
    • What number describes this group? This group?
    • Which groups have the most names? Which groups have the least? Why?
    • Would we see the same results if we looked at the names of another class? Why or why not?
    • What if Steve decided to use his full name Steven?
    • What if a new person named Pat came to our class?
    • Could we predict what that student's name pattern would be?
    • How could we tell if our predictions were right?
  6. Select some of the center activities described on the following pages to set up in the classroom. Introduce each center to the students, then provide students access to the centers throughout the week (or following weeks) so that they can practice exploring and using numbers.
  7. As students are working at the centers, use the guiding questions to encourage them in their explorations.
  8. Meet with the students each day after they have worked at the centers. Use the summary questions to identify misconceptions, evaluate their progress, and plan for appropriate follow-up activities.

Teacher Notes (to personalize the lesson for your classroom)

Guiding Questions (to engage students in mathematical thinking during the lesson)

  • How do you know that this set has more (fewer) objects than this set? (K.1A, B; K.13B, C, D; K.15)
  • How do you know that these sets have the same number of objects? (K.1A, B, C; K.13B, C, D; K.15)
  • Which set has the fewest objects? The most objects? How do you know? (K.1A, B; K.13B, C, D; K.15)
  • How did you decide which number to use to describe how many objects are in this set? (K.1A, B, C; K.14A, B)

Teacher Notes (to personalize the lesson for your classroom)

Summary Questions (to direct students' attention to the key mathematics in the lesson)

To determine to what extent students were engaged in the activity at each center, ask questions such as:

  • What kinds of things can you use numbers to describe? (K.1A, B, C; K.13A; K.14A, B)
  • What number describes how many objects are in this set? (K.1A, B, C; K.14A, B)
  • What could a set of six objects look like? (K.1A, B, C)
  • What would a set with one more object look like? What number would describe it? (K.1A,B,C; K.13C, D; K.14A, B)

Teacher Notes (to personalize the lesson for your classroom)

Assessment Task(s) (to identify the mathematics students have learned in the lesson)

Look for the following behaviors as students work in centers:

  • Can students sort or classify by attributes? (K.8C)
  • Can students use one-to-one correspondence to compare sets? (K.1A)
  • Can students appropriately use the language "more than," "less than," and "equal to?" (K.1A)
  • Can students use numbers to identify and compare quantities? (K.1A, B, C; K.14A, B)

Have students make number cards illustrating the symbol and the quantity for each number, 0–9.

Teacher Notes (to personalize the lesson for your classroom)