Integrative Unit Outline

Theme: Counting. Counting objects and writing down the number using my
5 senses while reading, dancing, creating art, jumping, hopping, catching,
throwing, counting money, asking questions about live objects, eating and
following a music pattern.
Essential question: How is counting related to all things I can experience in
my life?
Key Questions: How do I count? What does it mean to count with money?
What does it mean to count in dance? What does it mean to count in Physical
education class? What does it mean to count during science time? What does
it mean to count while playing with friends? What does it mean to count with
food? What does it mean to count with all my senses? What does it mean to
count while reading a book? Or listening to a book? What does it mean to act
out counting?
Objectives: Beginning Kindergarten students will count out loud to 100 by
ones, starting from any given number, with 100% accuracy. Students will
also write down the corresponding numbers when asked by a teacher, with
100% accuracy.
Learning goals:
Math
K.CC.A.1. Count to 100 by ones and by tens.
K.CC.A.2. Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
K.CC.A.3. Write numbers from 020. Represent a number of objects with a
written numeral 020 (with 0 representing a count of no objects).
K.CC.B.4. Understand the relationship between numbers and quantities;
connect counting to cardinality.
K.CC.B.5. Count to answer how many? questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 120, count out that
many objects.
K.CC.C.6. Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group, e.g., by
using matching and counting strategies. (Include groups with up to ten
objects)
K.CC.C.7. Compare two numbers between 1 and 10 presented as written
numerals.
K.NBT.A.1. Compose and decompose numbers from 11 to 19 into ten ones
and some further ones, e.g., by using objects or drawings, and record each
composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8);

understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
ELA
K.RI.3 With prompting and support, describe the connection between two
individuals, events, ideas, or pieces of information in a text.
K.W.2 Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
K.SL.1 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger
groups. A) Follow agreed-upon rules for discussions (e.g., listening to others,
taking turns speaking about the topics and texts under discussion). B)
Continue a conversation through multiple exchanges.
K.SL.2 Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
K.SL.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
Physical Education
Standard 1. The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
S1.E1 Locomotor
-K - Performs locomotor skills (hopping, galloping, running, sliding, skipping,
jumping) while maintaining balance.
S1.E3 Locomotor
-K Jumps and lands with balance.
Arts
Dance:
Strand 1 Create.
Concept 3: Elements of Dance
PO 101 Demonstrate moving to a steady beat in different tempos.
Music:
Concept 2: Playing instruments, alone and with others, music from various
genres and diverse cultures.
PO 1.maintaining a steady beat.
Real world issues:
I plan on incorporating real world situations and issues into my unit by first:
1: asking students to count their snacks, count their steps to a place around
campus, count the desks or chairs in the classroom, count the number of
students in the classroom or count the number of days we have been in
school.

2: taking students to a grocery store and ask students to count the number
of produce in a basket, or number of ketchup bottles on a shelf, or count the
cookies on display. The manager will talk about how many boxes and other
foods come into the grocery store and why it is important to make sure all
foods are accounted for.
3: taking the students to a bookstore to count the number of books on a
shelf, or the amount of a particular book on a shelf, or the pages in a found
book.
4: students will write why they like having a specific number of snacks or
toys at home and why.

Day to day breakdown:

Monday

Objective: Counting to 20 starting

at 1.
Activity 1: With number line, point
and count to 20 with teacher.
Activity 2: With number line, point
and count to 20 with partner.
Activity 3: With number line, point
and count to 20 individually.
Activity 4: With 20 blocks, point
and count to 20 with teacher.
Activity 5: With 20 blocks, point
and count to 20 with partner.
Activity 6: With 20 blocks, point
and count to 20 individually.
Activity 7: With 2 base 10 boards,
point and count to 20 with
teacher.
Activity 8: With 2 base 10 boards,
point and count to 20 with
partner.
Activity 9: With 2 base 10 boards,
point and count to 20 individually.
Activity 10: While walking around
campus to different places, count
to 20 with teacher and
group/class. Once reading 20,
start over at 1.
Activity 11: While eating snack,
count the number of goldfish (20).
Say each consecutive number

Objective: Write down

numbers from 1-20.
Teacher will say
numbers randomly from
1-20 and students will
write down the numbers
on their papers.
Students will create
their own Twenty is too
many book with objects
or animals they like and
say if twenty would be
enough to have of the
object or animal.

Tuesday

Wednesday

before eating each fish.

Activity 12: Read One Ginea Pig is
Not Enough. By Kate Duke.
Activity 13: Read Twenty is Too
Many. By Kate Duke.
Activity 14: Count to 20 as a
group. Sitting in a circle, each
student will say the next number
in the sequence, starting with 1 to
20.
Sitting in a circle, doing a rhythm
pattern and counting.
Objective: Counting to 40 starting
at any number.
Activity 1: With number line, point
and count to 40 with teacher.
Activity 2: With number line, point
and count to 40 with partner.
Activity 3: With number line, point
and count to 40 individually.
Activity 4: While walking around
campus to different places, count
to 40 with teacher and
group/class. Once reading 40,
start over at 1.
Activity 5: Create a group book
with the concept of
adding/counting 1more, (1-40)
Activity 6: Count to 40 as a group.
Sitting in a circle, each student
will say the next number in the
sequence, starting with 1 to 40.
Sitting in a circle, doing a rhythm
pattern and counting.
Objective: Counting to 60 starting
at any number.
Activity 1: With number line, point
and count to 60 with teacher.
Activity 2: With number line, point
and count to 60 with partner.
Activity 3: With number line, point
and count to 60 individually.
Activity 4: While walking around
campus to different places, count
to 60 with teacher and
group/class. Once reading 60,

Objective: Write down

numbers from 1-40.
Teacher will say 10
numbers randomly from
1-40 and students will
write down the numbers
on their papers.

Objective: Write down

numbers from 1-60.
Teacher will say 10
numbers randomly from
1-60 and students will
write down the numbers
on their papers.

Thursday

Friday

start over at 1.
Activity 5: Create a group book
with the concept of
adding/counting 1more, (40-60)
Activity 6: Count to 60 as a group.
Sitting in a circle, each student
will say the next number in the
sequence, starting with 1 to 60.
Sitting in a circle, doing a rhythm
pattern and counting.
Objective: Counting to 80 starting
at any number.
Activity 1: With number line, point
and count to 80 with teacher.
Activity 2: With number line, point
and count to 80 with partner.
Activity 3: With number line, point
and count to 80 individually.
Activity 4: While walking around
campus to different places, count
to 80 with teacher and
group/class. Once reading 80,
start over at 1.
Activity 5: Create a group book
with the concept of
adding/counting 1more, (60-80
Activity 6: Count to 80 as a group.
Sitting in a circle, each student
will say the next number in the
sequence, starting with 1 to 80.
Sitting in a circle, doing a rhythm
pattern and counting.
Objective: Counting to 100
starting at any number.
Activity 1: Read Curious Georges
Learn to Count from 1 to 100. by
H.A. Rey.
Activity 2: Read 100: Lift the Flaps
and Learn to Count! By David
Carter.
Activity 3: With number line, point
and count to 100 with teacher.
Activity 4: With number line, point
and count to 100 with partner.
Activity 5: With number line, point
and count to 100 individually.

Objective: Write down

numbers from 1-80.
Teacher will say 10
numbers randomly from
1-80 and students will
write down the numbers
on their papers.

Objective: Write down

numbers from 1-100.
Teacher will say 10
numbers randomly from
1-100 and students will
write down the numbers
on their papers.

Activity 6: While walking around

campus to different places, count
to 100 with teacher and
group/class. Once reading 100,
start over at 1.
Activity 7: Create a group book
with the concept of
adding/counting 1more, (80-100)
Activity 8: Count to 100 as a
group. Sitting in a circle, each
student will say the next number
in the sequence, starting with 1 to
100.
Sitting in a circle, doing a rhythm
pattern and counting.
Communication:
I will incorporate varied forms of communication into my counting unit by:
-Modeling, How many _______ do you have?
-Telling students to ask their partner or group, How many _______ do you
have?
-How did you figure out how many you had? How did you know it was the
right amount?
Asking students, What is your favorite thing to count? Why is it important
to be able to count? Can you teach someone else how to count?
Ask students to Draw a picture of them counting or of something they like to
count. Then write about why they like that object and the strategy they used
to count to the number.
I will ask students to do a project where they go out and collect similar
objects in the classroom or around campus and show their group how many
of the objects they have.
We will make lemonade together and bake brownies where we will count the
number of scoops of sugar, water, lemon juice as well as how many times we
stir the lemonade. For the brownies we will measure and count the
ingredients and time for baking.
Integrating technology:
Electronic/Virtual Manipulatives, Geometry Pad Application, Filament Games,
Poll Everywhere, WebMATH, and Youtube. See Links:
http://nlvm.usu.edu/en/nav/vlibrary.html
https://www.mattimath.com/
https://itunes.apple.com/us/app/geometry-pad/id517461177?mt=8
https://www.filamentgames.com/products
https://d2kx2fvqbvh3da.cloudfront.net/sites/default/files/WFH_SalesShe
et_0.pdf

 http://www.polleverywhere.com/
http://www.webmath.com/index1.html
https://www.youtube.com/
All of these tools can be used for my integrative Kinder Counting unit. I would
use the virtual manipulatives to encourage counting on the SmartBoard
(Base blocks, chip abacus, color chips, color patterns, money, number line
bounce, place value number lines, and spinners).
I would use the Geometry Pad app and ask students to create a shape and
then count the vertices and sides.
I would use YouTube sing counting songs and fun videos of little animated
creates count in silly voices.
Webmath would be a bit difficult to use but we could encounter some higher
topics.