Illuminations: Let's Count to 5

Let's Count to 5

Zero Our Hero

Students explore sets of zero items and practice writing the numbers 0 through 5. Students count back from five, identify sets of up to five items, and record "0" on a chart. They also construct sets of up to five items.

Learning Objectives
 
Students will:
  • construct groups of zero objects
  • identify and write the numeral 0
  • write the numerals up through five
  • construct groups of zero to five objects

Materials
 
Counters
Crayons
Chalk
Numeral Cards (photocopied onto cardstock)
Nursery Rhymes and Songs Resource Sheet
Show How Many Activity Sheet
Numbers to 5 Activity Sheet
Cover Up Activity Sheet

Instructional Plan

Gather the students, and teach them the song "Five Little Ducks", as found on the Nursery Rhymes and Songs resource sheet.

Nursery Rhymes and Songs Resource Sheet Nursery Rhymes and Songs Resource Sheet

This song counts backward to zero and uses the word "none." Ask how many ducks came when "none" came home. Then ask what number stands for "none." After the students have heard the song once, have them place five counters in front of them and model the numbers they hear in the song by taking away one counter as they sing each verse. When they have sung the song, show them the numeral cards, and say the name of each numeral as you show it. Show the cards first in sequence, then in random order. You may wish to show the zero card several times if it is new to the students. As you do so, ask the students to use counters to model the number on the numeral cards. Encourage the students to say the number when you show it.

Now display the 0 numeral card and ask students to make a 0 in the air.

Numeral Cards Numeral Cards

Return to the National Library of Virtual Manipulatives Web site, and select "Spinners." Choose "Change Spinner" and create a six-part spinner by entering the numbers 0 through 5 in the left column. As you enter each number, and to establish the color for each section of the spinner, call on a volunteer to choose a color for the section of the spinner that will hold that number. Click apply to create the final spinner and to allow students to see the placement of the numerals in each section of the spinner.

Next, activate the spinner by clicking on “Spin”. Ask the students to put out counters on their workspace to match the numeral on which the pointer came to rest. (Students who need additional structure may find dropping the counters into the sections of a muffin tin or small cup helpful.) Select different volunteers to activate the spinner each time. Call on other volunteers to write on the board the number that comes up when the spinner stops. This helps students connect the number of objects with the numeral on which the spinner stops.

Next, open the National Library of Virtual Manipulatives Web site, and select "Bar Charts." Then set the number of columns to 6 and the number of rows to 5. (The columns will automatically be numbered 1-6.) When the graph is displayed, click on one box over the numeral 1, two boxes over the numeral 2, and so on. Clear the “Bar Chart” and repeat several times, choosing different students to count by clicking on the boxes and counting as they do.

 

 

Next, give each student a copy of the Numbers to 5 Activity Sheet and some counters.

Numbers to 5 Activity Sheet Numbers to 5 Activity Sheet

Have students make Xs in each column to show what size group the numeral represents.

 

 

Next, hold up a copy of the Show How Many activity sheet.

Show How Many Activity Sheet Show How Many Activity Sheet

Ask the students what they would need to do to complete the "0" column. [Nothing]

 

 

Questions for Students
 

Look at the counters in my hand. (Show five counters.) Say, "Take five counters from my hand. How many counters are left in my hand?" Repeat with other amounts as starting quantities and have a student remove all of them.

[Zero.]

What new number did we talk about today? Can you show me that many counters? When your hand is empty, how many counters are you holding? Do you know a word that means "zero"?

[Zero; zero; none.]

Suppose you have zero counters. Is this more or less than one counter?

[Less.]

Can you count to five? Can you show me a group of five? Can you show a group of zero?

Make a group of three and a group of zero. Which group has more? Which group has less?

[The group of three has more, and the group of zero has less.]

Count out three counters. Now make two groups with those counters. How many are in each group? Can you make two groups with three counters in another way? Repeat with other numbers.

[Possible answers include one group of 2 and one group of 1, or one group of 3 and one group of 0.]

How can you change a group of four to a group of five? How can you change a group of one to a group of zero? (Repeat with other numbers.)

[Add one more; take away one.]

How did you show zero on your chart? How do you write "0"?

Assessment Options
 
  1. The Class Notes observations will help you make short- and long-range plans for your students.
  2. Distribute the Cover Up Activity Sheet to students.

    Cover Up Activity Sheet Cover Up Activity Sheet

    Tell the students that as you show a number, they should cover it on one of the rows on the sheet. [You may wish to provide only one row for students if this is more appropriate for their level of development.] Now ask a volunteer to show the numeral cards in random order while you circulate to see whether the students are able to recognize the numerals and cover with a counter the corresponding numeral on their sheet.

Extensions
 
  1. Ask students: Suppose you have four counters and I give you zero more. How many counters will you have then? Suppose you have zero counters and I give you four counters. How many counters will you have then?

Teacher Reflection
 
  • Which students can construct groups for all of the numbers 0 to 5? What are the next appropriate goals for them?
  • Are there students still unable to rote count to 5 objects? What should I do at this time to help them reach this goal?
  • Which students are not yet able to count rationally to 5? What experiences do they need next?
  • Which students were able to identify the numerals 0 to 5? Which students need help on specific numerals?
  • Which students were not yet able to write the numerals 0 to 5? Which numerals are the most difficult for them? What additional experiences shall I plan for them?
  • Which students were able to compare sets 0 to 5? Which students were not yet able to do this? What learning activities should I plan for them?
  • What adjustments will I make the next time I teach this lesson?

NCTM Standards and Expectations
 
Number & Operations Pre-K-2
  1. Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.
  2. Count with understanding and recognize "how many" in sets of objects.
  3. Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections.
This lesson prepared by Grace M. Burton.
  
1 period   

NCTM Resources

Principles and Standards for School Mathematics
National Council of Teachers of Mathematics Thinkfinity Verizon Foundation
More and Better Mathematics for All Students
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