Multiple Intelligences

Unit Plan Template

EDUC 522

Unit Title: Counting and Cardinality 0-10 Teacher: Holly Crafton

Grade Level: Kindergarten

Subject: Counting and Cardinality Time Frame: 15 Days

Goals and Student Learning Outcomes:
Goal 1: Students will be able to count to 10 with one to one correspondence. Students will be
able to recognize and write the numbers 0 through 10.
Student Learning Outcome 1: __Students will be able to accurately determine the
count of a variety of objects.
Student Learning Outcome 2: Students will be able to compare the count of separate
groups of objects.

Goal 2: Students will recognize and write the numbers 0 to 10.

Student Learning Outcome 1: _Students will be able to differentiate between the
symbols for the numbers 0 to 10.
Student Learning Outcome 2: _Students will associate the number symbol to the
corresponding count.

Intelligences: Verbal/Linguistic, Logical, Visual, Kinesthetic,

Musical, Intrapersonal, Interpersonal,
Naturalist
Technologies in the unit: Google Chromebooks, iPods, Teacher
Computer, Projector, Teacher iPad
Common Core standards: K.CC.3 Write numbers from 0 to 20. Represent
a number of objects with a written numeral 0
20 (with 0 representing a count of no objects).

K.CC.4 Understand the relationship between

numbers and quantities; connect counting to
cardinality. a. 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. b. Understand that the last number
name said tells the number of objects counted.
The number of objects is the same regardless of
their arrangement or the order in which they
were counted. c. Understand that each
successive number name refers to a quantity
that is one larger.

K.CC.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.
Technology standards: 1a. articulate and set personal learning goals,
develop strategies leveraging technology to
achieve them and reflect on the learning process
itself to improve learning outcomes.
Materials: Intelligences:

1,2,3 function on Starfall (http://www.education.com/game/numbers- Verbal/Linguistic,

song-1-10) Intrapersonal

Count, Sort, Match App https://itunes.apple.com/us/app/count-sort- Verbal/Linguistic

and-match/id577113466?mt=8
Verbal/Linguistic,
Google Docs (https://docs.google.com/document/u/0/) Intrapersonal

Microsoft Excel Interpersonal

Google Draw (https://docs.google.com/drawings/d/1kvooZmF Interpersonal,

QgMzmQ_m0Y1bspgBG3qDavEB5p7HF_DsXkGA/edit) Intrapersonal

mindmeister.com Interpersonal, Visual-

Spatial

Heidi Songs DVDs Bodily-Kinesthetic,

Musical-Rhythmic

Fly with Buddy on pbskids.org

(http://pbskids.org/dinosaurtrain/games/flyingwithbuddy.html) Bodily-Kinesthetic

Connect the Dots 0-10 on abcya.com

Bodily-Kinesthetic
Adventure Man and the Counting Quest on abcya.com
(http://www.abcya.com/adventure_man_counting.htm) Bodily-Kinesthetic

Count Your Chickens game on pbskids.org

(http://pbskids.org/curiousgeorge/games/count_your_chickens/ Naturalist
count_your_chickens.html)

Num Tanga Junior on GregTangMath Naturalist, Visual-

(http://gregtangmath.com/numtanga) Spatial

Curious George on pbskids.org Naturalist

(http://pbskids.org/curiousgeorge/busyday/flowers/)

https://itunes.apple.com/us/app/motion-math-hungry- Naturalist
fish/id483049169?mt=8 Hungry Fish App

Bugs and Numbers App https://itunes.apple.com/us/app/bugs-and- Naturalist

numbers/id577575295?mt=8

Ten Frame Mania game on GregTangMath Visual Spatial,

(http://gregtangmath.com/tenframemania) Logical-Mathematical
https://itunes.apple.com/us/app/number-rack-by-math-
learning/id496057949?mt=8 the Number Rack App on the class iPods Visual-Spatial

Counting by Ones on https://www.havefunteaching.com/songs/math-

songs/counting-by-ones-song/ Musical-Rhythmic

Counting Song: Surf Rocks! On

http://www.education.com/game/numbers-song-1-10/ Musical-Rhythmic

Record a song on the iPad

Musical-Rhythmic
Base Ten Bing from
abcya.com(http://www.abcya.com/base_ten_bingo.htm) Logical-Mathematical

10 Frame Fill app on an iPod https://itunes.apple.com/us/app/10- Logical-Mathematical

frame-fill/id418083871?mt=8

Record a video on the iPad Logical-Mathematical

Procedures: Intelligences:

Day 1: The class will discuss how the number zero represents nothing. Verbal/Linguistic,
The whole group will watch the Starfall video for the number zero. Intrapersonal,
Students will stand up and make their arms look like a zero. The Kinesthetic
teacher will demonstrate how to write the number zero the number
way (0) and the word way (zero). Students will create their math
journal on Google Docs. They will create their first entry including
their name, the date, the number 0, the word zero, and a way to
demonstrate zero.

Day 2: The teacher will review that the number zero represents having Verbal/Linguistic,
nothing. She will demonstrate this with an empty ten frame. She will Intrapersonal,
add one dot and ask how many we have now that we added one dot. Kinesthetic, Naturalist
The teacher will demonstrate how to write the number one the word
way and the number way. Students will make the motion for the
number one in the air. The class will watch the Starfall video for the
number one. Students will write the number zero and the number one
on their personal white boards. Students will walk around the room
and find how many items they can only find one of. Students will be
able to share one item they found with the whole group. Students will
add an entry to their math journal including their name, the date, the
number one, a way to show one, and the item they liked the most from
the activity.

Day 3: The class will review the numbers zero and one. The teacher
will show the class an empty ten frame and ask what number it is. The Verbal/Linguistic,
students would respond with zero. What if I add one more? It would Intrapersonal,
be one. Now, if I add one more, what would the new number be? Two. Kinesthetic, Naturalist
The teacher will demonstrate the number way and the word way to
show the number two. The class will watch the Starfall video for the
number two. Students will practice writing the number 0, 1, and 2 on
their personal white boards. Students will talk with their elbow
partner and decide what body parts they have two of (eyes, ears,
hands, legs). The whole group will discuss what students shared.
Students will add a journal entry for the number two including their
name, the date, the word two, the number 2, and a body part they have
two of.

Day 4: The class will continue to review 0-2 on the ten frame and add Verbal/Linguistic,
one more dot for the number 3. The teacher will demonstrate the Kinesthetic,
number and word way to write the number 3. The class will watch the Naturalist,
Heidi Songs DVD for the number 3. Students will sing the song and Musical/Rhythmic
make the motions. Students will hop three times, clap three times, and
do three jumping jacks before sitting down. Students will practice
writing the numbers 0-3 on their white boards. Students will add a
journal entry about the number three including their name, the date,
the number 3, the word three, and a way to demonstrate three. The
class will watch the Counting Song: Surf Rocks! Students will access
Starfall number videos during Center Time.
Day 5: The class will review the numbers 0-3 with the ten frame. The Verbal/Linguistic,
teacher will add one more dot to make 4. The teacher will demonstrate Kinesthetic,
the number and word way to write the number 4. Students will make Naturalist,
the number 4 with their bodies. Students will practice writing the Intrapersonal
numbers 0-4 on their white boards. The class will watch the Starfall
video for the number 4. The teacher will introduce the Number Rack
App (Rekenrek). Students will practice different ways to make four on
the App (1 & 3, 2 & 2). Students will create a journal entry about the
number four including their name, the date, the number 4 the word
four, and their favorite way to make four on the Rekenrek. Students
will be able to play the Curious George Count your Chickens Game
and Starfall number videos during Center Time.

Day 6: Students will sing 5 Little Monkeys. The class will review 1-4 Verbal/Linguistic,
with the ten frame. The teacher will add one more dot. She will Kinesthetic,
demonstrate how to write the number five the word way and the Musical/Rhythmic,
number way. Students will practice writing 0-5 on white boards. Visual/Spatial,
Students will clap and jump five times. They will do five cherry Naturalist
pickers and five jumping jacks. The class will watch the interactive
video with the enVision math curriculum for counting to five. Student
will use the Rekenrek app on the iPods to find how many ways they
can make 5. Students will add a journal entry about the number five
including their name, the date, the number 5, the word five, and their
favorite way to make five on the Rekenrek. Students will use
Chromebooks to play the Curious George Flower Game and Fly with
Buddy Game during Center Time to practice their math skills.

Day 7: The class will review 0-5 on the Ten Frame. The teacher will Verbal/Linguistic,
add one more dot and discuss the number 6. The teacher will Kinesthetic,
demonstrate the word way and number way to write six. Students will Musical/Rhythmic,
practice writing the numbers 0-6 on their whiteboards. Students will Visual/Spatial,
hop around the classroom six times. The class will watch the Heidi Naturalist
Songs for the number 6. Students will add a journal entry with their
name, the date, the number 6, the word six, and a fruit they would
want to eat six of. Students will use the Count, Sort, Match App to
practice their counting skills. Students will be given the opportunity to
play the game again or watch the Starfall number videos during
Center Time.

Day 8: The class will review 0-6 on the Ten Frame. The teacher will Verbal/Linguistic,
add one more dot and discuss the number 7. The teacher will Kinesthetic,
demonstrate the word way and number way to write seven. Students Intrapersonal,
will practice writing 0-7 on their white boards. The will make various Visual/Spatial,
motions seven times. The class will watch the Starfall video on the Naturalist,
number 7. The class will work in partners to determine various ways Interpersonal.
to make 7 with the Rekenrek. Students will create a journal entry with
their name, the date, the number 7, the word 7, and their favorite way
to make 7. Students will use the iPods to play the Hungry Fish App.
During Center Time, students will play the Num Tanga Junior game
on Greg Tang.

Day 9: The class will review 0-7 on the Ten Frame. The teacher will Verbal/Linguistic,
add one more dot and discuss the number 8. The teacher will Kinesthetic,
demonstrate the word way and number way to write eight. Students Musical/Rhythmic,
will practice writing the numbers 0-8 on their white boards. Students Visual/Spatial,
will go around the room and high-five eight other students. The class Naturalist,
will practice the Heidi Songs for the number eight. Students will Intrapersonal
create a journal entry with their name, the date, the number 8, the
word eight, and a way to demonstrate eight. Student will identify
numbers on the Bugs and Numbers App on the iPods. Students will
play the Adventure Man and the Counting Quest game during Center
Time.

Day 10: The class will review 0-8 on the Ten Frame. The teacher will Verbal/Linguistic,
add one more dot and discuss the number 9. The teacher will Kinesthetic,
demonstrate the word way and number way to write nine. Students Musical/Rhythmic,
will practice writing the number 0-9 on the white boards. Students do Visual/Spatial,
nine push-ups and hug nine other students. The class will sing along Interpersonal,
and dance with the Counting by Ones song on havefunteaching.com. Mathematical/Logical
Students will practice their fact families in small groups with the 10
Frame Fill App and the Number Rack App. Students will choose their
favorite fact family for the number 9 to add to their number nine
journal entry. Students will trace the numbers 1-9 in sand or form
them with playdough. Students will then take a picture of the numbers
to refer to later. Students will play Base Ten Bingo during Center Verbal/Linguistic,
Time. Kinesthetic,
Musical/Rhythmic,
Day 11: The class will review 0-9 on the Ten Frame. The teacher will Visual/Spatial,
add one more dot and discuss the number 10. The teacher will Naturalist
demonstrate the word way and number way to write ten. The class will
discuss how it is very important that the 1 is written before the 0. The
teacher will teach the nickname of one ten, zero ones. The teacher
will observe how the ten frame is full. Students will practice writing 0-
10 on their white boards. The class will watch the Starfall for the
number 10. Students will add a journal entry with their name, the
date, the word ten, the number 10, a way to demonstrate 10, and the
better snack to have for recess- ten Goldfish or one Nutter Butter.
Students will be given time to play the 10 Frame Fill App on the iPods.
During Center Time, students will play the Ten Frame Mania game on
GregTang. Verbal/Linguistic,
Intrapersonal,
Day 12: The class will review the numbers 0-5. For each number, the Visual/Spatial,
class will count how many dots are in the ten frame. They will write Logical/Mathematical,
how many dots there are, and how many more to get to ten on their Interpersonal
white boards. The teacher will emphasize the fact families for the
number 10. So three and seven more make ten? Students will be
broken into small groups. Each group will be given a small cup of
candy corn. The students will work collaboratively to determine the
fact families possible for that number of candy corn. Students will use
Microsoft Excel to record the different possibilities. Once they are
done, students will record a video of their findings and their group
counting from 0 to 10. Verbal/Linguistic,
Intrapersonal,
Day 13: The class will review the numbers 6-10. For each number, the Visual/Spatial,
class will count how many dots are in the ten frame. They will write Logical/Mathematical,
how many dots there are, and how many more to get to ten on their Interpersonal,
white boards. The teacher will emphasize the fact families for the Bodily/Kinesthetic
number 10. Students will again be broken into groups, they will be
given a different sized cup. The students will be asked to estimate how
many candy corns could fit into the cup. Once they estimate, they may
test their hypothesis. The groups will create a Google Drawing to share
with the class for how many candies they thought would fit, and how
many actually fit in the cup. During Center Time, students will play
the Connect the Dots 0-10 on abcya.com. Verbal/Linguistic,
Intrapersonal,
Day 14: Students will be broken into groups based on their learning Visual/Spatial,
intelligences. One group will be given a jar of candy and clues as to Logical/Mathematical,
how many candies are in the jar. They will determine how many Interpersonal,
candies they think are in the jar and will record a video explaining Kinesthetic,
what number they estimate. At the end of the video, students will open Musical/Rhythmic,
the jar and confirm if their estimate is correct or incorrect. Another Naturalistic
group will work to create a mind map on mindmeister.com to
demonstrate each of the numbers 0 to 10. Some students will work
individually to create a diagram of Google Draw demonstrating how
many students could sit at one table in the classroom. The last group
will work together to create a song and dance explaining the fact Verbal/Linguistic,
families for the number 0 to 10. Intrapersonal,
Visual/Spatial,
Day 15: All students will share their videos and projects with the class. Logical/Mathematical,
Students will discuss the projects and discuss the accuracy of the Interpersonal
numbers. The class will review the numbers 0 to 10, practicing writing
the numbers on their personal white boards.
Product: Intelligences:

At the end of this unit, all students will have produced 10 journal Verbal/Linguistic
entries on Google Docs.

Students will also work in groups to video on the iPad. This video will Logical/Mathematical,
display a jar of candy and students will estimate how many candies are Interpersonal
in the jar. The teacher will provide them with clues and they will need
to explain their logic of how many candies are in the jar.

Students will work in groups to create a mind map on Visual/Spatial,

mindmeister.com representing the numbers 0 to 10. Interpersonal,
Naturalistic

Students will work individually to create a diagram on Google Draw to Intrapersonal

show how many students can fit at one table in the classroom.

Students will create a song to count the numbers 0 to 10 and explain Musical/Rhythmic,
various fact families within the number ten. Musical students will Bodily/Kinesthetic
create and sing the song. Kinesthetic students will create a dance and
motions to go with the song. Students will record the video on the iPad.

Assessment (quantitative rubric):

Counting to Ten
1 2 3 Score/Level
Counting Student attempts to Student counts ten Student counts
count objects, but objects, but counts objects up to ten with
does not use one-to- some more than once one-to-one
one correspondence or does not count all correspondence.
or skips numbers. objects.
Standards
CA- California Common Core State Standards (2012)
Subject: Mathematics
Grade: Kindergarten
Domain: Counting and Cardinality K.CC
Cluster:
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.
Cardinality Student counts ten Student miscounts Student correctly
objects, but does not numbers to ten, but counts ten objects and
retain the number of states the last number recognizes that there
objects counted. counted. are five objects
present.
Standards
CA- California Common Core State Standards (2012)
Subject: Mathematics
Grade: Kindergarten
Domain: Counting and Cardinality K.CC
Cluster:
Count to tell the number of objects. 4. Understand the relationship between numbers and quantities;
connect counting to cardinality. a. 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. b. Understand that the last number name said tells the number of objects counted.
The number of objects is the same regardless of their arrangement or the order in which they were
counted. c. Understand that each successive number name refers to a quantity that is one larger.
Writing Student Student is able to Student is able to
unsuccessfully write numbers from write the numbers 0
attempts to write the 0-10 with number to 10 without
numbers 0 through reversal. reversing any
10. numbers.
Standards
CA- California Common Core State Standards (2012)
Subject: Mathematics
Grade: Kindergarten
Domain: Counting and Cardinality K.CC
Area: Know number names and the count sequence.
Standard:
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
Technology Student attempts to Student utilizes Student actively
use technology when technology with the pursues using
prompted, but seeks class. technology to
other tasks rather than increase their
utilizing the learning.
technology present.