Number Stations

Lesson Part

Activity Description/Teacher Does

Standard

K 1.1
Understand the relationship between quantities and whole
numbers up to 31.
K.1.2
Use objects and pictures to represent situations involving
combining and separating.
Students will use pictures, symbols, and other mathematical
interpretations to represent numbers between 1 and 13.
Construction Paper
Pencils
Markers or Crayons
SMARTBoard
Getting Ready
I will explain how there are
Students will be quietly at the
different ways to show the same carpet. Students recall prior
number. Then, I will model how
knowledge, if any, related to
to write the number seven in
ways of representing numbers.
multiple ways (digit, number
word, ten frame, tallies, dice,
and pictures).

Objective
Materials

Instruction

Students Do

Teacher: Kindergarteners, today

we are going to learn about
different ways to show numbers.
We have been practicing writing
the numbers in the number
books, but there are other ways
to show them.
Im going to use the number
seven to show you what you will
be doing today. First, I want you
to think about different ways
you have seen the number
seven. Raise your hand if you
can think of a way different from
the numbers you normally see.
Very good observations! Yes,
these are different ways to write
seven. Im going to show you a
few more ways.

Student A: I have seen it in

letters.
Student B: I have seen it with
the dots we count.

Students will practice making

tallies, dice, and number words
using their fingers in the carpet

Tallies are marks that are

grouped by fives. You make four
lines and then you cross them
with another line to make a
group of five. Leave a space
between the groups so you
know which marks are a part of
the group of five.
I will write a few groups of tallies
to show them.
Dice are another way that you
can show a number. By counting
the number of dots on the top
you can see if it matches the
number you are representing.
Who can tell me with a quiet
hand, what number a die goes
to?

as I model them.

Students count with me to

practice recognizing tally set
quantities.

Number six!

You could use more than one

dice.

Thats right! So what happens if

the number you are showing is
bigger than six?
Yes. You can add the numbers
from both dice together. To draw
this on your paper, make a
square, or two if your number is
greater or bigger than six, and
draw your dots in it like this.
I will do the same type of
modeling for pictures and
number words.

Evaluation

Task
I will put the students in groups
and assign them a number.
Now you will be doing the same
thing in a small group with your
own numbers. I am going to call
out groups and I want to you
come take your paper and find a
place to quietly work together.
When we are all done, we will
come back to the carpet and
share our work together.
Discourse

Students continue to practice by

drawing in the carpet with their
fingers.
Students can recall and
demonstrate the methods of
number representation and will
work together in their small
groups to show their groups
assigned number using those
methods.

I will call the students back to

the carpet and ask them to
come up in their groups, one at
a time, and share their work with
the class.

Students will sit in their groups

at the carpet and listen to other
groups present. Students who
are presenting are sharing which
methods they chose to represent
the numbers.

We are going to take turns

having each small group come
up and share how they did their
number stations. While a group
is sharing, please make sure you
are showing them respect by
sitting quietly, looking at them,
and quietly raising your hand if
you have a question or
comment. Make sure you are
not blurting. Alright, lets have
the first group come up.

Students will be given the

chance to share their ideas and
suggestions and comments.