Help your little learners master numbers 1-20 with this Number Sense to Twenty Activity Bundle! Packed with interactive lesson plans, counting games, and engaging activities, this resource builds number recognition, counting, and number order skills. Perfect for whole group lessons, small groups, and math centers, it’s everything you need to make number sense fun and effective!
This pack includes whole group, small groups and independent resources for introducing, teaching, reviewing and assessing number sense to twenty and ordering and comparing numbers. Lesson plans with mini-lessons, center activities, and an interactive page are available for each week of instruction.
With this resource, your learners will:
- Build number sense for numbers 1-20 with hands-on, interactive activities.
- Strengthen counting, recognition, and order skills through playful practice.
- Boost math confidence with whole group, small group, and independent learning options.
Here is what you’ll get:
-Easy to follow lesson plans
-25 Days of Whole Group lessons
-Recommended Book List
-Visuals and Vocabulary cards
-Interactive Notebook printables
-Math Emergent Readers
-Ten math centers that focus on counting
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LEARNING STANDARDS INCLUDED IN THIS RESOURCE
Common Core State Standards
Mathematics
CCSSK.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSSK.CC.A.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).
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.CC.B.4a
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.
CCSSK.CC.B.4b
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.
CCSSK.CC.B.4c
Understand that each successive number name refers to a quantity that is one larger.
CCSSK.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 1-20, count out that many objects.
Texas Essential Knowledge and Skills
Mathematics
TEKSMA.K.1.C
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
TEKSMA.K.2.A
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count forward and backward to at least 20 with and without objects;
TEKSMA.K.2.B
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;
TEKSMA.K.2.C
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
TEKSMA.K.2.E
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;
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