Children complete activities in progressive order to reinforce the number 19.
Children complete activities in progressive order to reinforce the number 19.
What you'll need
- Number Nineteen Counting Card (see Resources)
- math counters
- marker
Step by step
Step 1
Print and bring out the Number Nineteen Counting Card (see Resources). Point to the numeral and have children identify it. Count the items on the first page. On the second page, underline the English and Spanish words as you read the written number.
Step 2
Depending on the children's skill levels, complete the following activities using the number path and number frame. Start with the beginning activities for younger children, and gradually progress to the more challenging activity suggestions as the children's math skills improve.
Step 3
Beginning: Focus on numeral recognition and counting. Challenge children to find numeral 19 on the number path. Count the number of shaded boxes on the twenty frame together. Place math counters on the shaded boxes and say "nineteen."
Step 4
Developing: Ask children, "How many boxes are shaded on the number path?" If anyone says, "Nineteen," ask, "How did you know that?" Offer math counters to fill in the twenty frame.
Step 5
Proficient: Point to the number path and ask, "What does this number path show us?" Review that the number path of 20 boxes shows 19 shaded boxes. Circle all 19 shaded boxes and say, "This is a set of nineteen." Offer the math counters and ask children how many will be needed to fill in the twenty frame. Place one bear on each shaded box.
Playful questions
What do you think you will be doing when you turn 19 years old?
Do you think it will be a long time or a short time until you celebrate your 19th birthday?
Learning outcomes
Language/Literacy
Receptive Language (Listening)
Follows two and three-step directions of increasing complexity; listens and responds to simple rhymes and rhythms; gains meaning listening to stories, informational texts, directions, and conversations with adult support; understands verbal and nonverbal cues.
Follows multi-step directions of increasing complexity; listens and responds to more complex rhymes and rhythms; gains meaning listening to stories, informational texts, directions, and conversations.
Language/Literacy
Expressive Language (Speaking)
Converses with a rapidly expanding vocabulary; understands words and meanings from growing number of topics and learning domains; demonstrates understanding of some opposite concepts.
Demonstrates understanding and use of rapidly expanding vocabulary, including language of specific learning domains and more abstract concepts; identifies word pairs that describe opposite concepts.
Math
Number Sense, Quantity, and Operations
Grows in rote counting and sequencing of numbers to 10 and beyond; identifies some written numerals in everyday environment; begins to understand one-to-one correspondence; compares quantities and identifies more/less; begins to subitize (recognizes number of objects in a small set without counting - two blocks); begins to understand the last number counted in a set is the quantity of the set; understands ordinal terms (1st, 2nd, etc.).
Grows in rote counting and sequencing of numbers to 20 and beyond; identifies written numerals to at least 20; compares quantities in sets and identifies more/less/equal; subitizes (recognizes small number of objects in a set without counting - three blocks, dots on a die); understands and uses ordinal terms (1st, 2nd, 3rd, etc.).
Understands adding objects to a group makes it larger and taking away objects from a group makes it smaller.
Understands adding and subtracting from a set; begins to understand counting on from a given small set of objects (counting on from three to make eight); begins to understand dividing sets into parts up to fourths.
Math
Geometry and Spatial Sense
Uses simple positional words (top/bottom, up/down, in/out, on/off, etc.) to describe location across learning domains; uses simple directions to move from place to place.
Uses positional and relational words (above/below, front/behind, near/far, beside, next to, between, etc.) to describe location across learning domains; uses increasingly complex directions to move from place to place; begins to distinguish between right and left.
Math
Measurement and Data
Uses words to describe measurable attributes (quantity, length, weight); observes and explores ways to use tools to measure objects; identifies/names/uses standard and non-standard units/tools of measure (paper clips, ruler, scale, measuring cups, etc.) in activities with adult support across learning domains; arranges objects according to one measurable attribute.
Uses words to describe and compare measurable attributes (quantity, length, weight, time, capacity) between two or more groups across learning domains; uses standard and non-standard units of measure (paper clips, ruler, scale, measuring cups, etc.) in activities and discusses findings; arranges objects according to one or more attributes (longer, shorter, same); begins to understand time concepts (one minute vs. ten minutes) and tools (clocks, timers, calendars).
With adult support, collects and records information in different ways across learning domains (discussion, maps, charts).
Develops growing abilities to collect, describe, and record information to answer simple questions across learning domains.
Math
Patterns, Sorting/Classifying, Reasoning
Uses simple strategies to solve mathematical problems and seeks answers to questions in play and daily activities; experiments with puzzles and blocks to create solutions; builds simple structures and works toward simple goals.
Uses multiple strategies to solve mathematical problems and seeks answers to questions in play and daily activities; begins to use mathematical language to explain a solution; solves puzzles, uses blocks to build structures to create solutions; moves through a process to reach a goal.
Science
Observation and Inquiry
Uses senses to make increasingly complex observations in the environment; makes simple predictions and plans to carry out investigations; describes observations.
Uses steps of the scientific inquiry process and all five senses to purposely explore materials; asks questions (why, where, when, how, what) and seeks answers through exploration; makes and explains observations, makes predictions based on observations and past experiences, and draws conclusions; classifies objects by function.