Counting in groups with amounts to 20
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Students learn to count groups in amounts to 20. They do this with groups of different amounts. They then also learn how many ungrouped items they have left.
Explain that it is important to be able to count in groups, so you can count faster.
The interactive whiteboard shows an image of a pear and a strawberry. A number is given, and students are asked to drag that amount of pears or strawberries to the correct box.
Demonstrate some different groups that can be made with amounts up to 20. Show groups of 2, 5, and 10. Next you can subdivide the groups on the interactive whiteboard and count the objects. You can show also show that there are different ways to make the groups with same amounts- for example making groups of objects next to each other, all on the top, or all on the bottom. Without any further explanation show that the groups of the same size can be counted together. Practice making groups and counting how many groups are made. Next ask students to make groups in which there are objects left over. When you want to know the total number of objects, inform students that it is useful to start with the groups and then count the leftover objects.
To check that students understand how to count amounts in groups you can ask the following questions:
- How do you count from 1 to 20?
- How do you make groups?
- How do you count if you have objects left over?
Students practice making and counting groups on their worksheets.
Check that students can count groups in amounts to 20. Emphasize that it is important to be able to count groups in amounts to 20 so that they are quicker at counting. Next check that students can count groups in amounts to 20 buy discussing the exercise on the interactive whiteboard with the class. This asks you to divide the students (in the picture) into groups of 3, and then count the amount of groups and how many students are left over. Then count the total amount of students. You can also choose to do this with the students in your classroom.
Students who have difficulty can be supported by making the groups with a manipulative (blocks, paper cards) before writing them or circling on paper.
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