introduction counting / numeral recognition 0 … · introduction counting / numeral recognition...

I N T R O D U C T I O N

C O U N T I N G / N U M E R A L R E C O G N I T I O N 0 - 1 0

M O OO N E , T W O C H O C O L AT E G O O1 , 2 , 3 , 4S H O W M E F I V E F I N G E R SO N E , T W O T I E M Y S H O ES I N G A S O N G O F N U M B E R ST E N L I T T L E P E A ST H R E E L I T T L E W I T C H E SO N E P O TAT OT E N L I T T L E F I N G E R SO N E E L E P H A N T W E N T O U T O N E D AYO N E , T W O , T H R E E , F O U R , F I V E

O R D I N A L N U M B E R R H Y M E S

F O U R G I N G E R B R E A D M E NF I V E H A P P Y F I S HF I V E O R A N G E P U M P K I N SF I V E T I N Y TA D P O L E SF I V E B R O W N S Q U I R R E L S

A D D I T I O N R H Y M E S

F I V E L I T T L E B E E SF I V E S L I M Y S N A I L ST H R E E B E E S A N D T W O B E E SF I V E L I T T L E P U P P I E SF R U I T S A L A D5 C H O C O L AT E C O O K I E ST E N Q U A C K I N G D U C K SE I G H T E G G S A N D T W O E G G SH O W M A N Y C U P C A K E S ?D O U B L E S

0 0 4

0 0 70 1 10 1 50 2 10 2 50 2 90 3 30 3 70 4 10 4 50 4 90 5 5

0 6 20 6 60 7 00 7 40 7 8

0 8 20 8 60 9 00 9 61 0 11 0 51 0 91 1 51 2 11 2 7

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

S U B T R A C T I O N R H Y M E S

F I V E F AT S A U S A G E SF I V E F AT T U R K E Y SF O U R S M A L L F I S HF I V E L I T T L E P I G SF I V E TA L L S N O W M E NF I V E L I T T L E B L U E B I R D SF I V E E N O R M O U S D I N O S A U R SF I V E L I T T L E A S T R O N A U T SF I V E S T I C K Y L O L L I P O P SF I V E D E L I C I O U S D O N U T SF I V E R E D A P P L E SF I V E B I R T H D AY C A N D L E SF I V E L I T T L E B U B B L E SF LY A W AY

O T H E R R H Y M E S

E V E N A N D O D DA P P L E P I E ( F R A C T I O N S )O N E W H O L E P I Z Z A

U S E R L I C E N S E

1 3 11 3 51 3 91 4 31 4 81 5 21 5 61 6 01 6 21 6 81 7 21 7 61 8 01 8 2

1 8 81 9 21 9 6

2 0 0

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Counting rhymes provide opportunities for children to practice a range of math skills including

counting, numeral recognition, ordinal numbers, addition and subtraction. In addition to these

benefits, research suggests that early learning of traditional rhymes and rhythmic poems,

songs, and chants significantly enhances early reading skills, phonemic awareness, and sight

word recognition.

Rhymes in this resource are provided in four formats:

1. Teacher Copy: This page can be enlarged and used as a Shared Reading text. Introduce one

rhyme per week and create a class Counting Rhymes Big Book. Alternatively, save the file to

your computer and project the rhyme for the week on your interactive whiteboard during

Shared Reading sessions.

2. Student Copy: This page can be photocopied and cut in two for children to paste into their

individual Counting Rhymes book (an unlined notebook works well for this). Add a rhyme each

week and have them available for children to read during independent reading sessions.

3. Cloze Activity: Once children are familiar with the rhyme the cloze pages can be copied on

cardstock, laminated and placed in the counting rhymes center with dry erase markers. Before

placing the cloze activity in the center be sure to model how to carefully read the rhyme and

write the missing numerals.

4. Sentence Strips: These pages can be -

a) laminated and cut into the marked strips for use in the counting rhymes center. Children can

work with a partner to put the sentences in order before reading the rhyme together.

b) used to make a class book, with children working in pairs to illustrate one page of the book

to match their sentence strip.

Innovating on the text: Some rhymes include templates for students to innovate on the

structure of the text to create their own versions of the rhymes. You can combine student’s

rhymes to make books for your class library or display them as a wall story. Brainstorm and list

appropriate words to replace omitted words from each rhyme before students complete and

illustrate their own versions.

A Rhyme a Week

One way to use counting rhymes in your classroom is to choose one per week to use as a

Shared Reading text. By revisiting rhymes regularly you will enhance both reading and math

skills simultaneously.

Monday: Revisit favorite counting rhymes from previous weeks before introducing a new

rhyme. Chant the rhyme and work on its rhythm.

Tuesday: Have students take turns to act out the rhyme as it is read.

Wednesday: Read the rhyme in different ways: slow, fast, loud, soft voices etc. Focus in on

rhyming or sight words.

Thursday: Revisit the rhyme and complete either the cloze or sentence strip activities together

as a class.

Friday: Revisit the rhyme and have students paste a copy in their Counting Rhymes Book to

take home and share with family members. Place laminated copies of the rhyme activities in

the counting rhyme center for students to revisit throughout the year.

Ten Little Peas

10 little peas,In a peapod pressed,

1 grew, 2 grew,and so did all the rest.

They grew and grew and did not stop,Until one day the peapod popped!

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

PREVIEW

Ten Little Peas

10 little peas,In a peapod pressed,1 grew, 2 grew,

and so did all the rest,They grew and grew

and did not stop,Until one day the peapod

popped!

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Ten Little Peas

10 little peas,In a peapod pressed,1 grew, 2 grew,

and so did all the rest,They grew and grew

and did not stop,Until one day the peapod

popped!

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

PREVIEW

Ten Little Peas

___ little peas,In a peapod pressed,___ grew, ___ grew,

and so did all the rest.They grew and grew and did not stop,

Until one day the peapod popped!

___, ___, ___, ___, ___, ___, ___, ___, ___, ___

PREVIEW

Ten Little Peas

10 little peas,

In a peapod pressed,

1 grew, 2 grew,

and so did all the rest,

They grew and grew and did not stop,

Until one day the peapod popped!

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

PREVIEW

Fruit Salad

5 red apples on the tree, 1 for you and 4 for me!

5 yellow bananas on the tree,2 for you and 3 for me!

5 purple plums on the tree,3 for you and 2 for me!

5 green pears on the tree,4 for you and 1 for me!

5 orange apricots on the tree, 5 for you and 0 for me!

PREVIEW

Fruit Salad

5 red apples on the tree,

1 for you and 4 for me!

5 yellow bananas on the tree,


5 purple plums on the tree,


5 green pears on the tree,


5 orange apricots on the tree,


Fruit Salad

5 red apples on the tree,


5 yellow bananas on the tree,


5 purple plums on the tree,


5 green pears on the tree,


5 orange apricots on the tree,


PREVIEW

Fruit Salad

5 red apples on the tree, 1 for you and ___ for me!

5 yellow bananas on the tree,2 for you and ___ for me!

5 purple plums on the tree,3 for you and ___ for me!5 green pears on the tree,4 for you and ___ for me!

5 orange apricots on the tree, 5 for you and ___ for me!

PREVIEW

Fruit Salad

5 red apples on the tree, 1 for you and 4 for me!

5 yellow bananas on the tree,2 for you and 3 for me!

5 purple plums on the tree,3 for you and 2 for me!

5 green pears on the tree,4 for you and 1 for me!

5 orange apricots on the tree, 5 for you and 0 for me!

PREVIEW

How Many Cupcakes?

How many cupcakes on the plate?Let’s count them up,

They come to 8, 2 for Peter, 2 for Sue,

2 for me and 2 for you!PREVIEW

How Many Cupcakes?


They come to 8,2 for Peter, 2 for Sue,2 for me and 2 for you!

How Many Cupcakes?


They come to 8,2 for Peter, 2 for Sue,2 for me and 2 for you!

PREVIEW

How Many Cupcakes?


They come to 8, ___ for Peter, ___ for Sue,

___ for me and ___ for you!PREVIEW

How Many Cupcakes?

How many cupcakes on the plate?

Let’s count them up,

They come to 8,

2 for Peter, 2 for Sue,

2 for me and 2 for you!

PREVIEW

Innovate on the Text: How Many Cupcakes?

Use the template on the next page to innovate on the text of How Many Cupcakes? Copy one page for each student. Once

students are familiar with the rhyme have them brainstorm a list of possible foods that could replace the word ‘cupcakes’ in the

original rhyme. Students can use the list as a reference when writing and illustrating their own version of the rhyme. Review

different combinations of four addends that have a sum of eight. Have one child illustrate a cover page for the book, compile all

pages, and read it together several times over the next few days before adding it to your class library for students to read

independently.

PREVIEW

How Many _____________ ?

How many ____________ on the plate?Let’s count them up,

They come to 8, ___ for ____________, ___ for Sue,

___ for me and ___ for you!

PREVIEW

introduction counting / numeral recognition 0 … · introduction counting / numeral recognition...

Documents