Unit Plan 22 (PreK Math): Answer “How Many?”

Focus: Count arranged sets (up to 10) and scattered sets (up to 5); emphasize cardinality—the last number said tells how many.

Grade Level: PreK

Subject Area: Mathematics (Counting & Cardinality—readiness)

Total Unit Duration: 5 sessions (one week), 20–30 minutes per session

I. Introduction

Children practice answering “How many?” for both arranged (rows/lines/circles) and scattered sets. They strengthen one-to-one counting, keep a steady tracking path, and state the total clearly using the cardinality idea: the last number said tells how many.

Essential Questions

• How do I keep track and not skip or double-count?
• How do I know when to stop counting?
• What can I do if items are scattered and hard to track?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Count arranged sets up to 10 with one-to-one accuracy and a steady rhythm.
2. Count scattered sets up to 5 and use a strategy (line up, circle, move-to-count) to keep track.
3. Use tools (number paths, pointing dots, ten/five-frames) to organize counting.
4. Say the total clearly using cardinality (e.g., There are 6.).
5. Self-check by recounting or reorganizing items.

Standards Alignment — Custom CCSS-style Pre-Kindergarten

• PK.CC.6 — Answer “How many?” (arranged to 10; scattered to 5). Counts and tells how many in typical classroom layouts. Example: Counts 8 buttons in a row; counts 5 scattered blocks. Aligns to: K.CC.5 (scaled).
• PK.CC.5 — Cardinality to 10. Understands the last number said tells how many in the set. Example: After counting 6 cubes, says There are 6. Aligns to: K.CC.4b–c (direct).
• Mathematical Practices: MP.1–MP.6 threaded (perseverance; sense-making; modeling with tools; precision; noticing structure in arrangements).

Success Criteria — Student Language

• I can count each item once and keep a steady track.
• I can organize scattered items so I can count them.
• I can tell how many by saying the last number as the total.