Unit Plan 28 (PreK Math): Count to 20
Extend counting beyond 10 to 20 with songs, number paths, and ten-and-extras models while strengthening one-to-one counting and cardinality.
Focus: Extend counting beyond 10 with songs, chants, and visuals; use groups of ten and extras to keep track; strengthen one-to-one and cardinality.
Grade Level: PreK
Subject Area: Mathematics (Counting & Cardinality—Extension)
Total Unit Duration: 5 sessions (one week), 20–30 minutes per session
I. Introduction
Children stretch counting from familiar 1–10 into the teens. They chant, sing, and count on with number paths to 20, while still practicing one-to-one and cardinality to 10. Using ten-frames, cube trains, and “ten and some more” language helps organize larger counts.
Essential Questions
- How do I count on past 10 without starting at 1?
- How do groups of ten and extras help me keep track?
- How do I know how many are in a set (the last number said)?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Count forward to 20 during whole-group routines with songs, chants, and a 0–20 number path.
- Count on from a given number within 10 and attempt to continue into the teens with support.
- Demonstrate one-to-one counting for arranged sets to 10 and say the last number to show how many.
- Use ten-frames or cube trains to show a group of ten and then count the extras.
Standards Alignment — Custom CCSS-style Pre-Kindergarten
- PK.CC.1 — Count to 10 (rote & meaningful). Description: Says number names in order to 10 during songs, games, and routines. Example: Chants “1–2–3…” while tapping 10 blocks. Aligns to: K.CC.1 (foundation). (This unit extends routines beyond 10.)
- PK.CC.2 — Count on within 10 (from numbers 1–9). Description: Begins counting forward from a number other than 1 (with prompts). Example: Start at 4 → “5–6–7…”. Aligns to: K.CC.2 (emergent). (This unit encourages continuing into the teens.)
- PK.CC.4 — One-to-one counting to 10. Description: Touches/moves one object for each number word. Example: Counts 7 crayons by moving them one at a time. Aligns to: K.CC.4a (direct).
- PK.CC.5 — Cardinality to 10. Description: Understands the last number said tells “how many.” Example: After counting 6 cubes, says “There are 6.” Aligns to: K.CC.4b–c (direct).
- Mathematical Practices: MP.1–MP.6 threaded (perseverance; modeling/tools; precision; structure/regularity).
Success Criteria — Student Language
- I can count to 20 with the class and point on a number path.
- I can count on from a number within 10.
- I can touch and say each object once and tell how many at the end.
- I can show a ten and then count the extras.