K-12 Teaching and Learning From the UNC School of Education


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Learning outcomes

Students will:

  • recognize numbers 1-30.
  • practice counting numbers 1-30.
  • recognize a set of numbers.

Teacher planning

Time required for lesson

90 minutes


  • Number cards 1-30
  • Number wheel 1-30
  • Colored counting cubes- 30 per 2 children
  • Assessment sheet (attached)
  • Crayons or pencils
  • Paper 9 by 12


  • The teacher writes numbers 1-30 on the chalkboard. Children echo teacher counting 1 to 30. The teacher holds up a number card and the children clap that number of times (ex: 17 held up children clap 17 times). The teacher continues holding up numbers until all numbers are clapped 1-30.
  • Teacher explains numbers are used to count groups of things. The teacher explains that these groups are called sets. The teacher draws 7 hearts on the board. The teacher explains this is a set of 7. Then the teacher draws more pictures and the children name the number that matches the set of pictures drawn.
  • The teacher then holds up a number card 1-30. The teacher chooses a child to create a set of objects in the classroom with that number (ex: Number 7- a child groups seven books together for a set of seven).


  1. The children make two rows facing each other. One-half of the class sits in a row with a number card 1-30. They look at their number card then turn it over with the number down in front of them.
  2. Each child without a number card will ask the child in front of them “May I come to the clapping party?” The child with the number card says,”Yes if you can clap my number”. The child sitting across from him claps any number 1-30. If his claps are correct he then sits on the side with the others and the number card clapped correctly is shown with number up. If a wrong number is clapped the number card stays hidden until the correct number is clapped.
  3. Children are paired with partners: one partner has a spinner card with numbers 1-30 written on the spinner card. the other child has 30 cubes. One child spins the arrow to show a number. He or she tells the number and the partner has to make a set with that number using using the correct amount of cubes. After a few minutes the partners will change places.


  • Teacher Observation: Teacher observes for children’s success at matching claps to numbers. Teacher observes as partners create sets with cubes to match the numbers.
  • Assessment: The teacher will give the children a paper folded into 4 parts. The teacher will ask the children to use a crayon or a pencil and trace over the folded lines. The teacher explains - now children you have - How many boxes? The children answer 4. The teacher will call out a number and the children will write the number in one of the 4 boxes. The teacher emphasizes only one number in a box. The teacher continues until she has called any 4 numbers 1-30. Now the children are asked to draw a set to match the numbers they wrote in the boxes. Ex. 14-draw 14 objects. Teacher may give children examples of objects to draw-stars, smiling, faces, beach balls, flowers, and hearts.
  • Assessment 2: Give handout(assess.jpg) to students to complete. Teacher will score assessments looking for 80% mastery. Students scoring under 80% will receive remediation.

Supplemental information


This a fun way to reinforce number and set recognition. My classes have always loved playing games with Math. Children work great with partners.

  • Common Core State Standards
    • Mathematics (2010)
      • Kindergarten

        • Counting & Cardinality
          • K.CC.4Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only...
        • Operations & Algebraic Thinking
          • K.OAT.1Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

North Carolina curriculum alignment

Mathematics (2004)


  • Goal 1: Number and Operations - The learner will recognize, model, and write whole numbers through 30.
    • Objective 1.01: Develop number sense for whole numbers through 30.
      • Connect model, number word (orally), and number, using a variety of representations.
      • Count objects in a set.
      • Read and write numerals.
      • Compare and order sets and numbers.
      • Use ordinals (1st-10th).
      • Estimate quantities fewer than or equal to 10.
      • Recognize equivalence in sets and numbers 1-10.