Beacon Lesson Plan Library

And the Number Is (Kindergarten)

Nancy Bernath


Through the use of music and the manipulation of numeral cards and counting objects, the children learn to read numerals 1-10.


The student counts up to 10 or more objects using verbal names and one-to-one correspondence.

The student reads and writes numerals to 10 or more.


-“Number Rock” by Greg and Steve (record, tape or CD) Vol.II -We All Live Together-. Youngheart Records, Los Angeles, Calif. 1978.

-At least 10 cubes, colored disks, corks, buttons or any other sorting-type object per child (enough variety for each child to be able to choose)

-3 X 5 index cards to make numeral cards 1-10. Several sets...enough for each child to do at least 3, but they should also be encouraged to share (may want to laminate)

-markers and/or stickers to make numeral cards


1. Make or purchase 2 or 3 sets of numeral cards 1-10 (enough for each student to have at least 3, but encourage students to share. Using markers or shaped stickers (circles, stars, etc.), draw or apply corresponding number of shapes on back of card to make it self checking. Laminate or apply contact paper to make them last longer.

2. Gather sorting objects for counting: cubes, corks, buttons, colored disks, etc. (enough for each child to have at least 10)

3.Get copy of the song “Number Rock” by Steve and Greg.


In a large or small group:
1. Sing “Number Rock” with children.

2. Sing it a second time showing corresponding numeral card as each number is sung.

3. Mix cards 1 –10 up. Show them to children for them to name. This can be done either in unison or by calling on individual students as a sampling, according to teacher preference. (Or if using as a diagnostic assessment, the teacher might do this with the small group to give each child an opportunity to answer.)

In a small group:
1. Provide several sets of number cards each containing corresponding dots or stickers on the back for self checking.

2. Provide a wide variety of materials to be counted . (lids, cubes, corks, buttons, etc.)

3. Allow each child to choose which materials and numbers s/he will use. Children may choose the number cards they can already identify. If this happens, encourage them to try the ones they do not know.

4. Each child will name the chosen numeral and make a set containing that many objects.

5. When the set has been made, the child turns the card over and places one object from the set on each dot or sticker.

6. Have the child decide if s/he has the correct number of objects to correspond with the numeral on the front. (Were there any objects left ovrr? Did you have enough to cover each sticker?) If so, count the number of stickers to determine number.

7. After counting sticker, turn card back over so child can call the name of the numeral again for reinforcement.


As the children work in the small group, the teacher needs to circulate giving encouragement and asking questions to ecourage the children to come to an understanding of what they are doing and how to correct mistakes.

1. Observe to see that each child can count the objects correctly (1-5) and (6-10).

2. Observe to see if students recognize numerals after counting corresponding objects.

3. Observe as students work with materials to see if they understanding the correlation between the number of objects on the back of each card and the name of each numeral.


1. This lesson can be adapted to the High Scope Curriculum for Pre-K.

2. Any counting song can be used with this lesson.

3. Use large, floor-sized numerals that the children can step on when a number is called out.

4. Musical Numbers -- when the music stops, each child lands on a numeral. Children are chosen randomly to tell what numeral they are on.

5. Put children in pairs and give a die (a variety of sizes could be used). One child rolls the die and the other one names the numeral. (When in question… count dots!)

Web Links

Web supplement for And the Number Is
PreKindergartenTeachers' Place

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