# How Many Now?

Ms. Blohm engages children in counting and pattern recognition during a story.

## NAEYC

Curriculum Content Areas for Cognitive Development: Early Literacy Development

2.E.04—Children have varied opportunities to be read books in an engaging manner…

Ms. Blohm teaches about counting and pattern recognition while reading a story about a pond. The story describes several different animals that live in or near the pond. She shows the children a blue shape on a piece of paper and asks what they think it might be. She then shows the children some additional visual aids of several cutout animals that are described in the story. As Ms. Blohm reads, she places the animal cutouts into the pond to engage the children further in the story and asks the children, “How many now?”. This leads to the children counting the animals with Ms. Blohm.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.F.02—Children are provided…opportunities…to build understanding of numbers…and …quantities.

Jenna uses simple addition to quickly determine that there are eight animals in the pond after a frog jumps in.

## IELS

11.1—Comparison and Number

Children understand amount, including use of numbers and counting.

Children in Ms. Blohm’s class count objects and match numbers one-to-one with objects.

Ms. Blohm uses cutout animals to help tell a story. These cutout animals enhance the telling of the story and provide an opportunity for the children to count as more animals are added to the pond.

11.2—Patterns

Children understand patterns.

Ms. Blohm’s class shows skills in recognizing and creating…patterns.

Ms. Blohm describes the progression of ocean to lake to pond. She encourages children to understand the size comparisons by using arm and hand movements. She models “the great big ocean” by spreading her arms wide and asking the children to show her the same gesture. Ms. Blohm brings her arms closer to her body while showing “the medium sized lake” and the children imitate her actions. Finally she cups her hands close together to describe the “little bitty pond.”

## IQPPS

Curriculum Content Areas for Cognitive Development: Early Literacy Development

2.20—Children have varied opportunities to be read books in an engaging manner…

Ms. Blohm teaches about counting and pattern recognition while reading a story about a pond. The story describes several different animals that live in or near the pond. She shows the children a blue shape on a piece of paper and asks what they think it might be. She then shows the children some additional visual aids of several cutout animals that are described in the story. As Ms. Blohm reads, she places the animal cutouts into the pond to engage the children further in the story and asks the children, “How many now?”. This leads to the children counting the animals with Ms. Blohm.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.23—Children are provided…opportunities…to build understanding of numbers…and …quantities.

Jenna uses simple addition to quickly determine that there are eight animals in the pond after a frog jumps in.

## HSPS

1304.21(a)(4)(i) - Ms. Blohm supports each child’s learning, using various strategies including…inquiry and observation…by using different teaching modalities.

Ms. Blohm describes the progression of ocean to lake to pond. She encourages children to understand the size comparisons by using arm and hand movements. She models “the great big ocean” by spreading her arms wide and asking the children to show her the same gesture. Ms. Blohm brings her arms closer to her body while showing “the medium sized lake” and the children imitate her actions. Finally she cups her hands close together to describe the “little bitty pond.” She also uses cutout animals to help tell a story. These cutout animals enhance the telling of the story and provide an opportunity for the children to count as more animals are added to the pond.

1304.21(a)(4)(iv) - Ms. Blohm supports emerging literacy and numeracy development through materials and activities according to the developmental level of each child.

Ms. Blohm teaches about counting and pattern recognition while reading a story about a pond. The story describes several different animals that live in or near the pond. She shows the children a blue shape on a piece of paper and asks what they think it might be. She then shows the children some additional visual aids of several cutout animals that are described in the story. As Ms. Blohm reads, she places the animal cutouts into the pond to engage the children further in the story and asks the children, “How many now?”. This leads to the children counting the animals with Ms. Blohm.

## HSCOF

### Language Development

Listening and Understanding

• Demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.

Speaking and Communicating

•  Progresses in abilities to initiate and respond appropriately in conversation and discussions with  peers and adults.

### Literacy

Book Knowledge and Appreciation

• Shows growing interest and involvement in listening to and discussing a variety of fiction and non-fiction books and poetry.
• Shows growing interest in reading-related activities, such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children.
• Demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story.
• Progresses in learning how to handle and care for books; knowing to view one page at a time in sequence from front to back; and understanding that a book has a title, author and illustrator.

### Mathematics

Number and Operations

• Demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quality.
• Begins to associate number concepts, vocabulary, quantities and written numerals in meaningful ways.
• Develops increasing ability to count in sequence to 10 and beyond.
• Begins to make use of one to one correspondences in counting objects and matching groups of objects.
• Begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, equal to.
• Develops increased abilities to combine, separate and name “how many” concrete objects.

Geometry and Spatial Sense

• Begins to be able to determine whether or not two shapes are the same size and shape.

### Science

Scientific Skills and Methods

• Begins to describe predictions, explanations and generalizations based on past experiences.
• Develops growing abilities to conflict, describe and record information through a variety of means, including discussion, drawings, maps, and charts.

### Social and Emotional Development

Cooperation

• Develops increasing abilities to give and take in interactions; to take turns in games or using materials; and to interact without being overly submissive or directive.