Common core State Standards

  • Math:  Math
  • K:  Kindergarten
  • CC:  Counting & Cardinality
  • B:  Count to tell the number of objects
  • 4b: 
    Understand the relationship between numbers and quantities; connect counting to cardinality.

    a. 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 one object.

    b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

    c. Understand that each successive number name refers to a quantity that is one larger.

Download Common Core State Standards (PDF 1.2 MB)

Let's Count! Learning Numbers in Multiple Ways
Lesson Objective: Teach about counting and ordering numbers in multiple ways
Grades Pre-K-K / Math / Hands-On

Thought starters

  1. Why is it helpful to teach the same concept in multiple ways?
  2. What can you learn from Ms. Kungu about teaching to different learning styles?
  3. How does Ms. Kungu encourage collaboration?
This is an inspiration! Thank you for your teaching practice and your clear love of students. I wish my son could have you for a teacher!
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The student learned multiple skills in many different ways. Collaboration is so important in the classroom.
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Very inspiring, thanks
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Wow! I wish my son could have you one day when he goes to kindergarten. Such a wonderful, encouraging atmosphere that is empowering and rigorous.
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One of my favorite videos! Thank you.
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  • [00:00]
    Interviewer: Children learn in a variety of ways using activities that are hands-on help the child to get to

    Interviewer: Children learn in a variety of ways using activities that are hands-on help the child to get to learn easily and more, as they are interacting using their senses.

    Next. Jeremiah.

    So this physical movement, which helps them as they are moving. There she got it. Using their cognitive skills as they are thinking and manipulating the objects and the manipulators.

    I like what you’re doing here.

    When they are speaking and singing, that’s their language that is already been build up in their vocabulary. Their interaction with others, that also builds up their social skills and also emotional skills. Once you put all that together it helps the child not only build in one domain of their development as a child. But it helps them develop all, as a holistic child.

    Starting from left to right, we’re going to order those numbers from 0 to 10. Now let’s look at those numbers. Can we look at those numbers? What’s the first number? Who can tell me the first number? Yes, Jordan?

    Interviewee: Zero.

    Interviewer: The first number is zero. So may we have Amani 01:27 go all the way next to Ramani 01:30. Good job. What’s the second number, who can tell us? Yes, Heaven?

    Interviewee: Miss Kumba 01:37 class, it is one.

    Interviewer: It is one, thank you for using that complete sentence. May we splash some fantasticness on Heaven, let’s go. Fantastic. Good job. Oh, they’re going fishing, they’re going fishing.

    In the activity where the children got to fish using their hands and using their fine motor skills, they are developing physically. They are also using their cognitive skills because they’re getting to recognize the number and know where to move. Those are some of the activities, that hands-on helps them to learn.

    Oh, did she do it?

    Interviewee: Yes.

    Interviewer: Yes, good job. And what number? Who can tell me what number that is? Let’s see, somebody who is sitting on their spot like Deshawn 02:21. What number is this Deshawn?

    Interviewee: Miss Kumba class that number is seven.

    Interviewer: And what color is that Deshawn?

    Interviewee: Miss Kumba class, that color is purple.

    Interviewer: Wonderful, let’s give him a silent clap. Now we’re gonna have our time now during centers, and how do we work in our centers? Do we work by ourselves or do we work as a team? Who can tell us that answer? Yes, Miracle?

    Interviewee: Miss Kumba class, we work as a team.

    Interviewer: We work as a team. So when you’re seated there, you will be working as a team. Ooh, you are doing so well, give me a high five here. Good for you, and you’re working very well together. Let me see Amani, what number is this Amani?

    Interviewee: Number seven.

    Interviewer: Number seven, and so how many trucks will you put here?

    Interviewee: One, 2, 3, 4, 5, 6, 7.

    Interviewer: Seven, excellent, good for you. Give me a high five. Where do you think you will put this number four? You got it, yes, nice. Just put them like that, so that they don’t look like they are all squished. There is a lot of room here. Oh, good for you. Let’s see.

    Interviewee: Fifteen, 16, 17, 18, 19, 20.

    Interviewer: Wow. What number comes after five, is number?

    Interviewee: Six.

    Interviewer: Yes here, number 6 then number 7. Oh, I’ve seen 7, where is 7? Good job. Five huge dinosaurs dancing a jig—oh, they are dancing.

    Having them interact with music and movement is very important and inviting. And also, helping them build that mutual understanding for one another, and respect is very important.

    Oh, now three, and then one where—how many are left?

    Interviewee: Two.

    Interviewer: Two. So using different skills, and using different learning styles helps the children learn in a variety of way, and not limited to one.

    [End of Audio]

School Details

Hawthorne Elementary School
1105 East 33rd Street North
Tulsa OK 74106
Population: 327

Data Provided By:



Rosemary Kungu


TCH Special

Grades 6-12, All Subjects, Civic Engagement

TCH Special

Grades 6-12, All Subjects, Civic Engagement

TCH Special

Grades 6-12, All Subjects, Civic Engagement

Teaching Practice

All Grades / All Subjects / Collaboration


Social Justice & Equity


Technology in the Classroom


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