Find what you need fast!  Type in your keyword and search.

Craft and Art-ey Works: Counting and Recording Numbers

Context for this Lesson

Teaching Strategies: 
School or Organization: 

TOPIC: Counting and recording numbers from 1 – 10
GRADE: Kindergarten

  • What are some ways we can count and record numbers?
  • What are some tools we can use to help us count?
  • How can we identify and group objects that need to be counted?

§111.2. Kindergarten

  • (4) The primary focal areas in Kindergarten are understanding counting and cardinality, understanding addition as joining and subtraction as separating, and comparing objects by measurable attributes.
    • (A) Students develop number and operations through several fundamental concepts. Students know number names and the counting sequence. Counting and cardinality lay a solid foundation for number. Students apply the principles of counting to make the connection between numbers and quantities.
    • (B) Students use meanings of numbers to create strategies for solving problems and responding to practical situations involving addition and subtraction.

§117 Theatre TEKS Kindergarten

  • (1)Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:
    • (D) imitate and recreate objects in dramatic play.
  • (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:
    • (A) demonstrate safe use of movement and voice;
    • (B) assume roles through imitation and recreation; 


  • 5 bags with different #s of craft items in the bag
  • Single object Inventory Sheets
  • Completed pumpkin craft
  • Pumpkin craft materials
  • Pumpkin craft inventory sheet
  • 2 Aprons
  • 2 hats
  • Any additional costume elements for Claire/Annabelle

Objective: Practice/Review prior knowledge about arts and crafts
Invite students to join you in a seated circle. "So who here likes arts and crafts? Wow! That looks like a lot of you! What kind of crafts do you like to do? What do you use to make arts and crafts? What are some examples of arts and crafts supplies?"
Create a word web (with “arts and crafts”) on the board as they answer.
"Wow, it sure looks like you know about arts and crafts and the supplies used to make them. Well today we are going to visit some characters who are opening up an arts and crafts store! At their store they plan to sell all sorts of craft supplies like the ones we just talked about, but in order to visit them, we need your help." 
"In a moment, my co-teacher and I are going to put on these aprons (and hats). When we do, we will become two of the people who own and run the craft shop. But in order to fully become these characters, we need your help! I have a special magic way to help us get into character, and it works like this. Start by rubbing your hands together slowly, then go faster, and faster, and faster, and when the aprons are around our waists and the hats are on our heads, blow the magic dust from your hands! Now it’s time for us to get into character."
Engage in the “character creation ritual,” finishing by putting on hats. As soon as the hats are on, launch into the Craft and Art-ey Drama.
2. ENGAGE: Welcome to Craft and Art-ey Works!
Annabelle Arts: "Oh hello everyone! We’re so glad you could make it to the special sneak-peek into our new craft shop: Craft and Art-ey works! My name is Annabelle. My husband Artey and I own the shop, oh! And this is my daughter Claire. She’s going to help around the shop! Isn’t that right Claire?
Claire: (clearly nervous and a bit clumsy - she trips as she gets up to stand next to her mom) "Yep! That’s totally right mom. I’m going to help. I’m going to be so helpful."
Annabelle: "Yes you will! And you can start by finding those inventory sheets your father and I worked so hard on. They seem to be missing! I left them right on the front counter the other day, and we can’t open our shop without them!"
Claire: "What inventory sheets on the front desk? Annabelle: You know, the sheet that tells us how many craft supplies we have. Like how many markers, and how many sheets of construction paper. It took your father and I hours to count all of those things and write them all down on the inventory sheets. It would be such a shame if anything happened to those papers." (Her phone buzzes or she checks her watch) "Oh my goodness! Look at the time! I have to go make sure our opening day craft is ready for tomorrow! You all have fun now, I’ll be back later to tell you more about the shop!"
Claire: "Oh no. This is bad. No, it’s awful. No terrible!!! Please don’t tell my mom, but I saw those inventory sheets the other day, and I didn’t realize they were so important. They just looked like silly papers with random numbers all over them, and I thought they were just scrap paper! So, well, I turned them into confetti for the grand opening" (she pulls out a bag of finely cut paper). "There’s no way we’re going to be able to piece these back together in time! And you heard my mom, we can’t open Craft and Art-ey works without them!! Wait! I have an idea! Maybe you all could help me make new inventory sheets! I’m not so great at counting yet, and I’ve heard from your teacher that you are all counting experts! Do you think you can help me? Great!! Let’s try one together right now!"


3. EXPLORE: Inventory sheet creation
Claire pulls out a bag of craft supplies and the students help her by naming the craft supplies (which she writes at the top of the sheet) and then count together as she puts the craft supplies one by one onto the spaces on the sheet. Once they finish counting, she writes the number in a space at the bottom of the sheet. Once students complete the group example, explain that now, in order to count all of the craft supplies, we have to divide into groups. First have a conversation about some ways that we can work well together as a group to successfully complete the inventory sheets. Once students have a good idea of the group work expectations, divide the class into groups and give each group a bag of objects and an inventory sheet. Circulate to the groups and help them with their sheets. Once all the groups have finished, join back together with Claire in a seated circle.
Claire: "Wow! I can’t believe how fast you all counted those craft supplies! I can’t thank you enough for all of your help!"
Annabelle: "Claire? Clare oh there you are! Did you find those inventory sheets?"
Claire: "Well… sort of. You see, I didn’t know what an inventory sheet was at first, so I made the original sheets into confetti for the grand opening."
Annabelle: "Confetti!?!?"
Claire: "But don’t worry mom! These awesome friends helped me count all the craft supplies and make new sheets! So please don’t be mad at me!"
Annabelle: "Oh Claire I’m not mad at you! I’m just glad you were honest, and told the truth about the inventory sheets. And I’m glad that these amazing counters were here to help you make these marvelous new inventory sheets! Hmmm… in fact, since you are all so good at counting, I have another job for you! You see for our grand opening tomorrow, we’re giving away free pumpkin craft kits! It is the Halloween season after all! But in order to assemble the kits, we need to know how many of each craft supply we need to make the pumpkin! We do have this finished Pumpkin craft though. Claire, do you think you and your friends could help us?"
Claire: "Absolutely!"
Using the completed craft pumpkin as a guide, students identify the different pieces of the craft, while Claire records them on the Pumpkin Craft Inventory Sheet. After students identify the different components, as a class they count the components, and record them on the pumpkin inventory sheet. After the inventory sheet is complete:
Annabelle: "Thank you all so much! We’ll make sure to get these craft supplies sorted according to this amazing inventory sheet by our grand opening tomorrow! Make sure to stop by, and make a craft!"
Claire: "You all are the best counters ever, and we really couldn’t have done it without you. Thanks everyone!"
Use the character creation ritual to get back out of the drama, and return to seats for reflection.


4. REFLECTING ON THE LESSON: (Final reflection questions for students on lesson)

  • What did we just do in that activity?
  • What were some of the things we counted?


  • What kinds of math skills did we just use?
  • How did you know which types of objects on the pumpkin should be counted together?


  • What other types of people/stores might use inventory sheets (answer? all of them.)


Extensions/Applications : 

Transition Back into the drama:
Now we’re going to use our magic character creation ritual again to visit Annabelle and Clare on the opening day of Craft and Art-ey Works! Rub hands to help with character creation, then:
Annabelle: "Welcome back to Craft and Art-ey Works! We are so glad you could join us for our opening day celebrations!"
Claire: "Thanks to you, our shop is a smash hit! And as a token of our appreciation, we have pumpkin crafts for all of you to make!"
Pass out the craft materials, (with accompanying inventory sheet if students want to count the craft supplies)