## Goal

Students will count and classify birds.

### Estimated Time

45 Minutes### Setting Required

Outside## Standards

- CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
- CCSS.MATH.CONTENT.K.CC.B.4.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.
- CCSS.MATH.CONTENT.K.CC.B.4.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.

- CCSS.MATH.CONTENT.K.CC.B.5 Count to answer
*“how many?”*questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. - CCSS.MATH.CONTENT.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
- CCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

## Materials

- Chart paper
- Easel
- Marker

## Procedures

- With birds identified by name to match descriptions or sketches, watch for birds in the schoolyard counting how many of each can be found.
- Create a tally chart or bar graph to show how many birds can be seen in that sitting or over many sittings.
- Analyze the data as it is compiled asking
*“how many”*questions and “*which is greater / less than / equal”*questions.

### Extension

Make bird feeders to encourage birds to visit the schoolyard.