Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
Grade Level: Kindergarten
Subject Area: Math
Lesson Title: Unit 3: Introducing and Lesson Length: 14 days
Developing 6-10 and Reciting
Numbers to 60
THE TEACHING PROCESS
Lesson Overview: This unit bundles student expectations that address the
foundational skills for developing an understanding of numbers 0 – 10, counting
forward and backward 1 – 10, cardinality, subitizing, conservation of set, comparing
numbers and sets of objects using comparative language, and generating numbers
or sets of objects less than or greater than a given amount. This unit also includes
the student expectation that addresses reciting numbers up to 60 by ones beginning
with any number. According to the Texas Education Agency, mathematical process
standards including application, tools and techniques, communication,
representations, relationships, and justifications should be integrated (when
applicable) with content knowledge and skills so that students are prepared to use
mathematics in everyday life, society, and the workplace.
During this unit, students are introduced to the numbers 6 – 10. They use sets of
objects up to 10 to further develop an understanding of the concepts of cardinality,
meaning that the last number said when counting a set of objects names the number
of objects, hierarchical inclusion, meaning each prior number in the counting
sequence is included in the set as the set increases, and conservation of set,
meaning if the same number of objects are counted and then rearranged, the
quantity of objects in the set does not change. Students apply cardinality, hierarchical
inclusion, and conservation of set as they continue to explore the true meaning of
numbers. Students count forward and backward to 10 with and without objects, as
well as read, write, and represent the numbers. Students also compose and
decompose numbers up to 10 using objects and pictures which parallels the
development of subitizing, meaning instantly recognizing the number being
represented by a small quantity of objects in random and organized arrangements.
Students apply all of these skills as they consider magnitude, or relative size, to
compare sets of objects up to 10 and generate a set of objects and pictures that is
more than, less than, or equal to a given number. Students use comparative
language to describe the comparison of numbers represented using objects, pictures,
or numerals. When given a number up to 10, students are expected to generate a
number that is one more than or one less than a given number. Along with the
investigation of number and quantity, students are expected to recite numbers up to
60 by ones beginning with any number. Practice with rote reciting of numbers and
learning the correct sequence of numbers aids in developing the foundation for
meaningful counting strategies.
Unit Objectives:
Students will…
Use set of objects up to 10 to further develop an understanding of the
concepts of cardinality.
Apply cardinality, hierarchical inclusion and conservation of sets as they
continue to explore the true meaning of numbers.
Count forward and backward to 10 with and without objects, as well as read,
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
write and represent the numbers.
Compose and decompose numbers up to 10 using objects and pictures which
parallels the development for subitizing
Apply all the skills as they consider magnitude, or relative size, to compare
sets of objects up to 10 and generate a set of objects and pictures that is more
than, less than, or equal to a given number.
Use comparative language to describe that comparison of numbers
represented using objects, pictures, or numerals.
Generate a number that is one more than or one less than a given number.
Recite numbers up to 60 by ones beginning with any number.
Standards:
K.1A: Apply mathematics to problems arising in everyday life, society, and the
workplace.
K.1C: Select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
K.1D: Communicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate.
K.1E: Create and use representations to organize, record, and communicate
mathematical ideas.
K.1F: Analyze mathematical relationships to connect and communicate mathematical
ideas.
K.1G: Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
K.2A: Count forward and backward to at least 20 with and without objects.
K.2B: Read, write, and represent whole numbers from 0 to at least 20 with and
without objects or pictures.
K.2C: Count a set of objects up to at least 20 and demonstrate that the last number
said tells the number of objects in the set regardless of their arrangement or order.
K.2D: Recognize instantly the quantity of a small group of objects in organized and
random arrangements.
K.2E: Generate a set using concrete and pictorial models that represents a number
that is more than, less than, and equal to a given number up to 20.
K.2F: Generate a number that is one more than or one less than another number up
to at least 20.
K.2G: Compare sets of objects up to at least 20 in each set using comparative
language.
K.2H: Use comparative language to describe two numbers up to 20 presented as
written numerals.
K.2I: Compose and decompose numbers up to 10 with objects and pictures.
K.5A: Recite numbers up to at least 100 by ones and tens beginning with any given
number.
ELPS:
ELPS.c.1A: use prior knowledge and experiences to understand meanings in
English.
ELPS.c.1C: use strategic learning techniques such as concept mapping, drawing,
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
ELPS.c.1E: internalize new basic and academic language by using and reusing it in
meaningful ways in speaking and writing activities that build concept and language
attainment.
ELPS.c.2C: learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
ELPS.c.2G: understand the general meaning, main points, and important details of
spoken language ranging from situations in which topics, language, and contexts are
familiar to unfamiliar.
ELPS.c.2I: demonstrate listening comprehension of increasingly complex spoken
English by following directions, retelling or summarizing spoken messages,
responding to questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.
ELPS.c.3A: practice producing sounds of newly acquired vocabulary such as long
and short vowels, silent letters, and consonant clusters to pronounce English words
in a manner that is increasingly comprehensible.
ELPS.c.3B: expand and internalize initial English vocabulary by learning and using
high-frequency English words necessary for identifying and describing people,
places, and objects, by retelling simple stories and basic information represented or
supported by pictures, and by learning and using routine language needed for
classroom communication.
ELPS.c.3D: speak using grade-level content area vocabulary in context to internalize
new English words and build academic language proficiency.
ELPS.c.3H: narrate, describe, and explain with increasing specificity and detail as
more English is acquired.
Misconceptions:
Some students may think the last number said when counting a set of objects
represents the last object counted rather than the quantity of all objects in the
set.
Some students may think a change in the arrangement of objects changes the
number of objects in the set rather than recognizing that the quantity does not
change if the objects are rearranged or counted in a different order.
Some students may think a number can be composed or decomposed in only
one way rather than understanding that a number can be composed or
decomposed in many ways as long as the quantity of the whole remains the
same.
Some students may think of naming or reciting counting numbers in sequence
as a memorization task rather than associating each number with a single
object in the set and understanding the tagging of objects to demonstrate oneto-one correspondence.
Some students may think of naming or reciting counting numbers in sequence
as a memorization task rather than understanding that each number
represents a quantity and that each number in the counting sequence
represents a quantity of one more than the previous number.
Some students may think there is no pattern or connection between the
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
sequence of the number words and decade words in sequence rather than
seeing the pattern or relationship as numbers in sequence move to the next
decade. (*e.g. 19 to 20; 29 to 39 to 40 etc).
Some students may think the comparison of two numbers has no relationship
to other comparisons rather than realizing that if a given number is greater
than another number, then the given number is also greater than all numbers
before that number in numerical sequence (e.g., if 8 is greater than 6, it is also
greater than 5,4,3,2, 1 and 0).
Some students may think the comparison of two numbers has no relationship
to other comparisons rather than realizing that if a given number is greater
than another number, then the given number is also greater than all numbers
that could compose that number (e.g., 8 is greater than 7 and 1,6 and 2,5 and
3,4 and 0).
Some students may think the comparison of two sets of objects has no
relationship to other comparisons rather than realizing that the same
comparison of sets of objects applies to the numerals representing the sets of
objects.
Some auditory students may confuse teen words with decade words (e.g.,
fifteen and fifty) when reciting numbers.
Some auditory students may confuse number words with similar sounds (e.g.,
seven and eleven) when reciting numbers.
Vocabulary:
Compare numbers – to consider the value of two numbers to determine which
number is greater or less or if the numbers are equal in value
Compare sets – to consider the value of two sets to determine which set is
greater or less in value or if the sets are equal in value
Compose numbers – to combine parts or smaller values to form a number
Counting (natural) numbers – the set of positive numbers that begins at one
and increases by increments of one each time {1, 2, 3, ..., n}
Decompose numbers – to break a number into parts or smaller values
Digit – any numeral from 0 – 9
Numeral – a symbol that represents a number
One-to-one correspondence – each object counted is matched accurately with
a number word in correct sequence
Recite – to verbalize from memory
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3,
..., n}
Related Vocabulary:
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
Backward
Comparative Language
Count
Counting by ones
Counting Order
Decrease
Eight
Equal to, same as
Forward
Greater than, more than
Increase
Less than, fewer than
Model
Nine
Number
Part
Quantity
Sequence
Set
Seven
Six
Whole
Ten
List of Materials & credits: (listed on each day)
Handouts Credits: Mrs. Ricca’s Kindergarten 2012, Jennifer Drake, Erin C. Murphy,
www.rowdyinroom300.blogspot.com
handouts can be found on the following blogs
Daily Routine: Orally counting to 60. First, beginning counting with 1. Then, begin
counting at a random number to 60. (e.g. begin with 40…).
Also, practice recognizing sets without counting (subitizing).
This video is really good for subitizing practice with ten frames.
Ten Frame Flash
https://www.youtube.com/watch?v=t8U_zZ-rW1E
INSTRUCTIONAL SEQUENCE
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
Phase One: Engage/Explore the
Concept
Day 1
Materials: computer, number chart, sandwich bags, hair gel, number 6 tracing card,
chart paper, marker, counters, bingo markers, handout How many ways to make
6?
Explain to the students that during this math unit they will be learning all about the
numbers 6-10 and counting to 60.
Prep: The teacher will need to determine who is 6 years old is prior to the activity.
Also, in order to make the gel bags, you will need to print out the tracing number
cards, cut and laminate each card. Make one set of cards for each group of students.
Fill the sandwich bags with hair gel. Close the sandwich bag. Secure the gel by
placing duct tape at the opening of the sandwich bag to prevent the gel from spilling
out. You will be using the gel bags for the next 5 days.
Engage 1: Show the students the video clip on you tube Numbers song-counting
from 1-10: The Singing Walrus (English for children YL/ESL/EFL)
https://www.youtube.com/watch?v=DR-cfDsHCGA
Each day you will focus on a number 6-10. Today you will focus on the number 6.
Engage 2
1. Create a graph to use during whole-group instruction and title it “Who is 6 years
old?” Then label a column “Yes” and the other column “No.” Give each child their
name on a card. (You may want to write a small six or five written on the back on the
card to help the students. Children will place their name card on the correct column
of the class graph to determine how many students are six years old.
2. Transition the students back to their desk. The students will practice how to write
the number six: First beginning by reciting the number six poem while doing a “sky
writing”.
Start at the top
and slide down quick!
Loop back around to
make a 6!
3. Give each table of students a gel bag and a # 6 tracing card. Designate one child
to be the captain. This child will get to trace the number 6 with their finger first. Then
the captain will pass the number and the gel bag to the next student. Once each child
has traced the number 6, the captain will collect the gel bag and number 6 tracing
cards. Recite the number 6 Poem as a class as the students trace the number with
their finger.
Explore: Set a container with counters on each table. Once all tables have a
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
container with counters, instruct the students to count 6 manipulatives on their table.
1. “Let’s count 6 counters.” (the teacher models with students following along.
The teacher will display on elmo/ document reader).
2. Students count 6 counters out of the container. (Students each count 6
counters onto their desk while counting aloud.
3. The teacher will walk around classroom to check if all students completed the
task correctly.
4. “What must you do when counting?” (touch each counter as we count)
5. Next, the teacher we display a handout Make and Break Chart.
6. We are going to find different ways to decompose the number 6.
7. The teacher will display a make and break chart on the elmo.
8. First model how the counters will be used on the make and break chart to form
different combinations to form 6.
9. Give each student a make and break chart.
10. With the help of the students, the teacher will record the different
combinations on chart paper with bingo markers using handouts How many
ways to make 6?
11. Continue until all combinations are made.
(the counters)
Different ways to decompose the number _____
Different ways to make the number 6!
2 and 4 make 6
What’s the teacher doing?
Observing listening skills
Asking questions
1. “What is counting?”
2. “When we start counting
forward, what number do
we start with? (one)
3. “What is the correct
What are the students doing?
Count 1-10 forward and backward
Counting orally to 60 using a
hundreds chart
Singing with video
Watching/interacting with a video
clip
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
number word sequence
Completing a “ who is 6 years old?”
when counting backward
graph
from 10?” (ten, nine,
Reciting the number six poem
eight…)
“sky writing” the number 6
4. “Why should we touch
Counting objects
each object when
Identifying counting sequence
counting sets up to 10?”
Recognizing number order
(to not skip an object)
1 to 1 correspondence
5. “When counting forward
Making connections with new
to 10, how are the
learning
numbers changing?”
Making combinations to make the
(Increasing by 1)
number 6.
6. “When counting
backward from 10, how
are the numbers
changing?” (Decreasing
by 1)
Creating a graph
Modeling how to complete a
graph and read data
Modeling how to correctly form
the number
Transitioning students
Engage/ Explore/ Explain
Day 2 Activity: Today the lesson will focus on the number 7.
Materials:
Plastic trays, sand, manipulatives, pip cards, handout Number 7 Tracing Cards
Computer, handout How many ways can we make 7?
Plastic trays (one for each table) with cards; various copies of numbers 6-10. Option:
you can have the number seven in numerical form, quantity form, the word seven,
tally marks or ten frame
Prep: Fill plastic trays with sand. Copy, laminate, and cut the handout Number 7
tracing card.
1. Place a tray in the middle of each table. Give the “captain” the number 7
tracing card and the number 7 pip card. Also the teacher will place a bag of 10
manipulatives on the table. The captain will place the tracing card and pip card
in the tray, leaning against the side the tray.
2. The teacher will model how to write the number 7. The teacher will also recite
the number 7 poem.
3. The captain will practice how to form the number 7 correctly and count 7
manipulatives in the tray.
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
4. The captain will then pass the tray over to the next person to practice.
5. The teacher will walk around the class to make sure that the students are
forming the number 7 correctly and counting 7 manipulatives.
The Number 7 poem
Across the sky
and down from heaven.
That’s how you make a
Number 7.
6. Once everyone has traced the number 7 in the sand tray, the teacher will
collect all sand trays.
Explore/ Explain: Together the students record the different ways to make 7.
1. Next, the teacher we display a handout Make and Break Chart on the elmo/
document reader.
2. We are going to find different ways to decompose the number 7.
3. First model how the counters will be used on the make and break chart to form
different combinations of 7.
4. Once the class has discussed one way to make 7, give each students the
handout How many ways can we make 7?
5. Place two bingo markers at each table.
6. The students will record the different combinations to make 7 while being
guided by the teacher.
7. Continue until all combinations are made.
8. Allow handout to dry and glue into math journal.
Closing
1. The teacher will place a new tray with various numbers cards in the tray.
2. Place a tray per table.
3. The teacher will tell the students that they will, “find, hide, and show” the
number seven card.
4. The students will look in their tray and find a number seven card, hide the
card; and once the teacher says, “show me”; the student will show their card
to the teacher and their peers. Check for accuracy.
5. Make an anchor chart about the number 7
6. Pick up the plastic trays.
What’s the teacher doing?
What are the student’s doing?s
Using technology
Watching/interacting with a video
clip
Teaching procedures on color
tiles
Watching teacher models
Making and passing out bags of 7
Counting to 10
color tiles to each student
1-1 correspondence while counting
Walking around the classroom,
Working with a partner
assisting students, and making
Identifying numbers
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
observations
Learning correct procedures to
Teacher will model counting and
write numbers 0-10
touching each color tile for the
Tracing numbers 0-10
class
Counting 1-60 orally
Setting teacher expectations
Counting from 46-60 orally
while working with a partner
Identifying quantity
Passing out numeral cards to
Identifying cardinality
each student
Responding orally to questions
Modeling handwriting procedures
Participating in class discussions
Making and passing out hair gel
Count 1-10 forward and backward
bags
Decomposing/composing number
Modeling procedures for using
7
hair gel bags
Leading the class counting 1-60
and from 45-60
Asking questions
Engage/ Explore/ Explain/ the
concept.
Day 3 Activity: Today the lesson will be focusing on the number 8.
Materials: Shaving cream in plastic trays, 8 counters in plastic sandwich bags, (One
bag per every two students. Students will be working in partners today). Permanent
marker, Computer, chart paper, bingo markers, (2 per table). Handout How many
ways can we make 8?
Prep: Provide a plastic tray with shaving cream. (One tray per table). Place 8
counters in sandwich bags. Then draw a vertical line in the middle.
Engage: Watch the number video on youtube.
(There were ten in a bed nursery rhyme).
There are two options of the song.
Students are to count along with the video.
https://www.youtube.com/watch?v=X88zYGLsknM
https://www.youtube.com/watch?v=zEtIERrzSM4
Together the class will:
1. Orally count to 60 beginning with number 1.
2. Then count to 60 starting at a number other than 1. (e.g. 45…46...47…-60)
3. Count backward starting at number 10.
4. Transition the students back to their seat.
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
Engage: The students will practice how to correctly write the number 8 in
shaving cream.
1. Place a plastic tray with shaving cream on each table.
2. Give each table a number 8 tracing card.
3. Explain your expectations/rules to the students. (use only one finger to write
the number 8 in the shaving cream)
4. The teacher will recite the number 8 poem
5. The captains at each table will form the number in the shaving cream first and
then will pass on to the next students.
6. The students will recite the poem while using the shaving cream.
7. Once everyone has formed the number 8, the captains will return the plastic
tray to the teacher.
The Number 8 Poem
First I make an S,
then close the gate.
That’s how you make
the Number 8.
Explore/ Explain: Together the students record the different ways to make 8.
1. Next, the teacher will display a bag with 8 colored chips/ counters.
2. Partner the students.
3. Give each pair a bag with 8 colored chips/ counters.
4. Count all the counters in the bag (1…2…3…4…5…6…7…8).
5. Now tell the students to touch each colored chip while counting.
6. Ask the students “if we separate the colored chips into two sets, does the
quantity change? Why? Or why not? (“No, because we didn't take any
chips out of the bag”)
7. Next, find different ways to decompose the number 8.
8. Model how to form two sets of colored chips.
9. Once the class has discussed one way to make 8, give each students the
handout “How many ways can we make 8?”
10. Place two bingo markers for each table.
11. The students will record the different combinations to make 8 while being
guided by the teacher.
12. Continue until all combinations are made.
13. Allow handout to dry.
14. Make an anchor chart for the number 8.
What’s the teacher doing?
What are the students doing?
Walking around the classroom,
assisting students, and making
Counting objects forward and
observations
backward
Modeling counting
Identifying quantity
Modeling procedures
Decomposing numbers/sets
Asking questions
Recognizing patterns in numbers
1. “How many ways can 8
increasing or decreasing
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
be composed to show
Describing relationships between
the relationship of the
numbers
parts to the whole?” (8
Rearranging objects
and 0, 0 and 8, 1 and 7,
Selecting appropriate number of
etc).
objects to represent quantity
2. “How many ways can 8
Identifying cardinality
be decomposed to show
Following rules and procedures
the relationship of the
Working with a partner
parts to the whole?” (8
Asking questions
and 0, 0 and 8, 1 and 7,
Responding orally to questions
etc).
Volunteering to share work
3. “What relationship can
Counting 1-10 forward and
be described when 8 is
backward
broken into 5 and 3?
(combining 5 and 3 is the
same as 8)
4. “How can a quantity be
represented using
objects?” (one object per
number said)
Demonstrating examples
Passing out counters
Calling student volunteers to
count
Writing numbers/modeling
Explaining relationships between
the total number of counters and
the number of counters in both
groups combined
Setting classroom routines and
procedures with manipulatives
Engage/ Explore/ Explain the Concept
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
Day 4 Activity: Today the lesson will focus on the number 9.
Materials: The book Ten Red Apples, computer, number 9 tracing card (one copy
per child), chart paper (anchor chart).
TODAY’S ACTIVITY: 1 Empty playdough cup with 9 two colored counters in the cup,
bingo markers
TOMORROW’S ACTIVITY: Enough playdough cups with 9 two colored counters in
each cup for students to work in pairs.
Prep: copy number 9 tracing card, (one per child), empty playdough cup with 9 two
colored counters.
1. Orally count to 60 beginning with number 1.
2. Then count to 60 starting at a number other than 1. (e.g. 45…46...47…-60)
3. Count backward starting at number 10.
Engage: Read Ten Red Apples (practice counting backwards). If you do not have
the book, you may listen to the story read aloud on youtube.
https://www.youtube.com/watch?v=rzR57dI-7FE
Explore: Today you will do a rainbow trace with the number 9.
1. Give each child a number 9 tracing card.
2. Recite the poem while modeling how to write the number 9.
3. Tell the students to trace the number 9 with their finger.
4. The teacher will monitor students.
5. The students will trace the number 9 using the colors of the rainbow.
The number 9 poem
First I make a circle,
then I make a line.
That’s how you
make the Number 9.
Composing and decomposing the number 9
1. Today you will model how to use the playdough cup with the 2 colored
counters.
2. The students will record the number combinations with bingo markers and the
handout How many ways can we make 9?
3. First, the teacher and the students will count the counters in the cup.
4. The teacher will first model how to shake the cup and spill the counters.
5. Count how many red counters and how many yellow counters. (e.g. 4 red and
5 yellow counters make 9)
6. The teacher will model how to record the combination.
7. Once the teacher has done one example, the teacher will pass out the
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
handout How many ways can we make 9? and two different colored bingo
markers
8. The students record the first combination
9. The teacher will call on a volunteer to shake and spill the colored counters to
make a different combination.
10. The teacher will count the results and record the combination. The students
will record on their handout.
11. If a number combination repeats, shake and spill again.
Once all combinations have been made, allow handout to dry and glue in the math
journal.
Make an anchor chart about the number 9.
What’s the teacher doing?
What are the students doing?
Counting to 60
Counting 1-60 with the class
Watching a demonstration of a
Setting rules and procedures for
number shake and spill game
game play
Following rules and procedures
Grouping students
Working with a partner
Passing out materials
Using math vocabulary
Encouraging the use of math
Applying new learning to create a
vocabulary
journal entry
Monitoring game play
Making connections with new
learning
Observing student
comprehension of their learning
Interacting with peers
Creating journal entries
Creating examples
Facilitating class discussions and
Participating in class discussions
questioning
and questioning
Monitoring and assisting students
Asking questions
as they create their own
examples
Engage/ Explore/ Explain the concept
Day 5 Activity: Today you will focus on the number 10.
Materials: Enough playdough cups with 10 two colored counters in each cup for
students to work in pairs. Bingo markers (two per table: students will be working in
pairs). Handout How many ways can we make 10? (One per child)
.
Begin today’s activity with a number song.
https://www.youtube.com/watch?v=diMJIlv-4N0
https://www.youtube.com/watch?v=5jC1FyUtYrU
1. Orally count to 60 beginning with number 1.
2. Then count to 60 starting at a number other than 1. (e.g. 35…36...37…-60)
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
3. Count backward starting at number 10.
Explore: Today the students will hair gel trace the number 10.
1. The teacher will recite the number 10 poem and model how to trace the
number 10
2. Give one hair gel bag and the number 10 tracing card to each table.
3. The table “captain” will trace the number 10 first then pass the number 10
tracing card and hair gel bag to the next person.
4. Remind the students to recite the number 10 poem.
The number 10 poem
Stickman, Stickman you’re my
friend.
Add a zero to make a 10!
Composing and decomposing the number 10
1. The students will record the number combinations to make 10 while using the
playdough two colored counters cups.
2. First, the teacher and the students will count the counters in the cup. (10)
3. The teacher will first model how to shake the cup and spill the counters.
4. Count how many red counters and how many yellow counters. (e.g. 6 red and
4 yellow counters make 10).
5. The teacher will model how to record the combination.
6. The class will work as a whole group to determine the different combinations
to make 10.
7. The students record their combinations.
8. If a number combination repeats, shake and spill again
9. Make an anchor chart for the number 10.
What’s the teacher doing?
Leading choral count 1-60; 20-60
Using technology to play a
counting song
Preparing playdough cups with
two-colored counters
Passing out materials
Setting rules and procedures for
manipulatives
Allowing time for exploration of
manipulatives
Asking questions
Modeling and demonstrating for
What are the students doing?
Counting to 60
Following rules and procedures
Exploring manipulatives
Making connections with
manipulatives
Following directions during a
lesson
Writing numbers
Sharing learning experiences with
a partner
Playing a game
Recognizing numbers and number
15
Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
students
relationships
Assisting, monitoring, and
1 to 1 correspondence
observing student learning and
Identifying number sequences
comprehension
Counting forward and backward 1Modeling handwriting procedures
10; 10-1
Allowing reflection time
Composing numbers
Monitor and assist during game
play
Elaborate the concept
Day 6
The students will be making their own version of Ten Black Dots for a class
book.
Materials: The book Ten Black Dots (circle cut outs), Index cards, construction paper
9” x 12”, crayons, glue
Prep: Prior to the day’s activity: On index cards write the numbers 1-10.
Read “10 Black Dots” If you do not have the book, you can listen to it being read
aloud on youtube. https://www.youtube.com/watch?v=tlKt-NEZaU4
Pair the students into partners. Let each pair pull a card from the stack of index
cards. Ask each pair their number. Next, allow the students to count the quantity of
dots they will need based on the number on their index card. Let the children make a
picture with the number of dots the pair selected. The students will be making a class
book.
Bind and read as a class book.
Evaluate the concept
Day 7
Today the teacher will set up practice stations. When a student rotates into the
teacher station, the teacher will test the students using the following performance
assessments.
Performance Assessment
Provide a collection of color tiles greater than 10 and orally present the following realworld situation and tasks:
1) Kaitlyn has 9 balloons.
a) Select the appropriate number of color tiles to represent Kaitlyn’s balloons.
b) Orally count the selected color tiles and record the count using a numeral.
c) Rearrange the selected color tiles. Orally count the color tiles forward and then
backward.
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Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
d) Decompose the selected color tiles into two groups. Orally count the number of
color tiles in each group. Record the count of each group using numerals. Describe
the relationship between the total number of balloons and the number of balloons in
both groups combined. Explain why the total would be the same or why the total
would be different.
e) Repeat the process by decomposing the same color tiles into two groups in a
different way. Orally count the number of color tiles in each group. Record the count
of each group using numerals. Describe the relationship between the total number of
balloons and the number of balloons in both groups combined. Explain why the total
would be the same or why the total would be different.
What’s the teacher doing?
Assessing each student
What are the student’s doing?
Working on workstations
Rotating
Demonstrating understanding of
concepts
Engage/ Explore/ Explain
Day 8 Activity: Explain to the students that during this math unit they will be learning
all about the numbers 6-10, counting to 60, determining if a group is greater, fewer,
more, one more, one less.
Materials: a plastic container, number cards 0-10, pom poms (or some type of
manipulative), ten frame
Engage: Gather the students in a circle. Ask a student to pick a card and name the
number on the card. Ask about student to count the quantity on one side of the tray.
Place the number card under the quantity. Then ask another student to pick another
card and name the number. Ask another students to count the quantity on the other
side of the tray and place the number card under the second quantity. Compare the
17
Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
two quantities. Remind the students that greater means more and fewer means less.
Ask the students which set has more? Which set has less? Or if the sets are the
same (equal)? After determining which set has more or less, make a number
statement: (e.g. 9 is greater than 5). Do more examples and repeat.
Next, using a ten frame, number cards and manipulatives show to how get one more
or one less based on the original set.
1. Ask a student to pick a card and start the number. (e.g. 8)
2. Place the quantity on the ten frame. The teacher and the students will count
the manipulative together as they are being placed on the ten frame.
3. Now add one more. The teacher adds one more manipulative. (e.g 9)
4. Place the number 9 card.
5. Name the new set (9). Discuss what happened to the set when one more was
added (the set increased by one)
6. Now what is the set with one less? (8). Discuss what happened to the set with
one less? (the set decreased by one)
7. Clear the ten frame.
8. Pick a number card. Give more examples.
Then, implement a real-life story problem that encourages the students to use the
manipulatives to determine the new quantity by removing one less or adding one
more.
Juan collected 8 shells. Maria collected 6 shells. (students demonstrate the two
quantities).
Juan lost two shells. How many shells does he have now? (students demonstrate
the new quantity by removing two shells. (6) Maria finds three more shells. (students
demonstrate adding three more shells. (9).
Who has more shells? Who has fewer shells? The students use comparative
language in order to describe the two sets.
What’s the teacher doing?
What are the students doing?
Counting to 60
Counting to 60; 50-60
Distributing materials
Answering questions
Setting rules and procedures
Following rules and procedures
Monitor and observe student
1 to 1 correspondence
comprehension of the activity
Creating pictorial models
Monitor and observe while
Using whole numbers
students create examples
Application of learning
Demonstrating appropriate
Communication of learning
vocabulary
Justification of learning
Using manipulatives
Using appropriate vocabulary
Counting 1-10
Naming quantity
Counting 1-10 forward and
backward 10-1
18
Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
Explore/ Explain the concept
Day 9 Activity:
Materials: the book “Ten Apples on Top”, linking cubes, chart paper, makers.
Read the following book Ten Apples on Top By Theo Lesieg or listen to the story
being read aloud on youtube.
https://www.youtube.com/watch?v=OB-5s02AsUU
After reading the story, discuss what was happening to the quantity of the apples
(increasing by 1). Create an anchor chart to discuss one more, three more, one less,
three less and comparing quantities.
Using linking cubes to solve real-life situations.
Mario had 7 toy cars. Jimmy had 8 toy cars. (The students use the linking cubes to
demonstrate the two quantities. Mario was given two more toy cars. (students add
two more linking cubes) How many toy cars does Mario have now? (9 cars).
Jimmy loses 3 toy cars. (Students remove three linking cubes). How many toy cars
19
Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
does Jimmy have now? (5 cars).
Create more story problems.
What is the teacher doing?
Counting to 60
Presenting real-world stories
Asking questions
Modeling and demonstrating for
students
Assisting, monitoring, and
observing student learning and
comprehension
Comparing
What are the students doing?
Counting to 60
Identifying cardinality
Using comparison
Using comparative language
Creating multiple representations
or pictorial models
Application of learning
Communication of learning
Justification of learning
Identifying relationships of sets
and quantities
Using manipulatives
1 to 1 correspondence
Increasing/decreasing the set
Using appropriate vocabulary
Explore/ explain the concept
Day 10 Activity:
Materials: linking cubes, ten frame, handout Numbers in the Barn ordering
numbers you can choose from “One more in the barn” or “Two More in the barn” ,
number 2-10 cards, pencil
Handout can be found by googling “Numbers in the barn ordering numbers”
The students will use linking cubes to play this game.
The teacher will pick a card.
The students name the card and write the number in the middle of the barn. (e.g. 7)
Then the students count the quantity of the number given. (e.g. count 7 linking cubes,
place on a ten frame or build a tower).
Then remove one/ two linking cubes to determine one less/two less. Record the
quantity in the square to the left of the barn.
Then build the tower or place the linking cubes to the original quantity and add one
more/ two more to determine the quantity. Record the quantity in the square to the
right of the barn. Do together as a class.
20
Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
What’s the teacher doing?
What are the students doing?
Leading a count 1-60; 25-60
Counting 1-60
Explaining procedures
Following directions
Monitor and assist students
Working with peers
Observe learning and
Playing a game
comprehension as students create
models
Elaborate
Day 11 Activity:
Today you will decompose numbers number 6-10.
Materials: Decomposition Monster (follow handouts to create monster), pencil, elmo/
document reader, two colored counters, green and purple crayon.
1.
2.
3.
4.
The students make note of the number of counters that they start with.
The students drop the counters in the monster and record the combinations.
The students discuss the results.
The students color the quantity that is greater in green and the quantity that is
fewer in purple.
Google search “decomposing monster” recording sheet for handout.
21
Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
What’s the teacher doing?
What are the student’s doing?
Counting to 60
Count 1-60; 14-60
Observing the combinations
Gathering two colored counters
Recording the combinations
Creating decomposing monster
Composing and decomposing
one per class.
models 1-10
Facilitating class discussions
Counting 1-10 forward and
Reviewing decomposition and
backward 10-1
composition to 10
Identifying the greater number and
Monitoring and assisting students
the smaller number
Observing student learning and
comprehension while students
create models
Day 12 Activity:
Performance Assessment Unit 3: 02
Provide a collection of 20 color tiles. Orally present the following real-world situation
and tasks:
1) Andre and Leticia were collecting aluminum cans for recycling. Andre collected 7
cans, and Leticia collected 10 cans.
a) Select the appropriate number of color tiles to represent the cans Andre collected.
b) Orally count the selected color tiles and record the count using a numeral.
c) Select the appropriate number of color tiles to represent the cans Leticia collected.
d) Orally count the selected color tiles and record the count using a numeral.
e) Compare the quantity of cans represented in each set. Orally describe the two
sets using comparative language.
f) If Andre had collected one more can, create a pictorial model to represent the
number of cans Andre would have collected. Orally count the objects in the pictorial
model and record the count using a numeral.
g) If Leticia had collected two fewer cans, create a pictorial model to represent the
number of cans Leticia would have collected. Orally count the objects in the pictorial
model and record the count using a numeral.
h) Compare the new quantities of cans represented in the pictorial models. Orally
describe the two groups using comparative language.
What is the teacher doing?
What are the students doing?
Preparing materials
Working cooperatively
Monitoring workstations
Demonstrating understanding of
knowledge
Assessing students understanding
22
Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
Evaluate the Concept
Day 13 Activity:
Performance Assessment Unit 3: 03
Orally present the following real-world situation and tasks:
1) Katy is playing hopscotch. On her first try, Katy was able to hop 7 times. On her
second try, Katy was able to hop 10 times.
a) Record the numerals that represent each of Katy’s hops.
b) Describe Katy’s first and second hops using comparative language.
c) If Katy had hopped one more time on her first try, record the numeral that would
represent her new number of hops.
d) If Katy had hopped one less time on her second try, record the numeral that would
represent her new number of hops.
e) Describe Katy’s new numbers of hops using comparative language.
What’s the teacher doing?
Preparing stations
Gathering materials
Monitoring students at stations
Observing student learning and
comprehension of subject matter
What are the students doing?
Working collaboratively
Reflection of learning
Using manipulatives
Recognizing numbers 0-10
Counting numbers 0-10
Phase Five: Evaluate the concept:
Day 14 Activity:
Today the teacher will set up practice stations and a teacher station. When a student
rotates into the teacher station, the teacher will test the students using the following
performance assessments.
Performance Assessment Unit 3: 04
Present a set of dot cards that include a mixture of random and organized
arrangements of the quantities 0 – 10, or use dots on a computerized randomnumber generator. Quickly flash the dot arrangements one at a time and assess
students on the following tasks:
1) Look at each arrangement of dots.
a) Quickly identify the quantity represented without counting.
b) Orally describe how the arrangement of the dots helped to quickly identify the
quantity.
Performance Assessment Unit 3: 05
Without the use of concrete or pictorial models, assess students on the following
23
Kindergarten
Unit 3: Introducing and Developing 6-10 and Reciting numbers to 60
tasks:
1) Orally complete the following tasks.
a) Beginning with 1, count forward to 10.
b) Beginning with 10, count backward to 1.
c) Beginning with 1, recite numbers by ones to 60.
d) Beginning with 42, recite numbers by ones to 60
What’s the teacher doing?
What are the students doing?
Preparing stations
Working collaboratively
Gathering materials
Counting to 10 forward and
backward
Monitoring students at stations
Subitizing sets to 10
Observing student learning and
comprehension of subject matter
Assessing students understanding
of concepts
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