Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
Number, Operation, and Quantitative Reasoning
Activity:
Spotting Numbers
TEKS:
(K.1) Number, operation, and quantitative reasoning. The student
uses numbers to name quantities.
The student is expected to:
(A) use one-to-one correspondence and language such as more
than, same number as, or two less than to describe relative
sizes of sets of concrete objects;
(B) use sets of concrete objects to represent quantities given in
verbal or written form (through 20); and
(C) use numbers to describe how many objects are in a set (through
20) using verbal and symbolic descriptions.
(K.4) Number, operation, and quantitative reasoning. The student
models addition (joining) and subtraction (separating).
The student is expected to model and create addition and subtraction
problems in real situations with concrete objects.
Overview:
Anchoring numbers to five will help students discover patterns and
relationships from a given number to other numbers. These relationships
are especially important when understanding about various combinations
of numbers. Through practice of discovering these relationships, students
will be able to develop mental computation skills with larger numbers. The
five-frame is a common model for this type of relationship. The 1X5 array
allows students to place counters or dots to represent a given number.
Then students are encouraged to explain how they see their number.
After several “free arrangements,” the students will be directed to
specifically place the counters or dots starting from left to right. This will
set the pattern for using the five frames.
Materials:
Dog Five-Frame work mat
Counters (black dots) (individuals receive ten each)
Book: Spot Can Count by Eric Hill
Grouping:
Whole or small group
Time:
15-30 minutes
Lesson:
1.
Procedures
Give each student a dog five-frame. Have
students count the spaces. Ask students to
tell how many spaces are on the work mat.
Explain to students that because there are
Number, Operation, and Quantitative Reasoning
Spotting Numbers
Notes
Kindergarten
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Mathematics TEKS Refinements 2006 – K-5
Procedures
five spaces on the work mat, it is called a
five-frame. We will use the five-frame to help
us show numbers in many different ways.
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Notes
2.
Give each student a set of ten black
counters. Explain to students that only one
counter is permitted in each space.
3.
To model this activity, hold up a number
three dot plate arrangement card. Ask
students to show you the number on the fiveframe. Ask: “What can you tell us about the
number three from looking at your mat?”
Students’ response may be: “It has spaces at
the end” or “it has two dots, then spaces, and
then one dot.” After hearing from several
students, try other numbers from 0-5.
Remember to always process with students
after asking them to show their number.
Children may place their counters
on the five-frame in any manner.
Lead them to observe how their
frame differs from other children.
There are no wrong answers.
Focus attention on how many
more counters are needed to
make 5.
4.
Next, try numbers that are between 5 and
10. The rule of one counter in each space
still applies. This time, however,
demonstrate how we will now use the fiveframe like we read. We fill in the frame from
left to right leaving no spaces.
1st grade teachers may ask
students to write the
corresponding number sentence
to match the five-frame.
Hold up a number 8 dot plate arrangement
card. Ask students to show you the number.
Students will fill in from left to right and then
place 3 counters below the five-frame. Ask
students: “Why did you have to place some
counters below the five-frame?” Students’
responses may be: “All the counters can’t fit”
or “there was no more room.” Focus
attention on these larger numbers as 5 and
some more: “8 is five and 3 more.” Try other
numbers between 5 and 10; remember to
process after each number.
5.
Ask students to clear their five-frame.
Introduce the story Spot Can Count by Eric
Hill. Explain to students that Spot is learning
to count, and he will count several different
animals in the book. As we read the story, I
Number, Operation, and Quantitative Reasoning
Spotting Numbers
Kindergarten
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Mathematics TEKS Refinements 2006 – K-5
Procedures
will ask you to show me on your five-frame
how many animals Spot counted on the
page. Remind students how we use the fiveframe (from left to right and only one counter
or dot in each space).
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Notes
6.
Read Spot Can Count stopping after each
page and asking students to show you the
number of animals Spot counted. After
students demonstrate the number ask: “What
can you tell me about the number ____?”
“How many more counters or dots do we
need to fill up our five-frame” or “How many
more counters or dots is the number ____
than five?”
At this time, teacher may request
students to record their answers
on dry erase boards. This will
help bridge the learning from
concrete to symbolic.
7.
After the story, ask students “what can you
tell me about using the five-frame?”
Students’ responses should include: “you
start from right to left,” “use only one counter
in each space,” and “there are five spaces on
the five-frame.”
It is important to note that when
you feel students are able to
quickly show a number and
explain the number accurately
referring to how many counters
are needed to make five or how
many more counters than five do
we have, then students are ready
for the ten-frame.
Homework:
Materials: Five-frame worksheet with 6 five-frames, crayons
1. Each five-frame has a specific number in front of it.
2. Ask students to color that many circles into the five-frame to
show the number
3. Have a set of questions for parents to ask their child after each
five-frame is colored:
a. How many dots did you have to color?
b. How many more dots do you need to have five?
c. Which is more, the spaces with dots or without dots?
Assessment:
Observation Rubric:
Accurately use the five-frame mat.
Demonstrate numbers using counters or dots for 0-5.
Able to explain how many dots are on the five-frame.
Able to explain how many dots are needed to make five.
Demonstrates numbers using counters or dots for 6-10.
Able to explain how many dots are on the frame and off the frame.
Able to explain why there are dots off the frame using numbers to
Number, Operation, and Quantitative Reasoning
Spotting Numbers
Kindergarten
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Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
justify answer. (Example: For 9, there are 4 counters off the mat
because 9 is four more than 5)
Extensions:
Students can use the five-frame mats and counters with other Spot
books by Eric Hill in an independent station.
Resources:
National Council of Teachers of Mathematics (2004). Navigating
through number and operations. Reston, VA: NCTM
Van de Walle, J.A. (2006). Teaching Student-Centered
MATHEMATICS Grades K-3. Boston, MA: Pearson Education, Inc.
Number, Operation, and Quantitative Reasoning
Spotting Numbers
Kindergarten
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Mathematics TEKS Refinements 2006 – K-5
Tarleton State University
Spotting Numbers Work Mat
Number, Operation, and Quantitative Reasoning
Spotting Numbers
Kindergarten
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