Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
5E Lesson Plan Math
Grade Level: Kindergarten
Lesson Title: Introducing and Developing
Numbers 11 – 15 and Reciting Numbers to
90
Lesson Overview:
Subject Area: Mathematics
Unit Number: Unit
Lesson Length: 15
6
days
This unit bundles student expectations that address the foundational skills for developing an
understanding of numbers 0 – 15, counting forward and backward 1 – 15, cardinality,
subitizing, conservation of set, comparing numbers and sets of objects using comparative
language, and generating numbers or set of objects less than or greater than a given amount.
This unit also includes the student expectation that addresses reciting numbers up to 90 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 number 11 – 15. They use sets of objects up to
15 to 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 15 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 15 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 15, 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 90 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.
After this unit, in Unit 08, students will continue to develop the foundations of numbers as they
extend their number set to include 15 to 20. Students will also extend reciting numbers up to
100 by ones beginning with any number as well as by tens to 100 beginning with any multiple
of 10.
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Unit Objectives:
Students will…
 understand numbers 0 – 15
 counting forward and backward 1 – 15
 cardinality, subitizing, conservation of set
 comparing numbers and sets of objects using comparative language
 generating numbers or set of objects less than or greater than a given amount
 reciting numbers up to 90 by ones beginning with any number
Standards addressed:
TEKS:
K.1: Mathematical process standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
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.2 Number and operations. The student applies mathematical process standards to
understand how to represent and compare whole numbers, the relative position and
magnitude of whole numbers, and relationships within the numeration system. The student is
expected to:
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.
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
K.5: Algebraic reasoning. The student applies mathematical process standards to identify the
pattern in the number word list. The student is expected to:
K.5a: Recite numbers up to at least 100 by ones and tens beginning with any given number.
ELPS:
ELPS.c.1: The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
expected to:
ELPS.c.1A: use prior knowledge and experiences to understand meanings in English
ELPS.c.1B: monitor oral and written language production and employ self-corrective
techniques or other resources
ELPS.c.2: The ELL listens to a variety of speakers including teachers, peers, and electronic
media to gain an increasing level of comprehension of newly acquired language in all content
areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of
English language acquisition in listening. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
expected to:
ELPS.c.2C: learn new language structures, expressions, and basic and academic vocabulary
heard during classroom instruction and interactions
ELPS.c.2D: monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed
ELPS.c.3: The ELL speaks in a variety of modes for a variety of purposes with an awareness
of different language registers (formal/informal) using vocabulary with increasing fluency and
accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate,
advanced, or advanced high stage of English language acquisition in speaking. In order for the
ELL to meet grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. The student is expected to:
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.3C: speak using a variety of grammatical structures, sentence lengths, sentence
types, and connecting words with increasing accuracy and ease as more English is acquired
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:
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Some students may think the last number said when counting a set of objects
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
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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 that 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 one-to-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 sequence of
number words and the decade words in sequence rather than seeing the pattern or
relationship as numbers in sequence move to the next decade (e.g., 49 to 50; 59 to 60;
69 to 70; 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 14 is greater than 12, it is also greater than 11, 10, 9, 8, 7,
6, 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., 12 is greater than 11 and greater than 1, 12 is greater than 10 and
greater than 2, 12 is greater than 9 and greater than 3, 12 is greater than 8 and greater
than 2, 12 is greater than 7 and greater than 5, 12 is greater than 6, and 12 is greater
than 0).
Some students may think that 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 students may think that numbers with the same digits represent the same
numbers rather than recognizing that digits in different positions represent different
numbers (e.g., thinking that 51 is 15 because both numbers have the same digits).
Some students may auditorily confuse teen words with decade words (e.g., fifteen and
fifty) when reciting numbers.
Some students may auditorily confuse number words with similar sounds (e.g., seven
and eleven) when reciting numbers.
Some students may pronounce teen words incorrectly (e.g., saying eleventeen for
eleven) when reciting numbers.
Underdeveloped Concepts:
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Some students may not associate the idea of “none” with the digit zero.
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Vocabulary:
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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 used to represent 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:
 Backward
 Comparative language
 Count
 Counting by ones
 Counting order
 Decrease
 Digit
 Eleven
 Equal to, same as
 Fifteen
 Fourteen
 Forward
 Greater than, more than
 Increase
 Less than, fewer than
 Model
 Number
 Part
 Quantity
 Sequence
 Set
 Thirteen
 Twelve
 Whole
List of Materials:
Day 1: handout: Five frames (two for teacher), handout: five frame mats 1 per a student,
11 counters
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Day 2: handout: Five frame mats, 15 counters, handout: Ten frame mats (1 per student),
100 chart, computer for youtube video
Day 3: handout: Ten Frame mats, 15 counters, 100 chart, computer for youtube video
Day 4: handout: Numeral Writing Cards (10-15), dry erase boards and markers, handout:
Ten frame mat, 11 counters (teacher only), computer for youtube video
Day 5: handout: Number cards (11-15) per pair of students, paper bags per pair, handout:
Five recording sheet, 60 counters per group of 4
Day 6: handout: Ten frame mat, handout: Number card sacks (11-15) per group of 4
Day 7: Color tiles (15)
Day 8: handout: Number cards (11-15) per pair of students, 15 linking cubes
Day 9: handout: Concentration cards (per pair of students)
Day 10: handout: Concentration cards (per pair of students)
Day 11: 30 color tiles
Day 12: magnetic ten frame/dry erase drawing, qtip painting page cards, dry erase board and
marker
Day 13: pipe cleaners with numbers, beads
Day 14: handout: Ten Frame mats, items to place on ten frame mat, handout: number
cards 1-15
Day 15: Dot cards
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
INSTRUCTIONAL SEQUENCE
Phase Engage 1
Day 1
Activity:
Students use one-to-one correspondence to count and represent quantities on two five
frames.
Students develop 5 as a benchmark for understanding the quantity of 10 through subitizing.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Display a handout: five frame and 11 counters to each student.
2. Model for students how to display their five frame so that one five frame is on top, and one
five frame is on the bottom.
3. Model how to represent the number 8 as students follow along, filling the top row first and
then filling the next row from left to right.
4. Instruct students to represent the number 9 on the handout: Five Frame Mat.
What’s the teacher doing?
What are the students doing?
Ask:
Answering questions
Why might this be called a five
Filling in their own five frames
frame? Answers may vary. It
represents 5; because the
frame holds up to 5 items; etc.
How many counters are on the top
five frame? (5 counters)
How many counters are on the
bottom five frame? (3 counters)
How many total counters are
displayed on the Five Frame Mat A?
(8 counters) Explain.
(five counters and 3 counters total 8
counters)
Eight is how much more than 5? (8 is
3 more than 5)
How many five frames are completely
filled? (1 five frame)
How many counters does one five
frame hold? (5 counters)
How does a filled five frame help
when counting? Answers may vary.
Since there are 5
counters on the filled five frame, you
just have to count on from 5; etc.
How many more counters would you
have to put on the five frames to
have 10 counters
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
in all? (2 counters) How did you
determine the answer? Answers may
vary.
Ten is how much more than 8? (10 is
2 more than 8.)
How would 9 be represented on the
Five Frame Mat? Answers may vary. I
counted out 9
counters; I knew I had 8 on my five
frame mat, and 9 is one more, so I just
put 1 more counter
on my five frame mat; etc.
Nine is how much more than 5? (9 is
4 more than 5.)
How does a filled five frame help
when counting? Answers may vary.
Since there are 5
counters on the filled five frame, you
count the other 3 with it; etc.
What would happen if 1 counter was
removed? Answers may vary. It would
be 1 less than 9, which is 8; I count the
5 and then 3 more from the other five
frame to get 8; etc.
How many more counters are needed
to fill both frames? (1 counter)
Ten is how much more than 9? (10 is
1 more than 9.)
What is the total number of counters
the five frames can hold? (10
counters, now called a ten frame)
How do you know that 2 filled five
frames hold 10 counters? Answers
may vary. There are 2 rows of 5 that
make 10; I counted 10 spaces so I know
I need 10 counters; I counted each of
the boxes on both five frame mats and
there are 10; etc.
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Phase Explore 1/Explain 1
Day 2
Activity:
Students use one-to-one correspondence to count and represent quantities on three five
frames to establish 5 as a benchmark for developing numeracy for numbers 11 – 15.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Distribute a handout: Five Frame Mat and 15 counters to each student.
2. Instruct students to represent the number 10 on their handout: Five Frame Mat.
3. Allow students time to complete the model. Instruct students to imagine they have 1 more
counter. Instruct students to discuss with their neighbor what number would be 1 more than 10
and how they could represent the number on their handout: Five Frame Mat.
4. Allow students the opportunity to share their thinking.
5. Invite a student to find the number 11 on the class number chart displayed on the 100 chart.
6. Model writing the number 11 on the board for the class to see.
7. Instruct the class to chorally count the 11 counters displayed. Model one-to-one
correspondence by touching each object as each piece is counted.
8. Collect the handout: Five Frame Mat and distribute a handout: Ten Frames to each
student.
9. Instruct students to move their counters to their handout: Ten Frame Mat, recount their
model, and confirm their count with their neighbor. Remind students to fill the top row first from
left to right.
10. Facilitate a class discussion to build the concept of 5 as a benchmark for composing and
decomposing numbers.
11. Repeat the activity for 12, 13, 14, and 15 counters. With each number, instruct students to
add 1 more counter to handout: Ten Frame Mat and repeat the series of questions.
Emphasize how the numbers
are building by 1 each time and how 5 is used as a benchmark for counting
12. Have students listen to song http://www.youtube.com/watch?v=0VLxWIHRD4E
What’s the teacher doing?
What are the student’s doing?
Ask:
What number would be represented
if you had 1 more counter? (11)
How did you find the answer?
Answers may vary.
Were you able to place the counter
on Five Frame Mat A? (no) Why or
why not? Answers
may vary. Only 1 counter can be placed
within a box; ten counters filled the five
frames so there
was no more room on the five frame
mat for the extra counter; etc.
What did you do with the extra
counter? Answers may vary.
Answer various questions
Represent numbers on five frame or ten frame mat
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Ask:
How is the number 11 written on the
chart? Answers may vary. Two ones
beside each other;
etc.
Ask:
How many ten frames are on Ten
Frame Mat? (2 five frames)
How many counters does one ten
frame hold? (10 counters)
Do you think all 11 counters will fit
on this ten frame mat? (yes) Why or
why not?
Answers will vary. Ten counters fit on 1
ten frame, so 11 counters would require
1 more ten
frame; etc.
Do you think there will be any boxes
left empty? (yes) Explain your
answer. Answers will vary. Each ten
frame holds 10
Phase Explore2/Explain 2
Day 3
Activity:
Students develop cardinality, hierarchical inclusion, and numeric relationships by using one-toone correspondence to successively count, represent, and compare numbers 11 – 15.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Prior to instruction, gather a previously created handout: Ten Frame Mat for each student
and each teacher.
2. Place students into groups of 4.
3. Distribute a handout: Ten Frame Mat and 15 counters to each student.
4. Using the 100 chart, spot the number 11 with a pointer on the chart. Instruct students to
represent the number 11 on their handout: Ten Frame Mat. Allow students time to complete
the model. Instruct students to imagine they have 1 more counter. Instruct students to discuss
with their group what number would be 1 more than 11.
5. Invite students to share their thinking with the class.
6. Invite a student to find the number 12 on the 100 chart.
7. Model writing the number 12 on the board for the class to see.
8. Instruct students to add 1 more counter to their handout: Ten Frame Mat to make 12.
Display handout: Ten Frame Mat with 12 counters for the class to see. Instruct students to
chorally count the 12 counters displayed. Model one-to-one correspondence by touching each
object as each piece is counted.
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
9. Instruct students to place 1 more counter on their handout: Ten Frame Mat and to discuss
with their group how to determine the number of counters now represented.
10. Represent 13 on the displayed handout: Ten Frame Mat. Invite a student to count the
counters displayed on the handout: Ten Frame Mat. Affirm the quantity by chorally counting
as a class.
11. Invite a student to find the number 13 on the 100 chart.
12. Invite another student to record the number 13 on the board and explain what numerals
were used to form the number.
13. Instruct students to place 1 more counter on their handout: Ten Frame Mat.
14. Instruct students to discuss with their group what number would be 1 more than 13. Allow
each small group to share how they determined what number would be 1 more than 13.
15. Invite a student to find the number 14 on the 100 chart, record the number 14 on the
board, and explain what numerals are used to form the number. Instruct students to place 1
more counter on their handout: Ten Frame Mat.
16. Instruct students to fill each of the squares on their handout: Ten Frame Mat with a
counter. Invite students to chorally count aloud with you each of the counters.
17. Invite a student to find the number 15 on the class 100 chart, record the number 15 on the
board, and explain what numerals are used to form the number 15.
18. Show students the youtube video http://www.youtube.com/watch?v=TbfZBlhyCZE
What’s the teacher doing?
What are the students doing?
Ask:
What number would be represented
if you added 1 more counter? (12)
How do you know? Answers may vary
Answer various questions
Fill in Ten frame mats
Ask:
How is the number 12 written on the
chart? (Write the numeral 1 and the
numeral 2 to write the number 12.)
Ask:
What number is represented on the
Ten Frame Mat? (12)
Is the number 12 larger or smaller
than the number 11? (larger)
Who can describe the numbers 11
and 12 using comparative language?
(Eleven is smaller than 12. Twelve is
larger than 11.)
Ask:
How is the number 13 written on the
class number chart? (Write the
numeral 1 and the
numeral 3 to write the number 13.)
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Ask:
What number is represented on the
Ten Frame Mat? (13)
Is the number 13 larger or smaller
than the number 12? (larger)
Who can describe the numbers 12
and 13 using comparative language?
(Twelve is
smaller than 11. Thirteen is larger than
12.)
Who can describe the numbers 11
and 13 using comparative language?
(Eleven is
smaller than 13. Thirteen is larger than
11.)
Ask:
What number is represented on the
Ten Frame Mat? (14)
Is the number 14 larger or smaller
than the number 13? (larger)
Who can describe the numbers 13
and 14 using comparative language?
(Thirteen is
smaller than 14. Fourteen is larger than
thirteen.)
Who can describe the numbers 12
and 14 using comparative language?
(Twelve is
smaller than 14. Fourteen is larger than
12.)
Who can describe the numbers 11
and 14 using comparative language?
(Eleven is
smaller than 14. Fourteen is larger than
11.)
How many squares are filled on the
Ten Frame Mat? (14 squares)
How many squares are empty? (6
square)
Ask:
How many counters are displayed on
your Ten Frame Mat? (15 counters)
How many counters were needed to
fill your Ten Frame Mat? (15 counters)
Who can describe the numbers 14
and 15 using comparative language?
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
(Fourteen is smaller than 15. Fifteen is
larger than 14.)
Phase Explore3/Explain 3
Day 4
*Prior to instruction, gather previously created sand/sugar in pencil box.(if not already
created create one) Also, create a set of Numeral Writing Cards 10 – 15 for each student
and each teacher by copying card set: handout: Numeral Writing Cards 10-15 on
cardstock, laminating, and cutting apart.
Activity:
Students use one-to-one correspondence, cardinality, and hierarchical inclusion to correlate
quantities to numeral formation.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Prior to instruction, gather previously created sand/sugar in pencil box.(if not already
created create one) Also, create a set of handout: Numeral Writing Cards 10 – 15 for each
student and each teacher by copying card set: handout: Numeral Writing Cards 10-15 on
cardstock, laminating, and cutting apart.
2. Have students write numbers on carpet or on dry eraser boards.
3. Instruct students to trace the number 10 with their finger as you model a second time.
Remind students to take their time and follow the arrows on the cards. Encourage students to
use the correct strokes.
4. Model the same procedures using cards 11 – 15.
5. Display 11 counters on a handout: Ten Frame Mat for the class to see.
6. Continue to introduce the numbers 13, 14, and 15 by adding 1 more each time. Repeat the
discussion for each number using the same guiding questions. Instruct students to trace each
number that corresponds with the counters being shown.
7. Show the students the youtube video http://www.youtube.com/watch?v=Aq4UAss33qA
What’s the teacher doing?
What are the students doing?
Ask:
Writing numbers
Which Numeral Writing Card shows
Answering questions
how many counters are on the
overhead? (“11” card) Instruct students
to place the gel bag over the “11”
Numeral Writing Card and trace the
number that represents the counters
shown.
What would happen if 1 more counter
were added? (There would be 12
counters.)
Which number card represents the
new count? (“12” card)
Continue with the rest of the
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
numbers (13,14,15 cards)
Phase Elaborate 1
Day 5
Activity:
Students use one-to-one correspondence and cardinality to correlate quantities to symbolic
representations using correct numeral formation while making comparisons of quantities.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Prior to instruction, create a handout: Number Card Sack 11 – 15 for every 2 students and
each teacher by copying card set: handout: Number Cards 11 – 15 on cardstock, laminating,
cutting apart and placing in a paper lunch sack. Note, this activity will only require a handout:
Number Card Sack 11 – 15 for every 4 students. Later in this lesson, a handout: Number
Card Sack 11 – 15 will be used by every 2 students.
2. Place students into groups of 4.
3. Distribute one handout: Number Card Sack 11 – 15, handout: Ten Frame Mat, and 60
counters to each group, and handout: Five Frame Recording Sheet to each student.
4. Display teacher resource: handout: Five Frame Recording Sheet. Explain to students that
each student in their group will draw a number card from handout: Number Card Sack 11 15 at their table, and then model the drawn number using their handout: Five Frame Mat and
counters. Model the activity by drawing a number card from handout: Number Card Sack 11
– 15 and constructing a model of the drawn number. Demonstrate one-to-one correspondence
as you count and model how to record to the total count. Model recording the number by
drawing counters on the previously displayed teacher resource: handout: Five Frame
Recording Sheet and writing the number symbolically in the picture of the sack to represent
the total set.
5. Allow time for students to complete the activity. Monitor and assess students to check for
understanding. Facilitate individual discussions to clarify misconceptions. Invite students to
share their counting process and recording sheet.
6. Instruct students to choose a partner in their group and discuss their modeled number.
Then, instruct the student pairs to compare their numbers using comparative language. Allow
students time to discuss and compare their models. Monitor and assess students to check for
understanding. Facilitate small group discussions.
7. Instruct students to repeat the activity by returning their number card to the sack, selecting a
new card, constructing a model of the number using counters, counting the counters again,
and recording the number on their recording sheet. Instruct students to select another member
of their group as their partner for discussing and comparing models and numbers.
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Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
What’s the teacher doing?
What are the students doing?
Ask:
How many counters are on your Five
Frame Mat? Answers may vary.
How many counters are on your
partner’s Five Frame Mat? Answers
may vary.
Which Five Frame Mat has more
counters? Answers may vary.
Which Five Frame Mat has fewer
counters? Answers may vary.
Using comparative language, how
many more or less counters are on
your Five Frame Mat than your
partner’s Five Frame Man? Answers
may vary.
How did you determine the answer?
Answers may vary.
Which number is greater? Answers
may vary.
Which number is the least? Answers
may vary.
How does a filled ten frame help
when counting? Answers may vary.
Working with groups and partners cooperatively
Pulling out number cards and filling in Five Frame
Mat
Answering various questions
Phase Elaborate 2
Day 6
Activity:
Students use one-to-one correspondence and cardinality to correlate quantities to symbolic
representations using correct numeral formation while making comparisons of quantities.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Prior to instruction, gather a class set of handout: Ten Frame Mat and handout: Number
Card Sacks 11 – 15.
2. Place students in groups of 4. Distribute a handout: Ten Frame Mat and handout:
handout: Ten Frame Recording Sheet to each student, and a handout: Number Card Sack
11 – 15 to each group.
3. Explain to students that they will repeat the activity from the day before. Remind students
that they will select a number from the handout: Number Card Sack 11-15 and construct a
model of the number using counters on a handout: Ten Frame Mat. Then, after counting the
model a second time, students record their model and number on handout: handout: Ten
Frame Recording Sheet. After comparing their number and recording sheet with their partner,
remind students to draw a different handout: Number Card from the handout: Number Card
Sack 11 - 15 and repeat the process.
15
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
4. Allow students time to complete the activity. Monitor and assess students to check for
understanding. Invite students to share their results using comparative language.
What’s the teacher doing?
What are the students doing?
Ask:
How many counters are on your Ten
Frame Mat? Answers may vary.
How many counters are on your
partner’s Ten Frame Mat? Answers
may vary.
Which Ten Frame Mat has more
counters? Answers may vary.
Which Ten Frame Mat has fewer
counters? Answers may vary.
Using comparative language, how
many more or less counters are on
your Ten Frame Mat than your
partner’s Ten Frame Mat? Answers
may vary.
How did you determine the answer?
Answers may vary.
Which number is greater? Answers
may vary.
Which number is the least? Answers
may vary.
How does a filled Ten frame help
when counting? Answers may vary.
Filling in ten frame mat
Answer various questions
16
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Phase Evaluate 1
Activity:
Day 7
Mathematics Kindergarten Unit 06 PA 01
Provide a collection of color tiles greater than 15 and orally present the following real-world
situation and tasks:
1) Kyle has 15 markers.
a) Select the appropriate number of color tiles to represent Kyle’s markers.
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.
2) Mario has 7 markers.
a) Select the appropriate number of color tiles to represent Mario’s markers.
b) Orally count the selected color tiles and record the count using a numeral.
c) Decompose the selected color tiles into two or more 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 markers and the number of markers in both groups
combined. Explain why the total would be the same or why the total would be different.
d) Repeat the process by decomposing the same color tiles into two or more 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 markers and the
number of markers in both groups combined. Explain why the total would be the same or why
the total would be different.
What’s the teacher doing?
What are the student’s doing?
Observe students with skills they are
working on
Completing task
17
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Phase Elaborate 3
Day 8
Activity:
Students use one-to-one correspondence, cardinality of set, and hierarchical inclusion for
counting and representing numbers 11 – 15 while establishing 5 as a benchmark for
composing these numbers.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Place students in pairs. Distribute a Number Card Sack 11 – 15 to each pair.
2. Instruct students to remove their Number Cards 11 – 15 from the sack and place the
number cards face-up on their desk.
3. Instruct students to hold up the number card 13. Observe the number card selected,
allowing pairs to self-correct with guidance, if needed. Then instruct students to return the card
to their desk.
4. Repeat the process by randomly selecting numbers from 11 – 15 and instructing students to
hold up the correct corresponding card. Check for understanding with each number. Each
time, observe the number card selected, allowing pairs to self-correct with guidance, if needed.
Then instruct students to return the card to their desk.
5. Distribute 15 linking cubes to each student.
6. Write the number 11 on the board. Instruct students to count out 11 linking cubes and place
them in a separate pile on their desk. Instruct students to form as many towers of five that the
11 linking cubes will allow.
7. Instruct students to turn their number cards face-down on their desk.
8. Instruct students to select a card and represent the number drawn using linking cubes by
creating towers of 5.
9. Monitor and assess students to check for understanding. Facilitate individual discussions.
10. Instruct partners to compare their numbers represented using comparative language.
11. Allow students time to repeat the activity by selecting another number card.
What’s the teacher doing?
What are the students doing?
Ask:
How many towers of 5 are there? (2
towers of 5)
How many single linking cubes are
there? (1 linking cube)
How many linking cubes are there in
all? (11 linking cubes)
Answer various questions
Making towers
Ask:
How many towers of 5 are there?
Answers may vary.
How many single linking cubes are
there? Answers may vary.
18
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
How many linking cubes are there in
all? Answers may vary.
Phase Elaborate 4
Day 9
Activity:
Students use one to one correspondence and 5 as a benchmark for counting and quantities 11
– 15.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Prior to instruction, create a set of Concentration Cards for every 2 students and each
teacher by copying card set: Concentration Cards on cardstock, laminating, cutting apart,
and placing in a plastic zip bag.
2. Display the “11” Concentration Card. Invite the class to chorally count along as you model
one to one correspondence by touching each dot while counting and naming the final quantity.
3. Display the “12” Concentration Card. Invite the class to chorally count along as you model
one to one correspondence by touching each dot while counting and naming the final quantity.
4. Facilitate a discussion to allow students to share any patterns they see and to explain how
the pattern can help with counting.
5. Repeat the process as you introduce each of the Concentration Cards sequentially. Allow
students to compare the cards and discuss the similarities and differences among the cards.
6. Place students into pairs. Distribute a set of Concentration Cards to each student pair.
7. Model how to play the game of concentration using the Concentration Cards. Explain to
students that they will play the game with their partner. Instruct student pairs to sort the
Concentration Cards into a set with dots and a set with symbolic numbers. One partner will
place the cards with dots face down in front of them while the other partner will place the cards
with symbolic numbers face down in front of them. Each player will turn over a card. Together,
student pairs must determine if the card with dots matches the symbolic number on the other
card. If they do not match, they must return the cards to face down and turn over two new
cards. If they successfully match a pair of numbers, the team removes the card set, placing it
aside. Student pairs then continue to find additional matches. The game is over when all of the
cards are matched up. Allow students time to play the concentration game. Monitor and
assess students checking for understanding.
What’s the teacher doing?
What are the students doing?
Ask:
Who would like to share any patterns
they see in the card? Answers may
vary. The card has 2 flash patterns of 5;
etc.
How could the pattern help with
counting? Answers may vary. You
With partners play concentration
19
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
could count both of the 5 formations to
get a total of 10, then 11 is 1 more than
10; etc.
Observe how students are playing
concentration
Phase Elaborate 5
Day 10
Activity:
Students use one to one correspondence and 5 as a benchmark for counting and quantities 11
– 15.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Place students into pairs. Distribute a set of Concentration Cards to each pair of students.
2. Remind students how to play the game of concentration using the Concentration Cards.
Explain to students that they will play the game with their partner. Instruct student pairs to sort
the Concentration Cards into a set with dots and a set with symbolic numbers. One partner will
place the cards with dots face down in front of them while the other partner will place the cards
with symbolic numbers face down in front of them. Each player will turn over a card. Together,
student pairs must determine if the card with dots matches the symbolic number on the other
card. If they do not match, they must return the cards to face down and turn over two new
cards. If they successfully match a pair of numbers, the team removes the card set, placing it
aside. Student pairs then continue to find additional matches. The game is over when all of the
cards are matched up. Allow students time to play the concentration game. Monitor and
assess students checking for understanding.
What’s the teacher doing?
What are the students doing?
Observe students as they play game
Play concentration with partner
20
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Phase Evaluate 2
Day 11
Activity:
Mathematics Kindergarten Unit 06 PA 02
Provide a collection of 30 color tiles. Orally present the following real-world situation and tasks:
1) Keith and Jennifer were comparing their crayons in their school supply boxes. Keith had 11
crayons, and Jennifer had 15 crayons.
a) Select the appropriate number of color tiles to represent the crayons Keith had in his school
supply box.
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 crayons Jennifer had in her
school supply box.
d) Orally count the selected color tiles and record the count using a numeral.
e) Compare the quantity of crayons represented in each set. Orally describe the two sets using
comparative language.
f) If Keith puts one more crayon in his box, create a pictorial model to represent the number of
crayons Keith would have in his school supply box. Orally count the objects in the pictorial
model and record the count using a numeral.
g) If Jennifer had two fewer crayons in her box, create a pictorial model to represent the
number of crayons Jennifer would have in her box. Orally count the objects in the pictorial
model and record the count using a numeral.
h) Compare the new quantities of crayons represented in the pictorial models. Orally describe
the two groups using comparative language.
What’s the teacher doing?
What are the students doing?
Observe students as they complete
questions
Phase Elaborate 6/Evaluate 3
Activity:
Completing the questions
Day 12
Students use one to one correspondence and 5 as a benchmark for counting and quantities 11
– 15.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Use large magnetic ten frame (or draw one on board).
2. Discuss how the numbers should look.
3. Show students how to make numbers 11-15 using Ten Frames
4. Show students how they are going to make little dots on the paper with qtip and
paint.
21
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Performance Assessment:
Mathematics Kindergarten Unit 06 PA 03
Orally present the following real-world situation and tasks:
1) Daryl played two basketball games. He scored 12 points in the first game. He scored 14
points in the second game.
a) Record the numerals that represent each of Daryl’s scores.
b) Describe Daryl’s two scores using comparative language.
c) If Daryl had scored one more point in his first game, record the numeral that would
represent his new score.
d) If Daryl had scored one less point in his second game, record the numeral that would
represent his new score.
e) Describe Daryl’s new scores using comparative language.
What’s the teacher doing?
Ask:
How many Ten Frames will we need
for 11-15? (2)
Why do we need two? (11-15 are
larger than 10)
What are the student’s doing?
Answering questions
Making qtip paintings for numbers 11-15
Participate in answering the questions and solving
the problems
Observe how students are making qtip
paintings.
Observe students as they answer
questions
22
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Phase Elaborate 7
Day 13
Activity:
Students use one to one correspondence and 5 as a benchmark for counting and quantities 11
– 15.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Before class make pipe cleaners prepared with numbers 11-15 on them.
2. Students will be provided beads to place on the pipe cleaners.
3. Students will read the number and place that number of beads on the pipe
cleaner
What’s the teacher doing?
What are the students doing?
Observing students as they place the
correct number of beads onto the pipe
cleaner.
Placing the correct number of beads on the pipe
cleaner.
23
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Phase Elaborate 8
Day 14
Activity:
Students use one to one correspondence and 5 as a benchmark for counting and quantities 11
– 15.
Students recite numbers to 90; start at different numbers.
Instructional Procedures:
1. Before instruction make enough copies of Ten Frame mat for each pair.
2. Provide 15 objects or blocks for each pair.
3. Provide number cards 1-15 and have students pick a card and then make that
number on the Ten Frame mat.
4. Then switch and then the other student picks card and makes the number.
What’s the teacher doing?
What are the students doing?
Ask:
What number did you pick? (answers
will vary)
How many groups of 10 did you
make? (answers will vary)
Picking a card and making the number on the Ten
Frame mat.
Phase Evaluate 4 and 5
Day 15
Activity:
Mathematics Kindergarten Unit 06 PA 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 random-number 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.
24
Kindergarten: Unit 6: Introducing and Developing Numbers 11-15 and Reciting Numbers to 90
Mathematics Kindergarten Unit 06 PA 05
Without the use of concrete or pictorial models, assess students on the following tasks:
1) Orally complete the following tasks.
a) Beginning with 1, count forward to 15.
b) Beginning with 15, count backward to 1.
c) Beginning with 1, recite numbers by ones to 90.
d) Beginning with 36, recite numbers by ones to 90.
What’s the teacher doing?
What are the students doing?
Observe students
Identify the correct number on dot card
Count out loud
25