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Module 5

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SAN DIEGO CITY SCHOOLS

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D

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Instructional Module to Enhance the Teaching of

H A R C O U R T

Math

California Edition

Grade K

Module 5-Modified Numbers 6-10

- WORK IN PROGRESS -

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Module 5 Numbers 6 - 10

15 Days

Module 5 Numbers 6-10

15 Days

Chapter 5 • Lesson 5.1 Build and Identify 6 • Lesson 5.2 Build and Identify 7 • Lesson 5.3 Build and Identify 8 • Lesson 5.4 Build and Identify 9 • Lesson 5.5 Build and Identify 10 • Chapter 5 Building Numbers 5-10 • Lesson 5.7 Order Numbers 6-10 • Chapter 5 Ordering Numbers 0-10 • Chapter 5 Comparing Numbers 0-10 • Chapter 5 Changing Quantities 6-10 • Lesson 5.8 Problem Solving: Use a Graph • Literature Connection • Assessment

Day 1 Unit 3 Lesson 5.1

Day 2 Unit 3 Less 5.2




Day 6 Unit 3 Chapter 5







Day 13 Chapter 5 Literature Connection

Day 14 Chapter 5 Assessment

Day 15 Chapter 5 Assessment

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ORDER OF UNITS – Grade K 2006-2007 School Year

TRADITIONAL CALENDAR

Month Module Number of Days September

19 instructional days Getting Ready for Kindergarten Module 1: Sorting and Classifying

8 days

11 days

October 22 instructional days

Module 1: Sorting and Classifying Module 2: Patterns Module 3: Matching and Counting

1 days

10 days

11 days November

16 instructional days Module 3: Matching and Counting Module 4: Numbers 0 to 5

4 days

12 days

December 11 instructional days

Module 4: Numbers 0 to 5 Module 5: Numbers 6 to 10

3 days

8 days

January 21 instructional days

Module 5: Numbers 6 to 10 Module 6: Geometry and Equal Parts

7 days

14 days

February 18 instructional days

Module 7: Numbers 10 to 30 Discretionary Day

16 days

2 days March

22 instructional days Module 8: Money

Module 9: Measurement

13 days

9 days

April 16 instructional days

Module 9: Measurement Module 10: Time

4 days

12 days

May 22 instructional days

Module 11: Exploring Addition Module 12: Exploring Subtraction

15 days

7 days

June 13 instructional days

Module 12: Exploring Subtraction Discretionary Days

10 days

3 days

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ORDER OF UNITS – Grade K 2006-2007 School Year

YEAR ROUND CALENDAR Month Module Number of Days

September 19 instructional days

Getting Ready for Kindergarten Module 1: Sorting and Classifying

8 days

11 days

October 22 instructional days

Module 1: Sorting and Classifying Module 2: Patterns Module 3: Matching and Counting

1 day

10 days

11 days November

16 instructional days Module 3: Matching and Counting Module 4: Numbers 0 to 5

4 days

12 days

December 11 instructional days

Module 4: Numbers 0 to 5 Module 5: Numbers 6 to 10

3 days

8 days

January 12 instructional days

Module 5: Numbers 6 to 10 Module 6: Geometry and Equal Parts

7 days

5 days

February 18 instructional days

Module 6: Geometry and Equal Parts Module 7: Numbers 10 to 30

9 days

9 days

March 21 instructional days

Module 7: Numbers 10 to 30 Module 8: Money Discretionary Day

7 days

13 days

1 day April

4 instructional days Module 9: Measurement

4 days

May 22 instructional days

Module 9: Measurement Module 10: Time Discretionary Day

9 days

12 days

1 day June

21 instructional days Module 11: Exploring Addition Module 12: Exploring Subtraction

15 days

6 days

July 14 instructional days

Module 12: Exploring Subtraction Discretionary Days

11 days

3 days

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Harcourt Math: Grade K Module 5

Independent Learning Stations Modified Stations from Module 4 Note: Some of the following stations are modified from module 4 to include numbers 6-10. Some students may still need work with counting and matching stations from Module 3 and 4. Roll a Tower Race-Level 2 (Developing Number Concepts, Book 1, Activity 1-25) (After day 5) Objective: To practice one-to-one correspondence and counting Materials: Roll a Tower Game Board (BLM #30-31), Connecting Cubes, Numeral Cubes (1-6) and (4-) • Students rolls a numeral cube and builds a tower to match the numeral rolled • Students place the tower in the correct location on the board • Students keep rolling until one column is filled and that number has “won”

Build a Staircase-Level 2 (Developing Number Concepts, Book 1, Activity 1-27) (After Day 4) Objective: To practice one-to-one correspondence and counting Materials: Connecting Cubes, Numeral Cube (1-6) and (4-9) • The goal is for each student to build a “staircase” of cubes with “steps” from one to six

cubes • Students take turns rolling the numeral cube and building the steps • Students put their steps in order from shortest to tallest • If they roll a duplicate number, they miss a turn

By the Handful (Harcourt TE 51B) Objective: To compare two groups of counters Materials: Paper bag, two-color counters, numeral cards (0-10) • Partners each take one or two handfuls of counters from the bag • Partners compare how many counters they have using words such as less, more, and

same • Partners place numeral cards next to each group

Counting Boards-Level 2 (Developing Number Concepts, Book 1, Activity 1-21) (After Day 6) Objective: Repeated Counting Practice Materials: Counting Boards (BLM #2-6), Counters, Numeral Cards (0-10) • Students pick a counting boards and some counters • Students decide what they want the counters to represent based on the subject of the

board they choose

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• Students put a handful of cubes on their boards, count how many they have, and label the boards with the appropriate numeral cards

Cube Strips (Harcourt TE 69B ) (Include all numbers 0-10 after day 11) Objective: Building groups of cubes to match numerals Materials: Cubes, Cube Strips (See end of lesson days 2 and 7) • Students work in partners with connecting cubes and a cube strip. • One partner reads the top number on the strip. • The other partner makes a group of cubes to show that number. • Partner reads the next number and the partners work together to change the number of

cubes to match the new number. • Partners reverse rolls and continue. • Students can exchange strips with other students to repeat the activity. Memory Game (Harcourt TE 75B ) Objective: To match numerals to dot cards Materials: Numeral cards (0-10) (TR 12-13) and Dot cards (0-10) (TR 10-11) • Students shuffle the two sets of cards and place them face down in rows and columns. • Students take turns choosing two cards to turn over. • If the cards match, the student keeps them. • If the cards do not match, the student puts them back face down. • Play continues until all cards are matched. Shape Puzzles (Developing Number Concepts, Book 1, Activity 1-30) Objective: Counting and recognizing numerals Materials: Numeral cards (3-10), Shape Puzzles (BLM #34-36), Connecting Cubes • Students estimate how many cubes they think will fill the puzzle. • Students then check to see how many cubes the puzzle holds. • Students label each puzzle with a numeral card. Sorting Colors (Developing Number Concepts, Book 1, Activity 1-38) Objective: Counting and recognizing numerals Materials: Color Tiles or Connecting Cubes (Mixed Colors), Numeral Cards (0-10), Colors Worksheet (BLM #59), Bag or container • Provide students with a bag or container of different colored tiles or connecting cubes. • Students sort the cubes or tiles by color. • Students determine how many they have of each color group. • Students label each group with a numeral card • (Optional) Students record their numbers for each color on the Colors Worksheet. Sorting Collections (Developing Number Concepts, Book 1, Activity 1-39) Objective: Counting and recognizing numerals Materials: Collections of different items, Numeral Cards (0-5), Bag or container

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• Provide students with a bag or container of different objects. • Students sort the objects. • Students determine how many they have of each object. • Students label each group with a numeral card.

New Stations for Module 5 How Many in the Bag? (Harcourt TE 89E) Objective: To match the quantity to the appropriate numeral 6-10 Materials: Small-clear plastic baggies, marker, collection of small objects • Label each bag with a numeral from 6 through 10 • Have students fill each bag with the appropriate number of objects • After the bags are filled, have students arrange them in order Stick Fries (Harcourt TE 97) Objective: To sort “fries” into groups of 6, 7, and 8 Materials: Envelopes, craft sticks, crayons • In advance, seal the flaps on the envelopes, cut the envelopes in half, and write a numeral

6, 7, and 8 on each envelope • Tell students that they are to make groups of 6, 7, and 8 craft-stick “fries” • Give students a handful of craft sticks and have them place them in the appropriate

envelope-holders. Each group is responsible for one of the servings Which Goes Where? (Harcourt TE 99B) Objective: To sort objects into groups of 6, 7, 8, and 9 and place all the groups together Materials: Counters, connecting cubes, bears, plastic margarine tubs, numeral cards 6-9 • Place 6, 7, 8, and 9 items (cubes, bears, counters) in separate plastic tubs • Have students count items in each tub • Have them order the tubs according to the number of items in each • Have students label the groups with numeral cards 6, 7, 8, and 9 Numbers Large and Small (Harcourt TE 103B) Objective: To identify numbers greater than or less than a given number Materials: Counters, numeral cards 6-10 • Give each student a set of numeral cards and counters • One partner chooses one card, says the number, and asks their partner to find a number

that is greater or less than the number • The other child finds the card ask for by the partner • The students check with counters to verify the reply • Switch roles and repeat Ketchup and Mustard Objective: To count and compare numbers 0-10 Materials: Two-color counters, paper, cup • Students place 10 two-color counters in a cup

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• Students “roll” the counters out onto the table • Students sort counters by color and compare quantities of the yellow (Mustard) and red

(Ketchup) • Students make a recording sheet by folding a paper in half and recording how much

ketchup and mustard they have Note: The following “Explores” may easily be turned into Independent Learning Stations after they are introduced: Day 1-Shape Ups Day 8-Pick a Number Day 9-Build and Compare amounts To create a working climate, you may want to consider these following procedures: • Let children know your expectations for working with the materials • Let the children choose where to work • Allow the children to choose to work alone or with a partner • Expect the children to be accountable for working hard • Allow the children to move from place to place whenever they are ready to work with

something else Note: When learning stations are introduced, they remain in place for an extended period of time and are disbanded gradually, one at a time, as new centers are introduced. Students benefit from repeated exposure to the same task. It is not necessary for all students to experience all stations-particularly when the concepts being explored are the same at all stations. When a child visits a station multiple times, he/she does not get lost with the directions and is able to concentrate on the concept.

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Harcourt Math: Grade K Module 5

Literature Connections In back of Teacher’s Edition Read-Aloud Anthology “Six Foolish Fisherman” p.AN16 “Counting Crocodiles” p.AN12 “One Potato, Two Potato” p. AN3 “One, Two, Three, Four Five” p. AN8 “Ten Little Wallabies” p. AN22 “Mexican Counting Song” p. AN28 “This Old Man” p. AN29 In Harcourt Kit: Ten, Nine, Eight by Molly Bang Harper Collins, 1983 How Many? by Lucy Floyd Harcourt Math Readers Other Trade Books Feast for Ten by Cathryn Falwell Clarion, 1993 Count with Maizy by Lucy Cousins Candlewick Press, 1997 When Your Not Looking... by Maggie Kneen Simon & Schuster, 1996 Ten Little Mice by Joyce Dunbar Simon & Schuster, 1996 Ten Little Rabbits by Grossman and Long Simon & Schuster, 1996 Ten Black Dots by Maggie Kneen Simon & Schuster, 1996

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Harcourt Math - Kindergarten Day 1 – Chapter 5, Lesson 5.1

LESSON FOCUS: Build and Identify 6

CALIFORNIA STANDARD Number Sense:

1.0 Students understand the relationship between numbers and quantities. 1.2 Count, recognize, represent, name, and order a number of objects 1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers

PURPOSE OF LESSON/ESSENTIAL QUESTIONS

• How do I keep track when counting objects and remember how many after counting?

• How do I know that two sets have the same number of objects? • How can I represent the same number in different ways? • How can I be sure that I am counting accurately?

ROUTINE Materials: For each student- • Pennies • Jar or container

Pennies in a Can Start with an empty can or container. Drop pennies into the can while students listen and count aloud. After you stop, ask, “How many pennies in the can?” Empty the pennies out of the jar and repeat. Option: Tell students that you want to drop a certain amount of pennies into the can. The students are to tell you “STOP” when you reach the number. Teacher drops pennies until the students yell “STOP”. Empty the pennies out of the can and check to see how many.

LAUNCH Materials: For each student- • Connecting cubes in two

colors • Workmat 1 (TR 70) For teacher- • Numeral cards (5-6) (See master at end of module 4)

Naming Five and Six Teacher shows numeral card 5 while saying the number. Students build a tower of 5 using two colors of cubes. Select a few students to describe their towers. Repeat with numeral card 6.

EXPLORE Materials: • Piece of paper divided into 6

boxes (See master at end of lesson)

• Counters

Shape-Ups (TE 93B) Give each student a piece of paper and counters. Students are to place six counters in each box. Students then trade papers with a partner and count the counters in each box to make sure there are 6.

INDEPENDENT LEARNING STATIONS

Continue using Modified Stations from Module 4 and Introduce New Stations for Module 5 See list at beginning of Module

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SUMMARIZE Revisit the Essential Questions: • How do I keep track when counting objects and remember how

many after counting? • How do I know that two sets have the same number of objects? • How can I represent the same number in different ways? • How can I be sure that I am counting accurately? Guiding Questions: • How many ways can you show 6? • How do you know there are six counters? • Describe your arrangement of five.

HOMEWORK (Optional) Count and Move Game from: Module Games and Activities for Home Packet Suggestion: Workbook pages 93-94

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Harcourt Math - Kindergarten Day 2 – Chapter 5 Lesson 5.2

LESSON FOCUS: Build and Identify 7






ROUTINE Materials: For each student- • Pennies • Jar or container

Pennies in a Can Start with an empty can or container. Drop pennies into the can while students listen and count aloud. After you stop, ask, “How many pennies in the can?” Empty the pennies out of the jar and repeat. Option: Tell students that you want to drop a certain amount of pennies into the can. The students are to tell you “STOP” when you reach the number. Teacher drops pennies until the students yell “STOP”. Empty the pennies out of the can and check to see how many.

LAUNCH Materials: • Different kinds of counters

Problems of the Day (TE 93 & TE 95) Use both problems to show the constancy of the quantity of 6 or 7, regardless of arrangement. Do on overhead projector. Begin with like counters as in Problem on TE 93 and after two to three examples, try unlike counters as in Problem on TE 95. (Question to students: How can we prove that both sets have the same amount?)

EXPLORE Materials: For each student of partner- • Connecting cubes in two colors • Crayons • Pattern strip page (See master at end of lesson)

Building Seven Students can work either in partners or individually. Students use two colors of connecting cubes to make as many arrangements of seven as they can. Students record their arrangements on the pattern strip page.



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many after counting? • How do I know that two sets have the same number of objects? • How can I represent the same number in different ways? • How can I be sure that I am counting accurately? Guiding Questions: • How many ways can you show 7? • How do you know there are seven cubes? • Describe your arrangement of seven.

HOMEWORK (Optional) Suggestion: Workbook pages 95-96

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Name __________________________________________________________________

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LESSON FOCUS: Build and Identify 8 CALIFORNIA STANDARD Number Sense:





LAUNCH Materials: • Numeral cards (0-8)

Simon Says: “Hop Zero Times!” (TE 79B) Have students play the game Simon Says. Simon gives directions for movements for students to perform. (Clapping, stomping, hopping, etc.) Simon holds up a numeral card to tell how many times to perform the movement.

LAUNCH Materials: For each student- • Color tiles • Workmat 1 (TR 70) For teacher- • Numeral card (8) (See master at end of module 4)

Making Eight Teacher holds up and shows numeral card 8 while saying the number. Students make an arrangement of four tiles on Workmat 1. Students count the tiles aloud as a whole group. Teacher asks students to make another arrangement of eight tiles.

EXPLORE Materials: For each student- • Color Tiles • Paper • Crayons

Tile Arrangements Whole class works individually using color tiles, paper, crayons and work mat. Students build as many arrangements of eight as they can. Students record at least one of their arrangements on paper. Teacher guides/observes/takes notes. Things to note: • Can the child count quickly? Confidently? Consistently? • Can they tell you how many without counting? • Do they notice when they make a mistake? • Do they think that there are fewer tiles when pushed together?


many after counting? • How do I know that two sets have the same number of objects? • How can I represent the same number in different ways? • How can I be sure that I am counting accurately? Guiding Questions: • How many ways can you show eight? • How do you know there are eight tiles?




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LESSON FOCUS: Build and Identify 9 CALIFORNIA STANDARD Number Sense:



• How do I know when one set has more/less objects than another set?

• How do I know one more/one less without counting? • How do I keep track when counting objects and remember how

many after counting? • How can I be sure that I am counting accurately?

LAUNCH Materials: • Numeral cards (0-8)

Simon Says: “Hop Zero Times!” (TE 79B) Have students play the game Simon Says. Simon gives directions for movements for students to perform. (Clapping, stomping, hopping, etc.) Simon holds up a numeral card to tell how many times to perform the movement.

LAUNCH Materials: • Ten Frame Workmat (TR 72) • Counters • Numeral Cards (6-9)

Building Nine Give students a ten frame workmat and counters. Show students numeral card 6 and say the number aloud. Students put six counters on the ten frame. (Note: Students need to put only one counter in each box. Students can use any of the ten boxes to place their counters.) Continue with 7, 8, and 9. Question to ask: How do you know there are (8) counters?

EXPLORE Materials: For Partners: • Connecting Cubes • Numeral Dot Cards (6-9) (See master at end of module 5)

Build a Staircase (Developing Number Concepts, Book 1, Activity 1-27) Each student will build a “staircase” of connecting cubes with “steps” from 6-9 cubes. Partners take turns turning over a numeral dot card and building “steps”. They put the steps in order from shortest to tallest. If a student rolls a number they have already built, they skip a turn.

SUMMARIZE Revisit the Essential Questions: • How do I know when one set has more/less objects than another

set? • How do I know one more/one less without counting? • How do I keep track when counting objects and remember how

many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • How did you order your steps? • What number comes just before (7)? • What number comes just after (8)? • Which number comes between (6) and (9)? • How do you know?



HOMEWORK (Optional) Suggestion: Workbook pages 99 – 100

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Harcourt Math - Kindergarten

Day 5 – Chapter 5, Lesson 5.5 LESSON FOCUS: Build and Identify 10 CALIFORNIA STANDARD Number Sense:





many after counting? • How do I know that two sets have the same number of objects? • How can I represent the same number in different ways? • How can I be sure that I am counting accurately?

ROUTINE Materials: • Numeral Cards (0-10)

Daily Routine TE 89D Teacher holds up a numeral card. Students raise that many fingers. Continue using other numerals 0-10


Building Ten Give students a ten frame workmat and counters. Show students numeral card 5 and say the number aloud. Students put five counters on the ten frame. (Note: Students need to put only one counter in each box. Students can use any of the ten boxes to place their counters.) Continue with 6, 7, 8, 9, and 10. Question to ask: How do you know there are 10 counters?

EXPLORE Materials: • Dot cube (5-10) • Roll-a-Tower Game Board (See end of lesson for master)

Roll-a Tower Race (Developing Number Concepts, Book 1, Activity 1-25) First student rolls a (5-10) dot cube and makes a tower to match the number rolled. The student places the tower on the game board in the corresponding column. The second student repeats process. The students continue rolling the dot cube and making towers until an entire column is filled and one number has “won”.


many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • Which number won the race? • How do you know? • How do I know how many cubes to put in each tower?




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5 6 7 8 9 10

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Day 6 – Chapter 5

LESSON FOCUS: Building Numbers 5-10

CALIFORNIA STANDARD Number Sense: 1.0 Students understand the relationship between numbers and quantities. 1.2 Count, recognize, represent, name, and order a number of objects 1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers



• How can I be sure that I am counting accurately? ROUTINE Materials: • Numeral Cards (0-10)

Daily Routine TE 89D Teacher holds up a numeral card. Students raise that many fingers. Continue using other numerals 0-10

LAUNCH Materials: For Teacher- • Large Numeral Cards (5-10) For each student- • Counters • One Counting Board (See master at end of lesson or Developing Number Concepts Book 1 BLM #2-6)

Counting Boards (Developing Number Concepts, Book 1 Activity 1-21) Teacher holds up a numeral card and says the number aloud. Students count out the corresponding number of cubes and place on their board. Teacher asks a few students to share what their counters represent based on the subject of the counting board. (fish, pigs, etc) Students clear their boards and teacher repeats with other numerals.

EXPLORE Materials: For each student- • Counters • Numeral Dot cards (5-10) • Counting Boards (1 set of six identical boards) (See master at end of lesson or Developing Number Concepts Book 1 BLM #2-6)

Counting Boards (Developing Number Concepts, Book 1 Activity 1-21) Students spread out their six counting boards and place a numeral dot card next to each board. Students count out the corresponding number of cubes and place on each board. (Note: Counting boards can be used repeatedly for counting practice. Students can use their imagination to determine what they want their cubes to represent based on the subject of the counting board.)


many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • How did you know how many counters to put on the board? • What do your counters represent? When student shares their counting board ask: • How many (counters) do you have? • How do you know?

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LESSON FOCUS: Order numbers 6 – 10






• How can I be sure that I am counting accurately? ROUTINE Materials: • Numeral Cards (0-10) • Connecting Cubes

Tall and Short (Developing Number Concepts, Book 1 Activity 1-15) Teacher shows a numeral card and says the number. Student builds a tower with as many cubes as on the card. Teacher shows and says another numeral and students either add or remove cubes from their tower to make the new tower. (Note: Pay attention to which students need to build a new tower and which ones can change their original tower to match the new number.)

LAUNCH Materials: • Numeral Cards (6-10)

Problem of the Day (TE 105A) Choose six students to stand in front of the class. Give each student a numeral card not in order. The rest of the class uses verbal instructions to line group up in order. [“Danny (holding number 7) you move in between Josie (holding number 6) and Tan (holding number 8)”] Repeat with another group.

EXPLORE Materials: For Partners: • Connecting Cubes • Numeral Dot Cards (6-10) (See master at end of module)

The Task (TE 105A) Have students build towers of 6, 7, 8, 9, and 10. Have students place towers in order from least to greatest. Have students match the numeral dot cards to each tower.


set? • How do I keep track when counting objects and remember how

many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • How did you order your towers? • How many cubes are in the tower that comes before the (7)

tower? How do you know? • How many cubes are in the tower that comes after the (6) tower?

How do you know? • Which number belongs between (8) and (10)? • How do you know?

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Harcourt Math - Kindergarten Day 8 – Chapter 5

LESSON FOCUS: Ordering Numbers 0-10 CALIFORNIA STANDARD Number Sense:





• How can I be sure that I am counting accurately? ROUTINE Materials: • Numeral Cards (0-10) • Connecting Cubes

Tall and Short (Developing Number Concepts, Book 1 Activity 1-15) Teacher shows a numeral card and says the number. Student builds a tower with as many cubes as on the card. Teacher shows and says another numeral and students either add or remove cubes from their tower to make the new tower. (Note: Pay attention to which students need to build a new tower and which ones can change their original tower to match the new number.)


Random Numbers Give students a ten frame workmat and counters. Show students a numeral card and say the number aloud. Students put the corresponding number of counters on the ten frame. (Note: Students need to put only one counter in each box. Students can use any of the ten boxes to place their counters.) Continue choosing random numeral cards and having the students place counters in their ten frames.

EXPLORE Materials: For Partners: • Connecting Cubes • Paper Bag • Small Numeral Cards (0-10) (See master at end of module 5) (Note: Some students might need numeral dot cards)

Pick a Number (Developing Number Concepts, Book 1, Activity 1-32) Numeral cards are placed in the paper bag. The first partner reaches in the bag, picks a number, and builds a stack of cubes to match the number picked. The next partner repeats the same process. After all the cards have been picked, students order the stacks from least to greatest and label the stacks with the numeral cards. Repeat.


set? • How do I keep track when counting objects and remember how

many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • How did you order your groups? • What number comes just before (7)? • What number comes just after (5)? • Which number comes between (2) and (4)? • How do you know?

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HOMEWORK (Optional) Suggestion: Practice Workbook page PW 39

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LESSON FOCUS: Comparing Numbers 0-10 CALIFORNIASTANDARD Number Sense:





many after counting? • How do I know that two sets have the same number of objects? • How can I be sure that I am counting accurately?

ROUTINE Materials: • Ten Frame Workmat (TR 72) • Counters • Numeral Cards (0-10)


LAUNCH Materials: For each student: • Ten Connecting Cubes

Stacks (Developing Number Concepts, Book 1, Activity 3-2) Each student builds a stack of 10 cubes and then hides the stack behind their back. Teacher gives a signal “stacks” and the students break off a part of their stack. Students place one of their pieces of the stack in front of them and compares with a partner. (Is it greater than, less than, or the same as?)

EXPLORE Materials: For partners: • Counters (2 colors-one color

for each partner) • Small Numeral Cards (0-10) (See master at end of Module 5)

Build and Compare Amounts Whole group works in partners with counters and numeral cards. Students shuffle numeral cards and place in a stack face down. Each partner picks a numeral card. Students build the number the number they drew with counters in their color. Students compare the quantities to determine which number is greater and which is less.



many after counting? • How do I know that two sets have the same number of objects? • How can I be sure that I am counting accurately? Guiding Questions: • Who has the greater number? • Which number is greater/less than (7)? • How do you know?

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HOMEWORK (Optional) Suggestion: Challenge Workbook page CW 38

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LESSON FOCUS: Changing Quantities 6-10 CALIFORNIA STANDARD Number Sense:





many after counting? • How do I know that two sets have the same number of objects? • How can I be sure that I am counting accurately?



LAUNCH Materials: For Teacher- • Large Numeral Cards (5-10) For each student- • Counters • One Counting Board (See master at end of lesson or Developing Number Concepts Book 1 BLM #2-6)

Counting Boards (Developing Number Concepts, Book 1 Activity 1-21) Teacher holds up a numeral card and says the number aloud. Students count out the corresponding number of cubes and place on their board. Teacher asks a few students to share what their counters represent based on the subject of the counting board. (fish, pigs, etc) Students leave the counters on their boards. Teacher shows another numeral card and students change the quantity on their boards.

EXPLORE Materials: For each student- • Counters • Small Numeral Cards (5-10) • Counting Boards (1 set of six identical boards) (See master at end of day 6 or Developing Number Concepts Book 1 BLM #2-6)

Counting Boards: Changing Numbers (Developing Number Concepts, Book 1 Activity 3-22) Students spread out their six counting boards and place a numeral dot card next to each board. Students count out the corresponding number of cubes and place on each board. Then, students leave cubes in place on boards and removes the numeral cards. The student mixes up the numeral cards and places each one at a different board. The student now adjusts the number of cubes on the boards to match the new numeral cards. (Note: Counting boards can be used repeatedly for counting practice. Students can use their imagination to determine what they want their cubes to represent based on the subject of the counting board.)

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many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • Do you have to put in more cubes or take away cubes to change

the number? • How many cubes did you add or take away? • How do you know?



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LESSON FOCUS: Changing Quantities 6-10 CALIFORNIA STANDARD Number Sense:








LAUNCH Materials: • Connecting Cubes • Numeral Cards (6-10)

Number Cards (Developing Number Concepts, Book 1, Activity 3-6) Teacher shows the students 2 numeral cards. The students use connecting cubes to make towers for each number. Teacher asks, “Which has more/less?” “What would you have to do to the (6) to make it (8)?” “What would you have to do to the (9) to make it (8)?”

EXPLORE Materials: For partners • Connecting cubes • Cube strip (6-10) (See master at end of lesson)

Cube Strips Students work in partners with connecting cubes and a cube strip. One partner reads the top number on the strip. The other partner makes a group of cubes to show that number. Partner reads the next number and the partners work together to change the number of cubes to match the new number. Partners reverse rolls and continue. Students can exchange strips with other students to repeat the activity.



many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • Do you have to put in more cubes or take away cubes to change

the number? • How many cubes did you need to add or take away?



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6 7 8 9 9 9 10 8 10 8 6 7 8 10 8 10 7 6 6 7 8 8 7 6 6 9 8 9 9 10 10 8

Cut Strips on Dotted Lines

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6 7 6 8 8 6 10 6 9 7 9 10 7 9 8 9 10 10 7 7 8 7 6 8 6 8 7 7 9 9 9 10

Cut Strips on Dotted Lines

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Day 12 – Chapter 5, Lesson 5.8

LESSON FOCUS: Problem Solving: Use a Graph CALIFORNIA STANDARD Number Sense:






ROUTINE Materials: • Connecting Cubes • Numeral Cards (6-10)


LAUNCH Materials: • Large Graph • Stickie Notes

Boys and Girls in the Class TE 107B Make a large graph for the floor, on the white board, or a chart. Have students draw a picture of themselves on a stickie note. Label the rows boys and girls. Students place their picture in the appropriate row. Begin with the question: What do you notice about the graph. Then, move onto comparing more and less.

EXPLORE Materials: • 9 Two-Color Counters • Cup or Bag • Graph Grid Paper (TR58)

(Variation of) The Problem TE 107A Students place nine 2-Color Counters in a bag or cup. Students dump counters out onto table. Students color in the boxes on the graph grid to show many red and how many yellow counters they rolled. Students can compare their graph with other students as time allows.



many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • What do you notice about your graph? • How do you know how many boxes to color on your graph?




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Literature Connection

LESSON FOCUS: Literature Connection CALIFORNIA STANDARD Number Sense:




• How can I be sure that I am counting accurately? ROUTINE Materials: • Connecting Cubes • Numeral Cards (6-10)


LAUNCH Materials: • Ten, Nine, Eight Big Book

Ten, Nine, Eight Read Ten, Nine, Eight aloud to students. Choose students to come up and count objects on each page.

EXPLORE Materials: • Paper • Crayons

Make a Class Book Assign each student a number from 10-1. Have each student draw a picture to go with their number. (Note: You may have enough to make 2 class books) Students come up to rug with their pictures and work together as a class to order the pictures counting backwards. (Optional: Add text to book during Interactive Writing)


many after counting? • How can I be sure that I am counting accurately? Guiding Questions: • How did you know how to put the pages in order?



HOMEWORK (Optional) Math Storybook I See 6 Airplanes

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Harcourt Math – Kindergarten Day 14-15 – Chapter 4, Numbers 6-10

Assessment (2 Days)

LESSON FOCUS: Assessment


1.0 Students understand the relationship between numbers and quantities. 1.2 Count, recognize, represent, name, and order a number of objects




many after counting? • How do I know that two sets have the same number of objects? • How can I represent the same number in different ways? • How can I be sure that I am counting accurately?

ROUTINE Materials: • Paper Bag • 10 Counters • White Boards • Markers

Grab Bag Counting (Developing Number Concepts, Book 1, Activity 1-7) Place 10 counters in a paper bag. Call one student up to take a handful of counters from the bag. Have student place counters so whole group can see (overhead or floor). Students count aloud with teacher to find out how many. Students write the corresponding numeral on their white boards.

EXPLORE Materials: • 15 connecting cubes • Small Numeral cards (0-5)

Assessment/Independent Learning Stations Select either Performance Assessment (TE 110A) and/or Math Journal Students work at Learning Stations as teacher calls small groups for Performance Assessment or Math Journal Evaluate whether the child: • Correctly builds the tower of cubes • Identifies one more, one less • Correctly orders the cubes from least to greatest • Count quickly, confidently • Know when they’ve made a mistake Note: During or after the completion of this module, you may want to start giving the Assessing Math Concepts Changing Numbers Assessment by Kathy Richardson to students who you think might be ready.



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