kindergarten mathematics module 7: numbers 10-30

Module 7

Revised 11/28/06

San Diego Unified School District

Instructional Module to Enhance the Teaching of

H A R C O U R T

Math

California Edition

Grade K

Module 7-Modified

Numbers 10 - 30

- WORK IN PROGRESS -

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Harcourt Math: Grade K

Module 7

Numbers 10 - 30

16 Days

Module 7

Numbers 10-30 16 Days

Chapter 7 • Lessons 7.1 & 7.2 Build and Identify 10, 11, & 12 • Lessons 7.3 & 7.4 Build and Identify 13, 14, & 15 • Lessons 7.4, 7.5 & 7.6 Build and Identify 16, 17, 18, & 19 • Lesson 7.6 Build and Identify 20 • Chapter 7 Recognition of Numbers 10-20 • Chapter 7 Numbers 10-20 • Chapter 7 Comparing Numbers 10-20 • Lesson 7.10 Estimation • Lesson 7.8 Build and Identify 20-30 • Chapter 7 Numbers 21-30 • Lesson 7.9 Numbers 21-30 • Assessment

Literature

Connection Day

Day 1 Unit 4

Lessons 7.1 & 7.2

Day 2 Unit 4

Lessons 7.3 & 7.4

Day 3 Unit 4

Lessons 7.4, 7.5, & 7.6

Day 4 Unit 4

Lesson 7.6

Day 5 Unit 4

Chapter 7

Day 6 Unit 4

Chapter 7

Day 7 Unit 4

Chapter 7

Day 8 Unit 4

Chapter 7

Day 9 Unit 4

Lesson 7.10 Day 10 Unit 4

Chapter 7

Day 11 Unit 4

Lesson 7.8

Day 12 Unit 4

Chapter 7

Day 13 Unit 4

Lesson 7.9

Day 14 Chapter 7

Assessment Day 15

Chapter 7 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 7

Independent Learning Stations Modified Stations From Module 5 Note: The following stations are modified from Module 5 to include numbers to 20. Some students may still need work with numbers to 10. Numbers Large and Small (Harcourt TE 103B) Objective: To identify numbers greater than or less than a given number Materials: Counters, numeral cards 0-20 • 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 0-20 Materials: Two-color counters, paper, cup • Students place 20 two-color counters in a cup • 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 How Many in the Bag? (Harcourt TE 89E) Objective: To match the quantity to the appropriate numeral 6-20 Materials: Small-clear plastic baggies, marker, collection of small objects • Label each bag with a numeral from 6 through 20 • Have students fill each bag with the appropriate number of objects • After the bags are filled, have students arrange them in order Shape Puzzles (Developing Number Concepts, Book 1, Activity 1-30) Objective: Counting and recognizing numerals Materials: Numeral cards (10-20), Shape Puzzles (BLM #37-40), 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.

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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 (10-20), 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 (10-20), Bag or container • 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. By the Handful (Harcourt TE 51B) Objective: To compare two groups of counters Materials: Paper bag, two-color counters, numeral cards (10-20) • 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 (10-20) • 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 • Students put a handful of cubes on their boards, count how many they have, and label the boards

with the appropriate numeral cards Note: The following “Explores” may easily be turned into Independent Learning Stations after they are introduced: Day 3-How Many Cubes? Day 6-Memory Day 7-Line Puzzles Day 9-Estimation Stations Day 10-Grab Bag Counting Day 11-Model and Check

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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 7

Literature Connections In back of Teacher’s Edition Read-Aloud Anthology “This Old Man” p.AN29 In Harcourt Kit: My Counting Garden by Sarah Holiday Harcourt Math Readers Other Trade Books Bears at the Beach by Niki Yektai Millbrook, 1996 One Potato by Diana Pomeroy Harcourt Brace, 1996 Count by Denise Fleming Henry Holt, 1997 100th Day Worries by Margery Cuyler Simon and Schuster, 2000

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Harcourt Math- Kindergarten Literature Connection

NOTE: Use on the 100th day of school during this Module

LESSON FOCUS: Literature Connection CALIFORNIA STANDARD Number Sense:

1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement).

PURPOSE OF LESSON/ESSENTIAL QUESTIONS

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

• How can I be sure that I’m counting accurately? • How can I use what I know about numbers to help me interpret

and label quantities? ROUTINE

Suggestion: 100 Actions Have students rote count to 100 while performing some activity such as clapping, stomping, jumping.

LAUNCH Materials: • 100th Day Book

100th Day Story Read a favorite 100th day story to the students. Possible Stories to Read: 100th Day of School By Angela Shelf Medearis Emily’s First 100 Days of School By Rosemary Wells Miss Bindergarten Celebrates the 100th Day of Kindergarten By Joseph Slate The Night Before the 100th Day of School By Natasha Wing One Hundred is a Family By Pam Munoz Ryan 100th Day Worries By Margery Cuyler

EXPLORE Materials: For Partners- • Crayons • Dot Cube or Numeral Cube • 100 Grid (See master at end of Lesson)

Roll to 100 Give each pair of students a hundred grid. One partner rolls the cube and the other partner colors in the number of squares on the die. Switch roles and repeat until the 100 grid is all filled in.

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

many after counting? • How can I be sure that I’m counting accurately? • How can I use what I know about numbers to help me interpret

and label quantities?

INDEPENDENT LEARNING STATIONS

Continue using Modified Stations from Module 5 See list at beginning of Module

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1

100

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Harcourt Math- Kindergarten Day 1- Chapter 7.1 & 7.2

LESSON FOCUS: Build and Identify 10, 11, & 12 CALIFORNIA STANDARD Number Sense:





and label quantities? ROUTINE Materials: • Numeral Cards (1-10) • Ten Frame Cards (1-10) (See master at end of Module)

Suggestion: Find a Match Shuffle one set of Numeral Cards and Ten Frame Cards together. Pass out one card to each student. Have students get up and find the person whose card matches with theirs. (e.g., 8 Numeral Card with 8 Ten Frame Card) Repeat if time permits.

LAUNCH Materials: For each student- • Connecting Cubes • Workmat 8 (TR 73) For Teacher- • Overhead of Workmat 7 (TR 72) • Numeral Cards (10-12) • Connecting Cubes

Problem of the Day TE 135 Show a ten-frame on the overhead transparency. Ask: “If we put one counter in each square, how many counters will we need to fill the spaces?” “Why do you think this shape is called a ten-frame?” Have students count aloud as you put one counter in each box. Give each student Workmat 8 and ask, “If we put one counter in each square, how many counters will we need to fill the spaces?” Have students check to find out how many. Random Numbers Show students a numeral card and say the number aloud. Students put the corresponding number of counters on the workmat. (Note: Students need to put only one counter in each box. Students can use any of the twenty boxes to place their counters.) Continue choosing random numeral cards and have the students place counters on their workmat. Pay attention to students who randomly place their counters and those who fill one ten-frame and then count on.

EXPLORE Materials: For Partners- • Bag • Numeral Cards (10-12) (See master at end of Module) • Connecting Cubes (at least 33 cubes)

Building 10, 11, and 12 Give each pair of students a bag with at least 33 cubes in it and numeral cards 10-12. Have students mix up cards and place face down. Have one partner turn over a card and say the numeral. The other partner must then build the number with the cubes. Partner counts to check. Switch roles and repeat.

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many after counting? • How can I be sure that I’m counting accurately? • How can I use what I know about numbers to help me interpret

and label quantities? Guiding Questions: • How many cubes do you have on your workmat? • How do you know? • Which numeral shows how many cubes you have on your

workmat? INDEPENDENT LEARNING STATIONS


HOMEWORK (Optional) Ten-Frame Game Game from: Module Games and Activities for Home Packet Suggestion: Workbook pages 135-138

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Harcourt Math- Kindergarten Day 2- Chapter 7.3 & 7.4

LESSON FOCUS: Build and Identify 13, 14, & 15 CALIFORNIA STANDARD Number Sense:




• How do I know that 2 (or more) sets have the same (more/less) number of objects?

• How can I represent the same number in different ways (symbolic, pictorial, linguistic)?


and label quantities? ROUTINE Materials: • Numeral Cards (1-10) • Ten Frame Cards (1-10) (See master at end of Module)

Suggestion: Find a Match Shuffle one set of Numeral Cards and Ten Frame Cards together. Pass out one card to each student. Have students get up and find the person whose card matches with theirs. (e.g., 8 Numeral Card with 8 Ten Frame Card) Repeat if time permits.

LAUNCH Materials: • Workmat 8 (TR 72) • Connecting Cubes • Numeral Cards (13-15) (See master at end of Module)

Random Numbers Show students a numeral card and say the number aloud. Students put the corresponding number of counters on the workmat. (Note: Students need to put only one counter in each box. Students can use any of the twenty boxes to place their counters.) Continue choosing random numeral cards and having the students place counters on their workmat. Pay attention to students who randomly place their counters and those who fill one ten-frame and then count on.

EXPLORE Materials: For each Student- • 15 Color Tiles • 1-inch Grid Paper (TR 57) • Crayons

Advanced Learners TE 141 Have students build many different arrangements of 15 color tiles. Students choose one of their arrangements to record on the Grid Paper.


many after counting? • How do I know that 2 (or more) sets have the same (more/less)

number of objects? • How can I represent the same number in different ways

(symbolic, pictorial, linguistic)? • How can I be sure that I’m counting accurately? • How can I use what I know about numbers to help me interpret

and label quantities? Guiding Questions: • How many tiles are in your arrangement? • How do you know?

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• Describe your arrangement. INDEPENDENT LEARNING STATIONS


HOMEWORK (Optional) Suggestion: Workbook pages 139-142

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Harcourt Math- Kindergarten Day 3- Chapter 7.4, 7.5, and 7.6

LESSON FOCUS: Build and Identify 16, 17, 18, & 19 CALIFORNIA STANDARD Number Sense:







and label quantities? ROUTINE Materials: • Overhead of Workmat 7 (TR 72) • Connecting Cubes

Suggestion: Ten Frame Flash Place some counters in a Ten-Frame Overhead while the overhead is turned off. Turn overhead on for a few second then turn it back off. Ask students how many cubes they saw and have them explain their answers.

LAUNCH Materials: • Workmat 8 (TR 73) • Connecting Cubes • Numeral Cards (16-19) (See master at end of Module)

Random Numbers Show students a numeral card and say the number aloud. Students put the corresponding number of counters on the Workmat. (Note: Students need to put only one counter in each box. Students can use any of the twenty boxes to place their counters.) Continue choosing random numeral cards and having the students place counters on their Workmat. Pay attention to students who randomly place their counters and those who fill one ten-frame and then count on.

EXPLORE Materials: • Baggies or Cups • Connecting Cubes • Recording Sheet (See master at end of lesson)

How Many Cubes? TE 145B In advance, label baggies or cups with an alphabet letter (A-Z) written on a piece of tape. Place 10-20 connecting cubes in each baggie or cup. Have partners count the connecting cubes in each cup or baggie. Students record their findings on the recording sheet. Compare recording sheets with another group.






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Guiding Questions: • How do you know how many cubes there are? • Which of the baggies/cups have the same number of cubes in

them? • How do you know?




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HOW MANY CUBES?

LETTER HOW MANY?

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Harcourt Math- Kindergarten

Day 4- Chapter 7

LESSON FOCUS: Build and Identify 20 CALIFORNIA STANDARD Number Sense:



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




and label quantities? ROUTINE Materials: • Overhead of Workmat 7 (TR 72) • Connecting Cubes

Suggestion: Ten Frame Flash Place some counters in a Ten-Frame Overhead while the overhead is turned off. Turn overhead on for a few second then turn it back off. Ask students how many cubes they saw and have them explain their answers.

LAUNCH Materials: • Big Numeral Cards (10-20)

Mystery Numbers TE 145B Display numeral cards 10-20 so students can see. Give students clues to help them figure out the mystery number. Examples: I am 2 more than 13. I am 1 less than 15. I am the number that comes after 18. Students give a thumbs-up when they think they know the mystery number. Repeat with different clues and numbers.

EXPLORE Materials: • Color Tiles • 1-inch Grid Paper (TER 57)

Advanced Learners (TE 145) Have students build many different arrangements of 20 color tiles. Students choose one of their arrangements to record on the Grid Paper.

SUMMARIZE Revisit the Essential Questions: • How do I know one more/less without counting? • How do I keep track when counting objects and remember how




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and label quantities? Guiding Questions: • How many tiles are in your arrangement? • How do you know? • Describe your arrangement?




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Day 5- Chapter 7

LESSON FOCUS: Recognition of Numbers 10-20 CALIFORNIA STANDARD Number Sense:




ROUTINE Materials: • Big Numeral Cards (10-20)

Mystery Numbers TE 145B Display numeral cards 10-20 so students can see. Give students clues to help them figure out the mystery number. Examples: I am 2 more than 13. I am 1 less than 15. I am the number that comes after 18. Students give a thumbs-up when they think they know the mystery number. Repeat with different clues and numbers.

LAUNCH Materials: • White Boards • Markers • Big Numeral Cards (10-20)

Numeral Writing Give each student a white board and marker. Say a number aloud (10-20). Have students write the numeral on their white board. Show big numeral card and have students check to see if they have written the numeral correctly.

EXPLORE Materials: • Counters • Big Numeral Cards (10-20) • Bingo Card (See master at end of lesson)

B-I-N-G-O TE 151B Give each student a blank Bingo card and some counters. Have students write one number between 10 and 20 in each box. Shuffle the Big Numeral Cards. Turn one over, say the number, and show the card to the students. Students put a counter over that number. Continue until a student has a complete row and calls “Bingo”. Variation: Play until card is covered.

SUMMARIZE Revisit the Essential Questions: • How can I represent the same number in different ways

(symbolic, pictorial, linguistic)? INDEPENDENT LEARNING STATIONS



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BINGO

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Day 6- Chapter 7 LESSON FOCUS: Recognition of Numbers 10-20 CALIFORNIA STANDARD Number Sense:






and label quantities? ROUTINE Materials: • Big Numeral Cards (10-20)

Suggestion: Mystery Numbers TE 145B Display numeral cards 10-20 so students can see. Give students clues to help them figure out the mystery number. Examples: I am 2 more than 13. I am 1 less than 15. I am the number that comes after 18. Students give a thumbs-up when they think they know the mystery number. Repeat with different clues and numbers.

LAUNCH Materials: • Numeral Cards (11-20) • Ten Frame Cards (11-20) (See master at end of lesson)

Find a Match Shuffle one set of Numeral Cards and Ten Frame Cards together. Pass out one card to each student. Have students get up and find the person whose card matches with theirs. (e.g., 13 Numeral Card with 13 Ten Frame Card) Repeat if time permits.

EXPLORE Materials: For partners- • Numeral Cards (11-20) • Ten Frame Cards (11-20) (See master at end of lesson)

Memory Give each pair of students a set of Numeral Cards and Ten Frame cards. Have students shuffle cards together and place them face down in rows. Players take turns turning over 2 cards looking for a match. If the cards match, the student keeps both cards. If the cards do not match, player turns them back over. Continue until all cards are match.


many after counting? • How can I represent the same number in different ways


and label quantities? Guiding Questions: • How do know the cards match/don’t match? • How did you decide which cards to turn over?



HOMEWORK (Optional) Suggestion: Challenge Workbook CW50

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Harcourt Math- Kindergarten Day 7- Chapter 7

LESSON FOCUS: Numbers 10-20 CALIFORNIA STANDARD Number Sense:






and label quantities? ROUTINE Materials: • White Boards • Markers • Big Numeral Cards (10-20)

Suggestion: Numeral Writing Give each student a white board and marker. Say a number aloud (10-20). Have students write the numeral on their white board. Show big numeral card and have students check to see if they have written the numeral correctly.

LAUNCH Materials: • Cubes or Paper Clips • Line Puzzles (See master at end of lesson or BLM # 48-55 in Developing Number Concepts Book 1)

Line Puzzles (Developing Number Concepts, Book 1, Activity 1-31) Make overhead of a Line Puzzle. Have students make an estimate of how many cubes or paper clips it would take to cover the Line Puzzle. Have a student come up and line up cubes or paper clips along the Line Puzzle. The class counts aloud to check to see how many cubes or paper clips were needed to measure the line. Compare amount with estimates given at the beginning.

EXPLORE Materials: • Scratch Paper • Cubes or Paper Clips • Line Puzzles (See master at end of lesson or BLM # 48-55 in Developing Number Concepts Book 1)

Line Puzzles (Developing Number Concepts, Book 1, Activity 1-31) Make copies of the Line Puzzles. Give one Line Puzzle to each student. Students make an estimate of how many cubes or paper clips it would take to cover their Line Puzzle. The students line up cubes or paper clips along the Line Puzzles. Students then count to check how many they needed to measure each line. Have students write the numeral on a piece of scratch paper and place next to the puzzle. Repeat with other puzzles.




and label quantities? Guiding Questions: • How did you make your estimate? • How did you check your estimate?




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Harcourt Math- Kindergarten Day 8- Chapter 7

LESSON FOCUS: Comparing Numbers 10-20 CALIFORNIA STANDARD Number Sense:



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







LAUNCH Materials: • Connecting Cubes • Big Numeral Cards (10-20) (See master at end of Module)

Number Cards (Developing Number Concepts, Book 1, Activity 3-6) Teacher holds up one Big Numeral Card (10-20) and students build a tower with connecting cubes for that number. The teacher then displays another Big Numeral Card. Ask, “What would you have to do to change the tower to make the new number?” “Do you have to take some away?” “Do you have to get some more?” Students then change their tower to match the new number.

EXPLORE Materials: For Partners • Connecting Cubes • Numeral Cards (10-20) (See master at end of Module)

Number Cards (Developing Number Concepts, Book 1, Activity 3-6) Give each pair of students a set of Numeral Cards (10-20) and connecting cubes. Students shuffle the cards and place them face down in a stack. Each student selects one card and builds a tower of cubes for their number. Have students compare their towers and tell which has more and which has less. Repeat.

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

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





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Guiding Questions: • How do you know which tower has more/less?




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Harcourt Math- Kindergarten Day 9- Chapter 7.10

LESSON FOCUS: Estimation CALIFORNIA STANDARD Number Sense:










LAUNCH Materials: • 3 identical jars • Cubes

The Problem TE 153A In advance, place 10 cubes in one jar and label the jar with a number 10. In a second jar, place 4-6 cubes. In a third jar place 15-17 cubes. Show students the “10” jar and tell them there are 10 cubes in the jar. Then show them one of the other jars and ask whether they think there are more or less cubes than the “10” jar. Have students make an estimate of how many cubes they think are in the jar. Count aloud with the class to check. Repeat with the third jar.

EXPLORE Materials: • 26 Baggies labeled A-Z • Small objects • Recording Form (See master at end of lesson)

Estimation Stations In advance, place 5-20 small objects in each baggie. Give students a recording form and one baggie of objects. Have students estimate the number of objects in their baggie and record their estimate on their recording form. Students then count the number of objects in their baggie and record the number on their recording form. Repeat using other baggies.

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

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





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Guiding Questions: • How did you make your estimate? • How did you check your estimate?




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ESTIMATION STATIONS

LETTER ESTIMATE HOW MANY?

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Day 10- Chapter 7 LESSON FOCUS: Numbers 10-25 CALIFORNIA STANDARD Number Sense:






and label quantities? ROUTINE Materials: • 3 identical jars • Cubes

Suggestion: Estimation Jars In advance, place 10 cubes in one jar and label the jar with a number 10. In a second jar, place 3-7 cubes. In a third jar place 14-18 cubes. Show students the “10” jar and tell them there are 10 cubes in the jar. Then show them one of the other jars and ask whether they think there are more or less cubes than the “10” jar. Have students make an estimate of how many cubes they think are in the jar. Count aloud with the class to check. Repeat with the third jar.

LAUNCH Materials: • Paper Bag • 25 Cubes • Overhead of Workmat 8 (TR73)

Grab Bag Counting (Developing Number Concepts, Book 1, Activity 1-7) Put 25 cubes in a paper bag. Have two students come up and each take a handful of cubes out of the bag and place them on Workmat 8. Ask, “How many cubes are there?” Check by counting aloud with class. Repeat.

EXPLORE Materials: For partners • Paper Bag • 25 Cubes • Workmat 8 (TR73)

Grab Bag Counting (Developing Number Concepts, Book 1, Activity 1-7) Give each pair of students 25 cubes in a paper bag. Each partner takes a handful of cubes out of the bag and places them on Workmat 8. Partners work together to find out how many cubes they have all together and write the numeral on a piece of scratch paper to label the quantity. Repeat.




and label quantities? Guiding Questions: • How did you know how many cubes you had? • Could you find out how many cubes you had without counting?




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Harcourt Math- Kindergarten Day 11- Chapter 7.8

LESSON FOCUS: Build and Identify Numbers 20-30 CALIFORNIA STANDARD Number Sense:






and label quantities? ROUTINE Materials: • 3 identical jars • Cubes

Suggestion: Estimation Jars In advance, place 10 cubes in one jar and label the jar with a number 10. In a second jar, place 3-7 cubes. In a third jar place 14-18 cubes. Show students the “10” jar and tell them there are 10 cubes in the jar. Then show them one of the other jars and ask whether they think there are more or less cubes than the “10” jar. Have students make an estimate of how many cubes they think are in the jar. Count aloud with the class to check. Repeat with the third jar.

LAUNCH Materials: • 2 sets of Numeral Cards

Find the Numeral Give each student a numeral card 20-30. Teacher builds a number of cubes using an overhead of the 3-Ten Frame Workmat. Students look to see if they have the numeral card to match the quantity the teacher has made. Students with the correct numeral cards raise their hand and show their numeral cards to the class.

EXPLORE Materials: For Partners- • Counters • Numeral Cards (20-30) (See master at end of Module) • 3-Ten Frame Workmat (See master at end of Module)

Model and Check TE 149B Give each pair of students a Workmat, numeral cards, and counters. Students shuffle the cards and place them face down in a stack. One student selects a card and the other student builds the quantity on the Workmat. Switch roles and repeat.




and label quantities? Guiding Questions: • Could you build the number of cubes without counting?




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Day 12- Chapter 7 LESSON FOCUS: Numbers 21-30 CALIFORNIA STANDARD Number Sense:






and label quantities? ROUTINE Materials: • Counters • Big Numeral Cards (20-30) • 3-Ten Frame Workmat (See masters at end of Module)

Suggestion: Building Numbers 20-30 Give each student a Workmat and counters. Teacher shuffles the cards and places them face down in a stack. Teacher selects a card, and says the number aloud. Students build the quantity on the Workmat

LAUNCH Materials: • Numeral Cards (21-30) • Ten Frame Cards (21-30) (See masters at end of Module)

Find a Match Shuffle one set of Numeral Cards and Ten Frame Cards together. Pass out one card to each student. Have students get up and find the person whose card matches with theirs. (e.g., 13 Numeral Card with 13 Ten Frame Card) Repeat if time permits.

EXPLORE Materials: For partners- • Numeral Cards (21-30) • Ten Frame Cards (21-30) (See masters at end of Module)

Memory Give each pair of students a set of Numeral Cards and Ten Frame cards. Have students shuffle cards together and place them face down in rows. Players take turns turning over 2 cards looking for a match. If the cards match, the student keeps both cards. If the cards do not match, player turns them back over. Continue until all cards are match.




and label quantities? Guiding Questions: • How do know the cards match/don’t match? • How did you decide which cards to turn over?




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Day 13- Chapter 7.9

LESSON FOCUS: Numbers 21-30 CALIFORNIA STANDARD Number Sense:






and label quantities? ROUTINE Materials: • Counters • Big Numeral Cards 20-30 • 3-Ten Frame Workmat


LAUNCH Materials: • White Boards • Markers • Big Numeral Cards 10-30

Numeral Writing Give each student a white board and marker. Say a number aloud (10-30). Have students write the numeral on their white board. Show big numeral card and have students check to see if they have written the numeral correctly.

EXPLORE Materials: • Counters • Big Numeral Cards 10-30 • Bingo Card (See master for Day 5)

B-I-N-G-O TE 151B Give each student a blank Bingo card and some counters. Have students write one number between 10 and 30 in each box. Shuffle the Big Numeral Cards. Turn one over, say the number, and show the card to the students. Students put a counter over that number. Continue until a student has a complete row and calls “Bingo”. Variation: Play until card is covered.








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Harcourt Math- Kindergarten Day 15-16- Chapter 7 Assessment (2 Days)

LESSON FOCUS: Assessment CALIFORNIA STANDARD Number Sense:




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




and label quantities? ROUTINE Materials: • Counters • Big Numeral Cards 20-30 • 3-Ten Frame Workmat


EXPLORE

Assessment/Independent Learning Stations Select either Performance Assessment (TE 156A) and/or Math Journal Students work at Learning Stations as teacher calls small groups for Performance Assessment or Math Journal Evaluate whether the child: • Can identify and build numbers from 10-30 Note: During or after the completion of this module, begin re-assessing students during Independent Station Time using Assessing Math Concepts Counting Objects Assessment by Kathy Richardson who were at Instructional or Practice earlier in the year.



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10 11 1213 14 1516 17 1819 20

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20 21 2223 24 2526 27 2829 30

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kindergarten mathematics module 7: numbers 10-30

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