Kindergarten Unit 6 Outline Overview 2017

Kindergarten Unit 6: Further Investigation of Addition and Subtraction (within 10)
4 weeks
In this unit students will:
 For numbers 0 – 10, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes, quickly recognizing the
cardinalities of less sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of
objects that remain in a set after some are taken away.
 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
 Students will model simple joining and separating situations with sets of objects, or eventually with equations.
 Demonstrate the understanding of how objects can be joined (addition) and separated (subtraction) by representing addition and subtraction situations in
various ways.
 Solve problems presented in a story format (context) with a specific emphasis on using objects or drawings to determine the solution
 Understand that set of 10 objects can be decomposed- broken into two sets (3 and 7) and still be the same total amount (10).
 Pose information questions, collect data and organize and display results using objects, pictures and picture graphs.
Unit Resources:
Unit 6 Overview Parent Letter Parent Standards Clarification Number Talks Vocabulary Cards
Prerequisite Skills Assessment Sample Post Assessment Student-Friendly Standards Concept Map
Topic 1: Composing and Decomposing Numbers
Big Ideas/Enduring Understandings:
 Various combinations of numbers can be used to represent the same quantity.
 Sets of objects can be compared to determine more than, fewer than or equal.
 Numbers are related to each other through a variety of number relationships. For example, 6 is one more than 5 and 4 less than 10, is composed of 3 and 3 as
well as 4 and 2, and can be recognized quickly in patterned arrangements of dots.
Essential Questions:
 Does the order of addends change the sum?
 How can I prove that groups are equal?
 How can I find the total when I put two quantities together?
 How can I find what is left over when I take one quantity away from another?
 How can I use different combinations of numbers to represent the same quantity?
 What happens when I decompose a quantity?
 What happens when I join quantities together?
 What happens when some objects are taken away from a set of objects?
 Why is it important that I can build the number combinations for the number 5? 10?
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Kindergarten Unit 6 1/11/2017
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural
connections that exist among mathematical topics.
 MGSEK.OA.3 (EM150-80Q) Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each
decomposition by a drawing or equation. (drawings need not include an equation).
 MGSEK.OA.4 (EM260-80Q) For any number from 1 to 10, find the number that makes 10 when added to the given number, e.g., by using objects or drawings,
and record the answer with a drawing or equation.
 MGSEK.NBT.1 (10-80Q) Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are
composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or
decomposition by a drawing or equation (e.g., 18 = 10 + 8)
Vertical Alignment
First Grade Standards Second Grade Standards Third Grade Standards
 MGSE1.OA.1 Use addition and subtraction within  MGSE2.OA.1 Use addition and subtraction  MGSE3.NBT.2 Fluently add and subtract
20 to solve word problems involving situations of within 100 to solve one and two step word within 1000 using strategies and algorithms
adding to, taking from, putting together, taking problems by using drawings and equations with based on place value, properties of
apart, and comparing, with unknowns in all a symbol for the unknown number to represent operations, and/or the relationship between
positions, e.g., by using objects, drawings, and the problem. Problems include contexts that addition and subtraction.
equations with a symbol for the unknown number involve adding to, taking from, putting
to represent the problem together/taking apart (part/part/whole) and
 MGSE1.OA.3 Apply properties of operations as comparing with unknowns in all positions.
strategies to add and subtract.  MGSE2.OA.2 Fluently add and subtract within
 MGSE1.OA.4 Understand subtraction as an 20 using mental strategies.1 By end of Grade 2,
unknown-addend problem. know from memory all sums of two one-digit
 MGSE1.OA.5 Relate counting to addition and numbers.
subtraction  MGSE2.NBT.5 Fluently add and subtract within
 MGSE1.OA.6 Add and subtract within 20. 100 using strategies based on place value,
a. Use strategies such as counting on; making ten properties of operations, and/or the relationship
(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); between addition and subtraction.
decomposing a number leading to a ten (e.g.,  MGSE2.NBT.7 Add and subtract within 1000,
13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the using concrete models or drawings and
relationship between addition and subtraction strategies based on place value, properties of
(e.g., knowing that 8 + 4 = 12, one knows 12 – operations, and/or the relationship between
2
8 = 4); and creating equivalent but easier or addition and subtraction; relate the strategy to a
known sums (e.g., adding 6 + 7 by creating the written method.
known equivalent 6 + 6 + 1 = 12 + 1 = 13).
b. Fluently add and subtract within 10.
Report Card Quarter 4 Standards-Based Grading Concepts
The report card is not able to assess students on all standards being taught in kindergarten. The following standards are the priority for mastery for this quarter:
 Counts forward from a given number.
 Counts 20 objects arranged in a line, array and circle and 10 objects in a scatter and counts out a set from 1-20.
 Compares two numbers between 1 and 10 presented as written numerals.
 Represents addition and subtraction within 10 with objects, fingers, mental images, drawings, or verbal explanation.
 Solves addition and subtraction word problems within 10.
 Describes relative positions of objects using names of shapes.
 Analyzes and compares 2D and 3D shapes.
 Describes and directly compares two objects with a measureable attribute.
 Classifies and sorts objects into categories.
Instructional Strategies
Standards OA.3 and OA.4 have students decompose numbers less than or equal to 10 during a variety of experiences to promote their fluency with sums and
differences less than or equal to 10 that result from using the numbers 0 to 10. For example, ask students to use different models to decompose 10 and record
their work with drawings or equations. Students are to understand that a set of (10) objects can be broken into two sets (3 and 7) and still be the same total
amount (10). In addition, this objective asks students to realize that a set of objects (10) can be broken in multiple ways (3 and 7; 4 and 6). Thus, when breaking
apart a set (decomposing), students develop the understanding that a smaller set of objects exists within that larger set. As they come to understand the role and
meaning of arithmetic operations in number systems, students gain computational fluency, using efficient and accurate methods for computing.
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OA.3
This standard asks students to understand that a set of (10) object can be broken into two sets (3 and 7) and still be the same total amount (10). The focus is on
number pairs which add to a specified total, 1-10. Have students decompose numbers less than or equal to 10 during a variety of experiences to promote their
fluency with sums and differences less than or equal to 10 that result from using the numbers 0 to 10. For example, ask students to use different models to
decompose 10 and record their work with drawings or equations. Students are to understand that a set of (10) objects can be broken into two sets (3 and 7) and
still be the same total amount (10). In addition, this objective asks students to realize that a set of objects (10) can be broken in multiple ways (3 and 7; 5 and 5).
Thus, when breaking apart a set (decomposing), students develop the understanding that a smaller set of objects exists within that larger set. As they come to
understand the role and meaning of arithmetic operations in number systems, students gain computational fluency, using efficient and accurate methods for
computing.
After the students have had numerous experiences with decomposing sets of objects and recording with pictures and numbers, the teacher eventually makes
connections between the drawings and symbols: 10=4+6, 10=3+7, 10=2+8, and 10=1+9. Number sentence only comes after pictures or work with manipulatives,
and students should never give the number sentence without a mathematical representation.
Example:
“Bobby Bear is missing 10 buttons on his jacket. How many ways can you use blue and red buttons to finish his jacket? Draw a picture of all your ideas.
Students could draw pictures of:
1 blue and 9 red buttons
Students may use objects such as cubes, two-color counters, square tiles, etc. to show different number pairs for a given number. For example, for the number 5,
students may split a set of 5 objects into 1 and 4, 2 and 3, etc.
Students may also use drawings to show different number pairs for a given number. For example, students may draw 5 objects, showing how to decompose in
several ways.
Sample unit sequence:

A contextual problem (word problem) is presented to the students such as, “Melisa goes to Debbie’s house. Debbie tells her she may have 5 pieces of fruit to
take home. There are lots of apples and bananas. How many of each can she take?”
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Students find related number pairs using objects (such as cubes or two-color counters), drawings, and/or equations. Students may use different representations
based on their experiences, preferences, etc.
Students may write equations that equal 5 such as:
 5=4+1
 3+2=5
 2+3=4+1
 5+ 0 = 5
This is a good opportunity for students to systematically list all the possible number pairs for a given number. For example, all the number pairs for 5 could be
listed as 0+5, 1+4, 2+3, 3+2, 4+1, and 5+0. Students should describe the pattern that they see in the addends, e.g., each number is one less or one than the
previous addend. (Continue to make sure students include the number plus zero as a possible solution).
OA.4
This standard builds upon the understanding that a number can be decomposed into parts (K.OA.3).
The number pairs that total ten are foundational for students’ ability to work fluently within numbers and operations. Different models, such as ten-frames, cubes,
two-color counters, etc., assist students in visualizing these number pairs for ten.
Once students have had experiences breaking apart ten into various combinations, this asks students to find a missing part of 10.
Example 1:
“A full case of juice boxes has 10 boxes. There are only 6 boxes in this case. How many juice boxes are missing?
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Example 2:
Students place three objects on a ten frame and then determine how many more are needed to “make a ten.”
Students may use electronic versions of ten frames to develop this skill.
Example 3:
The student snaps ten cubes together to make a “train.”
 Student breaks the “train” into two parts. S/he counts how many are in each part and record the associated equation (10 = ___ + ___).
 Student breaks the “train into two parts. S/he counts how many are in one part and determines how many are in the other part without directly counting that
part. Then s/he records the associated equation (if the counted part has 4 cubes, the equation would be 10 = 4 + ___).
 Student covers up part of the train, without counting the covered part. S/he counts the cubes that are showing and determines how many are covered up.
Then s/he records the associated equation (if the counted part has 7 cubes, the equation would be 10 = 7 + ___).
Example 4:
 The student tosses ten two-color counters on the table and records how many of each color are facing up.
NBT.1
This is the first time that students move beyond the number 10 with representations, such as objects (manipulatives) or drawings. The spirit of this standard is that
students separate out a set of 11-19 objects into a group of ten objects with leftovers. This ability is a pre-cursor to later grades when they need to understand a
more complex concept that a group of 10 objects is also one ten (unitizing). Ample experiences with ten frames will help solidify this concept.
Research states that students are not ready to unitize until the end of first grade. Therefore, this work in Kindergarten lays the foundation of composing tens and
recognizing leftovers.
Example:
Teacher: “Please count out 15 chips.”
Student: Student counts 15 counters (chips or cubes).
Teacher: “Do you think there is enough to make a group of ten chips? Do you think there might be some chips leftover?”
Student: Student answers.
Teacher: “Use your counters to find out.”
Student: Student can either fill a ten frame or make a stick of ten connecting cubes. They answer, “There is enough to make a group of ten”
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Teacher: How many leftovers do you have?
Student: Students say, “I have 5 left over.”
Teacher: How could we use words and/or numbers to show this?
Student: Students might say “Ten and five is the same amount as 15”, “15 = 10 + 5”
Special attention needs to be paid to this set of numbers as they do not follow a consistent pattern in the verbal counting sequence.
 Eleven and twelve are special number words.
 “Teen” means one “ten” plus ones.
 The verbal counting sequence for teen numbers is backwards – we say the ones digit before the tens digit. For example “27” reads tens to ones (twenty-
seven), but 17 reads ones to tens (seven-teen).
 In order for students to interpret the meaning of written teen numbers, they should read the number as well as describe the quantity. For example, for 15, the
students should read “fifteen” and state that it is one group of ten and five ones and record that 15 = 10 + 5.
Teaching the teen numbers as one group of ten and extra ones is foundational to understanding both the concept and the symbol that represent each teen
number. For example, when focusing on the number “14,” students should count out fourteen objects using one-to-one correspondence and then use those
objects to make one group of ten ones and four additional ones.
Students should connect the representation to the symbol “14.” Students should recognize the pattern that exists in the teen numbers; every teen number is
written with a 1 (representing one ten) and ends with the digit that is first stated.
Kindergarteners need to understand the idea of a ten so they can develop the strategy of adding onto 10 to add within 20 in Grade 1. Students need to construct
their own base-ten ideas about quantities and their symbols by connecting to counting by ones.
They should use a variety of manipulatives to model and connect equivalent representations for the numbers 11 to19. For instance, to represent 13, students can
count by ones and show 13 beans. They can anchor to five and show one group of 5 beans and 8 beans or anchor to ten and show one group of 10 beans and 3
beans.
Students need to eventually see a ten as different from 10 ones.
After the students are familiar with counting up to 19 objects by ones, have them explore different ways to group the objects that will make counting easier. Have
them estimate before they count and group.
Discuss their groupings and lead students to conclude that grouping by ten is desirable. 10 ones make 1 ten makes students wonder how something that means a
lot of things can be one thing.
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Students need to first use materials that can be grouped to represent numbers 11 and 19 because a group of ten such as a bundle of 10 straws or a cup of 10
beans makes more sense than a ten in pre-grouped materials. They need to see that there are 10 single objects represented on the item for ten in pre-grouped
materials, such as the rod in base-ten blocks.
Students need to learn to attach words to materials and groups and understand what they represent. Eventually, they need to see the rod as a ten that they did
not group themselves.
Students should impose their base-ten concepts on a model made from “groupable” and “pre-groupable” materials. Students can transition from “groupable” to
“pre-groupable” materials by leaving a group of ten intact to be reused as a pre-grouped item.
When using pre-grouped materials, students should reflect on the ten-to-one relationships in the materials, such as the “tenness” of the rod in base-ten blocks.
After many experiences with pre-grouped materials, students can use dots and a stick (one tally mark) to record singles and a ten. Kindergartners should use
proportional base-gen models, where a group often is physically 10 times larger than the model for one.
Non-proportional models such as an abacus and money should not be used at this grade level. (Exception: penny can be used to for counting, grouping, etc. to
represent one, the nickel can be used when working with 5-frames as a representation of five, and the dime as a representation of the 10 frame).
Encourage students to use base-ten language to describe quantities between 11 and 19. At the beginning, students do not need to use ones for the singles. Some
of the base-ten language that is acceptable for describing quantities such as18 includes one ten and eight, a bundle and eight, a rod and 8 singles and ten and eight
more. Write the horizontal equation 18 = 10 + 8 and connect it to base-ten language.
Encourage, but do not require, students to write equations to represent quantities. Students have difficulty with ten as a singular word that means 10 things. For
many students, the understanding that a group of 10 things can be replaced by a single object and they both represent 10 is confusing.
Common Misconceptions
NBT.1
Students have difficulty with ten as a singular word that means 10 things. For many students, the understanding that a group of 10 things can be replaced by a
single object and they both represent 10 is confusing. Help students develop the sense of ten by first using groupable materials then replacing the group with an
object or representing 10, such as a rod or 10 Frame.
Watch for and address the issue of attaching words to materials and groups without knowing what they represent. If this misconception is not addressed early on
it can cause additional issues when working with numbers 11-19 and beyond.
At this stage you may encounter some students who when working with “grouped” materials will continue to count each object in the “ten group”. The students
who do this are developmentally at the beginning of the idea of ten as a group.
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Differentiation
Increase the Rigor
OA.3
 Decompose numbers less than 10
 Decompose numbers up to 20
 Decompose 10 with more than 2 numbers
OA.4
 Find combinations of different numbers (i.e. for any number 1-8 find the number that makes 9, for any number 1-5 find the number that makes 5).
 Show more than 2 numbers that add to 10
NBT.1
 Decompose numbers 11-19 into a 10 and 2 other addends.
 Decompose numbers 21-29 into 2 tens and some ones.
Accelerated Intervention
The Intervention Table below provides links to interventions specific to this unit. The interventions support students and teachers in filling foundational gaps
revealed as students work through the unit. All listed interventions are from New Zealand’s Numeracy Project:
Name of Snapshot of summary or Materials
Cluster of Standards
Intervention Student I can statement. . . Master
Adding and
Solve addition problems to 20 by joining sets and counting all
Subtracting with
Understand addition as putting the objects
Counters
together and adding to, and
understand subtraction as taking Solve addition problems to 20 by joining sets and counting all
Fly Flip MM 4-5
apart and taking from the objects
MGSEK.OA.1
the objects
MGSEK.OA.2
Both Hands Solve subtraction problems from 20 by separating sets and
MGSEK.OA.3 counting all the objects
MGSEK.OA.4 Instantly recognize patterns to 10 including doubles
MGSEK.OA.5
Turtles 5 and… MM 5-9
the objects
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Adding and Solve subtraction problems from 20 by separating sets and
Subtracting with counting all the objects
One Hand Instantly recognize patters to 5, including finger patterns
Solve subtraction problems from 20 by separating sets and

Teens and counting all the objects
Fingers
Recall the facts up to 10, and the teen facts
Kindergarten Focused Math Intervention Kit for EIP:

Lesson 22: Shake, Shake, Shake! Page 229
Lesson 23: Pick a Part Page 237
Lesson 24: Make a Ten Page 245
Evidence of Learning
By the conclusion of this lesson, students should be able to:
 Recognize that various combinations of numbers can be used to represent the same quantity.
 Understand that sets of objects can be compared to determine more than, fewer than or equal.
 Numbers are related to each other through a variety of number relationships. For example, 6 is one more than 5 and 4 less than 10, is composed of 3 and 3 as
well as 4 and 2, and can be recognized quickly in patterned arrangements of dots.
 Compose and decompose numbers from 0-10
Additional Assessment
 Shared Assessments: see assessment folder
 Formative Assessment Lesson (FAL): Formative Assessment Lesson (FAL) – Decomposing Numbers
Purchased Resources Purchased Online Resources Think Math (previous adoption)
My Math: My Math
Chapter 4: Composing and Decomposing Numbers to 10 http://connected.mcgraw-
4.3 Make 6 and 7 hill.com/connected/login.do
4.4 Take Apart 6 and 7 Teacher User ID: ccsde0(enumber)
4.5 Problem Solving Strategy Password: cobbmath1
4.6 Make 8 and 9 Student User ID: ccsd(student ID)
4.7 Take 8 and 9 Password: cobbmath1
4.8 Make 10 Exemplars
4.9 Take Apart 10 http://www.exemplarslibrary.com/
Chapter 7: Compose and Decompose Numbers 11 to 19 User: Cobb Email
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7.1 Make Numbers 11 to 15 Password: cobbmath
7.2 Take Apart Numbers 11 to 15  Farmer Brown (NBT.1, OA.3 & OA.4)
7.3 Problem- Solving Strategy  Clay Pots (NBT.1, OA.2, OA.3, OA.4, & OA.5)
7.4 Make Numbers 16 to 19  License Plates (NBT.1, OA.2, OA.3, OA.4, & OA.5)
7.5 Take Apart Numbers 16 to 19
*These lessons are not to be completed in seven days as it is way
too much material. They are designed to help support you as
you teach your standards.
Hands On Standards Number & Operations:

Numbers to 20 Lesson 4: Makinng Numbers to 10 pg 42
Adding and Subtracting: ExlplorAcction 1 Across the
Bridge pg 96
Numbers to 20: ExplorAction 1: Explore Ways to Make 10
pg 58
Numbers to 20: Lesson 7: Understand Tens and Ones pg
54
Web Resources
K-5 Math Teaching Resources http://www.k-5mathteachingresources.com/kindergarten-math-activities.html
OA.3
Addition Bag
Shake 5 and Spill
Hide the Cubes
Domino Addition
OA.4
Towers of Ten
Make 10 on the Ten Frame (ver. 1)
NBT.1
Teen Counting Cup
Ten Ones and More Ones (ver. 1)
Teen Match
Teen Puzzles
Illustrative Mathematics provides instructional and assessment tasks, lesson plans, and other resources. https://www.illustrativemathematics.org/
OA.3
Shake and Spill
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Pick Two
Bobbie Bear’s Buttons
Christina’s Candies
Make 9
My Book of Five
NBT.1
What Makes a Teen Number?
Estimation 180 is a website of 180 days of estimation ideas that build number sense. http://www.estimation180.com/days.html
Greg Tang Website http://www.gregtang.com
Addition and Subtraction Number Stories- http://www.iboard.co.uk/activity/Addition-Stories-641
Addition with Manipulatives Game- http://www.abcya.com/addition.htm
Suggested Manipulatives Vocabulary Suggested Literature
number lines Compose Quack and Count
five frames Decompose Animals on Board
ten frames Equal Ready, Set, Hop
100 chart Same Jack the Builder
dot cards (subitizing) Combine Five Silly Fishermen
dice and dominos Take Away Rooster’s Off to See the World
rekenreks Let’s Count it Out
number generators such as: dice, dominos, dot cards Jessie Bear
objects to count (counters, snap/unifix cubes, bears, Math for All Seasons
pattern blocks, plane shapes, attri-links, coins) Napping House
Monster Math Picnic
Fat Frogs on a Skinny Log
Videos
Compose and Decompose K.NBT.1
Double 10-Frames K.CC.2, K.NBT.1
Task Descriptions
Scaffolding Task Tasks that build up to the learning task.
Constructing Task Constructing understanding through deep/rich contextualized problem solving tasks.
Practice Task Tasks that provide students opportunities to practice skills and concepts.
Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to
give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of
mathematical reasoning.
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Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical
Lesson (FAL) ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of
the standards.
3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information
and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for
3-Act Tasks may be found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki.
State Tasks
Standards Task Type/
Task Name Content Addressed Brief Description
Grouping Strategy
MGSEK.OA.1-5 3-Act Task Addition and subtraction Students make different combinations to build
Balancing Act
Whole Group through word problems the same quantity
Ten Flashing MGSEK.OA.1-5 Constructing Task Addition and subtraction Students use addition and subtraction while
Fireflies Individual, Whole and Small Group through word problems solving a story problem.
MGSEK.OA.1-5 Practice Task Students play a card game to build
Got Your Number? Number relationships to 10
Individual or small Group combinations to 10.
MGSEK.OA.1-5 Modeling number Students build different combinations for the
Scaffolding Task
By The Riverside combinations through same sum.
Individual, Whole or Small Group
problem solving
MGSEK.OA.1-5 Number combinations to 5 Students use number combinations of 5 and 10
Capturing Bears Practice Task
and 10 and development of 8 to play a game.
(5/10) Partners
SMPs
MGSEK.OA.1-5 Scaffolding Task Number combinations to 5 Students build number combinations to five
Fishing Tale
Individual, Whole or Small Group through problem solving through story problems
MGSEK.OA.1-5 Constructing Task Students show different combinations to 10
Moving Day Number relationships to 10
Individual, Whole and Small Group
How Many Ways to MGSEK.OA.1-5 Constructing Task Making generalizations in Students come up with different combinations
get to 10? Individual, Whole and Small Group number relationships to 10 to build 10
MGSEK.OA.1-5 Modeling number Students model different ways to make
Practice Task
A Day at the Beach combinations to 10 through combinations up to 10.
problem solving
MGSEK.OA.1-5 Development with the Students manipulate the different quantities to
Constructing Task understanding of equality make the number sentence true.
At the Mechanics
Individual, Whole and Small Group and number relationships to
10
13
MGSEK.OA.1-5 Practice Task Number combinations to 5 Students build number combinations to 5.
Field Trip for Fives
Individual, Whole or Small Group through problem solving
MGSEK.OA.1-5 Constructing Task Making generalizations in Students look for patterns to solve word
The Magic Pot
Individual, Whole and Small Group number relationships to 10 problems through 10.
MGSEK.OA.1-5 Students use the knowledge gained to find
Equally Balancing Culminating Task Number combinations to 10
patterns and build different number
Numbers Individual, Whole and Small Group through problem solving
combinations to 10.
“Teen” Frame Talk MGSEK.NBT.1 Constructing Task Number relationships Students work in a class discussion to
About (11-12) CC.3,4a,5a,b Whole Group/Partner understand the concept that a teen number is a
group of ten and some more
“Teen” Frame Talk MGSEK.NBT.1 Constructing Task Number relationships Students continue the work of the previous task
About (13-19) CC.3,4a,5a,b,6 Whole Group/Partner with numbers 13-19.
Moving a Cup of 10 MGSEK.NBT.1 Constructing Task Counting, One to one Students practice making ten and some more
CC.3,4b,5a,b Partner correspondence, Unitizing when building teen numbers.
Race to 100 MGSEK.NBT.1 Constructing Task Counting, One to one Students use their knowledge of building teen
Pennies(revisited) CC.1,4b,5a,b,c, Whole Group/Partner correspondence, Skip numbers to complete the activity using ten and
6 counting, Unitizing some more.
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Topic 2: Addition and Subtraction
 Addition and subtraction problems are placed in four basic categories: Joining problems, Separating problems, Part-Part Whole problems, and Comparing
problems.
 A joining problem involves three quantities: the starting amount, the change amount, and the resulting amount.
 A separating problem involves three quantities; the starting amount, the change amount (the amount being removed), and the resulting amount;
however, the starting amount is the largest amount with the change amount being removed which leaves the resulting amount.
 Compare problems involve the comparison between two different quantities. The third quantity does not actually exist but is the difference between the
two quantities. When one quantity is compared to another, the first quantity is either more than, less than, or equal to the second quantity.
 Part-Part-Whole problems involve three quantities: two parts that are combined into one whole
 Problems can be solved in different ways.
 Problems can be modeled using objects, pictures, and words.
 How can I represent and solve problem situations using objects, pictures, words and numbers?
 What happens when I join quantities together?
 What happens when sets are joined or separated?
 How can I use different combinations of numbers to represent the same quantity?
 How can using benchmark numbers help me when adding or subtracting?
 How can I use models to represent addition and subtraction?
 How can using benchmark numbers help me when adding or subtracting?
 Why is it important that I can build the number combinations for the number 5?
 What happens when I decompose a quantity? How do you know when your answer makes sense?
 Does the order of addends change the sum? How do you know when your answer makes sense?
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections
that exist among mathematical topics.
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
 MGSEK.OA.1 (EM260-25Q) Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations,
verbal explanations, expressions, or equations. (within 10)
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 MGSEK.OA.2 (130Q) Solve addition and subtraction word problems, and add and subtract within 10 e.g., by using objects or drawings to represent the
problem. (Addition and subtraction situation problems for Kindergarten are: Joining problems with Result Unknown, Separating problems with Result
Unknown, Put Together/Take Apart with Total Unknown and Both Addends Unknown. The following chart is highlighted for Kindergarten. The other types
of word problems are for First and Second Graders)
 MGSEK.OA.5 (EM150Q) Fluently add and subtract within 5.
Problem Types (Highlighted types are Kindergarten Situations)
Result Unknown Change Unknown Start Unknown
Two bunnies sat on the grass. Three Two bunnies were sitting on the grass. Some bunnies were sitting on the grass.
more bunnies hopped there. How Some more bunnies hopped there. Then Three more bunnies hopped there. Then
many bunnies are on the grass now? there were five bunnies. How many there were five bunnies. How many
Join/Combine 2+3=? bunnies hopped over to the first two? bunnies were on the grass before?
2+?=5 ?+3=5
Five apples were on the table. I ate Five apples were on the table. I ate some Some apples were on the table. I ate two
two apples. How many apples are on apples. Then there were three apples. How apples. Then there were three apples.
Separate/
the table now? 5 – 2 = ? many apples did I eat? How many apples were on the table
Decompose
5–?=3 before?
?–2=3
Total Unknown Addend Unknown Both Addends Unknown1
Three red apples and two green Five apples are on the table. Three are red Grandma has five flowers. How many can
apples are on the table. How many and the rest are green. How many apples she put in her red vase and how many in
apples are on the table? are green? her blue vase?
Put Together / Take 3+2=? 3 + ? = 5, 5 – 3 = ? 5 = 0 + 5, 5 = 5 + 0
Apart2 5 = 1 + 4, 5 = 4 + 1
5 = 2 + 3, 5 = 3 + 2
Vertical Alignment
First Grade Addition & Subtraction Standards Second Grade Addition & Subtraction Third Grade Addition & Subtraction
 MGSE1.OA.1 Use addition and subtraction Standards Standards
within 20 to solve word problems involving
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situations of adding to, taking from, putting  MGSE2.OA.1 Use addition and subtraction  MGSE3.NBT.2 Fluently add and subtract
together, taking apart, and comparing, with within 100 to solve one and two step word within 1000 using strategies and algorithms
unknowns in all positions, e.g., by using objects, problems by using drawings and equations based on place value, properties of
drawings, and equations with a symbol for the with a symbol for the unknown number to operations, and/or the relationship between
unknown number to represent the problem represent the problem. Problems include addition and subtraction.
 MGSE1.OA.3 Apply properties of operations as contexts that involve adding to, taking from,
strategies to add and subtract. putting together/taking apart
 MGSE1.OA.4 Understand subtraction as an (part/part/whole) and comparing with
unknown-addend problem. unknowns in all positions.
 MGSE1.OA.5 Relate counting to addition and  MGSE2.OA.2 Fluently add and subtract within
subtraction 20 using mental strategies.3 By end of Grade 2,
 MGSE1.OA.6 Add and subtract within 20. know from memory all sums of two one-digit
c. Use strategies such as counting on; making numbers.
ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);  MGSE2.NBT.5 Fluently add and subtract within
decomposing a number leading to a ten 100 using strategies based on place value,
(e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using properties of operations, and/or the
the relationship between addition and relationship between addition and subtraction.
subtraction (e.g., knowing that 8 + 4 = 12,  MGSE2.NBT.7 Add and subtract within 1000,
one knows 12 – 8 = 4); and creating using concrete models or drawings and
equivalent but easier or known sums (e.g., strategies based on place value, properties of
adding 6 + 7 by creating the known operations, and/or the relationship between
equivalent 6 + 6 + 1 = 12 + 1 = 13). addition and subtraction; relate the strategy to
d. Fluently add and subtract within 10. a written method.
Report Card Quarter 4 Standards-Based Grading Concepts
The report card is not able to assess students on all standards being taught in kindergarten. The following standards are the priority for mastery for this
quarter:
 Counts forward from a given number.
 Counts 20 objects arranged in a line, array and circle and 10 objects in a scatter and counts out a set from 1-20.
 Compares two numbers between 1 and 10 presented as written numerals.
 Represents addition and subtraction within 10 with objects, fingers, mental images, drawings, or verbal explanation.
 Solves addition and subtraction word problems within 10.
 Describes relative positions of objects using names of shapes.
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 Analyzes and compares 2D and 3D shapes.
 Describes and directly compares two objects with a measureable attribute.
Classifies and sorts objects into categories.
For numbers 0 – 10, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes quickly recognizing
the cardinalities of less sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the
number of objects that remain in a set after some are taken away.
Objects, pictures, actions, and explanations are used to solve problems and represent thinking. Although GSE states, “Kindergarten students should see
addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required”, please note that it is not
until First Grade when “Understand the meaning of the equal sign” is an expectation.
Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The
terms students should learn to use with increasing precision with this cluster are: join, add, separate, subtract, and, same amount as, equal, less, and
more.
OA.1
This standard asks students to demonstrate the understanding of how objects can be joined (addition) and separated (subtraction) by representing addition
and subtraction situations in various ways. This objective is primarily focused on understanding the concept of addition and subtraction, rather than merely
reading and solving addition and subtraction number sentences (equations). Create written addition or subtraction problems with sums and differences less
than or equal to 10 using the numbers 0 to 10. It is important to use a problem context that is relevant to kindergarteners. After the teacher reads the
problem, students choose their own method to model the problem and find a solution. The teacher and students should use the words equal and is the same
as interchangeably.
Using addition and subtraction in a word problem context allows students to develop their understanding of what it means to add and subtract.
Students should use objects, fingers, mental images, drawing, sounds, acting out situations and verbal explanations in order to develop the concepts of
addition and subtraction. Then, they should be introduced to writing expressions and equations using appropriate terminology and symbols which include: +,
–, and =.
 Addition terminology: add, join, put together, plus, combine, total
 Subtraction terminology: minus, take away, separate, difference, compare
Have students decompose numbers less than or equal to 10 during a variety of experiences to promote their fluency with sums and differences less than or
equal to 10 that result from using the numbers 0 to 10. For example, ask students to use different models to decompose 10 and record their work with
drawings or equations.
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The teacher can use back-mapping and scaffolding to teach students who show a need for more help with counting. For instance, ask students to build a
tower of 10 using 2 green and 8 blue linking cubes while you discuss composing and decomposing 10. Have them identify and compare other ways to make a
tower of 10.
If students’ progress from working with manipulatives to writing numerical expressions and equations, and they skip using pictorial thinking—students
will then be more likely to use finger counting and rote memorization for work with addition and subtraction.
Counting forward builds to the concept of addition while counting back leads to the concept of subtraction. However, counting is an inefficient strategy.
Teachers need to provide instructional experiences so that students will progress from the concrete level, to the pictorial level, then to the abstract level
when learning mathematical concepts. (Concrete, Pictorial, Abstract CPA)
Just knowing the basic facts is not enough. We need to help students develop the ability to quickly and accurately understand the relationships between
numbers. They need to make sense of numbers as they find and make strategies for joining and separating quantities.
Provide contextual situations for addition and subtraction that relate to the everyday lives of kindergarteners. A variety of situations can be found in
children’s literature books. Students then model the addition and subtraction using a variety of representations such as drawings, sounds, acting out
situations, verbal explanations and numerical expressions. Manipulatives, like two-color counters, clothespins on hangers, connecting cubes, and stickers can
also be used for modeling these operations. Kindergarten students should see addition and subtraction equations written by the teacher. Although students
might have a difficult time at first, teachers should encourage them to try writing the equations. Students’ writing of equations in Kindergarten is encouraged,
but it is not required.
Create written addition or subtraction problems with sums and differences less than or equal to 10 using the numbers 0 to 10. It is important to use a
problem context that is relevant to kindergarteners. After the teacher reads the problem, students choose their own method to model the problem and find a
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solution. Students discuss their solution strategies while the teacher represents the situation with an equation written under the problem. The equation
should be written by listing the numbers and symbols for the unknown quantities in the order that follows the meaning of the situation. The teacher and
students should use the words equal and is the same as interchangeably.
OA.2
This standard asks students to solve problems presented in a story format (context) with a specific emphasis on using objects or drawings to determine the
solution. This builds upon the students understanding of addition and subtraction from K.OA.1, to solve problems. Once again, numbers should not exceed 10.
Provide contextual situations for addition and subtraction that relate to the everyday lives of kindergarteners. A variety of situations can be found in
children’s literature books. Students then model the addition and subtraction using a variety of representations such as drawings, sounds, acting out
situations, verbal explanations and numerical expressions. Manipulatives, like two-color counters, clothespins on hangers, connecting cubes and stickers can
also be used for modeling these operations.
Teachers should focus on three types of problems during instruction. There are three types of addition and subtraction problems are:
Result Unknown, Change Unknown, and Start Unknown. These types of problems become increasingly difficult for students. Research has found that Result
Unknown problems are easier than Change and Start Unknown problems. Kindergarten students should have experiences with all three types of problems.
The level of difficulty can be decreased by using smaller numbers or increased by using larger numbers. (see table above)
Create situations in which students experience the following addition and subtraction problem types (see table above).
 Add To word problems, such as, “Mia had 3 apples. Her friend gave her 2 more. How many does she have now?”
 A student’s “think aloud” of this problem might be, “I know that Mia has some apples and she’s getting some more. So she’s going to end up with
more apples than she started with.”
 Take From problems such as:

 José had 8 markers and he gave 2 away. How many does he have now? When modeled, a student would begin with 8 objects and remove two to get
the result.
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 Put Together/Take Apart problems with Total Unknown gives students opportunities to work with addition in another context such as:
 There are 2 red apples on the counter and 3 green apples on the counter. How many apples are on the counter?
 Solving Put Together/Take Apart problems with Both Addends Unknown provides students with experiences with finding all the decompositions of a
number and investigating the patterns involved.
 There are 10 apples on the counter. Some are red and some are green. How many apples could be green? How many apples could be red?
Using a word problem context allows students to develop their understanding about what it means to add and subtract. (Addition is putting together and
adding to. Subtraction is taking apart and taking from). Instruction that helps Kindergarteners to develop the concept of addition/subtraction is modeling the
actions in word problem using objects, fingers, mental images, drawings, sounds, acting out situations, and/or verbal explanations.
Students may use different representations based on their experiences, preferences, etc. They may connect their conceptual representations of the situation
using symbols, expressions, and/or equations. Students should experience the addition and subtraction problem types found in Table 1 above.
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OA.5
This standard uses the word fluently, which means accuracy (correct answer), efficiency (a reasonable amount of steps), and flexibility (using strategies such
as the distributive property and/or those shown below). Fluency is developed by working with many different kinds of objects over an extended amount of
time. Students develop fluency by understanding and internalizing the relationships that exist between and among numbers. Oftentimes, when children think
of each “fact” as an individual item that does not relate to any other “fact”, they are attempting to memorize separate bits of information that can be easily
forgotten. Instead, in order to fluently add and subtract, children must first be able to see sub-parts within a number (inclusion, K.CC.4.c). Once they have
reached this milestone, children need repeated experiences with many different types of concrete materials (such as cubes, chips, and buttons) over an
extended amount of time in order to recognize that there are only particular sub-parts for each number. Therefore, children will realize that if 3 and 2 is a
combination of 5, then 3 and 2 cannot be a combination of 6.
This objective does not require students to instantly know the answer. Traditional flash cards or timed tests have not been proven as effective instructional
strategies for developing fluency.
This standard focuses on students being able to add and subtract numbers within 5. Adding and subtracting fluently refers to knowledge of procedures,
knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently.
Strategies students may use to attain fluency include:

 Counting on (e.g., for 3+2, students will state, “3,” and then count on two more, “4, 5,” and state the solution is “5”)
 Counting back (e.g., for 4-3, students will state, “4,” and then count back three, “3, 2, 1” and state the solution is “1”)
 Counting up to subtract (e.g., for 5-3, students will say, “3,” and then count up until they get to 5, keeping track of how many they counted up, stating
that the solution is “2”)
 Using doubles (e.g., for 2+3, students may say, “I know that 2+2 is 4, and 1 more is 5”)
 Using commutative property (e.g., students may say, “I know that 2+1=3, so 1+2=3”)
 Using fact families (e.g., students may say, “I know that 2+3=5, so 5-3=2”)
Students may use electronic versions of five frames to develop fluency of these facts.
Students may over-generalize the vocabulary in word problems and think that certain words indicate solution strategies that must be used to find an answer.
They might think that the word more always means to add and the words take away or left always means to subtract.
When students use the words take away to refer to subtraction and its symbol, teachers need to repeat students’ ideas using the words minus or subtract.
For example, students use addition to solve this Take from/Start Unknown problem: Melisa took the 8 stickers she no longer wanted and gave them to Anna.
Now Melisa has 11 stickers left. How many stickers did Melisa have to begin with?
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Note on vocabulary: The term “total” should be used instead of the term “sum”. “Sum” sounds the same as “some”, but has the opposite meaning. “Some” is
used to describe problem situations with one or both addends unknown, so it is better in the earlier grades to use “total” rather than “sum”. Formal
vocabulary for subtraction (“minuend” and “subtrahend”) is not needed in Kindergarten. (“total” and “addend” are sufficient for classroom discussion).
Students should be encouraged to use create drawings /pictorial representations of the problems and/or situation.
If students’ progress from working with manipulatives to writing numerical expressions and equations, they skip using pictorial thinking. Students will then be
more likely to use finger counting and rote memorization for work with addition and subtraction. Counting forward builds to the concept of addition while
counting back leads to the concept of subtraction. However, counting is an inefficient strategy. Teachers need to provide instructional experiences so that
students’ progress from the concrete level, to the pictorial level, then to the abstract level when learning mathematics.
Differentiation
Increase the Rigor
OA.2
 Work with word problems through 15.
OA.5
 Begin 1st grade addition strategies (1.OA.6).
The Intervention Table below provides links to interventions specific to this unit. The interventions support students and teachers in filling foundational gaps
revealed as students work through the unit. All listed interventions are from New Zealand’s Numeracy Project:
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Snapshot of summary or Materials
Cluster of Standards Name of Intervention
Student I can statement. . . Master
Adding and Subtracting with

Solve addition problems to 20 by joining sets and counting all the objects
Counters
Fly Flip Solve addition problems to 20 by joining sets and counting all the objects MM 4-5
Understand addition as Solve addition problems to 20 by joining sets and counting all the objects;
putting together and Both Hands Solve subtraction problems from 20 by separating sets and counting all the
adding to, and understand objects; Instantly recognize patterns to 10 including doubles
subtraction as taking apart
and taking from Turtles 5 and… Solve addition problems to 20 by joining sets and counting all the objects MM 5-9
MGSEK.OA.1
MGSEK.OA.2
Adding and Subtracting with Solve subtraction problems from 20 by separating sets and counting all the
MGSEK.OA.3 One Hand objects; Instantly recognize patters to 5, including finger patterns
MGSEK.OA.4
MGSEK.OA.5
Solve subtraction problems from 20 by separating sets and counting all the
Teens and Fingers
objects; Recall the facts up to 10, and the teen facts
Kindergarten Math Triumphs Intervention (came with the My Math adoption):

3.4: Sums of 6
3.5: Sums of 7
3.6: Sums of 8
3.7: Sums of 9
4.1: Take Away from 1 and 2
4.2: Take Away from 3 and 4
4.3: Take Away from 5
4.4 Take Away from 6
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Kindergarten Focused Math Intervention Kit for EIP:
Lesson 11: Build a Number Page 141
Lesson 15: Adding Stories Page 173
Lesson 17: I’ve Got a Math Problem! Page 189
Lesson 16: Scoop and Subtract Page 181
Lesson 18: How Many in All? Page 197
Lesson 19: Missing Parts Page 205
Lesson 20: I Can Solve It! Page 213
Lesson 21: Join or Take Away? Page 221
Lesson 25: Teen Numbers Page 253
Lesson 26: Group It Page 261
Lesson 27: Make a Teen Page 269
Lesson 28: Built Them and Break Them Page 277
Lesson 30: Make It or Break It! Page 29
By completion of this lesson, students should be able to:
 Represent addition and subtraction within 5
 Solve addition and subtraction word problems within 5
 Decompose numbers less than or equal to 5
 Given a number, add a number to equal 5
 Fluently add and subtract within 5
 Shared Assessments: See assessment folder.
 Formative Assessment Lesson (FAL): Snail in the Well
My Math: My Math Chapter 4: Moving on the Number Line
Chapter 5: Addition http://connected.mcgraw- 4.3 Jumping on the Number Line
5.1 Addition Stories hill.com/connected/login.do 4.4 Jumping Forwards and Backwards
5.2 Use Objects to Add Teacher User ID: ccsde0(enumber) Chapter 5: Making and Breaking Numbers
5.3 Use the + Symbol Password: cobbmath1 5.1 Grouping and Counting
5.4 Use the = Symbol Student User ID: ccsd(student ID) 5.2 Above, Below and In All
5.5 How many in All? Password: cobbmath1 5.7 Modeling Addition Problems
Chapter 6: Subtraction Exemplars 5.13 Modeling Subtraction Problems
6.1 Subtraction Stories http://www.exemplarslibrary.com/ Chapter 6: Stories in Numbers, Words, and
Pictures
25
6.2 Use Objects to Subtract User: Cobb Email 6.1 Pairs that Make 10
6.3 Use the – Symbol Password: cobbmath 6.2 Taking Away from 10
6.4 Use the = Symbol  Canoe Trip (OA.1 & OA.2)
6.5 How Many are Left?  New Stones for Jim (OA.1)
*These lessons are not to be completed in seven days  Buttons for Snowman (OA.2 & OA.5)
as it is way too much material. They are designed to
help support you as you teach your standards.
Hands on Standards Numbers & Operations
Adding and Subtraction: Lesson 1 More and More!
Page 80
Adding and Subtracting: Lesson 2: Take It Away!
Page 84
Adding and Subtracting: Lesson 3: Frogs on a Log
page 88
Adding and Subtracting Lesson 4: Adding and
Subtracting: page 92
Web Resources
K-5 Math Teaching Resources http://www.k-5mathteachingresources.com/kindergarten-math-activities.html
OA.1
Show One Less
Towers of Five
Make 5 on the Five Frame (ver. 1)
OA.2
Add To: Result Unknown Problems
Both Addends Unknown Problems
OA.5
Fast Five
Minus One
OA.1
Dice Addition 2
Ten Frame Addition
OA.2
What’s Missing?
Ten Flashing Fireflies
26
Dice Addition 1
Dice Addition 2
OA.5
My Book of Five
Many Ways to Do Addition 1
These three websites are for students to practice adding and subtracting:
http://www.education.com/games/math/kindergarten/
http://www.abcya.com/addition.htm
http://www.turtlediary.com/kindergarten-games/math-games/learn-to-add.html
Estimation 180 is a website of 180 days of estimation ideas that build number sense. http://www.estimation180.com/days.html
Greg Tang Website http://www.gregtang.com
number lines Addition Quack and Count
five frames Subtraction Animals on Board
ten frames Equal Ready, Set, Hop
100 chart Same Jack the Builder
Dot cards (subitizing) Left Five Silly Fishermen
dice and dominos Combine Rooster’s Off to See the World
rekenreks Take Away Let’s Count it Out
number generators such as: dice, dominos, dot cards Jessie Bear
objects to count (counters, snap/unifix cubes, bears, Math for All Seasons
pattern blocks, plane shapes, attri-links, coins) Napping House
Monster Math Picnic
Fat Frogs on a Skinny Log
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
Lesson (FAL) mathematical ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.
State Tasks
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Grouping Strategy
MGSEK.OA.1-5 3-Act Task Addition and subtraction Students make different combinations to build
Balancing Act
Whole Group through word problems the same quantity
Ten Flashing MGSEK.OA.1-5 Constructing Task Addition and subtraction Students use addition and subtraction while
Fireflies Individual, Whole and Small Group through word problems solving a story problem.
MGSEK.OA.1-5 Practice Task Students play a card game to build
Got Your Number? Number relationships to 10
Individual or small Group combinations to 10.
MGSEK.OA.1-5 Modeling number Students build different combinations for the
Scaffolding Task
By The Riverside combinations through same sum.
problem solving
MGSEK.OA.1-5 Number combinations to 5 Students use number combinations of 5 and 10
Capturing Bears Practice Task
and 10 and development of 8 to play a game.
(5/10) Partners
SMPs
MGSEK.OA.1-5 Scaffolding Task Number combinations to 5 Students build number combinations to five
Fishing Tale
Individual, Whole or Small Group through problem solving through story problems
MGSEK.OA.1-5 Constructing Task Students show different combinations to 10
Moving Day Number relationships to 10
Individual, Whole and Small Group
How Many Ways to MGSEK.OA.1-5 Constructing Task Making generalizations in Students come up with different combinations
get to 10? Individual, Whole and Small Group number relationships to 10 to build 10
MGSEK.OA.1-5 Modeling number Students model different ways to make
Practice Task
A Day at the Beach combinations to 10 through combinations up to 10.
problem solving
MGSEK.OA.1-5 Development with the Students manipulate the different quantities to
Constructing Task understanding of equality make the number sentence true.
At the Mechanics
Individual, Whole and Small Group and number relationships to
10
MGSEK.OA.1-5 Practice Task Number combinations to 5 Students build number combinations to 5.
Field Trip for Fives
Individual, Whole or Small Group through problem solving
MGSEK.OA.1-5 Constructing Task Making generalizations in Students look for patterns to solve word
The Magic Pot
Individual, Whole and Small Group number relationships to 10 problems through 10.
MGSEK.OA.1-5 Students use the knowledge gained to find
Equally Balancing Culminating Task Number combinations to 10
patterns and build different number
Numbers Individual, Whole and Small Group through problem solving
combinations to 10.
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Topic 3: Classify Objects
 Two- and three-dimensional shapes can be sorted by size, color, thickness, etc.
 Objects and/or shapes can be grouped according to common properties
 Informational questions about data can be posed
 Data can be collected and organized
 Data results can be displayed using objects, pictures and picture graphs.
 How can two- and three-dimensional shapes be sorted into groups?
29
 What are ways that shapes can be sorted and arranged according to common properties?
 What questions can be posed about shapes and how they are sorted?
 How can shapes or objects be organized and displayed?
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections
that exist among mathematical topics.
Classify objects and count the number of objects in each category.
 MGSEK.MD.3 (50Q) Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Vertical Alignment
First Grade Standards
Represent and Interpret Data
 MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how
many in each category, and how many more or less are in one category than in another.
This standard asks students to identify similarities and differences between objects (e.g., size, color, shape) and use the identified attributes to sort a
collection of objects.
Once the objects are sorted, the student counts the amount in each set. Once each set is counted, then the student is asked to sort (or group) each of the sets
by the amount in each set.
For example, when given a collection of buttons, the student separates the buttons into different piles based on color (all the blue buttons are in one pile, all
the orange buttons are in a different pile, etc.). Then the student counts the number of buttons in each pile: blue (5), green (4), orange (3), purple (4). Finally,
the student organizes the groups by the quantity in each group (Orange buttons (3), Green buttons (4), Purple buttons with the green buttons because purple
also had (4), Blue buttons last (5).
Other possible objects to sort include: shells, shapes, beans, small toys, coins, rocks, etc. After sorting and counting, it is important for students to:
 explain how they sorted the objects;
 label each set with a category;
 answer a variety of counting questions that ask, “How many …”; and
 compare sorted groups using words such as, “most”, “least”, “alike” and “different”.
This objective helps to build a foundation for data collection in future grades. In later grade, students will transfer these skills to creating and analyzing various
graphical representations.
30
Provide categories for students to use to sort a collection of objects. Each category can relate to only one attribute, like Red and Not Red or Hexagon and Not
Hexagon, and contain up to 10 objects. Students count how many objects are in each category and then order the categories by the number of objects they
contain.
Ask questions to initiate discussion about the attributes of shapes. Then have students sort a collection of two-dimensional and three-dimensional shapes by
their attributes. Provide categories like Circles and Not Circles or Flat and Not Flat. Have students count the objects in each category and order the categories
by the number of objects they contain. Have students infer the classification of objects by guessing the rule for a sort. First, the teacher uses one attribute to
sort objects into two loops or regions without labels. Then the students determine how the objects were sorted, suggest labels for the two categories and
explain their reasoning.
Students may confuse when they organize the groups by quantity, that when two piles have the same number, they are combined together rather than the
piles placed in a order based on the original number in the pile.
Differentiation
Increase the Rigor
 have the students sort a collection that contains more than 10 objects per category
 have the students sort the objects into three categories: color, shape, color & shape; red, circles, red circle
 have the students sort 2D separate from 3D to begin with
 have the students begin with pattern blocks and then move to real-world items
By the conclusion of this unit, students should be able to demonstrate the following competencies:
 Sort simple two- and three-dimensional shapes
 Group objects according to common properties
 Pose information questions
 Collect data
 Organize and display results using objects, pictures and picture graphs.
 Shared Assessments: See assessment folder
My Math My Math Chapter 2
Chapter 9: Classify Objects http://connected.mcgraw- 2.14 Graphing with pattern blocks
9.1 Alike and Different hill.com/connected/login.do Chapter 7
9.3 Sort by Size Teacher User ID: ccsde0(enumber) 7.14 Making a shape graph
9.4 Sort by Shape Password: cobbmath1
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9.5 Sort by Count Student User ID: ccsd(student ID)
Password: cobbmath1
Exemplars
http://www.exemplarslibrary.com/
User: Cobb Email
Password: cobbmath
 Sink or Float (MD.3)
 Valentine M&M Problem (MD.3)
Web Resources
K-5 Math teaching Resources http://www.k-5mathteachingresources.com/1st-grade-geometry.html
MD.3
Which Has More? (ver. 1)
2D Shape Sort (ver. 1)
Button Sort
MD.3
Sort and Count I
Sort and Count II
Goodie Bags
ABCYa: Consists of games related to mathematics content- http://www.abcya.com/kindergarten_computers.htm#more-cat
solid shapes circle The Shape of Things
die-cut shapes hexagon Shape by Shape
plane shapes rectangle
pattern blocks square
attribute blocks triangle
sorting circles cylinder
sphere
cone
cube
flat (two-dimensional)
solid (three-dimensional)
Videos
solid shapes
plane shapes
32
pattern blocks
SEDL Video on MD.3
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
Lesson (FAL) mathematical ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.
State Tasks
Grouping Strategy
Peas-in-a-Pod MGSEK.NBT.1 3-Act Task Estimating, Number Students will use their number knowledge to
CC.1-3,4abc,7 Whole Group relationships, Comparing sets, count forwards and backwards and count
MD.3 One to one correspondence, numbers higher than ten
Categorizing
Counting Cup MGSEK.NBT.1 Practice Task Estimating and one to one Students practice counting forwards and
CC.3,4a,5a,b,6, Small Group or Partner correspondence backwards with various amounts of objects.
7
MD.3
Make a 10 and Carry MGSEK.NBT.1 Constructing Task Counting, Unitizing Students use pennies and dimes to create a
On CC3,4a,5a,b,c,6 Whole Group/Partner group of ten and some more.
,7
MD.3
10 and Some More MGSEK.NBT.1 Culminating Task Counting, One to one Students will use all the information gained
CC.3,4a,5a,b,6, Small Group/Individual correspondence, Number from this and the previous unit to complete the
7 relationships, Comparing sets task by showing their understanding of teen
MD.3 numbers.
33

Kindergarten Unit 6 Outline Overview 2017

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Kindergarten Unit 6: Further Investigation of Addition and Subtraction (within 10)

Sample unit sequence:

Solve subtraction problems from 20 by separating sets and

Kindergarten Focused Math Intervention Kit for EIP:

Hands On Standards Number & Operations:

 Take From problems such as:

Strategies students may use to attain fluency include:

Adding and Subtracting with

Kindergarten Math Triumphs Intervention (came with the My Math adoption):

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