Kelley 1

Erin Kelley
Final Unit
Kanno 515
December 15th, 2017

Unit Overview

Background
Intended Class and Students:
The class is 17 Kindergarten students in a public school setting. Lessons will take place in this
classroom. Students are 5-6 years old. There are five students with identified disabilities in this
classroom being serviced by Individualized Education Plans. There is a small group of 4
English language students in this class of varying WIDA levels. One student is a French
Creole speaker at a WIDA ELD level 5, who speaks Creole and English within the home.
There are three students who are Spanish speakers WIDA levels 5, 1 and 1. Two students
speak only Spanish in the home with their families. One student speaks Spanish only when he
visits with his mother, approximately two or three days a week after school. English is spoken
with dad and extended family, with whom he lives and spends the majority of his time with.
This student is also identified as having a disability, and receives Special Education services in
the form of academics and speech/language. All four of these students have beginning math
skills in English. Students have assigned seats on the rug for whole group lessons- students are
seated next to students with average/strong math skills and communication skills so that
partner work is accessible. Paraprofessionals support students throughout learning by sitting
with pairs of students and circulating to provide scaffolds as necessary.
Brief Description of the Unit:
This unit is a brief snapshot within the overall Mathematics curriculum. The curriculum used
is the Everyday Math Kindergarten. Students are introduced slowly to skills over the course of
the year and are not expected to have mastery at the end of the unit. These skills will be
covered again in future lessons as the curriculum spirals. The lessons also build off of each
other- remind students of the previous lesson to help them activate their prior knowledge.
Students begin with five frames and build up to ten frames before playing game in which they
use their knowledge to add numbers and show representations of 10.
Length of the Unit:
There are three lessons in this unit; lessons are about 20-30 minutes each. The lessons are set
up as whole group lessons, with partner and individual work built in to give students time to
process information and apply knowledge.
Stage 1: Desired Results of the Unit Lesson
MA Curriculum Framework Standards or WIDA Can Do Descriptors:
Standards are listed according to clusters addressed in these lessons:

Count to tell the number of objects.

CCSS.Math.Content.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.Math.Content.K.CC.B.4.a
When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
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CCSS.Math.Content.K.CC.B.4.b
Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.Math.Content.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.

Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from.
CCSS.Math.Content.K.OA.A.3
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 (e.g., 5 = 2 + 3
and 5 = 4 + 1).

Standards for Mathematical Practice:

CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.
GMP2.1 Create mathematical representations using numbers, words, pictures, symbols,
gestures, tables, graphs and concrete objects.

CCSS.Math.Practice.MP7 Look for and make use of structure

GMP7.1 Look for mathematical structures such as categories, patterns and properties

WIDA Can Do Descriptors:

Kindergarten Can Do- Discuss
ELP Level 1 Entering
 Attending to the speaker to demonstrate understanding
 Following routines, chants and songs
*I have one Level 1 student who is able to do much more than this and is usually held to a
Level 3 standard in classroom activities with appropriate scaffolds and support
ELP Level 3 Developing
 Working together collaboratively (e.g. taking turns, listening to others)
 Using language and body movement to include others in conversations
ELP Level 5 Bridging
 Asking questions to extend conversations
 Demonstrating active listening to show respect to the speaker
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Content Objectives of the Unit: Language Objectives of the Unit:

Students will be able to count and Students will be able to describe representations of 5
represent combinations of numbers using the sentence frame “I see ____ here and ____ here
on a five frame and that makes _____”

Students will be able to represent Students will be able to describe representations of 10

numbers in at least two ways using using the sentence frame “I see ____ here and ____ here
a five frame and that makes _____”

Students will be able to count and Students will be able to compare representations of five
represent combinations of numbers and ten using the sentence frame: “It is the same
on a ten frame because___” and “It is different because____”

Students will be able to represent

numbers in at least two ways using
a ten frame

Stage 2: Assessment Evidence

Forms of Assessment:
Lesson 1: informal notes and observations throughout lesson, students will have some
understanding of what a frame is, show understanding of 1:1 correspondence and can identify
a five frame.
Lesson 2: informal notes and observations throughout lesson, students will represent the
number 6 in at least two ways using a ten frame.
Lesson 3: informal notes and observations throughout lesson, Students will be able to count
the number of counters in each color group, represent them on a ten frame and record the
combinations on a ten frame. The recordings are samples of student work that will be assessed
for student understanding. Students will complete exit slip independently demonstrating their
ability to record a combination of ten and how to represent the number 10 in more than one
way.
Stage 3: Learning Plan
Brief Description of Each Lesson:
Lesson 1:
In this lesson, students are introduced to five frames and given the opportunity to represent
numbers 1-5 in different ways using counters. In this lesson, teachers notice if students are
able to count 1-5 and use 1:1 correspondence in their representations. Students are encouraged
to notice representations made by their peers to compare/contrast ways to make these
numbers. Students are also asked to use math language such as: “I see ____ here and ____
here and that makes _____”.
Lesson 2:
In this lesson, students are introduced to ten frames. Students use 1:1 correspondence to
represent numbers 1-10 in different ways. Students notice representations made by their peers,
and use the sentence frame: “I see ____ here and ____ here and that makes _____”.
Lesson 3:
Students are asked in this lesson to apply their knowledge of 1:1 correspondence, counting
 Kelley 4

objects from 1-10 and ten frames in order to play a Ten Bean spill game. Students are paired
up and given ten double sided counters in a cup and a ten frame. Students shake cup and spill
the counters- placing one in each box on the frame. Then they count how many yellow, how
many red counters there are in order to fill in an addition sentence. They use the familiar
sentence frame: “I see ____ here and ____ here and that makes _____”.

Lesson 1
Stage 1: Desired Results of the Unit Lesson
Content Objectives of the Lesson:
Students will be able to identify a five frame
Students will be able to place objects on a
five frame using 1:1 correspondence
Language Objectives of the Lesson:
Students will be able to describe
representations of 5 using the sentence frame
“I see ____ here and ____ here and that
makes _____”

Students will be able to count objects with 1:1 Students will be able to compare
correspondence to identify “how many” using representations of five and ten using the
a five frame. sentence frames: “It is the same because___”
and “It is different because____”
Students will be able to represent numbers in
at least 2 different ways using five frames
Stage 2: Assessment Evidence to be Used during the Lesson
During the lesson: Teacher makes note of students who are struggling with placing counters
1:1 on frame and students who have difficulty counting from 1-5 in this lesson. Teacher also
makes note of students who are able/unable to notice representations of a number in at least 2
ways on a frame.
By the end of the lesson: As this is a beginning lesson for the concept of using five frames, it
is expected that students have some understanding of what a frame is, show understanding of
1:1 correspondence and can identify a five frame.
Further Practice: If students are unable to represent numbers in different ways, students will
be given the opportunities to count sets of objects, rearrange and then re-count objects with a
repeat of the lesson Number Stations. This repeat lesson will be given in small groups or
individually depending on the number of students and ability.
Stage 3: Learning Plan
Introduction
1. Students are seated as a whole group on the rug to begin lesson. Teacher begins lesson
by introducing the concept of a window frame- which holds one window in place.
Students observe windows in classroom as well as pictures of frames (see Appendix) in
order to activate background knowledge of what a frame is/does.
Learning
2. Students are then handed a copy of the five frame (Appendix) and asked Why is this
called a five frame? Students are expected to respond with because it has five boxes.
3. Teacher demonstrates how counters should be placed on the frame with only one
counter per box- using 1:1 correspondence. Children are given five counters and asked
to show five on their frame. (Number line strips are also provided to students who have
not yet mastered ability to count from 1-5) Teacher asks How do you know you have
five?
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4. Teacher reinforces that all squares are full, and counts aloud while pointing to each on
her own frame in order to reinforce good counting skills. Teacher states we have five
counters all together.
5. Teacher asks students to clear their boards and now demonstrate the number four. As
students make this, teachers circulate and check in with students who have trouble
showing 1:1 on their boards. Teachers make sure students understand that the frame is
a tool for their counting. Teacher also taps 3-4 students to give them notice that they
will present their representation to the group.
6. Teacher models her own representation of the number 4 and models the use of the
sentence frame “I see ____ here and ____ here and that makes _____”.
7. Teacher then asks students to look at their peers’ representations of the number 4 to
determine if they have the same or different representations. Teacher then calls on pre-
determined students to share their models with peers in whole group setting using the
above sentence frame.
8. Teacher asks students questions to guide thinking and understanding of five frame
representations. Questions include:
 How do you know it is 4?
 How is this 4 different from this 4?
 What is the same about all our ways of showing 4 on a five frame?
 Why did you decide to make your 4 that way?
9. If necessary, the teacher demonstrates an alternative way to show the number 4 if
students do not provide a variety of answers. After, teacher has students clear their
boards.
10. Students are given the opportunity to now show different representations for the
number 3. Again, students are notified if they will be called on to share their
representation. The teacher calls on 1-2 students for representations who share using
the sentence frame “I see ____ here and ____ here and that makes _____”.
Conclusion
11. Teacher concludes by showing 3 in a way not previously discussed. Students are given
2 minutes to talk with a partner about how they could determine how many counters
there are on the frame. Teacher circulates and listens to discussions, making note of
those not understanding.
12. Students are then asked to share with the class. Sample answers include:
- Counting
- Seeing how many boxes are empty
- Looking at dots in groups; using provided sentence frame (I see 1 here, and
2 here and that makes 3)
Supplementary Materials Used (attach in Appendix):
Materials needed:
- Picture examples of frames for introduction (Appendix A)
- Counters (five per student and teacher)
- Five frames (1 per student and teacher) (Appendix B)
Bell, J., Bell, M., Freedman, D., Hanvey, N., Leslie, D. A., Morrison, K., & Beer, D. W.
(2007). Everyday Math (3rd ed.). McGraw-Hill Education.
- Number line strips (Appendix C)
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Lesson 2
Stage 1: Desired Results of the Unit Lesson
Content Objectives of the Lesson:
Students will be able to identify a ten frame
Students will be able to place objects on a ten
frame using 1:1 correspondence
Language Objectives of the Lesson:
Students will be able to describe
representations of 10 using the sentence frame
“I see ____ here and ____ here and that
makes _____”

Students will be able to count objects with 1:1 Students will be able to compare
correspondence to identify “how many” using representations of five and ten using the
a ten frame. sentence frames: “It is the same because___”
and “It is different because____”
Students will be able to represent numbers in
at least 2 different ways using ten frames
Stage 2: Assessment Evidence to be Used during the Lesson
Students are assessed informally in this lesson.
During the lesson: Students are all asked to explain their representations to a teacher during
check-in in order to assess each student’s understanding.
By the end of the lesson: The teacher is looking for students who are able to represent the
number 6 in at least two ways using a ten frame as a tool and number line strip as needed.
Students are grouped in partners for this activity, the teacher looks for groups who are
struggling and listens in to hear their understanding.
Further Practice: Students who are unable to explain that different representations can show
the same number will be given additional opportunities for practice in representing numbers
on ten frames in a small group setting.
Stage 3: Learning Plan
Introduction
1. Students are sitting in a circle on the rug for the beginning of this lesson. The teacher
reminds students of their previous lesson by asking students what they remember about
the pictures of the frames. The teacher also shows students the five frames and asks
what do we use this for? The teacher is reminding students of their previous learning in
order to introduce the next lesson.
Learning
2. Students are given a ten frame and ten counters. Teacher asks:
o What do you notice about this tool? Why do you think it’s called a ten
frame?
o How is a ten frame similar to a five frame? How is it different from a
five frame?
3. Teacher tells students: just like five frames, you can represent numbers on your ten
frame by placing counters in spaces- only one counter per box.
4. Have children show ten on their frame. *Students who need support are given number
line strips or number charts to help them count. Teacher circulates to be sure students
are using 1:1. Teacher asks: How do you know you have ten?
5. Students clear frames and show number 5. Using the sentence frame “I see ____ here
and ____ here and that makes _____”, the teacher moves around and checks in on
students making sure they can explain their representation on the ten frame. She
 Kelley 7

chooses 3-4 students to share their representations and gives them notice that they will
be presenting.
6. Students are then asked to share with the group. Students discuss what they see and
notice. Teacher asks how is it the same as your representation, how is it different?
7. Students clear frames and are partnered up with peers, students are then asked to show
the number 6 at least two different ways using materials from both partners. Again, the
teacher notifies students who will be asked to share their representations for the class.
8. The teacher gives 2 pairs of students the chance to share, noticing the similarities and
differences among representations. Sample questions include:
o How do you know it is 6?
o How can both of these show 6?
o How is this different from your 6?
o How many spaces are empty when 6 spaces are filled? Is this the same
for every representation?
*If necessary, the teacher demonstrates other representations of 6, emphasizing that
there are 4 empty boxes in each when 6 are filled on the ten frame.
Conclusion
9. Teacher shows a representation of 9 on a ten frame. Students are asked to talk to their
partner about how they can determine the number of dots. (Examples include: counting
by 1s, counting back 1 from 10, or seeing the dots in groups (5 and 4, 3 and 6, etc)
Supplementary Materials Used (attach in Appendix):
- Counters (ten per student and teacher)
- ten frames (1 per student and teacher) (Appendix D)
Bell, J., Bell, M., Freedman, D., Hanvey, N., Leslie, D. A., Morrison, K., & Beer, D. W.
(2007). Everyday Math (3rd ed.). McGraw-Hill Education.
- Picture examples of frames for introduction (Appendix A)
- Number line strips (appendix C)

Lesson 3
Stage 1: Desired Results of the Unit Lesson
Content Objectives of the Lesson: Language Objectives of the Lesson:
Students will be able to place objects on a ten Students will be able to describe
frame using 1:1 correspondence representations of 10 using the sentence frame
“I see ____ here and ____ here and that
Students will be able to count objects with 1:1 makes _____”
correspondence to identify “how many” using
a ten frame. Students will be able to compare
representations of five and ten using the
Students will be able to represent numbers in sentence frames: “It is the same because___”
at least 2 different ways using ten frames and “It is different because____”

Students will be able to record ways to make

10 on a ten frame.
Stage 2: Assessment Evidence to be Used during the Lesson
During the lesson: Teacher will make note of students who are using 1:1 correspondence in
their counting and ability to place counters on ten frame, one per box.
 Kelley 8

By the end of the lesson: Students will be able to count the number of counters in each color
group, represent them on a ten frame and record the combinations on a ten frame.
Students should also understand that every combination they find is a way to represent the
number 10. Students will complete exit slip independently demonstrating their ability to record
a combination of ten.
Further Practice: Students will play Ten Bean Spill in small groups or 1:1 with teacher.
Students are expected to practice these skills, but if mastery is not obtained, students may need
to review previous lesson to make sure foundation skills are acquired.
Stage 3: Learning Plan
Introduction:
1. Students begin on the rug for whole group instruction. Students are shown a blank ten
frame and asked What do you remember about this? Then the teacher shows them
double sided counters and explains that they have two colors. Students are shown a
group of counters and asked How many do I have? How do you know? The teacher
also asks: If I place 10 counters on my ten frame, will there be any empty spaces? The
teacher is reminding students of prior learning and preparing them for the learning they
will do in this lesson.
2. The teacher models an example of how to play Ten Bean Spill by using the following
steps:
o Place 10 counters in cup
o Shake cup and spill counters in rug in controlled manner
o Count out how many yellow and how many red, placing them in two
groups
o Place counters on ten frame in colored groups
I see I have ___ red counters and ___ yellow counters. I know I have 10
counters all together, so I know that ___ red and ___ yellow makes 10.
3. The teacher then shows how students how to record this representation/combination on
a blank ten frame recording sheet. Using a yellow and red crayon to represent the two
groups, the teacher shows students how to record. (*Everyday Math provides a
template for this recording sheet. I find it difficult to use, especially the first time we
play this game. Instead, I have attached my own recording sheet in the Appendix for
students to use)
4. The teacher repeats the example and records another representation of the number 10
on the next ten frame. The teacher asks How is this different from the first
combination? How is it the same?
Learning
5. Students are partnered up and sent to the tables to work together. Students play the Ten
Bean Spill game, recording the combinations on their own sheet. As students work,
teacher circulates room to check in and make sure students are playing correctly. As
she checks in, the teacher asks questions such as:
o Are any of the combinations the same? What happens to the number of red
counters when you have more yellow?
o Teacher points out combinations with the same numbers but different colors
Conclusion
6. Once students have filled their recording sheets, the teacher brings the class back
together as partners share their representations. As students stand at their seats and
 Kelley 9

share, the teacher draws a larger picture of their combination on the board for all to see.
The teacher asks students if anyone had the same combination.
7. The teacher gives them one ten frame as an exit slip and ask students to fill this in on
their own. Students are separated from their partners and complete the slip.
Supplementary Materials Used (attach in Appendix):
- Double sided counters (ten per student and teacher)
- ten frames (1 per student and teacher) (Appendix D)
Bell, J., Bell, M., Freedman, D., Hanvey, N., Leslie, D. A., Morrison, K., & Beer, D. W.
(2007). Everyday Math (3rd ed.). McGraw-Hill Education.
- Number line strips (Appendix C)
- Ten frame recording sheet (Appendix E)
- Yellow and red crayons (1 each color for each student and teacher, 18 each)
- Exit slip (17) (Appendix F)

References

Bell, J., Bell, M., Freedman, D., Hanvey, N., Leslie, D. A., Morrison, K., & Beer, D. W. (2007).
Everyday Math (3rd ed.). McGraw-Hill Education.

Common core state standards initiative mathematics standards. (2017). Retrieved December 9,
2017, from http://www.corestandards.org/Math/

Consortium, W. (2016). WIDA can do descriptors key uses edition Kindergarten. Retrieved from
https://www.wida.us/standards/CAN_DOs/
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Upper Saddle River, NJ:
Pearson. [Chapter 1: Backward design, pp. 13-34]

World-Class Instructional Design and Assessment (WIDA). (2012). 2012 amplification of the
English Language Development Standards. University of Wisconsin-Madison: Wisconsin
Centre for Education Research. Available: http://wida.us/standards/eld.aspx