Math GK m5 Full Module
Math GK m5 Full Module
Math GK m5 Full Module
GRADE
Mathematics Curriculum
GRADE K MODULE 5
Table of Contents
GRADE K MODULE 5
Numbers 1020 and Counting to 100
Module Overview ........................................................................................................ 2
Topic A: Count 10 Ones and Some Ones ................................................................... 11
Topic B: Compose Numbers 1120 from 10 Ones and Some Ones; Represent
and Write Teen Numbers ............................................................................ 80
Topic C: Decompose Numbers 1120, and Count to Answer How Many?
Questions in Varied Configurations ........................................................... 146
Mid-Module Assessment and Rubric ....................................................................... 195
Topic D: Extend the Say Ten and Regular Count Sequence to 100 .......................... 202
Topic E: Represent and Apply Compositions and Decompositions of Teen
Numbers ................................................................................................... 259
End of Module Assessment and Rubric ................................................................... 308
Answer Key .............................................................................................................. 313
Module 5:
1
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Module Overview K5
Grade K Module 5
Thus, Kindergarten students learn to comfortably talk about 10 ones, setting the foundation for the critical
Grade 1 step of understanding 1 ten. They next separate 10 objects from within concrete and pictorial counts
up to 20, analyzing the total as 10 ones and no ones or 10 ones and some ones (K.CC.1, K.NBT.1). They see
two distinct sets which are then counted the Say Ten way: ten 1, ten 2, ten 3, ten 4, ten 5, ten 6, ten 7, ten 8,
ten 9, 2 tens. Students hear the separation of the 10 ones and some ones as they count, solidifying their
understanding as they also return to regular counting: eleven, twelve, thirteen, , etc. (K.CC.5)
In Topic B, the two distinct sets of ones are composed, or brought together, through the use of the Hide Zero
cards (pictured below) and number bonds. Students represent the whole number numerically while
continuing to separate the count of 10 ones from the count of the remaining ones with drawings and
materials (K.NBT.1). Emerging from Topic B, students should be able to model and write a teen number
without forgetting that the 1 in 13 represents 10 ones (K.CC.3).
Module 5:
2
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Module Overview K5
Topic C opens with students making a simple Rekenrek to 20 (pictured below) and modeling numbers
thereon. The tens can be seen both as two lines with a color change at the five or two parallel unicolor fives.
In Topic C, the focus is now on the decomposition of the total teen quantity so that one part is ten ones.
This is what makes Topic C a step forward from Topics A and B. Previously, the ten and ones were always
separated when modeled pictorially or with materials. Now, the entire teen number is a whole quantity
represented both concretely and pictorially in different configurations: towers or linear configurations, arrays
(including the 10-frame or 5-groups), and circles. Students decompose the total into 10 ones and some ones.
Through their experiences with the different configurations, students have practice both separating 10 ones
within teen numbers and counting or conservation as they count quantities arranged in different ways and, as
always, use math talk to share their observations (K.CC.5). They also come to know each successive teen
number as one larger than the previous number (K.CC.4a).
Towers
Arrays
Circles
I have 10 ones and 2 ones.
10 and 2 is ___.
12 = 10 + ___.
In Topic D, students extend their understanding of counting teen numbers to numbers from 21 to 100.
hey first count by tens both the Say Ten way1 ten, 2 tens, 3 tens, 4 tens, etc.and the regular way: twenty,
thirty, forty, etc. They then count by ones to 100, first within a decade and finally across the decade (K.CC.1,
K.CC.2). Topic D involves the Grade 1 standard 1.NBT.1 because students also write their numbers from 21 to
100.
The writing of larger numbers has been included because of the range of activities they make possible.
The writing of these numbers is not assessed nor emphasized, however. Topic D closes with an optional
exploration of numbers on the Rekenrek, bringing together counting with decomposition and finding
embedded numbers within larger numbers. This lesson is optional because it does not directly address a
particular Kindergarten standard.
In Topic E, students apply their skill with the decomposition and composition of teen numbers. In Lesson 20,
they represent both compositions and decompositions as addition statements (K.NBT.1). In Lesson 21, they
Module 5:
3
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Module Overview K5
model teen quantities with materials in a number bond and hide one part. The hidden part is represented as
an addition sentence with a hidden part (e.g., 10 + ___ = 13 or 13 = ___ + 3). The missing addend aligns
Lesson 21 to the Grade 1 standard 1.OA.8. In Lesson 22, students apply their skill with decomposition into
10 ones and some ones to compare the some ones of two numbers and thus to compare the teen numbers.
They stand on the structure of the 10 ones and use what they know of numbers 19 (MP.7). Comparison of
numbers 19 is a Kindergarten standard (K.CC.6, K.CC.7).
In Lesson 23, students reason about situations to determine whether they are decomposing a teen number
(as 10 ones and some ones) or composing 10 ones and some ones to find a teen number. They analyze their
number sentences that represent each situation to determine if they started with the total or the parts and if
they composed or decomposed, for example, 13 = 10 + 3 or 10 + 3 = 13 (K.NBT.1). Throughout the lesson,
students draw the number of objects presented in the situation (K.CC.5).
The module closes with a culminating task, wherein students integrate all the methods they have used up
until now to show decomposition. For example, they are instructed, Open your mystery bag. Show the
number of objects in your bag in different ways using the materials you choose (MP.5). This experience also
serves as a part of the End-of-Module Assessment, allowing students to demonstrate skill and understanding
using all they have learned throughout the module.
Module 5:
4
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Module Overview K5
K.CC.2
Count forward beginning from a given number within the known sequence (instead of having
to begin at 1).
K.CC.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 020
(with 0 representing a count of no objects).
1K.CC.4a
Module 5:
5
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Module Overview K5
c. Understand that each successive number name refers to a quantity that is one larger.
K.CC.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 120, count out that many objects.
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g.,
by using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones.
Reason abstractly and quantitatively. Students represent teen numerals with concrete
objects separated as 10 ones and some ones.
MP.3
Construct viable arguments and critique the reasoning of others. Students explain their
thinking about teen numbers as 10 ones and some ones and how to represent those numbers
as addition sentences.
MP.4
Model with mathematics. Students model teen quantities with number bonds, place value
cards, and teen numbers.
MP.7
Look for and make use of structure. Students use the structure of 10 ones to reason about
teen numbers. They compare teen numbers using the structure of the 10 ones to compare the
some ones.
K.CC.1
K.NBT.1
K.CC.2
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
Days
5
Lesson 2:
Lesson 3:
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
Module 5:
6
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Module Overview K5
Standards
K.CC.3
K.NBT.1
K.CC.1
K.CC.2
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.CC.4b
K.CC.4c
K.CC.5
K.NBT.1
K.CC.3
K.CC.4a
K.CC.1
K.CC.2
K.CC.3
K.CC.4c
K.CC.5
K.NBT.1
1.NBT.1 2
2Students
Days
Compose Numbers 1120 from 10 Ones and Some Ones; Represent and Write Teen
Numbers
Lesson 6:
Lesson 7:
Lesson 8:
Lesson 9:
Decompose Numbers 1120, and Count to Answer How Many? Questions in Varied
Configurations
Lesson 10:
Lesson 11:
Lesson 12:
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
Lesson 14:
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
Lesson 16:
Lesson 17:
Lesson 18:
Lesson 19:
Module 5:
7
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Standards
K.CC.5
K.NBT.1
K.CC.1
K.CC.2
K.CC.3
K.CC.4c
K.CC.6
1.OA.8 3
1.NBT.3 4
Module Overview K5
Days
5
Lesson 21:
Lesson 22:
Lesson 23:
Lesson 24:
30
Terminology
New or Recently Introduced Terms
10 and __
10 ones and some ones
10 plus
Hide Zero cards (called Place Value cards in later grades, pictured to the
Hide Zero card (back)
right)
Regular counting by ones from 11 to 20 (eleven, twelve, thirteen, etc.)
Regular counting by tens to 100 (e.g., ten, twenty, thirty, forty, fifty, sixty,
seventy, eighty, ninety, one hundred)
Say Ten counting by tens to 100 (e.g., 1 ten, 2 tens, 3 tens, 4 tens, 5 tens,
6 tens, 7 tens, 8 tens, 9 tens, 10 tens)
Teen numbers
10-frame
5-group
3While
Module 5:
8
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Module Overview K5
Circle 10 ones
Circular count
Count 10 ones
Dot path, empty path, number path
Linear count
Number bond
Number tower
Part, whole, total
Say Ten counting (e.g., 1120 is spoken as ten one, ten two, ten three, ten four, ten five, ten six,
ten seven, ten eight, ten nine, two tens)
Scatter count
Module 5:
9
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Module Overview K5
Homework
Homework at the K1 level is not a convention in all schools. In this curriculum, homework is an opportunity
for additional practice of the content from the days lesson. The teacher is encouraged, with the support of
parents, administrators, and colleagues, to discern the appropriate use of homework for his students.
Fluency exercises can also be considered as an alternative homework assignment.
Scaffolds6
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to How to Implement A Story of Units.
Assessment Summary
Standards Addressed
Mid-Module
Assessment Task
After Topic C
K.CC.1
K.CC.3
K.CC.4bc
K.CC.5
K.NBT.1
End-of-Module
Assessment Task
After Topic E
K.CC.1
K.CC.2
K.CC.3
K.CC.4
K.CC.5
K.NBT.1
Culminating Task
Last
Instructional
Day, Lesson 24
K.NBT.1
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.
Module 5:
10
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Mathematics Curriculum
GRADE
GRADE K MODULE 5
Topic A
K.CC.1
K.NBT.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a
drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed
of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Instructional Days:
GPKM5
G1M2
-Links to:
In Topic A, students count two separate parts within teen numbers: 10 ones and some ones. They start by
counting piles of 10 straws to understand 10 ones. In Lesson 2, students separate 10 ones and some ones
from within teen quantities using an egg carton cut off to have 10 compartments. Continuing with
decomposing, in Lesson 3, students circle 10 ones within teen quantities at the pictorial level. In Lessons 4
and 5, students count their 10 ones and some ones to 20 the Say Ten way (e.g., ten 1, ten 2, ten 3, ten 4, ten
5, ten 6, ten 7, ten 8, ten 9, 2 tens). 1
1In
the NBT Progression on page 5, this is referred to as the East Asian way of counting.
Topic A:
11
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Topic A K
Topic A:
12
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Lesson 1 K5
Lesson 1
Objective: Count straws into piles of ten; count the piles as 10 ones.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(12 minutes)
(6 minutes)
(25 minutes)
(7 minutes)
Total Time
(50 minutes)
(2 minutes)
(4 minutes)
(6 minutes)
NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Lesson 1:
13
Lesson 1 K5
S: 1.
T: Say the number sentence.
S: 4 and 1 makes 5.
Continue with the following possible sequence: 3, 2, 1, 4, 2, 3, 5, 0, 5. Have students play with a partner.
Give pairs sets of 5-group cards.
Repeat for possible sequence: 8, 5, 7, 6, 1, 4, 3, 5, 2, 9. Have students play with a partner. Give pairs sets of
cards.
Lesson 1:
1.
2.
3.
14
Lesson 1 K5
Count to find out how many slots there are in your egg
carton. Wait for the signal to tell me. (Pause. When all are
ready, give the signal.)
10.
Each team will explore 10 bags. Find out which bags have 10
things in them.
Bag Contents:
8 clothespins
8 pasta shells
8 beads
9 3-inch by 5-inch cards
9 pennies
9 crayons
10 erasers
10 linking cubes
10 walnuts in the shell
10 play dollars
Lesson 1:
15
Lesson 1 K5
T:
T:
S:
T:
S:
T:
S:
Talk to your partner about what is the same and different about the bags of things and the piles of
straws.
(Allow time.) How many times did we count 10 ones when we were counting the straws?
4.
How many times did we count 10 things when we were counting the things in the bags?
4.
How many of the bags didnt have 10 things?
6 bags!
Help students to remember that there were also 4 piles of 10 straws and 4 bags with 10 things in
them. Have them discuss how the Problem Set is the same as and different from their work with the
bags and straws. Would you ever put apples or soccer balls in bags of 10?
Lesson 1:
16
Lesson 1 K5
To review and apply K.OA.4, discuss how many objects the other groups are missing to make 10.
Have students draw in the missing objects and circle all the sets of 10 ones. Now, how many times
did we count 10 ones?
Homework
Homework at the K1 level is not a convention in all schools. In this curriculum, homework is an opportunity
for additional practice of the content from the day's lesson. The teacher is encouraged, with the support of
parents, administrators, and colleagues, to discern the appropriate use of homework for his or her students.
Fluency exercises can also be considered as an alternative homework assignment.
Lesson 1:
17
Name
Date
Lesson 1:
18
Name
Date
Lesson 1:
19
Name
Lesson 1 Homework K5
Date
Circle 10.
Count the number of times you circled 10 ones. Tell a friend or an adult
how many times you circled 10 ones.
Lesson 1:
20
large 5-group cards (Copy on card stock and cut. Save the full set.)
Lesson 1:
21
large 5-group cards (Copy on card stock and cut. Save the full set.)
Lesson 1:
22
large 5-group cards (Copy on card stock and cut. Save the full set.)
Lesson 1:
23
large 5-group cards (Copy on card stock and cut. Save the full set.)
Lesson 1:
24
large 5-group cards (Copy on card stock and cut. Save the full set.)
Lesson 1:
25
9 10
Note: Consider copying on different colors of card stock for ease of organization.
5-group cards (numeral side) (Copy double-sided with 5-groups on card stock, and cut.)
Lesson 1:
26
5-group cards (5-group side) (Copy double-sided with numerals on card stock, and cut.)
Lesson 1:
27
Lesson 2 K
Lesson 2
Objective: Count 10 objects within counts of 10 to 20 objects, and describe
as 10 ones and __ ones.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(9 minutes)
(5 minutes)
(30 minutes)
(6 minutes)
Total Time
(50 minutes)
(3 minutes)
(3 minutes)
(3 minutes)
Lesson 2:
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Deepen the understanding of students
working above grade level by asking
students to explain strategies for
identifying one more. Then, have them
apply their strategies through practice
with a partner.
Ask students:
Could you use the same strategy for
solving two more and three more?
28
Lesson 2 K
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Count to find out how many slots there are in your egg carton.
Wait for the signal to tell me.
Lesson 2:
Bag Contents:
18 clothespins
20 pasta shells
13 beads
16 pennies
11 crayons
10 erasers
14 linking cubes
12 walnuts in the shell
10 play dollars
15 counting chips
29
Lesson 2 K
T:
S:
T:
T:
T:
Lesson 2:
30
Lesson 2 K
Ask students to look at the picture of the ducks. Guide students in a conversation to debrief the Problem Set
and process the lesson. Any combination of the questions below may be used to lead the discussion.
MP.7
Lesson 2:
31
Name
Date
Touch and count 10 things. Put a check over each one as you count
10 things.
Lesson 2:
32
Lesson 2:
33
Name
Date
10 ones and 3 ones
10 ones and 1 one
10 ones and 10
ones
10 ones and 8 ones
Lesson 2:
34
Name
Lesson 2 Homework K
Date
Lesson 2:
35
Lesson 3 K
Lesson 3
Objective: Count and circle 10 objects within images of 10 to 20 objects,
and describe as 10 ones and ___ ones.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(10 minutes)
(7 minutes)
(26 minutes)
(7 minutes)
Total Time
(50 minutes)
(4 minutes)
(3 minutes)
(3 minutes)
Hide 1 (4 minutes)
Materials: (T) Large 5-group cards (Lesson 1 Fluency Template 1) (S) 5-group cards (Lesson 1 Fluency
Template 2)
Note: This fluency activity advances the familiar work with the
pattern of 1 less as it requires students to visualize removing a
dot from the 5-group card.
T:
S:
T:
S:
Lesson 3:
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Make instructions visual as well as oral
for English language learners. When
instructing students, Use your
imagination to hide 1, illustrate this
process by covering one dot on the
5-group card. Repeat for the first few
numbers.
36
Lesson 3 K
(Show dots for several seconds, and then hide the card.) Wait for
the signal. How many dots did you see?
7.
Who can explain how they see 7?
I see a 5 group on top and 2 more on the bottom. (Draw as the student speaks.)
Place the items from your bag on your work mat. Count out 10 ones, and move them together into
a bunch.
(Wait while they work.) By counting, prove to your partner there are 10 things in your bunch.
(Count.)
Push all your things back together. Mix them up. Count out 10 ones again, and move them together
into a bunch.
Repeat process two or three more times. Ask students if the same 10 things are in the bunch each time.
NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Challenge students working above
grade level during the Application
Problem by asking them to draw a 5group that represents this problem.
Ask: What if each gingerbread man
got 1 more sprinkle for the nose?
Lesson 3:
37
Lesson 3 K
S:
T:
S:
T:
T:
S:
T:
(Draw two rows of five circles with three more off to the side.)
Lets count all the circles.
1, 2, , 13.
Talk to your elbow partner. Can you count 10 ones in my picture?
(Students talk with their partners. Watch for pointing and counting. Expect students to count one at
a time. Do not insist they recognize the 2 fives as 10 automatically.)
Who can come to the board and show us how they counted 10 ones?
(Student comes to the board and designates his 10.)
Lets count with him while he points.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Are there more?
Yes!
How many more?
3 more.
Use your finger to circle the 10 ones from your seat.
(Make circles around the 10 ones with fingers.)
Can you see the 3 ones without counting?
Yes!
Now, find 10 triangles inside this group of triangles.
(Distribute the template strip of triangles pictured to the
right.) Find 10 ones, and circle them carefully with your
finger.
(Count and circle 10 ones with finger.)
Show your partner how you found and circled 10 ones with your finger. Prove to him that it is 10 by
counting and then circling.
(Students do so.)
Now, use your pencil to find and circle your 10 ones. (Students circle 10 ones.) Trade papers with
your partner, and count to be sure he circled exactly 10 ones. If you disagree, tell your partner why
you think the answer should be different.
How many extra ones did you have after you counted the 10 triangles?
1.
When you and your partner are ready, raise your hand for a new picture. Find and circle 10 ones
with your finger and then with your pencil. Prove your count of 10 ones to your partner. Trade
papers with your partner, and check his count. (Continue distributing additional strips of teen items
from the template.)
Lesson 3:
38
Lesson 3 K
Lesson 3:
39
Lesson 3 K
What do all these examples have in common? Do 10 ones always look the same? What other things
in our classroom could we make into a bunch or pile of 10 ones?
Lesson 3:
40
Name
Date
Count and circle 10 things. Tell how many there are in two parts, 10 ones
and some more ones.
Lesson 3:
41
Lesson 3:
42
Name
Date
Circle 10 ones.
Lesson 3:
43
Name
Lesson 3 Homework K
Date
Circle 10 things. Tell how many there are in two parts, 10 ones and some
more ones.
Lesson 3:
44
Lesson 3 Template K
find 10
Lesson 3:
45
Lesson 4 K
Lesson 4
Objective: Count straws the Say Ten way to 19; make a pile for each ten.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(12 minutes)
(6 minutes)
(26 minutes)
(6 minutes)
Total Time
(50 minutes)
(4 minutes)
(4 minutes)
(4 minutes)
Lesson 4:
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Provide students with disabilities with
extra minutes to process questions
before giving the signal to respond.
When students are responding
chorally, ask them to show thumbs up
when ready to ensure ample think
time.
Count straws the Say Ten way to 19; make a pile for each ten.
46
Lesson 4 K
Lesson 4:
NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Support your English language learners
developing academic vocabulary; as
students count the Say Ten way, ask
them to also tell the standard number
name.
T: How many?
S: Ten 1.
T: Right. And the regular way?
S: Eleven.
Count straws the Say Ten way to 19; make a pile for each ten.
47
Lesson 4 K
Come sit with me on the carpet. (Choose a student helper to sit next to you on the left.)
(Place a linking cube on each of your fingers.) How many cubes do you see?
10.
(Ask your helper to place a cube on her right pinky finger.) Now, how many cubes do you see?
Eleven! I see 10 and 1.
Youre all correct! Eleven is 10 and 1. Im going to teach you to count the Say Ten way!
(With a linking cube on each finger, raise your hands again.) How many linking cubes is this?
Ten.
Every time Lucy adds another cube to her fingers, well say, Ten (show your hands) and the
number of ones you see on her fingers. Ready?
(Have helper add cubes on her fingers from right to left in sequential order up to 19.) Ten 1, ten 2,
ten 3, ten 4, ten 5, ten 6, ten 7, ten 8, ten 9.
Excellent! Now, go back to your seats, and well practice counting the Say Ten way using straws.
(Pass out 19 straws to each pair of students.) One student, Partner A, will count out 10 straws into a
pile. The other student, Partner B, will place one straw next to the pile, and well say, Ten 1.
Ready?
(Show a pile of 10 straws and 1 more straw.) Ten 1.
Partner B, place another straw next to the pile of 10. How many straws now?
Ten 2, ten 3, ten 4, ...(continue to ten 9).
Put all the straws back into one pile, and switch roles. Partner B, count out 10 straws into a pile.
Partner A, place 1 straw next to the pile, and lets practice counting again the Say Ten way.
(Count up to ten 9.)
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
48
Lesson 4 K
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
49
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
50
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
51
Name
Date
______
______
10
10
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
52
Lesson 4 Homework K
Name
Date
OOOOO
OOOOO
XXX
10
Draw a line to match each picture with the numbers the Say Ten way.
OOOOO
OOOOO
OOOOO
OOOOO
XX
OOOOO
OOOOO
XXX
OOOOO
OOOOO
OOOOO
OOOOO
10
10
10
10
XXXXX
X
10
XXXXX
XXXXX
10
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
53
dot cards of 6
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
54
dot cards of 6
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
55
dot cards of 6
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
56
dot cards of 6
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
57
dot cards of 6
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
58
dot cards of 6
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
59
dot cards of 6
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
60
dot cards of 6
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
61
Name
Date
Circle 10.
circle 10
Lesson 4:
Count straws the Say Ten way to 19; make a pile for each ten.
62
Lesson 5 K
Lesson 5
Objective: Count straws the Say Ten way to 20; make a pile for each ten.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(12 minutes)
(5 minutes)
(25 minutes)
(8 minutes)
Total Time
(50 minutes)
(4 minutes)
(4 minutes)
(4 minutes)
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Lesson 5:
NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Let students who are working above
grade level work in a small group with
more of a flashing approach. Assign
one student or classroom helper to be
the teacher. Engage them in sharing
the different ways they saw the
subsets.
Count straws the Say Ten way to 20; make a pile for each ten.
63
Lesson 5 K
Note: The focus here is on counting to find the total rather than on addition. They are also seeing the
embedded 10 and 6 as they count to 16 the Say Ten way.
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
64
Lesson 5 K
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
65
Lesson 5 K
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
66
Name
Date
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
67
Name
Date
10 and 1
10 and 6
10 and 2
Lesson 5:
10 and ___
10 and 4
10 and ___
10 and 10
Count straws the Say Ten way to 20; make a pile for each ten.
68
Lesson 5 Homework K
Name
Date
Write the numbers that go before and after, counting the Say Ten way.
BEFORE
NUMBER
AFTER
10
and
and
and
10
and
and
and
10
and
and
and
10
and
and
and
10
and
and
10
and
and
Lesson 5:
and
and
Count straws the Say Ten way to 20; make a pile for each ten.
69
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
70
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
71
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
72
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
73
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
74
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
75
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
76
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
77
dot cards of 7
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
78
Name
Date
circle 10 ones
Lesson 5:
Count straws the Say Ten way to 20; make a pile for each ten.
79
Mathematics Curriculum
GRADE
GRADE K MODULE 5
Topic B
K.CC.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral
020 (with 0 representing a count of no objects).
K.NBT.1
Compose and decompose numbers from 11 to 19 into ten ones and some further
ones, e.g., by using objects or drawings, and record each composition or
decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these
numbers are composed of ten ones and one, two, three, four, five, six, seven, eight,
or nine ones.
Instructional Days:
GPKM5
G1M2
-Links to:
In Topic B, students advance to a more abstract level, representing the decomposition of teen numbers first
with Hide Zero cards (place value cards) and in Lesson 7 with number bonds. They then work from the
abstract to the concrete and pictorial in Lessons 8 and 9 as they are directed to show (and in Lesson 9 draw)
me this many cubes (as teacher displays 13).
Application Problems in Topic B are experiences with decomposition and composition of teen numbers
(K.NBT.1) rather than word problems (1.OA.1). For example, in Lesson 7, the problem reads, Gregory drew
10 smiley faces and 5 smiley faces. He put them together and had 15 smiley faces. Draw his 15 smiley faces
as 10 smiley faces and 5 smiley faces. In this instance, there is no unknown. We do not ask, How many in
all? or How many? as within a word-problem setting. The students represent 15 with their Hide Zero
cards, both when the zero is hiding and when it is not hiding, as they apply all their experiences from Topic A
to deeply understand the meaning of the digit 1 in the tens place in teen numbers.
Topic B:
80
Topic B K
A Teaching Sequence Toward Mastery of Composing Numbers 1120 from 10 Ones and Some Ones;
Representing and Writing Teen Numbers
Objective 1: Model with objects and represent numbers 10 to 20 with place value or Hide Zero cards.
(Lesson 6)
Objective 2: Model and write numbers 10 to 20 as number bonds.
(Lesson 7)
Objective 3: Model teen numbers with materials from abstract to concrete.
(Lesson 8)
Objective 4: Draw teen numbers from abstract to pictorial.
(Lesson 9)
Topic B:
81
Lesson 6 K
Lesson 6
Objective: Model with objects and represent numbers 10 to 20 with place
value or Hide Zero cards.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(12 minutes)
(6 minutes)
(24 minutes)
(8 minutes)
Total Time
(50 minutes)
(4 minutes)
(4 minutes)
(4 minutes)
Lesson 6:
82
Lesson 6 K
T:
S:
T:
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(Show a card with 8 dots.) How many dots do you count? Wait for the signal to tell me.
8.
How can you see them in 2 parts?
(Students come up to the card.) I saw 4 here and 4 here. I saw 5 here and and 3 here.
I saw 6 here and 2 here.
Repeat with other cards. Pass out the cards for students to work with a partner.
(Show 10 and 3.) Say the number the Say Ten way.
Ten 3.
Count out that many straws with your partner.
Repeat the process with other teen numbers. Give students time to practice this exercise with a partner
briefly.
Note: Remember that the focus is on counting all to find the total
rather than counting on or addition.
Lesson 6:
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Support English language learners by
matching the linking cubes to the
quantity and picture of the girls and
boys from the Application Problem.
This way, when asked, What color is
represented by the girls? and What
color is represented by the boys?
students will already know the answer
and can focus on answering
mathematical questions.
83
Lesson 6 K
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Have one color of your cubes represent the boys and another one the girls from the story in the
Application Problem. Show me the boys and girls that were in school. When you are done, check
your partners work to be sure you agree.
(Allow students time to finish.) Everyone hold up the stick that represents the girls. (Students do
so.) Hold up the stick that represents the boys. (Students do so.)
How many girls are there?
10 girls.
Show the girls. (Students show again.) Here is the number 10. (Show the 10 card.)
How many boys are there?
8 boys.
Show the boys. (Students show again.) Here is the number 8. (Show the 8 card.)
Put the boys together with the girls. Count with your partner the Say Ten way to see how many
students you have.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, ten 1, ten 2, ten 3, ten 4, ten 5, ten 6, ten 7, ten 8. (Have early finishers
count down to 1 from 18.)
How do we say the number of students the Say Ten way?
Ten 8.
Watch this magic. Here is my 10. Here is my 8. I push them together, and I
have ten 8. This is how we write ten 8. (Pull the cards apart, and push them
together a few times.)
Talk to your partner. What happened to the 0 of the 10 ones?
It went under the 8. It disappeared. It isnt there anymore.
It is hiding.
Yes! It is hiding. Im going to write the number without the cards. (Write 18.)
It is like there is a 0 hiding under this 8.
I want each of you to write this number on your personal white board. When I
say to show me your board, show me.
(Write 18 on the personal white board.)
Show me!
(Hold up personal white board.)
Here is a bag with a set of these cards for you. Partner A, open the bag, and
put all the numbers on your work mat. With your partner, put them in order
from 1 to 10. (Wait.)
Partner B, show me ten 8 with your cards. Be sure to hide the zero!
Lesson 6:
84
Lesson 6 K
T:
MP.4
T:
T:
Partner A, on this first turn, you will use the cubes. Partner B, you will use the cards and write the
number on your personal white board.
Partners, show me ten 1.
Partner B, use the cubes, and Partner A, use the cards. Show me ten 5.
Continue the activity using other numbers. Different groups might work at varying speeds.
After about four different numbers, change the mode of representation from linking cubes to the dot side of
the Hide Zero cards. Have students place the cards in decreasing order from 10 to 1 (for variety), and then
match them with the corresponding numeral side. Repeat the process with about four more numbers.
Lesson 6:
85
Lesson 6 K
Lesson 6:
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Students working below grade level will
benefit from additional hands-on time
with a Rekenrek. Look for
opportunities to give them control of
the movement of the beads. They may
move the beads slowly or erratically.
This allows students to hold a number
in their minds and wait for the
movement of the bead rather than
simply rote count.
86
Name
Date
Write and draw the number. Use your Hide Zero cards to help you.
1 0
1 0
1 0
1 3
1 0
Lesson 6:
87
Name
Date
Draw the number shown on the Hide Zero cards with a drawing in the
ten-frame. Write the number below after the 0 is hidden.
Show the number again on the right with a count of 10 ones and 4 ones.
Circle the 10 ones.
1 0
Lesson 6:
88
Name
Lesson 6 Homework K
Date
Write and draw the number. Use your Hide Zero cards to help you.
Lesson 6:
89
dot cards of 8
Lesson 6:
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dot cards of 8
Lesson 6:
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dot cards of 8
Lesson 6:
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dot cards of 8
Lesson 6:
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dot cards of 8
Lesson 6:
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dot cards of 8
Lesson 6:
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dot cards of 8
Lesson 6:
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dot cards of 8
Lesson 6:
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dot cards of 8
Lesson 6:
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Lesson 6 Template 1 K
0 1
2 3
Note: Match to corresponding 5-group side and copy double-sided on card stock.
Lesson 6:
99
Lesson 6 Template 1 K
4 5
6 7
Note: Match to corresponding 5-group side and copy double-sided on card stock.
Lesson 6:
100
Lesson 6 Template 1 K
8 9
1 0
Note: Match to corresponding 5-group side and copy double-sided on card stock.
Lesson 6:
101
Lesson 6 Template 1 K
Note: Match to corresponding numeral side and copy double-sided on card stock.
Lesson 6:
102
Lesson 6 Template 1 K
Note: Match to corresponding numeral side and copy double-sided on card stock.
Lesson 6:
103
Lesson 6 Template 1 K
Note: Match to corresponding numeral side and copy double-sided on card stock.
Lesson 6:
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Lesson 6 Template 2 K
0 1 0
0 1 0
0 1 0
0 1 0
Note: Copy double-sided with the Hide Zero 10 card (5-group side) on card stock. Each student needs one, double-sided
Hide Zero 10 card. This card is used with 5-group cards 19 (Lesson 1 Fluency Template 2), which combined, make the
full set of Hide Zero cards.
Lesson 6:
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Lesson 6 Template 2 K
Note: Copy double-sided with the Hide Zero 10 card (numeral side) on card stock. Each student needs one, doublesided Hide Zero 10 card. This card is used with 5-group cards 19 (Lesson 1 Fluency Template 2), which combined, make
the full set of Hide Zero cards.
Lesson 6:
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Lesson 7 K
Lesson 7:
Objective: Model and write numbers 10 to 20 as number bonds.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(10 minutes)
(5 minutes)
(28 minutes)
(7 minutes)
Total Time
(50 minutes)
(4 minutes)
Counting K.CC.2
(3 minutes)
(3 minutes)
Repeat with other cards. Pass out the cards for students to work with a partner.
Counting (3 minutes)
Note: Extending the counting sequence on partners fingers prepares students to model teen numbers as
10 ones and some ones.
Lesson 7:
107
Lesson 7 K
NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Students count their own and their partners fingers first the
Say Ten way, ten 1, ten 2, etc., and then in standard form. Have
them count down from 20 to 0 if they finish early.
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Continue with the following possible sequence: 13, 14, 19, 11,
10, 15, 17, 16, 18.
Lesson 7:
108
Lesson 7 K
S:
T:
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T:
S:
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Lesson 7:
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Lesson 7 K
T:
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Lesson 7:
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Lesson 7 K
Any combination of the questions below may be used to lead the discussion.
Lesson 7:
111
Name
Date
Look at the Hide Zero cards or the 5-group cards. Use your cards to show
the number. Write the number as a number bond.
Lesson 7:
112
Circle 10 smiley faces. Draw a number bond to match the total number of
faces.
Lesson 7:
113
Name
Date
Look at the Hide Zero cards or the 5-group cards. Use your cards to show
the number. Write the number as a number bond.
Lesson 7:
114
Name
Lesson 7 Homework K
Date
Look at the Hide Zero cards or the 5-group cards. Use your cards to show
the number. Write the number as a number bond.
Lesson 7:
115
Lesson 7 Template K
Lesson 7:
116
Lesson 7 Template K
number bond
Lesson 7:
117
Lesson 8 K
Lesson 8
Objective: Model teen numbers with materials from abstract to concrete.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(10 minutes)
(6 minutes)
(26 minutes)
(8 minutes)
Total Time
(50 minutes)
(4 minutes)
(3 minutes)
(3 minutes)
(Show a dot card, and indicate 7 and 1 as parts.) Say the larger part. (Give students time to count.)
7.
Say the smaller part.
1.
What is the total number of dots? (Give time to count.)
8.
Write your number bond.
Lesson 8:
118
Lesson 8 K
T:
T:
S:
T:
S:
T:
Empty your bag. Put all the items on your work mat. Count out 10 ones, and move them together
into a bunch.
(Wait while students complete the task.) How many things are in your bunch?
10.
Are there some outside your bunch?
Yes.
Push all your things back together. Spread them all out over your work mat.
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Continue with 10 and 1, 10 and 9, 10 and 4, 10 and 8, 10 and 2, 10 and 6, 10 and 3, 10 and 7.
Lesson 8:
119
Lesson 8 K
Part 1: Modeling Teen Numbers 1120 with Linking Cubes and Hide Zero Cards.
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S:
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S:
T:
T:
T:
Partner A, open the bag with the Hide Zero cards, and put them on your work mat. With your
partner, put them in order from 10 to 1. (Wait.)
Partner B, open the bag with the linking cubes, and put them on your work mat.
(Write 11 on the board.) What number is this?
Eleven!
NOTES ON
How would you say it the Say Ten way?
MULTIPLE MEANS
Ten 1.
OF REPRESENTATION:
Please write the number 11 on your personal white
Support your English language learners
board. When I ask you to show me your board, show
who have difficulty distinguishing
me.
between words such as thirteen and
(Write 11.)
thirty and fourteen and forty by
instructing them to practice saying
Show me!
thirteen and thirty as you point to
(Hold up their personal white boards.)
both the numeral and the word written
Now, I want you to work with your partner to show the
under each numeral.
number. Partner A, show the number with the Hide
Zero cards, and remember to hide the zero!
Partner B, show the number with the linking cubes. Use one color to show 10 ones and the other
color to show the other ones.
Check each others work. Explain why youre both showing 11.
Lesson 8:
120
Lesson 8 K
Lesson 8:
121
Name
Date
Use your materials to show each number as 10 ones and some more ones.
Use your 5-groups way of drawing. Show each number with your Hide Zero
cards. Whisper count as you work.
Lesson 8:
122
Lesson 8:
123
Name
Date
Use your materials to show the number as 10 ones and some more ones.
Use your 5-groups way of drawing.
Use your cubes to show the number. Then, color in the cubes to match the
number.
Lesson 8:
124
Name
Lesson 8 Homework K
Date
Use your materials to show each number as 10 ones and some more ones.
Use your 5-groups way of drawing.
Ten seven
Lesson 8:
Ten one
125
2 ten
Lesson 8:
Lesson 8 Homework K
Ten four
126
10
10
10
10
10
10
10
10
10
Lesson 8:
127
Lesson 9 K
Lesson 9
Objective: Draw teen numbers from abstract to pictorial.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(10 minutes)
(5 minutes)
(27 minutes)
(8 minutes)
Total Time
(50 minutes)
(4 minutes)
(2 minutes)
(4 minutes)
(Show a card with 9 dots.) How many dots do you count? Wait for the
signal to tell me. Get ready (snap).
9.
How can you see them in two parts?
(Students come up to the card.) I saw 5 here and 4 here. I saw 3 here
and 6 here. I saw 2 here and 7 here.
Repeat with other cards. Pass out the cards for students to work with a partner.
Lesson 9:
128
Lesson 9 K
T:
S:
T:
S:
Empty your bag. Put all the items on your work mat. Count out 10 ones, and move them together
into a bunch.
(Wait while they work.) How many ones are in your
bunch?
10 ones.
How many are not in your bunch?
3 ones.
Say the number sentence.
NOTES ON
MULTIPLE MEANS
10 ones and 3 ones equals 13 ones.
OF REPRESENTATION:
Push all your things back together. Spread them all out
Students working below grade level
over your work mat.
may need to model Jennys mistake
and count the quantity so that they can
compare it to the fifteen chips. Provide
students with counters so that they can
show the correct solution to the
problem and explain her mistake.
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Challenge students working above
grade level by extending the
Application Problem and asking, If
Jenny made the same mistake
representing 18, how might she show
it? and How many more chips does
Jenny need to correct her mistake?
Lesson 9:
129
Lesson 9 K
Im going to write a number on the board. I want you to show that number by putting circles or dots
inside the 10-frames.
(Write 10 on the board.) Say the number.
Ten!
Draw circles or dots to show ten. When I say show me, hold up your white board.
Show me. How many ones did you draw?
Ten ones.
Very good. Erase your boards. (Write 14.) Say the number.
Fourteen!
Whisper the number the Say Ten way as you fill in your 10-frames to show it.
Ten 4 (whispering while filling in 10-frames).
Talk with a partner to explain your drawing and how you grouped the dots.
(Write 18.) Say the number the Say Ten way.
Ten 8.
Whisper the number the regular way as you fill in your 10-frames.
Eighteen (whispering while filling in 10-frames).
Talk with your partner. Explain why your picture shows ten 8.
T:
T:
T:
S:
T:
S:
T:
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Support your English language learners
in comparing the 10-frame drawing and
circle drawings by referring to the
images. For the teen numbers, be sure
to post the numerals along with the
written word. Students have a difficult
time hearing that thirteen is a different
number from thirty because they
sound alike. Having these clearly
differentiated on the word wall will
help them keep them apart.
Lesson 9:
130
Lesson 9 K
Problem Set
Students should do their personal best to complete the
Problem Set within the allotted time. Direct students to
count as they represent the numbers. Have them whisper
count as they work and fill one complete 10-frame before
moving on to the next. Have them show their numbers
with Hide Zero cards.
Lesson 9:
131
Name
Date
Whisper count as you draw the number. Fill one 10-frame first. Show your
numbers with your Hide Zero cards.
17
12
13
16
Lesson 9:
132
Draw and circle 10 ones and some more ones to show each number.
11
20
Choose a teen number to draw. Circle 10 ones and some ones to show each
number.
Lesson 9:
133
Name
Date
15
19
18
Lesson 9:
14
134
Lesson 9 Homework K
Name
Date
For each number, make a drawing that shows that many objects.
Circle 10 ones.
11
16
20
Lesson 9:
135
Lesson 9 Homework K
19
14
12
Lesson 9:
136
dot cards of 9
Lesson 9:
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dot cards of 9
Lesson 9:
138
dot cards of 9
Lesson 9:
139
dot cards of 9
Lesson 9:
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dot cards of 9
Lesson 9:
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dot cards of 9
Lesson 9:
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dot cards of 9
Lesson 9:
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dot cards of 9
Lesson 9:
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dot cards of 9
Lesson 9:
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Lesson 9 Template K
double 10-frame
Lesson 9:
146
Mathematics Curriculum
GRADE
GRADE K MODULE 5
Topic C
K.CC.4
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.
c.
K.CC.5
K.NBT.1
Compose and decompose numbers from 11 to 19 into ten ones and some further
ones, e.g., by using objects or drawings, and record each composition or
decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that
these numbers are composed of ten ones and one, two, three, four, five, six,
seven, eight, or nine ones.
5
Instructional Days:
GPKM5
G1M2
-Links to:
Topic C opens in Lesson 10 with students building a Rekenrek to 20, which they
use to count and model numbers for the balance of the year. They deepen their
understanding of the composition and decomposition of teen numbers as 10 ones
and some more ones (K.NBT.1) by showing, counting, and writing (K.CC.3) the
numbers 11 to 20 using a variety of configurations: vertical towers, linear, array, and circular configurations.
In each configuration, students count to answer how many? questions (K.CC.5) and realize that whatever
the configuration, a teen number can be decomposed into 10 ones and some ones.
Topic C:
147
Topic C K5
Lessons 11 and 12 represent each teen number as a part of a set of number stairs to 20. Each vertical tower
is set within the ordered continuum. This configuration allows students to see each teen number in
relationship to the others, as one larger than the number before it (K.CC.4c), in relationship to 10, and in
relationship to numbers 19 since the lessons Problem Set has a color change after 10 ones. Next, in
Lesson 13, students move teen quantities back and forth between linear and array configurations, practice
counting strategies, and recognize that when they answer how many? the total has not changed. Finally,
the topic culminates with the most challenging configuration, the circle. Students circle 10 and see that, yes,
the circle is composed of 10 ones and some ones, too. They become proficient at counting in all
configurations to answer how many? questions (K.CC.5).
A Teaching Sequence Toward Mastery of Decomposing Numbers 1120, and Counting to Answer
How Many? Questions in Varied Configurations
Objective 1: Build a Rekenrek to 20.
(Lesson 10)
Objective 2: Show, count, and write numbers 11 to 20 in tower configurations increasing by 1a
pattern of 1 larger.
(Lesson 11)
Objective 3: Represent numbers 20 to 11 in tower configurations decreasing by 1a pattern of
1 smaller.
(Lesson 12)
Objective 4: Show, count, and write to answer how many questions in linear and array configurations.
(Lesson 13)
Objective 5: Show, count, and write to answer how many questions with up to 20 objects in circular
configurations.
(Lesson 14)
Topic C:
148
Lesson 10 K
Lesson 10
Objective: Build a Rekenrek to 20.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(10 minutes)
(7 minutes)
(13 minutes)
(20 minutes)
Total Time
(50 minutes)
(4 minutes)
(3 minutes)
Counting K.CC.2
(3 minutes)
Repeat the process for the following possible sequence: 10, 13, 19, 5, 17, 8, 18, 15, 12, 14, 16.
Lesson 10:
149
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 10 K
T:
T:
S:
Continue with the following possible sequence: 13, 14, 19, 16, 18, 15, 11, 17, 20.
Counting (3 minutes)
Materials: (T) 20-bead Rekenrek
Note: Students relate Say Ten counting to conventional teen number names in this activity. Counting both
ways, and in both directions, ensures that students remain alert to the sequence and do not simply extend a
pattern of number words. If students struggle, return to a more manageable range (such as within 13 or 15),
and later build up to work within 20.
Count by ones from 1120, changing directions both the Say Ten way and the regular way.
Lesson 10:
NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Push the thinking of students working
above grade level by asking, What
would happen if Ms. Garcia also paints
her toenails? How many nails will be
painted when she is completely done?
Consider extending their thinking
further by asking, If Ms. Garcia draws
two green polka dots on each finger,
how many polka dots does she paint
altogether?
150
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Lesson 10 K
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Lesson 10:
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Lesson 10 K
Lets make a Rekenrek. Put your red beads on top of your red dots and your white beads on top of
your black dots, counting as you go.
What do you know about the number of your red and
white beads?
They both have ten. They are the same number.
They are an equal number.
How do you say the total number of beads the Say Ten
way?
2 tens.
How many beads is that the regular way?
Twenty.
After showing students how to thread the elastic through from left to right, red beads first, give each student
a 12-inch elastic. Once they have finished one row, have them do the other row. Show them how to pinch
the elastics at either end to pick up the row and place it on their chipboard (or cardboard strip), one row
under the other. The teacher can circulate and tie the elastics, or have helpers tie the elastics after class for
use in future lessons.
The discussion should establish a correlation between students fingernails and the beads of the Rekenrek.
Talk to your partner about what is the same and what is different about the number of your
fingernails and the number of beads.
How many people do we need to have the same number of fingernails as on your Rekenrek?
If the beads were purple and green, how many nails and beads would be purple, and how many
would be green?
What if you hide two hands? How many beads would you see?
Lesson 10:
152
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Name
Date
Lesson 10:
153
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Name
Use your red crayon and yellow crayon to draw the beads from your
Rekenrek in two lines.
Trace your hands. Draw your fingernails. How many fingernails do you
have on your two hands?
Lesson 10:
154
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Name
Lesson 10 Homework K
Date
Color the number of fingernails and beads to match the number bond. Show
by coloring 10 ones above and extra ones below. Fill in the number bonds.
Lesson 10:
13
14
11
12
16
17
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Lesson 11 K
Lesson 11
Objective: Show, count, and write numbers 11 to 20 in tower
configurations increasing by 1a pattern of 1 larger.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(9 minutes)
(7 minutes)
(26 minutes)
(8 minutes)
Total Time
(50 minutes)
(4 minutes)
(3 minutes)
(2 minutes)
Take out the Rekenrek that you made yesterday. Im going to call out a number, and I want you to
show it on your Rekenrek. (Wait while students prepare their Rekenreks.)
Possible sequence: 1, 2, 5, 6, 10, 11, 12, 13, 14, 15, 16, 15, 16, 17, 18, 19, 20, 19, 18, 17, 16, 15, 10, 5, 4, 3,
2, 1.
Lesson 11:
156
Lesson 11 K
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I want you to say one more than the number that you see on the Rekenrek. (Show 3.)
4.
(Show 13.)
14.
Continue with the following possible sequence: 5, 15, 1, 11, 4, 14, 7, 17, 8, 18, 9, 19, 6, 16.
Im going to say a number. You say it the Say Ten way. Eleven.
Ten 1.
Twelve.
Ten 2.
Repeat process for possible sequence: 13, 17, 19, 14, 16, 18, 15, 20.
Lesson 11:
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Focus on academic vocabulary to help
English language learners with the
Application Problem. Provide students
with a template for their work. Adapt
the template so that one side has a
graphic or a picture to represent the
floor and one side has a graphic to
represent the toy box.
157
Lesson 11 K
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Use the sentence frames to help students express the relationship of each number to the preceding number.
Continue adding one more cube for each number up to 20. Release as many students as possible to continue
the pattern with a partner: 13. 1 more is 14. Continue releasing students as they demonstrate skill and
understanding.
Lesson 11:
158
Lesson 11 K
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
For students working below grade
level, have them regularly work with
you when they come to the carpet
rather than with a partner. This
provides them with much-needed extra
time with the teacher.
Lesson 11:
159
Name
Date
Lesson 11:
160
Name
Date
Start at the bottom. Draw lines to put the numbers in order on the tower.
Then, write the numbers in the tower. Say each number the regular way
and the Say Ten way as you work.
12
20
18
19
16
15
13
14
11
10
17
Lesson 11:
161
Lesson 11 Homework K
Name
Date
Write the missing numbers. Then, count and draw Xs and Os to complete
the pattern.
O
O
O
O
O
O
O
O
O
O
10
12
Lesson 11:
X
X
X
X
X
O
O
O
O
O
O
O
O
O
O
X
X
X
O
O
O
O
O
O
O
O
O
O
X
O
O
O
O
O
O
O
O
O
O
X
X
X
X
X
X
X
X
X
O
O
O
O
O
O
O
O
O
O
14
16
17
18
20
162
Lesson 11 Template K
Lesson 11:
163
Lesson 12 K
Lesson 12
Objective: Represent numbers 20 to 11 in tower configurations decreasing
by 1a pattern of 1 smaller.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(9 minutes)
(7 minutes)
(26 minutes)
(8 minutes)
Total Time
(50 minutes)
(3 minutes)
(3 minutes)
(3 minutes)
Lesson 12:
164
Lesson 12 K
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NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Lesson 12:
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Challenge students who are working
above grade level by providing them
with extensions of the Application
Problem to solve. Ask, If Peter ate
two fries at a time, how many would he
have then? If Peter started with 18
fries and ate one at a time, how many
would he have left? And, if Peter had
50 fries and he ate 1 and then another
and then another, how many would he
have then?
165
Lesson 12 K
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10 ones!
Now, build a tower using the other cubes.
How many cubes are in this tower?
Ten!
Join the two towers. What is 10 ones and 10 ones?
Twenty! 2 tens!
How can we show 19?
Take off 1 cube. (Students remove one cube.)
Say this with me: 20. 1 less is 19. (Use sentence frame for support.)
20. 1 less is 19.
Take off one cube. Be sure to take the same color cube as before. Talk to your partner. How many
cubes are in your tower now?
(Allow time for students to figure it out.) 18.
Students continue in this manner, taking off one cube each time, down to 10. As they remove each cube,
have them express the relationship of each number to the preceding number, for example, 18. 1 less is 17.
As in the preceding lesson, release students to work independently as soon as possible.
Lesson 12:
166
Lesson 12 K
How many cubes did you remove from your tower each time?
When you take one cube off, does the number get larger or smaller?
How is this work similar to the story problem of the french fries?
How is what we did today alike and different from what we did yesterday?
Lesson 12:
167
Name
Date
Lesson 12:
168
Name
Date
14,
13,
15,
14,
13,
12,
_______,
12,
_______,
Lesson 12:
11,
_______
_______, _______
169
Lesson 12 Homework K
Name
Date
X
X
X
X
X
X
X
X
X
O
O
O
O
O
O
O
O
O
0
20
X
X
X
X
X
X
X
O
O
O
O
O
O
O
O
O
O
18
Lesson 12:
X
X
X
X
X
O
O
O
O
O
O
O
O
O
O
16
X
O
O
O
O
O
O
O
O
O
O
14
13
12
10
170
Lesson 12 Template K
Lesson 12:
171
Lesson 13 K
Lesson 13
Objective: Show, count, and write to answer how many questions in linear
and array configurations.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(9 minutes)
(5 minutes)
(28 minutes)
(8 minutes)
Total Time
(50 minutes)
(3 minutes)
(3 minutes)
(3 minutes)
There are 10 cubes on each of your sticks. Connect your 2 cube sticks.
(Students connect cube sticks.)
Say the number the Say Ten way.
2 tens.
Take away 1 cube, and put it on the carpet space in front of you.
(Students do so.)
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
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172
Lesson 13 K
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Say how many you have now the Say Ten way.
Ten 9.
Say how many you have the regular way.
19.
(Hold a tower of 12 connected linking cubes, with the bottom 10 a different color than the top 2.)
Write the number on your personal white board.
(Students write 12.)
Say the number the Say Ten way.
NOTES ON
MULTIPLE MEANS
Ten 2.
OF ENGAGEMENT:
Say the number the regular way.
Provide students with disabilities
12.
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
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173
Lesson 13 K
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Partner A, show the number that is one more than 13 on the Rekenrek.
Partner B, show the number that is one more than 13
with the Hide Zero cards.
Check that you are each showing the same number.
NOTES ON
What is the number?
MULTIPLE MEANS
14.
OF REPRESENTATION:
Count from 14 up to 20.
Review the term one more with English
14, 15, 16, 17, 18, 19, 20.
language learners by modeling it.
Show two linking cubes, and say one
Partner B, show the number that is one more than 7 on
more as you add another cube to the
the Rekenrek.
two. Practice asking how many
Partner A, show the number that is one more than 7
questions, and count with them until
with the Hide Zero cards.
they get accustomed to answering the
question.
What is the number?
8.
Count from 8 up to 20.
Repeat with two more numbers so that each partner uses both representation tools a second time.
T:
Have students connect the linking cubes to create a continuous number train to 20. Have them count to see
they have 2 sticks of 10 ones.
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Have students break the linking cube sticks at the color change. Have them place the shorter sticks one
below the other. Guide students to place the sticks in four rows and recount the cubes from left to right
starting from the top with number 1 and continuing this way to the fourth row of 16 to 20. Have them
recount to get better at it. They will enjoy the chance to recount.
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(Allow students time to finish.) How many cubes did you count?
20.
(Revisit the process.) Put the sticks back into one train from 1 to 20. Count. Break the stick into
2 sticks of 10 cubes. Count. Break the sticks to make 4 sticks of 5. Count.
(Allow students time to finish.) How many cubes do you have now? Count to check.
20.
Before doing the Problem Set, give students a personal white board or blank paper, and have them use their
10-sticks to draw what they just did in the lesson.
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
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174
Lesson 13 K
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
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175
Lesson 13 K
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
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176
Name
Date
Write the missing numbers for the boxes that have a duck on top.
11
13
______
15
______
17
______
19
______
______
Write the missing numbers for the boxes that have a duck on top.
12
13
______
17
______ ______
Lesson 13:
14
18
______ ______
Show, count, and write to answer how many questions in linear and
array configurations.
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177
______
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
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178
Name
Date
_____________
Look at the 3 sets of blocks below. Count the shaded blocks in each set.
Circle the set that has the same number of shaded blocks as stars.
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
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179
Name
Lesson 13 Homework K
Date
Count the objects. Draw dots to show the same number on the double
10-frames.
Lesson 13:
Show, count, and write to answer how many questions in linear and
array configurations.
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180
Lesson 13:
Lesson 13 Homework K
Show, count, and write to answer how many questions in linear and
array configurations.
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181
Lesson 14 K
Lesson 14
Objective: Show, count, and write to answer how many questions with up
to 20 objects in circular configurations.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(9 minutes)
(7 minutes)
(26 minutes)
(8 minutes)
Total Time
(50 minutes)
(3 minutes)
(3 minutes)
(3 minutes)
(Project a 5 by 3 array of stars.) On your personal white board, write the number of stars you see.
(Students write 15.)
Say the number the Say Ten way.
Ten 5.
Say the number the regular way.
15.
Lesson 14:
182
Lesson 14 K
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(Hold the 10 card and 5 card so that it appears as 15.) Say the number.
15.
Say the number the Say Ten way.
Ten 5.
Break apart the cards into 10 and 5. Repeat the process for other teen numbers.
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Scaffold the Application Problem for
English language learners by adding
gestures when reading the Application
Problem. Hold both arms straight out
when reading rows, and make a large
circle with both arms while reading the
direction circle the 10.
Note: This Application Problem serves as a bridge from the previous lessons focus on organizing and
counting objects in an array configuration. It also reviews the grade-level standard of understanding teen
numbers as ten ones and some more ones.
Lesson 14:
183
Lesson 14 K
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Lets see how well you can show, count, and write
numbers!
Partner A, draw a card and tell your partner the
number. You can say the number the regular way or
the Say Ten way.
Partner B, put that number of objects around the outside
edge of your plate. (Guide them to use the edge of the plate
to make a circular configuration.)
Now, take turns counting the objects. How many are there?
Partner B, now you get to draw the card, and Partner A will
show it.
Count the objects. How many are there?
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
For students working below grade
level, scaffold Concept Development
work. Provide a plate with 20 empty
circles drawn around the edge. This
will serve as a visual container for
students when they are showing
numbers up to 20. For further support,
label the circles with numbers 120 to
help students with sorting.
Lets try something different. We wont use the number cards for this.
Partner A, put any number of objects you want in a circle around the edge
of your plate.
Partner B, count the objects and write the number on your personal white
board.
Now, Partner B gets to put any number of objects in a circle around the
edge of the plate, and Partner A counts them and writes the number on her
personal white board.
This time, Partner A, write any number between 11 and 20 on your personal white board. Partner B,
count out that many objects as you place them in a circle around the edge of the plate. How many
objects are there?
Partner A, count each object as you move it from the circle to the 10-frame to check that the count is
correct. How many objects are there?
Now, Partner B, you get to write any number between 11 and 20 on your personal white board.
Partner A, count out that many objects as you place them in a circle around the edge of the plate.
How many objects are there?
Partner B, count each object as you move it from the circle to the 10-frame to check that the count is
correct. How many objects are there?
Lesson 14:
184
Lesson 14 K
MP.3
Lesson 14:
185
Lesson 14 K
Lesson 14:
186
Name
Date
Whisper count how many objects there are. Write the number.
Lesson 14:
187
20
13
Early finishers: Write your own teen number in the box. Draw a picture to
match your number.
Lesson 14:
188
Name
Date
15
Lesson 14:
189
Name
Lesson 14 Homework K
Date
Count the objects in each group. Write the number in the boxes below the
pictures.
19
Lesson 14:
190
Lesson 14 Homework K
Count the dots. Draw each dot in the 10-frame. Write the number in the
box below the 10-frames.
Write a teen number in the box below. Draw a picture to match your
number.
Lesson 14:
191
Name
Date
Lesson 14:
192
Lesson 14 Template K 5
Lesson 14:
193
Lesson 14 Template K 5
19 20
Lesson 14:
194
Lesson 14 Template K 5
Note: Only numeral cards are used in this lesson. Set aside full set for later use. Consider copying on card
stock for durability.
Lesson 14:
195
Module 5:
196
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Student Name
Date 1
Topic A
Rubric Score
Topic B
Time Elapsed
Date 2
Date 3
Topic C
Count 10 straws into a pile. Whisper while you count so I can hear you.
Count 6 more straws into a different pile.
Count 10 straws and 6 more straws the Say Ten way. (Pause.) How many straws do you have?
(If the student says the number the Say Ten way, ask the student to also say it the regular way.)
Topic B: Compose Numbers 1120 from 10 Ones and Some Ones; Represent and Write Teen Numbers
Rubric Score
Time Elapsed
Materials: (S) 19 cubes, work mat, marker, Hide Zero cards: 1 Hide Zero 10 card (Lesson 6 Template 2) and
5-group cards 19 (Lesson 1 Fluency Template 2)
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(Show the numeral 13.) Move this many cubes onto your work mat.
Use the Hide Zero cards to show the number of cubes on your work mat.
Hand me the cubes that the 1 is telling us about. (Point to the 1 of 13 on the numeral 13.)
(Put 3 more cubes.) This is 16 cubes. Please write the number 16 on your work mat.
Module 5:
197
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Topic C: Decompose Numbers 1120, and Count to Answer How Many? Questions in Varied Configurations
Rubric Score
Time Elapsed
T:
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(Set out 15 cubes in a scattered configuration.) Count 12 cubes into a straight line. (Pause.)
How many cubes are there counting the regular way? The Say Ten way?
Move the cubes into 2 rows.
a. How many cubes are there? (Assessing for conservation.)
b. Please show me how you count these cubes that are now in rows.
Move the cubes into a circle.
a. How many cubes are there? (Assessing for conservation.)
b. Please show me how to count these cubes that are now in a circle.
Put one more cube in your circle. How many cubes do you have now?
Module 5:
198
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Topics AC
K.CC.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 020
(with 0 representing a count of no objects).
K.CC.5
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.
c.
Understand that each successive number name refers to a quantity that is one larger.
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 120, count out that many objects.
Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a
drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of
ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Module 5:
199
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Assessment
Task Item and
Standards
Assessed
Topic A
K.NBT.1
K.CC.1
Topic B
K.NBT.1
K.CC.3
STEP 1
Little evidence of
reasoning without
a correct answer.
STEP 2
Evidence of some
reasoning without
a correct answer.
STEP 3
Evidence of some
reasoning with a
correct answer or
evidence of solid
reasoning with an
incorrect answer.
STEP 4
Evidence of solid
reasoning with a
correct answer.
(1 point)
(2 points)
(3 points)
(4 points)
Student shows
evidence of beginning
to understand counting
beyond 10 but counts
the quantity incorrectly
(lacks organization,
inconsistent 1:1
correspondence, etc.).
Student correctly
counts 10 straws into a
pile, and then 6 straws,
but is unable to count
to 16.
Student correctly:
Student shows a
beginning
understanding of
representing teen
numbers and using
Hide Zero cards but is
unable to answer
correctly.
Student correctly
counts 13 cubes and
accurately uses the
Hide Zero cards, but
produces an incorrect
quantity to represent
the 1 in 13.
Student identifies a
group of 10 as
representing the 1 in 13
but cannot use the
Hide Zero cards
accurately.
Counts 10 straws
into a pile, and then
6 straws.
Counts from 1 to 16.
Counts the Say Ten
way starting with the
group of 10 (ten, ten
1, ten 2, ten 3, ten 4,
ten 5, ten 6).
OR
Student correctly:
Counts 13 cubes and
selects both the 10
and 3 Hide Zero
cards to accurately
make 13.
Identifies a group of
10 as being
representative of the
1 in the numeral 13.
Writes the numeral
16.
Module 5:
200
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Assessment
Task Item and
Standards
Assessed
Topic C
K.CC.4b
K.CC.4c
K.CC.5
K.NBT.1
STEP 1
Little evidence of
reasoning without
a correct answer.
STEP 2
Evidence of some
reasoning without
a correct answer.
STEP 3
Evidence of some
reasoning with a
correct answer or
evidence of solid
reasoning with an
incorrect answer.
STEP 4
Evidence of solid
reasoning with a
correct answer.
(1 point)
(2 points)
(3 points)
(4 points)
Student shows
evidence of beginning
to understand counting
arrays and circles but is
unable to do so
accurately and
consistently.
Student correctly:
Student recounts to
know that it is 12.
OR
Student adds one more
and identifies the new
quantity but struggles
with one or more of the
counting array tasks.
Module 5:
Counts 12 cubes.
Arranges and counts
each array and
knows the total is 12
without recounting.
Arranges and counts
in a circle and knows
the total is 12
without recounting.
Adds 1 more to the
quantity and
determines the new
quantity with or
without recounting.
201
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Topic A:
Count 10 Ones and
Some Ones
Module 5:
Topic B:
Compose Numbers
1120 from 10
Ones and Some
Ones; Represent
and Write Teen
Numbers
Topic C:
Decompose
Numbers 1120,
and Count to
Answer How
Many? Questions
in Varied
Configurations
Next Steps:
202
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Mathematics Curriculum
GRADE
GRADE K MODULE 5
Topic D
K.CC.1
K.CC.2
Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).
Instructional Days:
GPKM5
G1M2
-Links to:
Topic D leads students beyond teen numbers up to 100 (K.CC.1). They begin by counting up and down to 100
both the regular way (ten, twenty, thirty, ) and the Say Ten way (ten, 2 tens, 3 tens, ). In Lessons 16 to 18,
their work from 11 to 19 sets the foundation for success as they realize the number sequence of 19 is
repeated over and over again within each decade as they count to 100. Students begin by counting within
and then across decades (e.g., 28, 29, 30, 31, 32) (K.CC.2). Students also write some of the numbers ranging
from 21 to 100 in Lessons 15 to 17, which goes beyond the Kindergarten standard to the Grade 1 standard
1.NBT.1. Writing numerals 21 to 100 is included here because of the wider range of activities they make
possible; students readily accept this challenge, which is not assessed. The final lesson of this topic is an
optional exploration of decomposing numbers to 100 on the Rekenrek.
Topic D:
203
Topic D K 5
A Teaching Sequence Toward Mastery of Extending the Say Ten and Regular Count Sequence to 100
Objective 1: Count up and down by tens to 100 with Say Ten and regular counting.
(Lesson 15)
Objective 2: Count within tens by ones.
(Lesson 16)
Objective 3: Count across tens when counting by ones through 40.
(Lesson 17)
Objective 4: Count across tens by ones to 100 with and without objects.
(Lesson 18)
Objective 5: Explore numbers on the Rekenrek. (Optional)
(Lesson 19)
Topic D:
204
Lesson 15 K 5
Lesson 15
Objective: Count up and down by tens to 100 with Say Ten and regular
counting.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(11 minutes)
(7 minutes)
(24 minutes)
(8 minutes)
Total Time
(50 minutes)
A NOTE ON
STANDARDS
ALIGNMENT:
In this lesson, students write multiples
of 10 through 100, which bridges
Kindergarten content of writing
numbers to 20 (K.CC.3) to Grade 1
content of writing numbers to 120
(1.NBT.1).
(3 minutes)
(5 minutes)
(3 minutes)
(Project 13 stars in a circular configuration.) On your personal white board, write the number of
stars that you see.
(Students write 13.)
Say the number the Say Ten way.
Ten 3.
Say the number the regular way.
13.
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
205
Lesson 15 K 5
(Place the 7 card on the 10 card to show 17.) Say the number.
17.
Say the number the Say Ten way.
Ten 7.
NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Scaffold the Application Problem for
English language learners by giving
them sentence starters to help them
express how they tackled the
challenge. For example, I put ____
dots of chocolate on the donut.
Mr. Perry is decorating donuts. He puts 14 little dots of chocolate in rows. Show him an idea about how to
put the 14 dots in a circle on his donut. Use the cubes first, and then draw the chocolate dots on his donut.
Show the total number of dots of chocolate with a number bond and the Hide Zero cards.
Note: This problem serves as an opportunity for students to apply their recent work with organizing and
counting objects in linear and circular configurations. Using Hide Zero cards supports the understanding of
14 as ten ones and 4 ones.
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
206
Lesson 15 K 5
Have students return to their seats, and pass out ten 10-frame cards to each child.
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Lesson 15:
NOTES ON
MULTIPLE MEANS
OF ENGAGEMENT:
Challenge students who are working
above grade level by placing the ten
card and two ones on the table.
Have them count by tens starting with
twelve (12, 22, 32, 42, 52, and so on).
Count up and down by tens to 100 with Say Ten and regular counting.
207
Lesson 15 K 5
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Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
208
Lesson 15 K 5
Any combination of the questions below may be used to lead the discussion.
How would the picture of the stairs be different if you were counting by ones?
What kinds of things could we count by tens?
Why is it helpful to count by tens?
Practice more counting on the Rekenrek.
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
209
Name
Date
10
20
50
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
210
Help the puppy down the stairs! Count down by tens. Write the numbers.
100
90
60
20
Count up by tens the Say Ten way.
ten
____ tens
____ tens
____ tens
Lesson 15:
tens
____ ____
____ tens
____ ____
Count up and down by tens to 100 with Say Ten and regular counting.
211
Name
Date
10
40
50
90
tens
40
80
tens
30
tens
tens
20
tens
tens
10
100
70
60
10
Lesson 15:
tens
4
tens
ten
Count up and down by tens to 100 with Say Ten and regular counting.
212
Lesson 15 Homework K 5
Name
Date
Count down by 10, and write the number on top of each stair.
100
40
10
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
213
Lesson 15 Homework K 5
Count down the Say Ten way. Write the missing numbers.
100
9 tens
80
_______
tens
70
_______
tens
6 tens
_______
40
tens
4 tens
_______
tens
_______
tens
______ ten
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
214
Name
Date
14
12
15
17
teen circular-counting
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
215
16
19
13
20
teen circular-counting
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
216
Lesson 15 Template 1 K 5
donuts
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
217
Lesson 15 Template 2 K 5
Lesson 15:
Count up and down by tens to 100 with Say Ten and regular counting.
218
Lesson 16 K 5
Lesson 16
Objective: Count within tens by ones.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(12 minutes)
(5 minutes)
(25 minutes)
(8 minutes)
Total Time
(50 minutes)
A NOTE ON
STANDARDS
ALIGNMENT:
In this lesson, students write numbers
through 100, which bridges
Kindergarten content of writing
numbers to 20 (K.CC.3) to Grade 1
content of writing numbers to 120
(1.NBT.1).
(7 minutes)
(2 minutes)
(3 minutes)
Lesson 16:
219
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Lesson 16 K 5
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(Show 2 tens on the Rekenrek.) Say the number the Say Ten way.
2 tens.
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Lesson 16:
220
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 16 K 5
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Support English language learners by
alternating between Say Ten counting
and regular counting. When the
students are using their 10-frames and
counters, have them whisper count.
Puppets can help diffuse performance
anxiety. One partner places the
counters while the other partner
controls the puppet, which counts.
Group Activity:
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(Create a path by laying the pieces of tagboard across the floor like stepping stones. Have fun
creating a story with students about what is at the end of the path.) Theres a magic pot at the end
of this path, and if you can reach it, you can wish for anything you want! But to get there, you have
to count in order from 30 to 39, or 40 to 49, or 50 to ?
59.
From 60 to ?
69.
Who would like to try to reach the magic pot? Well help you count so you can get there.
(Choose a student, and then write 30 on the board.) Lets help Miles count, starting at 30.
(As student steps on each stone.) 30, 31, 32, 33, 34, 35, 36, 37, 38, 39.
He made it! What did you wish for? (Allow a quick response.)
Who would like to go next?
(Choose another student, and then write 50 on the board.) Lets help Victoria get to the magic pot!
50, 51, 52, 53, 54, 55, 56, 57, 58, 59.
Victoria made it to the pot! What did you wish for?
Lesson 16:
221
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Lesson 16 K 5
Give 2 to 3 students a chance to walk the path to the magic pot, changing the start number each time to a
larger number. Students count chorally and get excited by counting to larger numbers.
Afterward, remove 5 stepping stones. Start counting to the magic pot from 35 to 39, 45 to 49, and 75 to 79.
Next, put 2 stepping stones back, and start counting to the pot from 23, 53, 83, and 93. Again, only count up
to the number with nine in the ones place. Students will be blurting out and wanting to say the multiple of
ten, but if they do, it means they cannot get to the magic pot! This creates suspense and enhances students
desire to know those numbers, which are covered in Lesson 18.
Lesson 16:
222
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Lesson 16 K 5
Lesson 16:
223
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Name
Date
Count up or down by 1s. Help the animals and the girl get what they want!
26
22
20
24
46
44
48
40
98
99
92
Count up.
63
Stop!
66
64
Lesson 16:
Count down.
224
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Name
Date
58
52
53
Help the boy get to his present. Count up by 1s. When you get to the top,
count down by 1s.
32
31
Lesson 16:
225
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 16 Homework K 5
Name
Date
75
71
14
12
16
Count up by 1s,
35
84
30
Help the boy mail his letter. Count up by 1s. When you get to the top, count
Lesson 16:
226
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 16 Homework K 5
down by 1s.
97
96
Lesson 16:
227
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 16 Template K 5
2-hand cards
Lesson 16:
228
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Lesson 17 K
Lesson 17
Objective: Count across tens when counting by ones through 40.
Suggested Lesson Structure
Application Problem
Fluency Practice
Concept Development
Student Debrief
(7 minutes)
(10 minutes)
(25 minutes)
(8 minutes)
Total Time
(50 minutes)
A NOTE ON
STANDARDS
ALIGNMENT:
In this lesson, students write numbers
through 100, which bridges
Kindergarten content of writing
numbers to 20 (K.CC.3) to Grade 1
content of writing numbers to 120
(1.NBT.1).
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Challenge students who are working
above grade level to model all nine
possible solutions for the Application
Problem and to explain both orally and
in writing how all nine possibilities are
a response to the same problem.
Note: In this lesson, the Application Problem precedes the Fluency Practice because the fluency activities
lead directly into the counting of the lesson.
(4 minutes)
(4 minutes)
(2 minutes)
Lesson 17:
229
Lesson 17 K
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NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
5-Group Flashes foster English
language learners number sense and
ability to speak about math in English.
Review number words by counting the
dots, if necessary. Tailor the sequence
according to students needs,
repeating flashes when necessary.
Note: This activity provides students with concrete practice decomposing teen numbers into ten ones and
some additional ones.
MP.2
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Note: This activity gives students practice counting by ones within the decades to prepare them to count
across the decades in todays Concept Development.
Guide students, counting from 20 to 29, occasionally changing directions. Repeat for 5059 and 8089.
Lesson 17:
230
Lesson 17 K
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Partner B moves the beads of the second row one at a time. What is the first number we will say?
Say it the Say Ten way.
Ten 1.
How do we say the number the regular way?
11.
NOTES ON
Count the second row starting with eleven. Move your
MULTIPLE MEANS
beads one at a time, and whisper the numbers.
OF ACTION AND
EXPRESSION:
(Moving the beads.) 11, 12, 13, 14, 15, 16, 17, 18, 19,
20.
Counting with the Rekenrek is great for
students working below grade level
What is the number the Say Ten way?
who will benefit from practicing one2 tens.
to-one correspondence, the support of
Now, its Partner As turn. Move one bead on the next
a peer, and the lessons frequent
row. What is the number the Say Ten way?
checks for understanding. To avoid
miscounting, encourage deliberate
2 tens 1.
counting through song or rhythm.
Say it the regular way.
21.
Keep counting the regular way.
(Moving the beads.) 22, 23, 24, 25, 26, 27, 28, 29, 30.
What is the number the Say Ten way?
3 tens.
Lesson 17:
231
Lesson 17 K
Lesson 17:
232
Name
Date
Touch and count the dots from left to right starting at the arrow. Count
to the puppy, and then keep counting to his bones and twin brother!
Count again and color the last dot of each row green. When you have
finished, go back and see if you can remember your green numbers!
What number did you say when you touched the first puppy?
The first bone?
The second bone?
His twin brother?
Lesson 17:
233
Count each number by 1s. Write the number below when there is a box.
17
21
Touch and count the rocks from the cow to the grass!
26
28
Count up by 1s. Help the kitty play with her yarn!
31
32
36
11
10
21
Lesson 17:
19
31
234
Name
Date
Touch and count carefully. Cross out the mistake, and write the correct
number.
Example:
1, 2, 9, 4, 5
20
21
22
23
24
25
29
30
31
32
33
43
35
36
25
26
27
28
29
29
31
34
35
36
37
38
39
44
Lesson 17:
235
Lesson 17 Homework K
Name
Date
Example:
23
27
34
Lesson 17:
236
Lesson 17 Homework K
38
40
Lesson 17:
237
Lesson 18 K 5
Lesson 18
Objective: Count across tens by ones to 100 with and without objects.
Suggested Lesson Structure
Application Problem
Fluency Practice
Concept Development
Student Debrief
(7 minutes)
(11 minutes)
(24 minutes)
(8 minutes)
Total Time
(50 minutes)
A NOTE ON
STANDARDS
ALIGNMENT:
In this lesson, students write numbers
through 100, which bridges
Kindergarten content of writing
numbers to 20 (K.CC.3) to Grade 1
content of writing numbers to 120
(1.NBT.1).
(3 minutes)
(4 minutes)
(4 minutes)
Lesson 18:
238
Lesson 18 K 5
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(Project the number bond with parts of 10 objects and 6 objects.) Say the larger part.
10.
Say the smaller part.
6.
Count the whole, or total, with me.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16.
(Count by tens to 40 by sliding four rows on the Rekenrek.) Count with me.
10, 20, 30, 40.
Now, count by ones. (Slide one bead at a time as students count.)
41, 42, 43, 44, 45, 46, 47, 48, 49, 50.
Lesson 18:
239
Lesson 18 K 5
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NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Use English language learners culture
to teach them the names of the
numbers. For instance, couple twenty
with veinte and thirty with treinta for
native Spanish speakers. Building on
students culture and language while
teaching helps native English speakers
as well by expanding their horizon and
exposing them to other cultures and
languages.
Repeat this process from different starting points within 100, going back and forth across the ten.
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Now, lets show and count numbers a different way. Lay out 10-frame cards as we count the Say
Ten way.
(Slowly counting as students lay out the cards.) Ten, 2 tens, 3 tens, 4 tens, 5 tens.
Now, lets count the regular way by tens. Touch each card as we count it.
10, 20, 30, 40, 50.
Place the two empty 10-frames down after 50.
Count on from 50, placing one counter at a time as we
NOTES ON
say each number. Lets start the Say Ten way.
MULTIPLE MEANS
OF ENGAGEMENT:
(Placing a counter each time they count.) 5 tens 1,
5 tens 2, 5 tens 3, , 6 tens.
Challenge students working above
grade level by providing them with
Now, lets count that the regular way, starting at 51.
opportunities to extend the lesson.
Touch each counter as you count.
For instance, after counting by ones,
51, 52, 53, , 60.
have students skip-count from 28 by
Place one more counter on the next 10-frame. Say the
twos, by threes, and by fives, using the
number the Say Ten way.
Rekenrek on their own. For very
advanced students, ask them to write
6 tens 1.
their answers before the teacher
What is the number the regular way?
moves the beads to encourage their
61.
counting in their heads rather than
relying on the visual support!
What is one more than 60?
61.
Take one counter off. What is the number the Say Ten way?
Lesson 18:
240
Lesson 18 K 5
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6 tens.
What is the number the regular way?
60.
Take away one more counter. What is the
number the Say Ten way?
5 tens 9.
Say the number the regular way.
59.
Lesson 18:
241
Lesson 18 K 5
Any combination of the questions below may be used to lead the discussion.
What is one more than 19? What is one more than 29?
Count from 79 to 90. From 61 to 71.
Who can come up and show one more than 30 on the Rekenrek? One more than 80?
What did you get better at (learn, understand, do better) today?
Lesson 18:
242
Lesson 18:
243
Name
Date
Rekenrek
Lesson 18:
244
Name
Date
Touch and whisper count the circles by 1s to 100. Say the last number in
each row loudly, and color the circle purple. Do your best. Your teacher
may call time before you are finished.
Lesson 18:
245
Lesson 18 Homework K 5
Hide to show just 60 on your Rekenrek dot paper. Touch and count the
circles until you say 45. Color 45 yellow.
Touch and count each circle from 45 to 52.
Color 52 with a blue crayon.
Hide to show just 90 on your Rekenrek dot paper. Touch and count the
circles until you say 83. Color 83 purple.
Touch and count down from 83 to 77.
Color 77 with a red crayon.
Show 100.
Touch and count, starting at 1.
Say the last number in each row loudly. Color the circle black.
Lesson 18:
246
Name
Lesson 18 Homework K 5
Date
Rekenrek
Lesson 18:
247
Lesson 18 Template K5
Lesson 18:
248
Lesson 19
Lesson 19
Objective: Explore numbers on the Rekenrek. (Optional)
Suggested Lesson Structure
Application Problem
Fluency Practice
Concept Development
Student Debrief
(7 minutes)
(10 minutes)
(25 minutes)
(8 minutes)
Total Time
(50 minutes)
A NOTE ON
STANDARDS
ALIGNMENT:
In this lesson, students explore
decomposing numbers to 100. To
begin, they simply decompose
numbers to 10 and see the relevance of
that to teen numbers. Next, they sit
with a partner and decompose
numbers to 40 as tens and ones
(1.NBT.2). They then represent
numbers on two Rekenreks with a
friend and realize that there is a teen
number hiding inside this larger
number by pulling apart their two
Rekenreks! The exploration is meant
to be playful, generating excitement
about decomposing numbers.
(3 minutes)
(3 minutes)
(4 minutes)
NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Lesson 19:
249
Lesson 19
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Continue one bead at a time stating the related bond. Keep the Rekenreks at 7
for the Concept Development component of this lesson.
(Hold the 30 card and 7 card so they show 37.) Say the number.
37.
Say the number the Say Ten way.
3 tens 7.
(Break apart the cards into 30 and 7.)
Repeat the process for four or five other numbers between 20 and 100.
Lesson 19:
250
Lesson 19
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Seventeen.
Today, lets work the Say Ten way.
Ten 7.
Move 1 bead from your 7 over to the right like we did in our fluency
activity.
Total 16. The two parts are ?
10 and 6.
Move another bead. Total 15. The parts are ?
10 and 5.
Move another!
Total 14. The parts are 10 and 4.
Keep going! (Give students a moment to work through the teen
numbers.)
Exploration 2
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Now, sit with a partner. Partner B, take all your beads out of hiding,
and put your Rekenrek under your partners. Partner A, show ten 7
again.
Using both Rekenreks, how many beads do you have on the left now?
Tell me the Say Ten way.
3 tens 7.
Move 1 bead from the 7 to the right. How many beads are on the left?
3 tens 6.
Move a bead.
3 tens 5.
Move a bead.
3 tens 4.
Have students work with base numbers other than 7 within the twenties and thirties. Then, three students
can sit together and work with numbers within the forties and sixties. The decomposition of the larger
numbers is 1.NBT.2, Understand Place Value. This playful work lets students get a sense of these important
understandings that the decomposition of the numbers 19 and the teens give. Avoid partwhole language
in Exploration 2 and in the Problem Set. Simply let students natural knowledge see the connection between
the base number, the teens, and the larger numbers.
Lesson 19:
251
Lesson 19
What did your teen number bonds help you see about the larger numbers?
When you make a teen number in parts, what do you notice? Which is always larger, the parts or
the total (or whole)?
What happens if the top row on your Rekenrek is a part? What is the other part?
What else could be a part of a larger number?
When you circled teen numbers on the Problem Set, you were finding a part. What part did you find
in the first problem?
How does finding parts help you to understand large numbers better?
Lesson 19:
252
Lesson 19
Lesson 19:
253
Name
Date
Find the Hidden Teen Number
Show each number on your Rekenrek with your partner. Write how many.
Circle the teen number inside the big number. Draw a line from the big
number to the teen number that hides inside it.
18
15
13
17
11
12
Lesson 19:
254
Name
Date
Show the number on your Rekenrek with your partner. In the box, write
the number that tells how many objects there are. Circle the teen number
you see. Write the teen number in the other box.
Lesson 19:
255
Name
Date
Write the number you see. Now, draw one more, then write the new number.
Lesson 19:
256
Rekenrek
Lesson 19:
257
Lesson 19:
258
Lesson 19:
259
Mathematics Curriculum
GRADE
GRADE K MODULE 5
Topic E
K.CC.5
K.NBT.1
Compose and decompose numbers from 11 to 19 into ten ones and some
further ones, e.g., by using objects or drawings, and record each composition or
decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that
these numbers are composed of ten ones and one, two, three, four, five, six,
seven, eight, or nine ones.
Instructional Days:
GPKM5
G1M2
-Links to:
Topic Es Lesson 20 begins as students represent teen number decompositions and compositions by writing
addition sentences. In Lesson 21, students make bonds with materials and hide one of the parts for their
partners, who must figure out what the hidden part is. The number bond with a hidden part is represented
by the teacher as an addition equation with a missing addendthe hidden part (aligns to 1.OA.8). In Lesson
22, students compare teen numbers by counting and comparing the extra ones. For example, students
decompose 12 into 10 and 2, and 16 into 10 and 6. They compare 2 ones and 6 ones to see that 16 is more
than 12 using the structure of the 10 ones (MP.7). This is an application of the Kindergarten comparison
standards (K.CC.6, K.CC.7), which move into the Grade 1 comparison standard (1.NBT.3).
In Lesson 23, students reason about situations to determine if they are decomposing a teen number as 10
ones and some ones, or composing 10 ones and some ones to find a teen number. They analyze the number
sentences that best represent each situation (K.NBT.1). Throughout the lesson, students draw the number of
objects presented in the situation (K.CC.5).
Topic E:
260
Topic E K 5
The module closes with an exploration in which students count teen quantities and represent them in various
ways as the teacher gives the prompt, Open your mystery bag. Show the number of objects in your bag in
different ways using the materials you choose. This exercise also serves as a culminating assessment,
allowing the student to demonstrate skill and understanding in applying all the learning gained throughout
the module.
A Teaching Sequence Toward Mastery of Representing and Applying Compositions and Decompositions
of Teen Numbers
Objective 1: Represent teen number compositions and decompositions as addition sentences.
(Lesson 20)
Objective 2: Represent teen number decompositions as 10 ones and some ones, and find a hidden part.
(Lesson 21)
Objective 3: Decompose teen numbers as 10 ones and some ones; compare some ones to compare the
teen numbers.
(Lesson 22)
Objective 4: Reason about and represent situations, decomposing teen numbers into 10 ones and some
ones and composing 10 ones and some ones into a teen number.
(Lesson 23)
Objective 5: Culminating TaskRepresent teen number decompositions in various ways.
(Lesson 24)
Topic E:
261
Lesson 20 K5
Lesson 20
Objective: Represent teen number compositions and decompositions as
addition sentences.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(12 minutes)
(7 minutes)
(24 minutes)
(7 minutes)
Total Time
(50 minutes)
(4 minutes)
(4 minutes)
(4 minutes)
(Show 7 dots.) How many do you see? (Give students time to count.)
7.
How can you see 7 in two parts?
(Coming up to the card.) 5 here and 2 here.
Say the number sentence.
5 and 2 makes 7.
Who sees 7 in two different parts?
(Coming up to the card.) I see 3 here and 4 here.
Say the number sentence.
3 and 4 makes 7.
Lesson 20:
262
Lesson 20 K5
T:
NOTES ON
MULTIPLE MEANS
OF ACTION AND
EXPRESSION:
Lesson 20:
263
Lesson 20 K5
MP.3
T:
S:
T:
T:
T:
S:
T:
S:
T:
T:
Lesson 20:
264
Lesson 20 K5
S:
T:
S:
T:
S:
T:
T:
T:
S:
T:
T:
S:
T:
T:
S:
T:
T:
T:
T:
S:
T:
S:
T:
S:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
How many beans are in this part?
3.
Look at the parts. Complete this number sentence. (Point to 13 = ____ + ____.)
13 = 10 + 3.
We started with the whole amount with our beans, so our number sentence also starts with the
whole amount.
Clear your board. Show 10 red beans and 5 white beans in the two parts.
Now, count to find out how many beans you will put to show the total. It needs to match the
amount in the parts.
(After counting.) 15.
Count that many beans into the place where you put your total.
(After counting.) What is another way to show the two parts and the total?
10 + 5 = 15.
(Write 10 + 5 = 15 on the board.)
Do you have the same number of beans in the parts as you have in the place for the total?
Yes!
When 15 is split into two parts, is it the same as 10 and 5? Then, your number bond is true!
Clear your board. This time, use your marker to write 19 where we show the whole. Lets put this
number in two parts.
Show 10 red beans as one part. (Pause while students place the beans.)
Count out the beans you need to put in the other part to get to 19.
(After counting.) 9.
What is one number sentence that tells about this number bond?
10 + 9 = 19.
This time, start with the total, so we really feel that big number splitting into two parts.
19 = 10 + 9.
Continue in this manner with students creating and talking about other teen number bonds and their
matching addition sentences
Lesson 20:
265
Lesson 20 K5
Lesson 20:
266
Name
Date
13
15
10
13 = ____ + ____
10
10 + 8 = _____
15 = _____ + _____
Lesson 20:
17 = _____ + _____
10
10 + 6 = _____
_____ = 10 + 4
11
12 = _____ + _____
Early finishers:
Make up your own
teen number
bonds and number
sentences on the
back!
267
Name
Date
10
11
10
14
10
18
10
10
10
20
10
10
Lesson 20:
268
Lesson 20 Homework K5
Name
Date
*****
*****
*
11
10 + 1 = 11
11 = 10 + 1
* * * * *
* * * * *
15
* * * * *
* *
17
Lesson 20:
269
Lesson 20 Homework K5
* * * * *
* * * * *
19
14
* * * * *
* * * * *
20
Lesson 20:
270
Lesson 21 K
Lesson 21
Objective: Represent teen number decompositions as 10 ones and some
ones, and find a hidden part.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
(13 minutes)
(7 minutes)
(22 minutes)
(8 minutes)
Total Time
(50 minutes)
(4 minutes)
(5 minutes)
(4 minutes)
A NOTE ON
STANDARDS
ALIGNMENT:
In this lesson, students decompose
teen numbers into two parts with
blocks and hide one of the parts. After
guessing what the hidden part is, they
then see a number sentence with a
hidden part such as 12 = 10 + ___. This
bridges to Grade 1 content (1.OA.8).
Lesson 21:
271
Lesson 21 K
Sit in groups of 4. Put your Rekenreks together. Partner A moves the beads of the first row. Partner
B moves the beads of the second row, etc. After each number that ends a row, say bop.
Lesson 21:
272
Lesson 21 K
Note: This Application Problem is an example of a take from with result unknown problem type, which
students should be able to solve using objects or manipulatives by the end of Kindergarten.
Lesson 21:
273
Lesson 21 K
T:
S:
Fill in this number sentence with me. (Write 12 = ____ + 2 on the board.)
12 = 10 + 2.
Continue in this manner with other teen numbers. Have students then work in pairs to play Hide and Say the
Hidden Part.
T:
Partner A builds a teen number in the place for the total or whole.
Partner B models the number as two parts.
Partner A closes her eyes while Partner B hides one part.
Partner A writes the complete number sentence (e.g., 14 = 10 + 4). Switch roles.
We had a hidden part like in our story problem of the puppies. We didnt know the part that Peter
could still see in the cozy cage after the two puppies hid inside the box!
Lesson 21:
274
Lesson 21 K
T:
S:
Look at the first two number bonds. What is the same and different about these two bonds?
Both bonds have 10 ones. Yeah, but they dont have the same number of extra ones. One has
2 extra ones, and the other has 3 extra ones. If you count all the ones together, one is twelve,
and one is thirteen. If we count the Say Ten way, one is ten 2, and one is ten 3. If you break
apart both numbers, there are 10 ones and some ones inside! The number sentences show that
we can write 12 and 13 in number sentences with 10 plus in them.
What can you explain about the numbers 11, 12, 13, 14, 15, 16, 17, 18, 19? What do they have in
common? How are they different?
What did you learn in this lesson?
Lesson 21:
275
Name
Date
Model each number with cubes on your number bond mat. Then, complete
the number sentences and number bonds.
Example:
12
11
10
10
11 = 10 + _____
12 = 10 + _____
13 = 10 + _____
10 + _____ = 11
10 + _____ = 12
10 + _____ = 13
17
10
10
_____ + 5 = 15
_____ + 7 = 17
_____ + 8 = 18
15 = _____ + 5
17 = _____ + 7
18 = 10 + _____
16
16 = 6 + _____
9 + _____ = 19
6 + _____ = 16
19 = 10 + _____
Lesson 21:
276
Name
Date
Complete the number sentences and number bonds. Use your materials to
help you.
17
_____ + 7 = 17
17 = _____ + 10
13
____ + 3 = _____
Lesson 21:
13 = _____ + 10
277
Name
Lesson 21 Homework K
Date
Complete the number bonds and number sentences. Draw the cubes of the
missing part.
15
10
15 = _____ + 10
18
_____ + 8 = 18
Lesson 21:
278
Lesson 21 Homework K
10
6 +____ = 16
11
1 + ____ = 11
Lesson 21:
279
Lesson 22 K 5
Lesson 22
Objective: Decompose teen numbers as 10 ones and some ones; compare
some ones to compare the teen numbers.
Suggested Lesson Structure
Application Problem
Fluency Practice
Concept Development
Student Debrief
(7 minutes)
(11 minutes)
(25 minutes)
(7 minutes)
Total Time
(50 minutes)
A NOTE ON
STANDARDS
ALIGNMENT:
In this lesson, students compare
numbers 19 (K.CC.6, K.CC.7) and use
their understanding of 10 ones as the
structure of the teen numbers (K.NBT.1
and MP.7) to compare teen numbers.
This bridges Kindergarten content to
the Grade 1 comparison of numbers
(1.NBT.3).
(3 minutes)
(4 minutes)
(4 minutes)
Lesson 22:
280
Lesson 22 K 5
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
Show me the number 12 in two parts on your Rekenrek with one part 10 ones on your top row.
(Show 12 on their Rekenreks.)
Now, show me 12 again, but this time, with 10 ones that are all red.
Now, show me 12 again, but this time, with 10 ones that are all white.
Lesson 22:
281
Lesson 22 K 5
Use your personal white board as a work mat. Partner A, count out 13 cubes on your mat.
Partner B, count out 15 cubes on your mat.
Now, each of you move your cubes to show the number the Say Ten way. Partner A, tell me your
number the Say Ten way.
(Partner A only.) Ten 3.
Partner B, tell me your number the Say Ten way.
(Partner B only.) Ten 5.
How can we tell which number is greater? You both
NOTES ON
have 10 ones. True?
MULTIPLE MEANS
Yes.
OF REPRESENTATION:
So, lets look at the extra ones. Which number is
Before beginning the lesson, introduce
greater3 ones or 5 ones?
or review key vocabulary for English
5 ones!
language learners so that they can keep
up with the lesson. Post visuals of key
So, which number is greaterten 3 or ten 5?
terms such as greater, smaller, less,
Ten 5.
more, and the same.
Lets all say 15 is more than 13.
15 is more than 13.
Lets say that the Say Ten way. Ten 5 is more than ten 3.
Ten 5 is more than ten 3.
Now, Partner A, show me 14 on your mat as 10 ones and
some ones. Partner B, show 11 on your mat as
10 ones and some ones.
Do you both have 10 ones?
Yes.
So, lets compare the extra ones. Which part is smaller
4 ones or 1 one?
1 one.
Talk to your partner about which number is smaller and which
number is larger, as well as how you know.
(Students talk.)
Now, I want both Partner A and Partner B to show 17 on your
mat. Show it as 10 ones and some ones.
Do you both have 10 ones?
Yes.
Lesson 22:
282
Lesson 22 K 5
T:
S:
T:
S:
T:
S:
T:
S:
Continue in this manner but without the cubes and personal white boards. Draw two number bonds on the
board. Fill one number bond in with 19 decomposed, showing 10 ones as one part. Fill the other number
bond with 16 decomposed, showing 10 ones as one part.
T:
S:
T:
T:
S:
T:
T:
S:
T:
T:
MP.7 S:
Lesson 22:
283
Lesson 22 K 5
Lesson 22:
284
Name
Date
Circle 10 erasers. Circle 10 pencils. Match the extra ones to see which
group has more. Check the group that has more things.
Circle 10 sandwiches. Circle 10 milk cartons. Check the group that has
less things.
Circle 10 baseballs. Circle 10 gloves. Write how many are in each group.
Check the group that has more things.
Lesson 22:
285
Circle 10 apples. Circle 10 oranges. Write how many are in each group.
Check the group that has less.
Circle 10 spoons. Circle 10 forks. Write how many are in each group.
Circle more or less.
more
is
than
less
Lesson 22:
286
Name
Date
more
1
____
more
is less
than
_____
____
more
is less
than
_____
____
more
is less
than
_____
Lesson 22:
is
less
than 4
287
Lesson 22 Homework K 5
Name
Date
XXXXX
XX
XXXXX
XXXXX
OOOOO
O
10
13
XXXXX
XXXXX
OOO
10
XXXXX
XXXXX
OO
Lesson 22:
17
XXXXX
XXXXX
OOOOO
OO
11
XXXXX
XXXXX
O
10
10
10
XXXXX
XXX
16
10
XXXXX
XXXXX
OOOOO
OOOOO
288
Lesson 23 K 5
Lesson 23
Objective: Reason about and represent situations, decomposing teen
numbers into 10 ones and some ones and composing 10 ones and some
ones into a teen number.
Suggested Lesson Structure
Fluency Practice
Concept Development
Student Debrief
(12 minutes)
(30 minutes)
(8 minutes)
Total Time
(50 minutes)
(4 minutes)
(8 minutes)
Continue with cards illustrating the number bonds of 5 and 3, 4 and 4, 6 and 2, and 8 and 0.
Lesson 23:
289
Lesson 23 K 5
(Show 12 pieces of red construction paper in one line, perhaps taped to the board.) Count with me.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.
Draw and show the 12 papers as 10 ones and some ones.
Should we draw a number bond?
You can draw a picture and make a number bond.
NOTES ON
Can we write a number sentence?
MULTIPLE MEANS
OF ENGAGEMENT:
That is another good way to show what twelve is made
of.
Support English language learners
math talk by providing them with
(After working.) Share with your partner how you
sentence frames, such as the following:
showed 10 red papers and some more papers.
I see ____ (number) _____ (unit).
What parts did you break 12 into?
I see _____ (number) _____ (unit).
10 and 2.
I see ____ (number) _____ (unit) in all.
What number sentence did you use to show that?
12 = 10 + 2.
Lesson 23:
290
Lesson 23 K 5
T:
T:
S:
T:
T:
S:
T:
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:
S:
Lesson 23:
291
Lesson 23 K 5
T:
S:
MP.2
Lesson 23:
292
Lesson 23 K 5
Lesson 23:
293
Name
Date
Sam has 13 toy trucks. Draw and show the trucks as 10 ones and some
ones.
Lesson 23:
294
Our class has 16 bags of popcorn. Draw and show the popcorn bags as
10 ones and some ones.
Lesson 23:
295
Name
Date
There are 12 balls. Draw and show the balls as 10 ones and some ones.
Lesson 23:
296
Lesson 23 Homework K 5
Name
Date
Bob bought 7 sprinkle donuts and 10 chocolate donuts. Draw and show all
of Bobs donuts.
Lesson 23:
297
Lesson 23 Homework K 5
Fran has 17 baseball cards. Show Frans baseball cards as 10 ones and
some ones.
Write an addition sentence and a number bond that tell about the baseball
cards.
Lesson 23:
298
Lesson 23 Template K 5
_______
_______
_______
Lesson 23:
299
Lesson 24 K
Lesson 24
Objective: Culminating TaskRepresent teen number decompositions in
various ways.
Suggested Lesson Structure
Fluency Practice
Concept Development
Student Debrief
(10 minutes)
(35 minutes)
(5 minutes)
Total Time
(50 minutes)
(4 minutes)
(6 minutes)
(Project the pictorial growth chart 1020 on the board (Fluency Template 1).) Hold a frog puppet
(popsicle stick with a frog picture) on the 10. What number is Froggy on now?
10.
Can you help Froggy get the fly?
NOTES ON
Yes.
MULTIPLE MEANS
Tell Froggy what number is 1 more.
OF ENGAGEMENT:
1 more is 11.
Provide English language learners with
(Make the frog puppet jump to the next stair.) Its
individual pictorial growth charts on
working! What number is he on now?
the sheets they have in front of them.
Students can use their fingers to trace
11.
the frogs path to the next step. They
Tell him 1 more.
can then see and say the number the
11. 1 more is 12.
frog is on.
(Frog jumps.)
Continue to 20. (Variations: 1 more/2 more. Froggy wants to go back home1 less/2 less. Consider adding
a kinesthetic componentstudents stand taller or crouch down to reflect the number.)
Lesson 24:
300
Lesson 24 K
T:
Open your mystery bag, and count how many objects are inside. Show this number in different ways
using the materials available to you at your station.
You are going to create an exhibit showing your number
in as many ways as you can.
The ways you must show your number include:
A number bond
Hide Zero cards
Rekenrek
Addition sentence
Linking cubes
Once you have finished the have tos, show the number in other ways, too. You will have
20 minutes. At your table are different materials to help you. You do not have to use them all.
You may also use paper and pencil.
This culminating lesson is a part of the Kindergarten assessment system. While circulating, use a recording
sheet to document what each student does. What representations does the student choose? What skills are
obvious? Which materials does he avoid? Which does he gravitate toward immediately? What words is the
student using when talking about his teen number? Take a picture of students work for their portfolio.
Lesson 24:
301
Lesson 24 K
T:
T:
(After 20 minutes.) Now, we are going to take a tour to see your friends creations. When I give the
signal, move to the next station.
Think about what you are seeing at each station. Point to the different ways your friends have
shown their number. Talk about each one. What makes it special? (Students spend a little less than
one minute at each station.)
S:
What are some different ways you saw the teen number represented?
Number bonds. Piles of 10 ones and some more ones. In circles. In arrays.
In rows. With hand cards. With linking cubes in one long line. In towers. In addition
sentences. In story problems. In pictures. With Hide Zero cards. On our Rekenrek.
Which of these different ways do you feel helps you understand your teen numbers the most? Why?
How is a number bond different from and the same as an addition sentence?
How is a pile of 10 sticks and some more sticks different and the same as the number shown with
Hide Zero cards?
What did you notice as you went around the room? How did the exhibits vary?
Close the experience by letting students know that, by understanding their teen numbers, they understand all
the numbers better as they move on to Grade 1.
Lesson 24:
302
Lesson 24 Homework
K 5
13
3
Write a number sentence.
10
Lesson 24:
11
13 = 10 + 3
12
13
14
15
16
17
18
19
20
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303
17
18
19
K 5
20
16
14
15
13
12
11
10
pictorial growth chart
Lesson 24:
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304
10
11
12
13
14
15
16
17
18
K 5
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305
19
K 5
20
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306
K 5
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307
P layer 1: _______________________
10
11
12
13
14
15
16
17
18
K 5
Player 2: ___________________
19
20
10
11
12
13
14
15
16
17
18
19
20
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308
Student Name
Date 1
Time Elapsed
Date 2
Date 3
Topic D
Topic E
(Set out two 10-frame cards.) How many dots are on these cards? Touch and count each dot the
regular way. Whisper while you count so I can hear you.
Please count the dots from 11 to 20 the Say Ten way.
Please count by 10s to 100 the Say Ten way.
Please count by 10s to 100 the regular way.
Start at 28. Count up by 1s and stop at 32 the regular way. (If the student is unable to do this, try 8
through 12, then 18 through 22.)
Module 5:
309
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Time Elapsed
Materials: (S) 17 centimeter cubes, number bond (Lesson 7 Template) within a personal white board, eraser
T:
T:
T:
T:
T:
(Set out 17 cubes.) How many cubes are there? (Note the arrangement in which the student
counts. If the student does not arrange cubes into a straight line or array, do so for the student.)
Separate 10 cubes into a group.
Write 17 as a number bond on your personal white board using 10 ones as one of the parts. (Be sure
to have students write the numerals.)
(Write 17 = _____ + ______.) Make an addition sentence to match your number bond.
How are your number bond and your addition sentence the same?
Module 5:
310
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Topics DE
K.CC.2
Count forward beginning from a given number within the known sequence (instead of
having to begin at 1).
K.CC.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 020
(with 0 representing a count of no objects).
K.CC.5
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.
c.
Understand that each successive number name refers to a quantity that is one larger.
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 120, count out that many objects.
Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a
drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed
of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Module 5:
311
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Assessment
Task Item and
Standards
Assessed
Topic D
K.CC.1
K.CC.2
STEP 1
Little evidence of
reasoning without
a correct answer.
STEP 2
Evidence of some
reasoning without
a correct answer.
STEP 3
Evidence of some
reasoning with a
correct answer or
evidence of solid
reasoning with an
incorrect answer.
STEP 4
Evidence of solid
reasoning with a
correct answer.
(1 point)
(2 points)
(3 points)
(4 points)
Student shows
evidence of beginning
to understand counting
by 10s and 1s but skips
or repeats numbers
often, resulting in an
inaccurate count.
Student is unable to
perform one of the
tasks.
Student correctly:
Counts up by 10s
using the Say Ten
and regular ways.
Counts the dots from
11 to 20 the Say Ten
way.
Counts from 28 to 32
the regular way.
Counts a number
between 11 and 20
the regular way.
Topic E
K.CC.5
K.NBT.1
Module 5:
Student shows a
beginning
understanding of
counting into an array
or line, representing
teen numbers as
number bonds or
addition sentences, but
answers inaccurately.
Student correctly
counts 17 cubes into an
array or line and writes
the number bond for
17 but cannot write an
accurate equation.
OR
The student writes an
accurate equation for
17 but cannot write the
number bond or count
into an array or line.
Student correctly:
Counts 17 cubes into
an array or line.
Separates 10 cubes
and correctly writes
17 as the whole and
10 and 7 as the parts
of 17.
Writes an accurate
addition sentence
and reasonably
connects both
representations.
312
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Topic D:
Extend the Say Ten
and Regular Count
Sequence to 100
Module 5:
Topic E:
Represent and
Apply
Compositions and
Decompositions of
Teen Numbers
Next Steps:
313
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GRADE
Mathematics Curriculum
GRADE K MODULE 5
Answer Key
GRADE K MODULE 5
Numbers 1020 and Counting to 100
Module 5:
314
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Lesson 1
Problem Set
Footballs
Apples
Sticks
Soccer balls
4
Exit Ticket
Lightning bolts
1
Homework
Triangles not circled
Circles circled
Hearts circled
Circles circled
Diamonds circled
Suns circled
Ovals circled
Squares circled
Hearts circled
Cylinders circled
Triangles circled
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315
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Lesson 2
Problem Set
10 rubber ducks checked; 3
10 gifts checked; 10, 6
10 pigs checked; 2
10 glasses checked; 10, 1
10 small circles and 2 small circles drawn in any configuration
10 ones and 4 ones drawn using lines, circles, or objects of choice
Exit Ticket
10 ones and 3 ones
10 ones and 5 ones
10 ones and 10 ones
10 ones and 2 ones
Homework
2 more circles drawn
3 more half-moons drawn
1 more heart drawn
5 more faces drawn
Module 5:
316
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Lesson 3
Problem Set
10 ice cream cones circled; 5
10 peppers circled; 10, 3
10 apples circled; 10, 2
2 groups of 10 pushpins circled; 10, 10
13 things drawn, 10 circled
18 things drawn, 10 circled
Exit Ticket
10 hearts circled; 3
16 objects drawn, 10 circled
Homework
10 ducks circled; 2
10 diamonds circled; 10, 8
10 faces circled; 4
10 watering pails circled; 10, 1
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317
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Lesson 4
Problem Set
10 circles drawn; 3 circles drawn
10 circles drawn; 7 circles drawn
10 circles drawn; 2 circles drawn
10 circles drawn; 9 circles drawn
Exit Ticket
1
10, 5
5
10, 7
Homework
Pictures matched to numbers
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318
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Fluency Template 2
10 triangles circled
10 half-moons circled
10 circles circled
10 triangles circled
10 hearts circled
10 circles circled
10 diamonds circled
10 triangles circled
10 trapezoids circled
10 faces circled
10 hearts circled
10 suns circled
10 ovals circled
10 squares circled
10 triangles circled
10 hearts circled
10 cylinders circled
10 triangles circled
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Lesson 5
Problem Set
10 umbrellas circled; 3 checked; ten three
10 kittens circled; 4 checked; ten four
2 groups of 10 pineapples circled; two ten
10 bananas circled; 7 checked; ten seven
10 hot dogs circled; 1 checked; ten one
Exit Ticket
3; 5
10, 7; 10, 8; 10, 9
Homework
10, 1; 10, 3
10, 4; 10, 6
10, 5; 10, 7
10, 0; 10, 2
10, 8; 10, 10
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Fluency Template 2
10 triangles circled
10 half-moons circled
10 circles circled
10 triangles circled
10 hearts circled
10 circles circled
10 diamonds circled
10 triangles circled
10 trapezoids circled
10 faces circled
10 hearts circled
10 suns circled
10 ovals circled
10 squares circled
10 triangles circled
10 hearts circled
10 cylinders circled
10 triangles circled
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Lesson 6
Problem Set
10 dots, 5 dots; 15
10 dots, 8 dots; 18
10 dots, 6 dots; 16
Exit Ticket
10 dots and 4 dots drawn; 14
14 objects drawn and 10 circled
Homework
10 dots, 2 dots; 12
10 dots, 7 dots; 17
10 dots, 9 dots; 19
10 dots, 4 dots; 14
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Lesson 7
Problem Set
0
11, 10, 1
12, 10, 2
10, 3
14, 10, 4
15, 10, 5
10, 6
17, 10, 7
18, 10, 8
19,10, 9
10, 10
10 smiley faces circled; 13; 10, 3
Exit Ticket
1
10, 4
17; 10, 7
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Homework
8
7
10, 6
10, 5
14; 10, 4
13; 10, 3
10, 2
10, 1
10; 10, 0
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Lesson 8
Problem Set
10 dots drawn the 5-group way and 1 more
10 dots drawn the 5-group way and 8 more
10 dots drawn the 5-group way and 5 more
10 dots drawn the 5-group way and 4 more
10 dots drawn the 5-group way and 2 more
10 dots drawn the 5-group way and 7 more
20 dots drawn the 5-group way
10 dots drawn the 5-group way and 3 more
Exit Ticket
10 dots drawn the 5-group way and 6 more
10 cubes and 2 cubes colored in
Homework
10 dots drawn the 5-group way and 5 more
10 dots drawn the 5-group way and 3 more
10 dots drawn the 5-group way and 7 more
10 dots drawn the 5-group way and 1 more
10 dots drawn the 5-group way and 2 more
10 dots drawn the 5-group way and 6 more
20 dots drawn the 5-group way
10 dots drawn the 5-group way and 4 more
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Lesson 9
Problem Set
10 circles drawn; 2 circles drawn
10 circles drawn; 7 circles drawn
10 circles drawn; 6 circles drawn
10 circles drawn; 3 circles drawn
2 sets of ten drawn and circled
10 and 1 drawn; 1 set of 10 circled
Answers will vary.
Exit Ticket
10 circles drawn; 5 drawn
10 circles drawn; 9 drawn
18 circles drawn; 10 circled
14 circles drawn; 10 circled
Homework
16 objects drawn; 10 circled
20 objects drawn; 2 sets of 10 circled
19 objects drawn; 10 circled
14 objects drawn; 10 circled
12 objects drawn; 10 circled
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Lesson 10
Problem Set
Left-hand fingernails colored red
Right-hand fingernails colored black
Corresponding beads below colored to match the hands
Numbers 1 to 10 written beneath the beads
Exit Ticket
Two rows of 5 red beads and 5 yellow beads drawn
20
Hands with fingernails drawn; 10
Homework
Number bond showing that 10 and 3 make 13; fingernails and beads colored to match
Number bond showing that 10 and 4 make 14; fingernails and beads colored to match
Number bond showing that 10 and 1 make 11; fingernails and beads colored to match
Number bond showing that 10 and 2 make 12; fingernails and beads colored to match
Number bond showing that 10 and 6 make 16; fingernails and beads colored to match
Number bond showing that 10 and 7 make 17; fingernails and beads colored to match
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Lesson 11
Problem Set
12 written; squares colored to equal 1 more than 11
13 written; squares colored to equal 1 more than 12
Squares colored to equal 1 more than 13
15 written
16 written; squares colored to equal 1 more than 15
17 written; squares colored to equal 1 more than 16
18 written; squares colored to equal 1 more than 17
Squares colored to equal 1 more than 18
20 written
Exit Ticket
Lines drawn to correct numbers; tower completed
Homework
11 written
10 os and 2 xs drawn to make 12
13 written
10 os and 4 xs drawn to make 14
15 written
10 os and 6 xs drawn to make 16
10 os and 7 xs drawn to make 17
10 os and 8 xs drawn to make 18
19 written
10 os and 10 xs drawn to make 20
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Lesson 12
Problem Set
Squares colored to equal 1 less than 20
18 written; squares colored to equal 1 less than 19
17 written; squares colored to equal 1 less than 18
16 written; squares colored to equal 1 less than 17
Squares colored to equal 1 less than 15
13 written; squares colored to equal 1 less than 14
12 written; squares colored to equal 1 less than 13
10 written
Exit Ticket
10
13, 11, 10
11, 10, 9
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Homework
19 written
10 os and 8 xs drawn to make 18
17 written
10 os and 6 xs drawn to make 16
15 written
10 os and 4 xs drawn to make 14
10 os and 3 xs drawn to make 13
10 os and 2 xs drawn to make 12
11 written
10 os drawn to make 10
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Lesson 13
Problem Set
12, 14, 16, 18, 20
11, 15, 16, 19, 20
16
16
15 circles drawn in rows
12 squares drawn in rows
Exit Ticket
12
Second set of blocks circled
Answers may vary.
Homework
Dots drawn to show 10 and 5
Dots drawn to show 10 and 7
Dots drawn to show 10 and 2
Dots drawn to show 10 and 9
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Lesson 14
Problem Set
14
12
15
18
3 more circles drawn
4 more triangles drawn
Answers will vary.
Exit Ticket
12
4 more dots drawn
Homework
12
10
9 more dots drawn
10 dots and 8 dots drawn; 18
Answers will vary.
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Lesson 15
Problem Set
30, 40, 60, 70, 80, 90, 100
80, 70, 50, 40, 30, 10
2, 4, 5, 6, 7 tens, 8 tens
Exit Ticket
20, 30, 40, 50, 30, 20, 10
Down then up: 9, 8, 6, 5, 3, 2
Homework
90, 80, 70, 60, 50, 30, 20
10 tens, 90, 8, 7, 60, 50, 5, 30, 3, 20, 2, 10, 1
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Lesson 16
Problem Set
21, 23, 25, 27, 28, 29
41, 42, 43, 45, 47
93, 94, 95, 96, 97, 98
65, 66, 67; 65, 64, 63
Exit Ticket
50, 51, 54, 55, 56, 57
32, 33, 34, 33, 31
Homework
72, 73, 74, 76, 77, 78
10, 11, 13, 15, 17, 18, and 19
85, 86, 87, 88, 89; 88, 87, 86, 85, 84
31, 32, 33, 34, 35; 34, 33, 32, 31, 30
97, 98, 99, 98, 96
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Lesson 17
Problem Set
15, 21, 28, 40
18, 19, 20, 22
27, 29, 30, 31, 32
33, 34, 35, 37, 38, 39, 40
9, 20, 30
Exit Ticket
29 crossed out; 26 written
43 crossed out; 34 written
Second 29 crossed out; 30 written
44 crossed out; 40 written
Homework
3 more dots drawn to make 23
20 more dots drawn to make 27
10 more dots drawn to make 34
8 more stars drawn to make 38
10 more raindrops drawn to make 40
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Lesson 18
Problem Set
Last dot in each row colored green
First dot in each row outlined with blue square
Fifth dot in each row outlined with red triangle
Exit Ticket
Last dot in each row colored purple
Homework
Circle 28 colored green; circle 34 colored red
Circle 45 colored yellow; circle 52 colored blue
Circle 83 colored purple; circle 77 colored red
Last number in each row colored black
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Lesson 19
Problem Set
21, line to 11
38, 18 circled, line drawn to 18
25, 15 circled, line drawn to 15
32, 12 circled, line drawn to 12
37, 17 circled, line drawn to 17
Exit Ticket
25, 15
12 circled; 32, 12
Homework
37, 1 more drawn, 38
11, 1 more drawn, 12
43, 1 more drawn, 44
25, 1 more drawn, 26
40, 1 more drawn, 41
36, 1 more drawn, 37
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Lesson 20
Problem Set
10, 5; 10, 5
17; 10, 7
18; 18
16, 6; 16
14, 10, 4; 14
12, 10, 2; 10, 2
10, 1; 11, 10, 1
Exit Ticket
10 and 2 circled
1 and 10 circled
4 and 10 circled
10 and 8 circled
10 and 0 circled
10 and 10 circled
Homework
5 stars drawn; 15 = 10 + 5; 10 + 5 = 15
10 stars drawn; 17 = 10 + 7; 10 + 7 = 17
9 stars drawn; 19 = 10 + 9; 10 + 9 = 19
10 stars and 4 stars drawn; 14 = 10 + 4; 10 + 4 = 14
10 stars drawn; 20 = 10 + 10; 10 + 10 = 20
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Lesson 21
Problem Set
10, 2; 2; 2
13, 3; 3; 3
15; 10; 10
10, 7; 10; 10
18, 8; 10; 8
10, 6; 10; 10
19, 10, 9; 10, 9
Exit Ticket
10, 7; 10; 7
10; 10, 13; 3
Homework
5; 5; 5 cubes drawn
10; 10; 10 cubes drawn
16; 10; 10 cubes drawn
10; 10; 10 cubes drawn
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Lesson 22
Problem Set
10 erasers; 10 pencils circled; pencils checked
10 sandwiches; 10 cartons of milk circled; sandwiches checked
10 baseballs; 16; 10 gloves circled; 16
10 apples circled, 15; 10 oranges circled, 12; oranges checked
10 spoons circled, 19; 10 forks circled; 18; more circled
Exit Ticket
12, less, 20
13, less, 15
19, more, 16
Homework
6; 7; second group checked
10; 1; first group checked
12; 20; second group checked
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Lesson 23
Problem Set
Drawing of 5 apples in a bag and 10 apples in a bowl
15, 10, 5; 5 + 10 = 15
Drawing of 13 toy trucks
13, 10, 3; 13 = 10 + 3
Drawing of 16 bags of popcorn
16, 10, 6; 16 = 10 + 6
Exit Ticket
12 balls drawn
12, 10, 2; 10 + 2 = 12
Homework
17 donuts drawn; 17 = 10 + 7; 17, 10, 7
17 baseball cards drawn; 10 + 7 = 17; 17, 10, 7
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Lesson 24
Culminating Activities
Answers will vary.
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