Students will gain greater understanding of how numbers are related and connected to one another. They will relate numbers to 5 and 10. Students will:

- count with understanding and recognize “how many” are in sets of objects.
- count, with and without objects, forward and backward to at least 20.
- recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence.
- compose and decompose numbers up to 10 with objects and pictures.
- develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections.
- connect number words and numerals to the quantities they represent, using various physical models and representations.
- read, write, and represent whole numbers from 0 to at least 31. (Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives such as connecting cubes.)
- compare quantities to 5 and 10.

How can mathematics support effective communication?

How can patterns be used to describe relationships in mathematical situations?

How is mathematics used to quantify, compare, represent, and model numbers?

What does it mean to estimate or analyze numerical quantities?

What makes a tool and/or strategy appropriate for a given task?

When is it is appropriate to estimate versus calculate?

- How do we know which number is larger (smaller)?
- What happens when I take a group of numbers (objects) apart or put them together?

**Greater Than:**A number/quantity is larger than another.**Less Than:**A number/quantity is smaller than another.

90–120 minutes

Prerequisite Skills haven't been entered into the lesson plan.

- one small paper bag per pair of students with ten bug-shaped counters or other counters in each
- ten-frame or five-frame for each pair of students (M-K-1-3_Ten-Frame.doc or M-K-1-3_Five-Frame.doc)
- one small dry-erase board, marker, and eraser (or paper and marker) for each pair
- additional counters for student use
- numeral cards 0 to 10 in a jar/baggie (M-K-1-3_Numeral Outline Cards.doc)
- copies of Checklist 1, one per student (M-K-1-3_Checklist 1.doc)
- ten-sided number cube
- mini-ten-frame card set for each student (M-K-1-3_Mini-Ten-Frame Cards.doc)
- hundreds charts for students (M-K-1-3_Hundreds Chart.doc)
- copies of Ten-Frame Assessment 1 (M-K-1-3_Ten-Frame Assessment 1.doc)

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

- one small paper bag per pair of students with ten bug-shaped counters or other counters in each
- ten-frame or five-frame for each pair of students (M-K-1-3_Ten-Frame.doc or M-K-1-3_Five-Frame.doc)
- one small dry-erase board, marker, and eraser (or paper and marker) for each pair
- additional counters for student use
- numeral cards 0 to 10 in a jar/baggie (M-K-1-3_Numeral Outline Cards.doc)
- copies of Checklist 1, one per student (M-K-1-3_Checklist 1.doc)
- ten-sided number cube
- mini-ten-frame card set for each student (M-K-1-3_Mini-Ten-Frame Cards.doc)
- hundreds charts for students (M-K-1-3_Hundreds Chart.doc)
- copies of Ten-Frame Assessment 1 (M-K-1-3_Ten-Frame Assessment 1.doc)

Instructional videos haven't been assigned to the lesson plan.

Final 4/18/14

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