Overview

Module 5: Numbers 10–20 and Counting to 100

Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.

Topic A: Count 10 Ones and Some Ones

Topic B: Compose Numbers 11–20 from 10 Ones and Some Ones; Represent and Write Teen Numbers

Topic C: Decompose Numbers 11–20, and Count to Answer “How Many?” Questions in Varied Configurations

Topic D: Extend the Say Ten and Regular Count Sequence to 100

Topic E: Represent and Apply Compositions and Decompositions of Teen Numbers

Advanced Preparation

- 50 sticks or straws for each group of 2 students
- Student-made Rekenrek (pictured to the right):
- 10 red and 10 white pony beads, 1 cardboard strip, 2 elastics
- 1 egg carton per pair of students with 2 slots cut off to make a carton with 10 slots
- Hide Zero cards (called Place Value cards in later grades)
- Objects to put in the egg carton such as mandarin oranges, plastic eggs, or beans
- Single and double 10-frames
- Linking cubes: ideally 10 of two different colors per student
- Number bond template

Module 6: Analyzing, Comparing, and Composing Shapes

Kindergarten comes to a close with another opportunity for students to explore geometry in Module 6. Throughout the year, students have built an intuitive understanding of two- and three-dimensional figures by examining exemplars, variants, and non-examples. They have used geometry as a context for exploring numerals as well as comparing attributes and quantities. To wrap up the year, students further develop their spatial reasoning skills and begin laying the groundwork for an understanding of area through composition of geometric figures.

Topic A: Understanding Distributions

Advanced Preparation

- Pattern block activity cards or attribute block activity cards
- Three-dimensional shapes: cone, sphere, cylinder, and cube
- Two-dimensional shapes: circle, hexagon, rectangle, square, and triangle

Module Tip Sheet for Parents

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

For guides in Spanish, go here.

Week 1: April 16

Notes:

Lesson 1

If timing is an issue consider using fewer bags with 8,9, or 10 items in them. Consider using one additional bag as a whole group model prior to setting kids off in groups.

Lesson 2

Consider reinforcing the language of 10 ones and ____ ones, and as a teacher, consider as the teacher using the language unbundle when separating into groups of 10.

Lesson 3

Careful to have students make a circle of ten with only one and not multiple circles. If timing is an issue, be sure to prioritize the second page of the problem set.

Week 2: April 23

Assessment:

Assessment #1

Mid-Module Topic A addresses lessons 1-5.

Administer Mid-Module Topic A only (1 day) after lesson 5. Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for teachers and students.

Notes:

Lesson 4

From the Student Debrief, consider using the question, "How do we say 16 the say 10 way?" and "What do all the pictures have in common?" to reinforce the objective of the lesson.

Lesson 5

If students progress through exit ticket easily, consider having them convert to numbers out loud after saying the say ten way.

Lesson 6

Consider spending extra time having students build on each others ideas when the dialogue goes to the following: "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.) T: Talk to your partner. What happened to the 0 of the 10 ones?"

Standards Addressed in Lessons

Topic A

K.CC.1

K.NBT.1

Topic B

K.CC.3

K.NBT.1

Standards Assessed

K.NBT.1

K.CC.1

Week 3: April 30

Assessment:

Assessment #2

Mid-Module Topic B addresses lessons 6-9.

Administer Mid-Module Topic B only (1 day) after lesson 9. Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for teachers and students.

Notes:

Lesson 7

When making number bonds, while the order of the parts are interchangeable, continue to model with the 10 on the left side to help students make the transition to place value charts in the future and more easily identify the say ten way.

Lesson 8

Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief.

Lesson 9

Students should be able to interchangeably work with the ten frame way, drawing and circling ten ones and some more, saying teens the ten way, and the regular way. Interchanging these ways in the concept development will set kids up for success on exit ticket.

Standards Addressed in Lessons

Topic B

K.CC.3

K.NBT.1

Standards Assessed

K.CC.4b

K.CC.4c

K.CC.5

K.NBT.1

Week 4: May 7

Assessment:

Assessment #3

Mid-Module Topic C addresses lessons 10-14.

Administer Mid-Module Topic C only (1 day) after lesson 14. Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for teachers and students.

Notes:

Lesson 10 Omit

This lesson requires students to build a Rekenrek to 20. Students will be exposed to numbers up to 20 in Topic C. This lesson can be omitted for pacing purposes. This would, however, be a fun learning project to do the last week of school.

Lesson 11

Notice that we are not saying “20 is 1 more than 19.” This is very complex linguistically for many kindergarten students who can say “19 is more than 18” without quantifying the difference. They simply are seeing and analyzing that each successive number is one larger.

Lesson 12

The problem set in lesson goes from 20-10 from left to right, lesson 11's went from 10-20 from left to right. If this is confusing for any students, try to list numbers vertically with the highest number on top.

Lesson 13

The Problem Set and Exit Ticket both ask student sto see that numbers are the same regardless of how they are arranged. As you circulate during class, make this point by asking students to rearrange the same number of objects in different ways.

Lesson 14

In Student Debrief, consider having students think through the question, "Is it easier or harder for you to count objects

when they are in circles like these pictures?" This will lead to why future concepts regularly use arrays, ten frames, etc.

Standards Addressed in Lessons

Topic C

K.CC.4b

K.CC.4c

K.CC.5

K.NBT.1

Standards Assessed

K.NBT.1

K.CC.3

Week 5: May 14

Assessment:

Assessment #4

End of Module Topic D addresses lessons 15-19.

Administer End of Module Topic D only (1 day) after lesson 19. Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for teachers and students.

Notes:

Lesson 15/16/17 Combine (one day)

If writing numbers 21–100 overwhelms students, omit the Problem Sets in Lessons 15, 16, and 17. Instead, use the concept development from lessons 15 and 16 to push students in their counting to 100. There will be opportunities in the last week of school to return to these lessons that help prepare students for numeral writing to 100 as required in Grade 1. Use Exit Ticket from lesson 15.

Lesson 18

Consider spending extra time saying the ten way and the regular way as you go back and forth across a ten to clarify the concept.

Lesson 19 Omit

Lesson addresses standards beyond the level of Kindergarten. You may include this lesson if the majority of your students are ready for the challenge or with your advanced groups in guided math time. Otherwise, it could be omitted for pacing purposes.

Lesson 20

When making number sentences for students consider putting the sum sometimes on the the left and sometimes on the right of the equals sign. This allows students to understand that it can be written both ways. Consider omitting the Counting Cross Tens fluency activity as students may not have personal white boards.

Standards Addressed in Lessons

Topic D

K.CC.1

K.CC.2

Topic E

K.CC.5

K.NBT.1

Standards Assessed

K.CC.1

K.CC.2

Week 6: May 21

Module

Notes:

Lesson 21

To support struggling students with Application problem and connect directly to the days lesson, consider showing a solution that uses a number bond. Consider omitting Four Rekenreks activity from fluency section as students may not have personal rekenreks.

Lesson 22

Prioritize Problem Set so that all students have time to complete the second question on page two as it directly links to structure of the exit ticket.

Lesson 23

Consider emphasizing this section of the sample vignette to help with student understanding: "I showed the papers like this: 12 = 10 + 2. And I showed the animals like this: 10 + 3 = 13. Talk to your partner about why."

Lesson 24

This culminating lesson is a part of the Kindergarten assessment system. While circulating, use a recording sheet to document what each student does.

Standards Addressed in Lessons

Topic E

K.CC.5

K.NBT.1

Week 7: May 28

Module

Notes:

Lesson 1

This lesson asks students to represent the outline of a shape which is a departure from previously viewing the shape as being inclusive of the interior. If using clay is an issue, consider having student simply push straws together on their desks to represent the shapes, or use tape if easier and more time efficient. The fluency activity “If You’re Happy and You Know It” can be omitted, since it prepares students to work with ordinal numbers and is not a 1st grade standard.

Lesson 2

Select the Sprint most appropriate for your classroom, being sure all students are given the same one in order to correct as a class. While not addressed until 1st grade, a square is a type of rectangle. It is treated as different in this lesson, and since not all rectangles are squares, that is OK, consider being careful how you refer to their differences with students.

Assessment:

Assessment #5

End of Module Topic E addresses lessons 20-24.

Administer End of Module Topic E only (1 day) after lesson 24. Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for teachers and students.

Standards Addressed in Lessons

Topic A

K.CC.4d

K.G.5

Standards Assessed

K.CC.5

K.NBT.1

Week 8: June 4

Module

Notes:

Lesson 3

For Application problem, dot paper can be substituted for geoboards if needed. Consider making cube shapes in a progression prior to class to quickly assist students with a visual as you go along. Pay careful attention to this lessons vocabulary of faces and corners.

Lesson 4

Consider cutting shapes out for students prior to class to same instructional minutes. Consider omitting the Application question as it deals with ordinal numbers and is not a 1st grade standard.

Lesson 5

Application question allows student to practice drawing each basic shape and will lead directly into composing and decomposing shapes in Concept Development of next two lessons. Consider circulating during Application question to support those students still needing help making basic shapes. Consider omitting the Application question as it deals with ordinal numbers and is not a 1st grade standard.

Assessment:

Assessment #6

End of Module Topic A addresses lessons 1-4.

Administer End of Module Topic A only (1 day) after lesson 4. Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for teachers and students.

Standards Addressed in Lessons

Topic A

K.CC.4d

K.G.5

Topic B

K.G.6

Standards Assessed

K.CC.4

Week 9: June 11

Notes:

Lesson 6

So student who are ready, help them understand that continuous folding allows for additional shapes to be made beyond just folding on the dotted lines. Consider omitting the Application question as it deals with ordinal numbers and is not a 1st grade standard.

Lesson 7

Take into consideration how much time to spend on summer plan depending on what your classroom and school plan is for the summer.

Lesson 8 Omit

Lesson 8 hosts the Math Olympics, a culminating task that celebrates student learning from the whole year. Students complete tasks related to measurement, operations, and geometry. If time permits, doing some or all of this lesson can be a fun culminating activity.

Module 5 Lesson 15, 16, 17.

These lessons provide practice for students to write some of the numbers ranging

from 21 to 100. This prepares students for Grade 1 standards. Be sure to include these exercises in their summer homework packets.