objective 10: number sense to 10 - st math...common core standards: y k.cc.5 count to answer “how...

What Are the Children Learning?

This objective introduces children to numbers 1 - 10. Children will:

y Practice one-to-one correspondence

y Practice counting skills

y Identify numerals 1 - 10

y Identify quantity associated with numerals 1 - 10

y Practice subitizing

* These pages are to be copied and sent home with children to complete with their parents.

Objective 10: Number Sense to 10Estimated Time: 2 weeks

Looking AheadThe Number Sticks game exposes children to a tally mark representation of quantity,but does not require that they understand or use tally marks at this level.

Key Vocabulary: Number names (1-10), count, number, numeral, amount, quantity, subitize

Objective 10: Number Sense to 10

Teacher Prep

aration T

ime

School to Home

Connections*

Language Integration Activities

Teacher-DirectedActivities

Computer Games

Number Match Count the Sticks (6-9) Chant Count the Bears to 10 Fill Ground to 10

Fill In a Ten Frame to 10 Alien Capture to 10

Recognize the Numerals (6-9) Number Sticks to 10

Identify the Mystery Numeral to 10 Bird Expression to 10

Copyright © 2016 MIND Research Institute. All rights reserved. 10-1 ST Math TK: v.14

Count the Sticks (6-9) ChantObjective: Number Sense to 10

Language Integration

LANGUAGEINTEGRATION

Objectives:

9 Children will learn to assign numeral symbols to numeral names.

9 Children will explore stick quantities and configurations that form the numerals.

Vocabulary: Eight, nine, numeral, count

Instructions: y Ask a child to come up to the poster and point at the numerals to guide the class through the counting

sequence of each number.

y Invite child volunteers to come up to the poster and count the individual sticks that are used to create the numerals.

y Use this concurrently with the Recognize the Numerals (8-9) activity and when time permits.

y Write numeral 10 on the board and explain that it is how the numeral 10 is written. Have all the children “air-write” the numeral 10 with their fingers, first with numeral 1, then numeral 0. Ask, “How many sticks is needed to represent numeral 10?”. Have a volunteer come up and draw the number of sticks in tally mark formation, with your guidance.

Copyright © 2013 MIND Research Institute. All rights reserved.

Count the Sticks (6-9)

Look, I see the numeral 6. Count six sticks for numeral 6.1, 2, 3, 4, 5, 6, numeral 6!

Look, I see the numeral 7. Count seven sticks for numeral 7.1, 2, 3, 4, 5, 6, 7, numeral 7!

Look, I see the numeral 8. Count eight sticks for numeral 8.1, 2, 3, 4, 5, 6, 7, 8, numeral 8!

JiJi sees the numeral 9. How many sticks for numeral 9?1, 2, 3, 4, 5, 6, 7, 8, 9, nine sticks for numeral 9!

Number Sense to 7Number Sense to 10


Opportunities for ExploringObjective: Number Sense to 10

Opportunities for Exploring

Dramatic Play Center: Create simple food recipes for children to follow. On a sheet of paper, list the ingredients by writing the quantity and drawing a picture of each item needed to create a recipe card. For example, have children follow a recipe card to make fruit salad by mixing together 10 grapes, 1 apple, 2 pears and 6 strawberries.

Art Center: Provide children with ideas of items for them to draw or paint. For example, “Draw or paint 6 trees.” and “Draw or paint 8 chocolate chip cookies.”

Have children represent any quantities (6-10) with their fingers. After children are done deciding, they will place their fingers above their head. Call out different numbers. Those made the same quantity with their fingers may be excused to the line or the next center.

Exploration/Work Time:

Transitions:

Outside Time:

Use chalk to draw a large triangle on the ground (large enough for the whole group to sit in the center). Just above each corner, write 6, 7, 8, 9 or 10. Have children start in center of triangle. Tell them you will close your eyes and count out loud to five. While you are counting, they must run to a corner and stay there. Once all children are done choosing a corner, call out the number of a corner (before you open your eyes). All the children in that corner will now have to stand outside of the triangle. The rest of the children will return to the center of the triangle, and continue to play until only one child is left. That child gets to lead the game next. Draw other shapes such as a square or a pentagon to include more numerals for children to recognize.


Fill Ground to 10Objective: Number Sense to 10

Activity & Game: Fill Ground to 10

Objective:

9 Children will learn to use one-to-one correspondence when counting the number of bears provided

Common Core Domain:

9 Counting and Cardinality

Vocabulary: Numeral names from one to ten, count

Learning Setting: Small group time

Materials Provided:

y None

Materials Needed:

y Counting bears, or other counters

y A small non-clear container or cup with a lid

Preparation: None

1. Put 1 to 10 bears in a small container and placethe lid on.

2. Have children in the group take turns shaking thecontainer, taking the lid off and pouring out the bears.

3. Ask each child to count the number of bears bytouching each one. In other words, ask the child, “Howmany bears are there?” Each touch should correspond

to one count. Observe if children touch the same bear twice while counting. Provide guidance when necessary.

4. Instead of plastic bears, use edible items, e.g.,goldfish crackers as counters. After each child is donecounting, he/she can eat the item(s).

Directions:

Count the Bears to 10 Objective: Number Sense to 10

Place multiple piles of counters in the middle of the table within reach. After a child is done counting the number of objects inside the container, ask him or her to verbalize the amount and the rest of the children will count out the same quantity using the counters provided.

Extension:

ACTIVITY


Fill Ground to 10Objective: Number Sense to 10

Game Objective:Children will further develop and apply understanding of one-to-one correspondence and cardinality to create a group of holes that is equal to the number of shapes given up in the sky.

Game Description: Up to 9 shapes are presented up in the sky. Children are asked to select the correct amount of holes in the ground to fit these shapes. If more than enough holes are selected, the extra, uncovered holes will prevent JiJi from walking across the screen. If fewer holes than shapes are selected, the shapes will drop on the ground and become obstacles, which will also prevent JiJi from moving across.

Number of Levels: 2

Common Core Domain: y Counting and Cardinality

Common Core Standards: y 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 1–20, count out that many objects.

y K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

y K.CC.4b 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.

y K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

Reo

rder C

ontent


Activity & Game: Alien Capture to 10

Fill In a Ten Frame to 10Objective: Number Sense to 10

Objective:

9 Children will develop early numeracy skills by learning about ten frames and how to correctly represent a number visually using the ten frame.

Common Core Domain:


Vocabulary: Numeral names from one to ten, ten frame, square


Materials Provided:

y Mat E

y Cutout B (use number tiles 1-10 from the cutout sets used in the Recognize the Numerals (1-5) activity in the Number Sense to 5 Objective)

Materials Needed:

y Stickers or small collage items such as buttons or pom poms y Glue y Counters

Preparation:

Make multiple copies of Mat E. Insert the mats into sheet protectors (optional).

Allow pairs of children to compare their ten frames to determine who has a greater or lesser number.

Extension:

Correct Correct

IncorrectIncorrect Incorrect

Correct Correct

IncorrectIncorrect Incorrect

ACTIVITY

1. Hand out Mat E to each child. Save a copy fordemonstration purposes.

2. Using the demo ten frame, explain to children that a tenframe is a visual tool used to represent numbers 1 - 10.It allows us to represent the quantity of a number. A tenframe needs to be filled in consecutively, by placing oneobject at a time in one square and working up the column.

3. Review the concept of zero by referring to the blank tenframe and asking the children what quantity the blank tenframe represents. Explain to children that zero representsan absence of the object being considered. Have eachchild practice writing the numeral 0 with their finger on thetable.

4. Hand out one collage item to each child. Rotate the demoten frame so that it is vertical, facing the children. Askthem where the first collage item should go. (Answer: inany corner square.) Start by gluing one item in the cornersquare.

5. Then, ask, “Where should the next item go?” (Answer: In thesame column, next to the first item - no skipping.) Put someglue on the next square, and have a child adhere his or hercollage item. Remind them that only one item goes into onesquare of the ten frame.

6. Ask for the location of the next item, and give the ten frameto the next student to adhere his or her item.

7. Continue until all squares of the ten frame are filled.

8. Place numeral tiles (1-5) and multiple piles of counters in themiddle of the table.

9. Allow children to pick one tile each, and visually demonstratethe selected numeral on their ten frame using the countersprovided.

10. Check to make sure that all children placed counters in thecorrect order and that their visual representation on the tenframe matches the numeral tile.

11. Repeat steps 7-9 with numeral tiles (6-10).

Directions:


Alien Capture to 10Objective: Number Sense to 10

Game Objective:Children will further develop and apply understanding of one-to-one correspondence and cardinality to select the number of squares on the ten frame that is equal to the number of spaceships shown.

Game Description: Spaceships are shown in linear, array, and random arrangements on the screen. Children are asked to select the correct amount of squares on the ten frame so that each of the squares selected is occupied by one spaceship. If fewer squares are selected than spaceships, the spaceships will fall on the ground blocking JiJi’s path. In the opposite scenario, if more squares are selected than spaceships, the squares will drop in JiJi’s way and prevent JiJi from proceeding to the the other side of the screen.

Number of Levels: 5








Activity & Game: Number Sticks to 10

Recognize the Numerals (6-9)Objective: Number Sense to 10

Objective:

9 Children will identify numerals and count out the corresponding quantity.

Common Core Domain:


Vocabulary: Numeral, count, quantity, triangle, circle, square


Materials Provided:

y Chant: Count the Sticks (6-9)

y Mat C (reuse mats from Recognize the Numerals (1-5) activity in the Number Sense to 5 objective)

y Cutout B (use number tiles 6-9 from the cutout sets used in the Recognize the Numerals (1-5) activity in the Number Sense to 5 objective)

Materials Needed:

y Sheet protectors

y Toothpicks (can be substituted with small straws or pipe cleaners)

y Dry-erase markers

1. Introduce number recognition to children throughthe use of the Chant: Count the Sticks (6-9). Tell thechildren that numerals can represent quantity andfurther elaborate that numeral 6 can be used to namesix items and numeral 7 can be used to name sevenitems, and so on.

2. Explain to children how each numeral can be builtusing the corresponding quantity of “sticks”. Also,let children know that a corresponding tally markrepresentation can be made using the same amountof sticks used to form the numerals.

3. Demonstrate with the chant how numerals 6-9 canbe represented with “sticks” (use toothpicks orother substitute in tally mark formation for this).

4. Continue working with children to identify numeralsand count out corresponding quantities of toothpicks.

5. When children are able to match the numeral with thequantity (up to nine), place toothpicks in the middle ofthe table and give the children their own Mat C and aset of number tiles 6-9.

6. Instruct the children to match each numeral they see

on the mat with a corresponding Stick/Numeral Tile and place the Stick/Numeral Tile in the shape above the written numeral.

7. Ask children to identify the numerals and usetoothpicks to count out the corresponding amount.Check for understanding by using the shapes on themat as reference points when asking the children“What numeral is in the triangle?” (Or any other shape)or “Can you show me how many toothpicks areneeded for the numeral in the circle?”

Directions:

y Allow children to use dry-erase markers to draw or make tally marks that correspond to the numeral.

y Use a variety of manipulatives and combinations of different manipulatives to show the corresponding quantities.

Extensions:

Note: This activity is similar to the Recognize the Numerals (1-5) activity in the Number Sense to 5 objective. However, the focus is on higher numerals (6-9).

Copyright © 2012 MIND Research Institute. All rights reserved.

COUNT THE STICKS (6-9)Look, I see the numeral 6. Count six sticks for numeral 6.

1, 2, 3, 4, 5, 6, numeral 6!

Look, I see the numeral 7. Count seven sticks for numeral 7.

1, 2, 3, 4, 5, 6, 7, numeral 7!

Look, I see the numeral 8. Count eight sticks for numeral 8.

1, 2, 3, 4, 5, 6, 7, 8, numeral 8!

JiJi sees the numeral 9. How many sticks for numeral 9?

1, 2, 3, 4, 5, 6, 7, 8, 9, nine sticks for numeral 9!

Number Sense to 10

ACTIVITY


Number Sticks to 10Objective: Number Sense to 10

Game Objective:Children will recognize numerals up to 9 and develop understanding of numeral to quantity relationships.

Game Description: This game is an extension of its simpler version, Number Sticks to 5. Given a numeral (1 to 9) built from strategically arranged sticks, children are asked to select the total amount of sticks (tally marks) that match those in the numeral, which also represents the corresponding quantity. As the game proceeds, the numerals will be presented in their real forms prior to clicking and children are asked to rely on numeral recognition to find the matching quantities of tally marks.

Number of Levels: 4


Common Core Standards: y K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0

representing a count of no objects).




y 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 1–20, count out that many objects.


Activity & Game: Bird Expressions to 10

Identify the Mystery Numeral to 10Objective: Number Sense to 10

Objective:

9 Children will practice identifying and recognizing numerals 1 - 10.

Common Core Domain:


Vocabulary: Numeral names from one to ten, count


Materials Provided:

y Mat F

Materials Needed:

y 10 unifix cubes or blocks y Tape y Dry-erase marker y Tissue box y Counters

Preparation:

Place a piece of tape on a unifix cube or a block. Write the numeral 1 on the tape using a marker (only write one numeral on each cube). Repeat this for all other numerals up to 10. Then, find a box that can be used to hide 10 unifix cubes or blocks inside, and has a hole big enough for a child’s hand to reach in.

1. Give each child Mat F, and place a few piles ofcounters on the table within reachable distance.

2. Have each child take a turn choosing a cube orblock from the ‘mystery box’ (tissue box), andannouncing that numeral to the group. Remind thechild to not show the numeral to other children.

3. Direct all children in the group to find that numeralon their mat, and trace the numeral with their finger.Observe which numeral each child is tracing, and beprepared to offer guidance.

4. After the tracing is done, ask the children to placea counter on the numeral to indicate the called-outnumeral. Remove the numeral cube or block from thebox once it has been identified.

5. Continue until all 10 numerals have been drawn.

Directions:

In addition to identifying and tracing each numeral from 1 - 10 on Mat F, have children place the corresponding quantity on each numeral.

Extension:

ACTIVITY


Bird Expression to 10Objective: Number Sense to 10

Game Objective:Children will recognize numerals up to 10 and develop understanding of numeral to quantity relationships.

Game Description: Presented with an outlined numeral, children are asked to select the amount of birds that is corresponding to the quantity represented by the numeral. When the correct quantity is chosen, a numeral showing the number of birds selected will fill in the outlined numeral to show a match. Then, JiJi can cross the screen. On the other hand, when an incorrect quantity is selected, the numeral showing the number of birds selected will not fill in the outlined numeral and will drop on the ground blocking JiJi’s path.

Number of Levels: 3




y K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).





objective 10: number sense to 10 - st math...common core standards: y k.cc.5 count to answer “how...

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