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STUDENT ACTIVITIES:KINDERGARTEN

©2017 Texas Education Agency. All Rights Reserved 2017 Mathematics Achievement Academy, Grades K-1

Count Objects to Five

Activity 1: Creating a Five Frame

Materials:

0-5 Spinner

Painter’s tape or masking tape

Pencil

Paper clip

1. Create a five frame on the floor using painter’s tape. Each box should measure large enough for a child

to stand in the box (approximately 1 square foot for each box).

2. Ask, “How many spaces do you see?”

3. Use a paper clip to spin the 0-5 Spinner. Ask, "What number did I spin?”

4. Prompt students to represent this number from the spinner on the five frame.

How many students are standing in the five frame?

How many more students are needed to make five? How do you know?

5. Display the following sentence stem for the students to complete orally.

We have ________. We need _______ more to get to five.

6. Prompt students to fill in the five frame to make five.

7. Repeat steps 2-6 to represent a different number on the five frame.

Extension:

The combinations of composing to five may be recorded as “______ and ______ is 5” to bridge to

addition concepts.


0-5 Spinner


Count Objects to Five

Activity 2: Representing a Number on a Five Frame

Materials:

Five Frame

Counters

1. Ask, “How many spaces do you see on the frame?”

2. Prompt students to use counters to represent a given number by saying, “Show me _____.”

How many counters are in the five frame?

How many more counters are needed to make five? How do you know?

3. Display the following sentence stem for the students to complete orally.

I have ________. I need _______ more to get to five.

4. Prompt students to fill in the five frame to make five.


Look/listen for:

Students being able to adjust counters without having to remove all of the counters previously

used

Extension:

Ask questions such as, “What is one more than the number on the five frame?” and “What is one

less?”

Activity 3: Making Five on a Five Frame

1. Represent a number on the five frame for the students to see. Students may respond orally or in

written form.

How many counters are in the five frame?

How many more counters are needed to make five? How do you know?

2. Display the following sentence stem for the students to complete orally or in written form.

I have ________. I need _______ more to get to five.



Five Frame

Five Frame


Count Objects to Ten

Activity 1: Different Representations of Numbers on a Ten Frame

Materials:

Ten Frame

Counters

1. Arrange students in pairs.

2. Ask, “How many spaces do you see on the frame?” and “How is it like the five frame?”

Look/listen for:

Understanding that a ten frame is composed of two five frames.

3. Display a written number, such as eight, for the class.

What is this number?

4. Prompt students to build the number on the ten frame with their counters.

Did your partner place the counters in the same boxes as you?

If not, did you both represent the same number? How do you know?

5. Show students a different representation of eight than that created by the

students.

Does this represent the number eight? Why or why not?

What is another way to represent eight?

Look/listen for:

Correct representations of the number on the ten frame

Understanding that one may have more than one representation of a number on a ten frame

6. Repeat steps 3-5 to represent a different number.

Activity 2: Representing a Number on a Ten Frame

1. Display a written number, such as seven, for the class.

2. Prompt students to represent the number seven on the ten frame by filling in the top row with five

counters and by placing two counters on the bottom row.

How many counters are on your ten frame? How do you know?

How can we use what we know about the top row or five frame to help us

count on to determine the total number of counters placed on the ten

frame?

How many more counters are needed to make 10? Why?

Look/listen for:

Students counting on from five

Students counting one by one

Students subitizing the quantity

Extension:

Ask, “What is one more than the number on the ten frame?” and “What is one less than the

number on the ten frame?”


Ten Frame

Ten Frame


Double Ten Frame


Counting with a Rekenrek

Materials:

Rekenrek

1. Ask students the following questions:

How many beads do you see?

How many are on the top row? How many are on the bottom row?

2. Say, “Put your beads in the starting position. Show me _____.”

How do you know you represented ______?

How many pushes did you use to create your number?

Show me a different way to represent _____.

3. Repeat step 2 using a different number.

4. Say, “Put your beads in the starting position. Without touching any beads, put the number ______ in

your mind. When I say, ‘Go,’ represent the number ______ using one push.”


How did you decide how to make the number ______ with only one push?

5. Say, “Put your beads in the starting position. Without touching any beads, put the number 12 in your

mind, and when I say, ’Go,’ represent the number 12 using two pushes.”


How did you decide how to make the number ______ with two pushes?

Look/listen for:

Correct representations of the number on the rekenrek

Understanding of a different representation of the same number on the rekenrek

Students counting on from five or 10

Students subitizing the quantity


Recite Numbers

Activity 1: Counting Around the Circle

Prompt students to form a circle(s) facing in toward each other.

Select a counting sequence to be practiced, such as counting to 10 by ones.

Prompt a student to start counting around the circle one by one until the last number is reached.

When the last number is reached, all students in the circle clap and the student who recited

the last number sits down.

The next student starts the counting sequence over again, starting at one, until another student

reaches the number at the end of the sequence. Everyone claps and that student also sits down.

Continue repeating the sequence until only one student is left standing and the rest are seated.

Repeat the process by skip counting to 100 using multiples of 10.

Activity 2: Dance It Out

Prompt students to find a space away from their desk, tables, and/or other furniture and face the

front of the classroom.

Inform students they are going to dance it out to 10.

Model and practice the moves with students.

1 – right hand on top of head

2 – left hand on top of head

3 – right hand on right shoulder

4 – left hand on left shoulder

5 – right hand on right hip

6 – left hand on left hip

7 – right hand on right knee

8 – left hand on left knee

9 – right hand touching right foot

10 – left hand touching left foot

Stand up and turn 90 degrees to your left.

Begin the dance sequence and repeat until students are facing the front of the room.

Repeat the dance by starting at 28 and counting to 67. Each number will have a corresponding

body movement. Keep counting forward until students are facing the front of the room, with the

dance ending at 67.

Activity 3: Blast Off

Prompt students to find a space away from their desk, tables, and/or other furniture.

Select a counting sequence, such as reciting numbers backward by ones starting at 10.

Inform students they are going to recite numbers backward from 10 to one. Each time they recite a

number, students will squat down until they reach one. Inform students that they are going to

“blast off” (jump up from squatting position) when they reach one.

Prompt students to begin reciting numbers backward starting at 10 and “blast off” when they reach

one.

Prompt students to squat to the ground.

Inform students they are going to count forward starting at one, slowly moving up to a standing

position to “blast off” at 10. When they reach 10 they will “blast off” (jump up).

Prompt students to begin reciting numbers forward starting at one and “blast off” when they reach

10.

Repeat the process by reciting numbers backward and forward from 50 to zero and from zero to 50

by multiples of five.

Look/listen for:

Students making easy transitions between decades (multiples of 10)

Students counting forward or backward without long pauses


Count Objects Using Skip Counting and Counting On

Materials:

Wikki Stix® – 11 per pair of students

Laminated folder (optional)

Counters

Grouping:

Partners

1. Prompt each pair of students to use their Wikki Stix® to create 10 circles and one rectangle on a

laminated folder or table.

2. Prompt students to grab a large number of counters.

3. Prompt students to work together to place 10 counters inside each circle. Leftover counters that do not

make a group of 10 should be placed inside the rectangle.

4. Prompt students to determine the total number of counters by skip counting by tens and pointing to

each circle containing 10 counters and then counting on by ones to count the counters in the

rectangle.

Questions:

How many groups of tens (fives or twos) do you have? How many singles in the rectangle do you

have?

What number will you say when pointing to the first circle? Why? Second circle? Why?

Why can’t you skip count by another 10 for the counters in the rectangle?

If we counted the counters by ones, what would be the total number of counters in the set?

Look/listen for:

Students correctly skip counting and counting on to determine the total number of counters

5. Prompt students to repeat the process with groups of five to practice skip counting by fives and

counting on to determine the total number of counters.

6. Prompt students to repeat the process with groups of two to practice skip counting by twos and

counting on to determine the total number of counters.


Conserve Numbers

Activity 1: Treat Time

Materials:

Counters

1. Create two rows of counters as shown below. There should be the same amount of counters in each

row, but one row is spread out.

2. Say, “There once was a teacher who told a student she could have the row of cookies that had the

most to take home as a treat.”

Which row of cookies should the student take?

Why?

3. Prompt students to answer the question below.

What advice could you give another student who said the rows of cookies had different numbers of

cookies?

Look/listen for:

Counting the number of counters to determine the total number in each row

Understanding the number is the same regardless of the arrangement or space

4. Repeat the process by creating two groups of counters as shown. There should be the same amount of

counters in each group, but one group is spread out.


Conserve Numbers

Activity 2: Shake, Rattle, and Roll

Materials:

Counters

1. Prompt students to count out a given number of counters. The number can be counted orally or

written as a numeral.

2. Prompt students to pick up the counters and place them in their hands.

3. Prompt students to shake and rattle the counters in their hands and roll (place) the counters back on

the table, making certain they all stay on the table.

How many counters are on the table? How do you know?

Did you need to count the counters after you rolled them on the table? Why?

Look/listen for:

Describing the number of the rolled set as the number of counters originally counted out

Understanding that the counters did not need to be recounted

Understanding the number is the same regardless of the arrangement or space

4. Repeat the process using a different number of counters.


Conserve Numbers

Activity 3: Hidden Counters

Materials:

Counters

Blank piece of paper

1. Display six counters.

How many counters are there? Students may respond orally or in written form.

2. Cover the counters.

How many counters are hidden? How do you know?

Look/listen for:

Understanding that the total number of counters remains the same

Use of counting on from the number of counters that are visible to determine the number of

counters hidden

3. Repeat steps 1-2 using different numbers.

Extension:

1. Display nine counters.

How many counters are in the set? Students may respond orally or in written form.

2. Cover some of the counters.

How many counters are hidden? How do you know?

How many counters are there in all? How do you know?

Look/listen for:

Understanding that the total number of counters remains the same

Use of counting on from the number of counters that are visible to determine the number of

counters hidden

3. Repeat steps 1-2 using different numbers.


Using Counting to Compare Numbers

Activity 1: Comparing Numbers Using Frames Materials:

Five Frame Cards

Ten Frame and Double Ten Frame Cards


2. Prompt each student to turn over a Five Frame Card from his or her set.

3. Prompt partners to compare the numbers represented on the cards.

What number is represented by your five frame?

4. Prompt students to use words to describe the comparison of the two sets. Display or provide sentence

stems.

__________ is more than __________.

__________ is the same number as __________.

__________ is less than __________.

Questions:

How did you determine your comparison statement?

How are the quantities ___ and ___ alike? How do you know?

How are the quantities ___ and ___ different? How do you know?

o How many more is ___ than ___?

o How many less is ___ than ___?

5. Repeat, as appropriate, using Ten Frame and Double Ten Frame Cards.

Activity 2: Find a Frame

Materials:

Five Frame Cards


1. Prompt each student to turn over one Five Frame Card.

What number is represented by your five frame?

2. Prompt each student to find a Five Frame Card that is more than the number represented on the

card he or she turned over.

3. Prompt students to use words to describe the comparison of the two sets shown on the cards in front

of him or her. Sentence stems can be provided.

__________ is more than __________.

__________ is less than __________.

Questions:




How many more is ___ than ___?

How many less is ___ than ___?

4. Repeat, as appropriate, using Ten Frame and Double Ten Frame Cards.


Five Frame Cards

Two sets of cards are provided.


Activity 3: Comparing Numbers Using a Rekenrek – Part A

Materials:

Rekenrek Comparisons (optional)

Individual rekenrek


2. Prompt each student to represent a number of his or her choice on the rekenrek.

3. Prompt each student to show his or her partner the rekenrek and say the name of the represented

number.

What number is represented on your rekenrek?

4. Prompt students to use words to describe the comparison of the two numbers. Display or provide

sentence stems.

__________ is more than __________.


__________ is less than __________.

Questions:






Extension:

Prompt students to circle the beads on the Rekenrek Comparisons page to show the numbers

they represented and the comparisons they made.

For example:


Rekenrek Comparisons


Activity 4: Comparing Numbers Using a Rekenrek – Part B

Materials:

Comparing Numbers Cards

Rekenrek


2. Prompt each pair to choose one Comparing Numbers Card.

For the blank card, prompt each partner to choose his or her own number up to 20.

3. Prompt students to complete the comparison statement by circling the appropriate statement that

makes the comparison statement true.

For example:

Question:


4. Prompt one partner to build the first number (the number on the left-hand side) and the other partner

to build the second number (the number on the right-hand side) on the rekenrek.

What number is represented by your rekenrek?

5. Prompt students to justify their comparison statement by comparing the numbers represented on the

rekenreks.

For example:

Questions:

How did you use the rekenrek to justify your comparison statement?





4

is more than

8 is the same number as

is less than


Comparing Numbers Cards

Cut along dotted lines.

4

is more than

8 15

is more than

18 is the same number as is the same number as

is less than is less than

6

is more than

6 13

is more than



10

is more than

10 13

is more than



11

is more than

1 9

is more than



19

is more than

19 18

is more than



_____

is more than

_____ _____

is more than

_____ is the same number as is the same number as



Activity 5: Handful of Cubes Materials:

Linking cubes – 20 per student

Blank paper

Blank Hand (optional)


2. Prompt each student to trace one of his or her hands on blank paper.

3. Prompt each student to grab a handful of linking cubes.

4. Prompt students to count the number of cubes grabbed and record the number on their traced thumb.

5. Prompt each student to link the cubes to make a linking cube train.

6. Prompt partners to compare their linking cube trains. Display or provide sentence stems.

__________ is more than __________.


__________ is less than __________.

7. Prompt partners to determine who has more linking cubes.

8. Prompt the partner with the greater or larger number of linking cubes to circle the number written on

his or her traced thumb.

If both partners have the same number, allow students to determine how to note that on their

traced thumbs. Some students may circle the numbers on both thumbs. Others may circle neither

of the two numbers. Other students may choose to create a symbol to represent that the same

number was written on both traced thumbs.

Questions:






9. Repeat steps 3-8 four times, recording the number in each handful on a different finger.


Blank Hand


Whole Number Concepts: Generating Numbers

Activity 1: Generate a Set Using Objects – Kindergarten

Materials:

Number Cards: Set A – Kindergarten

More Than and Less Than Mat

Counters

1. Prompt students to select one Number Card and place the card in the number column of the More

Than and Less Than Mat.

2. Prompt students to use counters to represent the number shown on the card and place the counters in

the number column.

What number is represented by your counters?

3. Prompt students to use counters to generate a set that is less than the number and a set that is more

than the number. Place the counters in the appropriate column.

Questions:

How did you generate a set that was less than your number?

How did you generate a set that was more than your number?

Look/listen for:

Using objects to count out a number that is more or less than another number, excluding building

onto an existing set for a given number

Appropriate methods to use objects as tools, including building a number, counting on, or taking

one away, that provide indications that a student is transitioning away from solely counting to

comparing two numbers

4. Prompt students to use words to describe the comparison of the two sets. Display or provide sentence

stems.

__________ is less than __________.

__________ is more than __________.

Extension:

Pictorial models such as Five Frame, Ten Frame, or Double Ten Frame cards may be used

instead of counters.


Number Cards: Set A – Kindergarten


3 5 6 8

9 10 12 14

15 16 17 18

3 5 6 8

9 10 12 14

15 16 17 18


More Than and Less Than

Less Than Number More Than


Activity 2: More or Less Problems – Kindergarten

Materials:

20 Counters

1. Share the following situation with students.

Ethan has six gumballs. Make a set of gumballs that is more than Ethan’s set of

gumballs.

2. Prompt students to use counters to generate a set that is more than Ethan’s set of gumballs.

Questions:

What number did you make or represent?

How did you determine that your set is more than six?

Look/listen for:

Numbers greater than six

Models to justify thinking

Understanding of relative magnitude of numbers

3. Prompt students to use words to describe the comparison of their set to Ethan’s set. Display or

provide sentence stems.

6 is less than __________.

__________ is more than 6.


Kaylee has 15 stickers. Create a set of stickers that is less than Kaylee’s set of stickers.

5. Prompt students to use counters to generate a set that is less than Kaylee’s set of stickers.

Questions:

What number did you represent?

How did you determine that your set is less than 15?

Look/listen for:

Numbers less than 15

Models to justify thinking


6. Prompt students to use words to describe the comparison of their set to Kaylee’s set. Display or


__________ is less than 15.

15 is more than __________.


Activity 3: Generate One More or One Less – Kindergarten

Materials:

Number Cards: Set B – Kindergarten

Sticky notes


2. Prompt students to select one Number Card.

3. Prompt each student to trade numbers with his or her partner.

4. Prompt students to determine a number that is one less than the number on their card.

5. Prompt students to record the number on a sticky note.

6. Prompt students to verify their answer with their partner.

7. Prompt students to determine a number that is one more than the number on their card.

8. Prompt students to record the number on a different sticky note.

9. Prompt students to use words to describe their numbers. Display or provide sentence stems.

__________ is one less than __________.

__________ is one more than __________.

Questions:

How did you determine the number that is one less than your number?

How did you determine the number that is one more than your number?

Look/listen for:

Appropriate methods to generate a number that is one more or one less



Number Cards: Set B – Kindergarten


2 4 6 7

8 10 11 12

13 15 17 19

2 4 6 7

8 10 11 12

13 15 17 19


Activity 4: Generate One More or One Less Problems

Materials:

Paper or sticky notes


It took Ruben 14 minutes to walk around the track. What is one minute less than 14

minutes?

2. Prompt students to determine and record the number that is one less than 14.

Questions:


How did you determine the number that is one less than 14?

Look/listen for:

Appropriate methods to generate a number that is one less than the given number

Understanding of relative magnitude of number

3. Prompt students to use words to describe the relationship between the two numbers. Display or


__________ is one less than 14.

4. Share the following situation with students:

Landon has nine cookies. What is one more than nine cookies?

5. Prompt students to determine and record the number that is one more than nine.

Questions:


How did you determine a number that is one more than nine cookies?

Look/listen for:

Appropriate methods to generate a number that is one more than the given number


6. Prompt students to use words to describe the relationship between the two numbers. Display or


__________ is one more than 9.


Whole Number Concepts:

Using Magnitude to Compare Numbers Activity 2: Comparing Numbers Using the Number Path

Materials:

Number Path 1−10

Number Path 1−20 – 2 per person

Counters

1. Prompt students to place a counter on two different numbers on the Number Path 1−10.

For example:

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

Questions:

How can we describe the relationship between the two numbers?

______ is more than ______.

______ is less than ______.

Which number is more than the other number?

o How can you use the number paths to prove your answer?

Which number is less than the other number?

o How can you use the number paths to prove your answer?

2. Compare the numbers ______ and ______ using the Number Path 1−10.

Questions:

How can we describe the relationship between the two numbers?

______ is more than ______.

______ is less than ______.

Which number is more than the other number?

o How can you use the number path to prove your answer?

Which number is less than the other number?

o How can you use the number path to prove your answer?

3. Prompt students to place a counter on one number on the Number Path 1−10.

Questions:

What number is less than your number?

What number is more than your number?

What number is one less than your number? One more?

The activity may be repeated using the Number Path 1−20.


Number Path 1−10

1 2 3 4 5 6 7 8 9 10

Number Path 1−10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10


Number Path 1−20

Cut out the number paths (1-10 and 11-20). Tape or glue in the space indicated to make a number path from 1 to 20.

1 2 3 4 5 6 7 8 9 10

Tape o

r glu

e

1 2 3 4 5 6 7 8 9 10

Tape o

r glu

e

11 12 13 14 15 16 17 18 19 20

11 12 13 14 15 16 17 18 19 20


Subitizing

Activity 1: Quick Images

Materials:

Dot Cards, Five Frame Cards, or Ten Frame Cards

1. Display a quick image for approximately 3-5 seconds.

Questions:

How many dots did you see? How did you know? Note: Students may respond orally or with a

written numeral.

Did anyone see it a different way? How did you see it?

Activity 2: Quick Images Strings

Materials:


1. Display a quick image for approximately 3-5 seconds that has the same value as others in the given

string of quick images.

For example:

Questions:

How many dots did you see? How did you know?


Activity 3: I Wish I Had . . .

Materials:


1. Display a quick image for approximately 3-5 seconds.

2. Say, “I have this number. I wish I had ______.”

For example, “I wish I had eight.”

Questions:

How many dots did you see? How did you know?

How many more dots are needed to equal _____? How did you know?

How many fewer dots are need to equal _____? How did you know?

Dot Cards


Five Frame Cards


Ten Frame Cards


Activity 4: Subitizing with a Rekenrek

Materials:

Rekenrek

Subitizing with a Rekenrek

1. Display a rekenrek for approximately 3-5 seconds that shows three beads pushed to the left on the

top row and four beads pushed to the left on the bottom row.

2. Complete the string by displaying the following arrangements:

5 beads on top

0 beads on bottom

5 beads on top

5 beads on bottom

6 beads on top

0 beads on bottom

8 beads on top

0 beads on bottom

7 beads on top

0 beads on bottom

2 beads on top

5 beads on bottom

0 beads on top

10 beads on bottom

Questions:

How many beads did you see? How did you know?


3. Repeat using additional strings such as the strings listed on Subitizing with a Rekenrek.


Subitizing with a Rekenrek

2 beads on top 2 beads on top 5 beads on top

2 beads on bottom 4 beads on bottom 5 beads on bottom




1 bead on bottom 4 beads on bottom 4 beads on bottom

1 bead on top 6 beads on top 4 beads on top



0 beads on bottom 1 bead on bottom 4 beads on bottom


1 bead on bottom 2 beads on bottom 6 beads on bottom


2 beads on bottom 1 bead on bottom 7 beads on bottom












Representing Numbers and Comparing Numbers: Workstation 1

Use counters to show 16.


Compare the sets.

________ is more than ________.

________ is less than ________.




Compare the sets.

________ is more than ________.

________ is less than ________.



What number is shown on the rekenrek? ______________


Compare the sets.

________ is more than ________.

________ is less than ________.




Compare the sets.

________ is more than ________.

_________ is less than ________.



15 is more than 13. How do you know?

9 is less than 11. How do you know?

12 is equal to 12. How do you know?

Representing Numbers and Comparing Numbers: Workstation 3 15 is more than 13. How do you know?

9 is less than 11. How do you know?

12 is equal to 12. How do you know?


Find the Same Value

Materials:

Dot, Ten Frame, Rekenrek, and Number Cards

1. Distribute one card to each student.

2. Prompt students to move around the room to find three other students with a card that represents the

same value.

Question:

How do your cards represent the same value?

Look/listen for:

Use of counting or subitizing to determine the value represented on each card


Dot, Ten Frame, Rekenrek, and Number Cards


5

15



9

13



20

17


Composing and Decomposing Numbers to Ten Activity 1: Rocks and Containers

Materials:

Rocks and Containers

1. Display and read the following situation to the students.

Cameron has eight rocks. He has two containers to hold these rocks.

How many rocks can he place in each container?

2. Prompt students to record their ideas using counters, pictures, and/or number sentences to

answer the question.

Question:

Is there another way to place the rocks in the two containers?

Look/listen for:

Appropriate methods for composing and decomposing the number eight


Rocks and Containers


Activity 2: Ten Tower

Materials:

Linking cubes


2. Prompt each pair to decide who will be Partner A and who will be Partner B.

3. Use the following directions to help students complete the activity.

Partner A:

Make a train of 10 linking cubes using two different colors (five of each color).

Break the tower into two parts.

Hide one of the parts behind your back.

Show Partner B the set of linking cubes that is not hidden.

Partner B:

How many linking cubes do you see?

How many linking cubes are behind your partner’s back? How do you know?

Partner B:

Put the train of linking cubes back together to create a train of 10.

Break the tower into two parts.

Hide one of the parts behind your back.

Show Partner A the set of linking cubes that is not hidden.

Partner A:

How many linking cubes do you see?

How many linking cubes are behind your partner’s back? How do you know?

Question:

How did you determine the number of linking cubes that were behind your partner’s back?

Activity 3: Beans in a Bag

Materials:

Dried beans

Resealable bag

Permanent marker

Advanced Preparation:

Place 10 or fewer dried beans in a resealable bag. Draw a line with a marker down the middle of

one side of the bag

1. Provide each student or pair of students with a bag of beans.

2. Ask, “How many ways can you arrange the beans in the bag?”

3. Prompt students to record their ideas using pictures, words such as “four on one side and four on the

other side,” or number sentences.

Question:

How did you determine the number of ways you could arrange the beans in the bag?


Pre-Assessment: Kindergarten: Joining and Separating

Materials:

Counters

1. Display and read the following situation aloud:

Camille had five pencils. D’Shaun gave her three more. How many pencils does Camille have now?

2. Prompt students to use counters to solve the problem.

Question:

How did you use your counters to solve the problem?

Look/listen for:

Modeling the action of joining three counters with five counters

Using a counting strategy, such as counting all, counting on from the first number, and counting on

from the largest number

3. Display and read the following situation aloud:

Norma had six pennies. She gave two pennies to her sister. How many pennies does Norma have now?

4. Prompt students to use the counters to solve the problem.

Question:

How did you use your counters to solve the problem?

Look/listen for:

Modeling the action of separating two counters from six counters

Using a counting strategy, such as counting back or counting remaining


Joining and Separating Problems: Result Unknown

Activity 1: Joining Result Unknown

Materials:

Story Mat

Joining Result Unknown Cards

Counters

1. Display and read one problem aloud from the Joining Result Unknown Cards.

Questions:

What do you know?

What do you need to know?

2. Prompt students to use the Story Mat and counters to model the situation.

Questions:

How did you use your counters to determine the result?

How many ____ were there at the start? What happened next?

Are the objects in the problem being joined together or separated? How do you know? Prompt

students to respond with the joining or separating gesture.

What do we need to determine?

3. Ask, “How many counters are being joined together to determine the result?”

4. Display the following sentence stems for students to use when creating a number sentence for the

context of the problem. Choose the most appropriate number sentence based on previous instruction

with symbolic representations.

_____ and _____ is _____. _____ is _____ and _____.

+ = = +

_____ and _____ is _____. _____ is _____ and _____.

+ = = +

_____ plus _____ equals _____ _____ equals _____ plus _____

_____ + _____ = _____ _____ = _____ + _____

5. Repeat steps 1-4 using the remaining word problems.

Look/listen for:

Modeling the action of joining sets of objects

Using direct modeling or counting strategies to solve the word problem


Story Mat


Joining Result Unknown Cards Cut along dotted lines.

Problem A

Gabby had 3 flowers. Jillian gave her 2 more flowers. How many

flowers does Gabby have now?

Problem B

There were 5 birds sitting in a tree. Then 4 more birds flew up to

sit in the tree. How many birds are in the tree now?

Problem C

Angel had 8 buckets in the sandbox. Jocelyn gave her

2 more buckets. How many buckets does Angel have now?

Problem D

There were 4 children playing in the playhouse. Then 6 more

children came to play in the playhouse. How many children are

playing in the playhouse now?

Problem E

There were 7 dogs at the park. Then 1 more dog came to the

park. How many dogs are at the park now?


Activity 2: Separating Result Unknown

Materials:

Story Mat

Separating Result Unknown Cards

Counters

1. Display and read one problem aloud from the Separating Result Unknown Cards.

Questions:

What do you know?


2. Prompt students to use the Story Mat and counters to model the situation.

Questions:



Are the objects in the problem being joined together or separated? How do you know? Prompt


What do you need to determine?

3. Ask, “How many counters were separated from the counters that were there at the start? How does

this help us to determine the result?”

4. Display the following sentence stems for students to use when creating a number sentence for the

context of the problem. Choose the most appropriate number sentence based on previous instruction

with symbolic representations.

_____ take away _____ is _____. _____ is _____ take away _____.

— = = —

_____ take away _____ is _____. _____ is _____ take away _____.

— = = —

_____ minus _____ equals _____ _____ equals _____ minus _____

_____ — _____ = _____ _____ = _____ — _____

5. Repeat steps 1-4 using the remaining word problems.

Look/listen for:

Modeling the action of separating a set of objects from a given set of objects

Using direct modeling and counting strategies to solve the word problem with counters


Separating Result Unknown Cards


Problem A

Jillian had 3 jump ropes. She gave 2 jump ropes to Gabby. How

many jump ropes does Jillian have now?

Problem B

There were 10 boys at the park. Then 6 boys went home. How

many boys are at the park now?

Problem C

Jocelyn had 9 shovels in the sandbox. She gave 3 shovels to

Angel. How many shovels does Jocelyn have now?

Problem D

There were 7 girls playing in the playhouse. Then 4 girls went to

the sandbox. How many girls are playing in the playhouse now?

Problem E

There were 8 dogs at the park. Then 5 dogs went home. How

many dogs are at the park now?


Activity 3: Joining and Separating: Result Unknown

Materials:

Story Mat

Joining and Separating: Result Unknown Cards (*Kindergarten appropriate)

Counters

1. Display and read one problem aloud from the Joining and Separating: Result Unknown Cards.

Questions:

What do you know?


Are the objects being joined together or separated in the problem? How do you know? Prompt



2. Prompt students to use their Story Mat and counters to model the problem.

Questions:



Are the objects being joined together or separated in the problem? How do you know? Prompt


What do we need to determine?

3. Ask, “How many counters are being joined together to determine the result?” or “How many counters

were separated from the counters that were there at the start?”

4. Prompt students to explain how they determined the result using words, pictures, or a number

sentence.

5. Repeat steps 1-4 using remaining word problems.

Look/listen for:

Modeling the action of joining sets of objects or separating sets of objects

Using direct modeling and counting strategies to solve the word problem


Joining and Separating: Result Unknown Cards Cut along dotted lines.

*Problem A

There were 3 boys playing by the slide. Two more boys came to

play by the slide. How many boys are playing by the slide now?

*Problem B

There were 8 squirrels in a tree. Four squirrels climbed out of the

tree. How many squirrels are in the tree now?

*Problem C

There were 6 girls sitting on the bench. Four of the girls went to

play on the slide. How many girls are on the bench now?

Problem D

Isabella had 12 toys at the park. Marcus gave her 3 more toys.

How many toys does Isabella have altogether?

Problem E

Miguel saw 5 ants in the dirt. Then 2 ants left to hide. How many

ants are still there?

*Kindergarten (quantities up to 10)


Part-Part-Whole Problems

Activity 1: Making a Part-Part-Whole Mat

Materials:

Part-Part-Whole: Whole Unknown Cards (*Kindergarten Appropriate)

Painter’s tape or masking tape

1. Create a part-part-whole mat on the floor using painter’s tape. Each box should measure large enough

for several students to stand in each box. Label each box with a P or a W.

P P

W

2. Display and read one problem aloud.

Questions:

What do you know?


Is there an action in this problem? How do you know?

How many ______ are in one part? How many ______ are in the other part?

Do we know the total number of ______? Do we know the parts of the set of ______?

3. Prompt students to stand in the boxes to represent the known parts on the part-part-whole

representation.

How did you know the number of students needed to represent the situation?

4. Ask, “How can we determine the number of ______?”

5. Prompt the students representing the parts to move to the whole box.

What do the students in the whole represent? How do you know?

6. Repeat steps 2-5 for the remaining problems.

Look/listen for:

Understanding the parts and the whole in a word problem

Using strategies to solve the part-part-whole word problem


Part-Part-Whole: Whole Unknown Cards Cut along dotted lines.

*Problem A

The zoo has 5 brown snakes and 4 black snakes. How many

brown and black snakes are at the zoo?

*Problem B

Two polar bears and 3 brown bears are napping on the rocks.

How many bears are napping on the rocks?

*Problem C

There are 6 birds and 2 squirrels in a tree. How many animals

are in the tree?

*Problem D

There are 6 adult sea lions and 1 baby sea lion swimming in the

water. How many sea lions are swimming in the water?

Problem E

Eight big tigers and 4 small tigers are napping on the grass. How

many tigers are napping on the grass?

Problem F

There are 9 monkeys in the tree and 7 monkeys by the water.

How many monkeys are there altogether?

*Kindergarten (quantities up to 10)


Activity 2: Using a Part-Part-Whole Mat

Materials:

Part-Part-Whole: Whole Unknown Cards (*Kindergarten Appropriate)

Part-Part-Whole: Part Unknown Cards Grade 1

Part-Part-Whole Mat

Counters

1. Display and read one problem aloud.

Questions:

What do you know?


Is there an action in this problem? How do you know?

Do we know the total number of ______? Do we know the parts of the set of ______?

How many ______ are in one part?

How many ______ are in the other part?

How many ______ are in the whole?

2. Prompt the students to use counters to represent the given part(s) and/or whole on the

Part-Part-Whole Mat.

How did you know the number of counters needed to represent the situation?

3. Ask, “How can we determine the number of ______?”

4. Prompt students to use the Part-Part-Whole Mat and counters to solve the problem.

5. Repeat steps 1-4 for the remaining problems.

Look/listen for:

Understanding the parts and the whole in a word problem

Using strategies to solve the part-part-whole word problem


Part-Part-Whole Mat

Whole

Part

Part


4-2-1 Addition and Subtraction Materials:

4-2-1: Solving Addition and Subtraction Problems Kindergarten

4-2-1: Solving Addition and Subtraction Problems First Grade

1. Prompt students to make a group of four.

2. Display and read the problem aloud.

3. Prompt students to work together to solve the problem.

4. Prompt students to split into two groups of two.


6. Prompt students to work together to solve the problem.

7. Prompt students to work alone for the next problem.


Question:

Were the objects in the problem being joined together or separated? How do you know?

Look/listen for:

Modeling the action of joining sets of objects or separating sets of sets from a set of objects

Understanding of the parts and the whole in a word problem

Modeling the comparison of two sets with the difference unknown

Strategies to determine the unknown in a word problem


4-2-1: Solving Addition and Subtraction Problems Kindergarten

Group of 4

Carter had 7 gumballs. Jason gave him 4 more gumballs. How many gumballs does Carter have now?

Group of 2

Mr. Hudson has 10 stickers. He gave 5 stickers to Miguel. How many stickers does Mr. Hudson have now?

On My Own!

Molly has 6 pink gumballs and 3 white gumballs. How many gumballs does Molly have in all?

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