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Kindergarten Mathematics Module 5, Topic E

  Classroom Resource Information  

Title:

 Kindergarten Mathematics Module 5, Topic E

URL:

 https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-e

Content Source:

 EngageNY
Type: Lesson/Unit Plan

Overview:

Module 5, Topic E’s Lesson 1 begins as students represent teen number decompositions and compositions by writing addition sentences. In Lesson 2, students make bonds with materials and hide one of the parts for their partner 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 addend, the hidden part (aligns to 1.OA.8). In Lesson 3, 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).

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: K
5. Count to answer "how many?" questions.

a. Count using no more than 20 concrete objects arranged in a line, a rectangular array, or a circle.

b. Count using no more than 10 concrete objects in a scattered configuration.

c. Draw the number of objects that matches a given numeral from 0 to 20.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Answer questions regarding how many objects are in a set in various configurations.
Teacher Vocabulary:
  • Rectangular array
  • Subitize
Knowledge:
Students know:
  • how to use one-to-one correspondence when counting objects.
  • how to demonstrate number word sequence.
Skills:
Students are able to:
  • count sequentially.
  • Use one to one correspondence.
  • Subitize.
  • Represent a number of objects within 0 to 20.
Understanding:
Students understand that:
  • numbers name quantities regardless of their arrangement.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.5.1: Define how many, all together, and in all.
M.K.5.2: Demonstrate one to one correspondence.
Example: Point to only one object when counting, and stop counting when all objects have been touched.
M.K.5.3: Count to 20 by ones.


Prior Knowledge Skills:
  • Understand amount words, such as more, less, and another.
  • Begin to understand that parts of an object can make a whole.
  • Be interested in who has more or less.
  • Understand the concept of "less than".
  • Mimic counting by ones.
  • Recognize numbers from one to ten.
  • Become interested in how many objects she/he has.
  • Continue to have an interest in counting.
  • Understand the concept of size and amount.
  • Make purposeful marks.
  • Given a set number of objects one through ten, answer the question "How many?"
  • Pair the number of objects counted with "how many."
  • Understand that the last number name tells the number of objects counted.
  • Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
  • Pair a group of objects with a number representing the total number of objects in the group.
  • Count objects one-by-one using only one number per object.
  • Recognize that numbers and numerals have meaning.
  • Recognize numerals 0 through 10.
  • Rote count to ten.
  • Communicate number words.
  • Recognize after.
  • Recognize before.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.5 Using vocalization, sign language, augmentative communication, or assistive technology, count out up to five objects from a larger set, pairing each object with one, and only one, number name to tell how many.
Mathematics
MA2019 (2019)
Grade: K
14. Compose and decompose numbers from 11 to 19 by using concrete objects or drawings to demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Given any two-digit number from 11 and 19, use drawings or concrete objects to show and explain the decomposition of the number into one group of 10 and the correct number of ones.
Teacher Vocabulary:
  • Compose
  • Decompose
Knowledge:
Students know:
  • the number sequence to 19.
  • Strategies to decompose a number into tens and ones.
Skills:
Students are able to:
  • Use objects to compose and decompose numbers.
Understanding:
Students understand that:
  • ten things can be represented as one ten or as ten ones.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.14.1: Define ones and tens.
M.K.14.2: Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
M.K.14.3: Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks.
M.K.14.4: Count objects up to 10.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Recognize numbers from zero to ten.
  • Add one to a set of objects (up to 10 objects).
  • Given small groups of objects, create larger groups by combining the small groups.
  • Subtract one from a set of objects (up to five objects).
  • Put together two small groups of objects to create a larger group.
  • Given a group of objects (ten or less), divide the group into smaller groups in various ways.
  • Take away objects from a large group to create two smaller groups.
  • Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
  • Rote count to ten.
  • Understand number words.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.14 Compose numbers from 11-15 by using concrete objects or drawings to demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, or five ones.
Tags: 1, 20, compose, count, decompose, ones, tens
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Comments

There are five lessons in this topic.

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Author: Hannah Bradley
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