This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| How Many Dots?: | Students are shown dot cards and asked to determine how many dots are on each card. |
| Which is Greater?: | Students are asked to compare two numbers between 1 and 10 during a game of "Which is Greater?". |
| How Many Cubes?: | Students are asked to count cubes arranged in lines, arrays, and circles. |
| Conservation of Cardinality: | Students are asked to count a set of cubes, rearrange the cubes, and then determine the number of cubes in the rearranged set. |
| How Many Cubes Are There?: | Students are asked to count sets of cubes and determine how many cubes are in each set. Next, students are given a set of cubes and asked to count out a given number of cubes. |
| You Can Do It, Sam: | Students are read the book, You Can Do It, Sam, by Amy Hest and are asked to count the number of cakes and houses in the illustrations. |
| Who Wins?: | Students compare numerals to determine which number is the greatest. |
| Who Has More Dots?: | Students work with a partner to determine whose card, if any, has more dots. |
| Which Side Has More?: | Students compare groups of objects to determine whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. |
| Which Set Has One More?: | Students identify the set that contains one more than a given number. |
| Take and Compare: | Students take handfuls of counters, count them, and use the terms greater than, less than, or equal to to compare the sets. |
| Model and Write Numbers: | Students use counters and ten frames to model and write given numbers. |
| Matching Ten Frames to Numerals: | Students are asked to match four ten frames representing different numbers to the correct numerals. |
| Is it Still Seven?: | Students are asked to count a set of seven cubes, rearrange the cubes, and then determine the number of cubes in the rearranged set. |
| How Many Dots Are There?: | Students count to tell how many dots are on the cards. |
| How Many Cubes Does Brianna Need?: | Students are asked to show 12 cubes. |
| How Do I Write the Number?: | Students count the objects in a set and write the number of objects they counted. |
| Field Trip to the Fire Station: | Students write the number of objects counted in sets of objects. |
| Fall Math Story: | Students write the numbers they hear in a story. |
| Greater Than/Less Than/Equal To: | Students work in pairs to compare 10 frame cards that contain both a numeral and a corresponding number of dots. |
| Comparing Numbers Card Game: | Students are asked to compare two numbers between 1 and 10 using playing cards. |
| Comparing Numbers: | Students are asked to compare pairs of numbers between 1 and 10. |
| Books and Bookmarks: | Students are asked to count eight books and decide how many bookmarks they would need if they gave each book a bookmark. |
| Animal Line Up: | Students are shown two cards with pictures of animals and asked to compare the number of animals on the two cards. |
| Name |
Description |
| Responsible Decision Makers Use Technology - Part 2: | In this integrated lesson plan, students will work together to use a given algorithm to reach the responsible decision. Students will use the algorithm to identify examples of responsible decisions as they move across a grid.
This is lesson 2 of 3 of integrated civics with computer science. |
| Responsible Decision Makers Use Technology - Part 1: | In this integrated lesson plan, students will discuss the different ways that groups of people can make decisions. Using communication and collaboration with peers and teachers, students will use a scratch program to solve a problem.
*This is lesson 1 of 3 lessons that integrate civics with computer science* |
| Make a Patriotic Holiday Calendar : | Students will make a personalized calendar of patriotic holidays to reference throughout the academic or full calendar year. |
| Compare and Decide: | In this integrated lesson plan, students will work cooperatively in groups to choose a picture card that depicts a group of objects that is greater than, less than, or equal to the picture card shown by the teacher. |
| Birds of a Feather: | Students will go on a simulated bird-watching trip around the classroom. They will collect and sort images of various birds into categories based on their visible characteristics. They will use these groups of bird images to practice counting and comparing objects in different categories. Students will use descriptions of bald eagles in the book, The Bald Eagle by Norman Pearl, to identify images of bald eagles among their categories and discuss how the bald eagle is a symbol of the United States.
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| Counting Arrangements: | In this integrated lesson plan, students will discuss the expectations for conduct within small group rotations of counting and representing with a written numeral (i.e.: how to take turns, how to make a responsible decision during the activity by staying on task and reminding other members of the group to stay on task while they are working at that rotation place, etc.). Students will also state the number of objects in a rearrangement of that group without recounting. |
| Representing Numbers 1-6: | In this lesson, the teacher will go through an interactive and fun way to learn the relationships of numbers and objects for the numbers 1- 6. The lesson will begin with the students acting as the manipulatives for their classmates. Then will get to work with their peers in a fun dice version of bingo. This lesson will expose students to 1:1 correspondence, finding the relationship between quantity and written numerals, cardinality, and conservation of number. |
| Counting With a Caterpillar: | In this lesson, students will be creating a counting book and placing paper cut-outs of fruit on each page of their book. They will point and count each fruit to show their understanding of one-to-one correspondence up to 5. Students will represent each quantity with a written numeral. |
| Is it FAIR?: | This lesson is a hands-on lesson designed to teach greater than, less than and equal to by comparing groups of objects. |
| Sweet Comparisons: | In this lesson students will count and compare the number of objects in two different groups with up to 5 objects each. They will compare by matching to determine which group has a number that is greater than or less than the other group using pictures of sweet treats. There is an individual activity and printable worksheet attached to support the sweet treat theme. |
| Spring Festival Flower: | In this MEA, students will help pick a flower that will be the focus of the Spring Festival. They will practice counting pictures and representing the number of pictures with a written numeral. |
| "How Long is Your Train?": | This lesson is intended to allow students to gain insight into the importance of measurement. The focus is on using non-standard units to measure the length of a "train" they create. Students are then required to compare the length of their train with a buddy's train. |
| Quacking Addition – Sums within Ten: | This activity deepens the students' understanding of addition and recording addition sentences by using an engaging story about ducks in a pond. |
| Counting Fingers: | In this lesson, students will use their fingers and manipulatives to help solve simple addition problems within 5. |
| SPLASH! Jumping In and Out of the Pond: | In this lesson, students will use manipulatives and equations to represent and solve addition and subtraction word problems. |
| Fireflies - Numbers 11-19: | In this lesson, students will manipulate beans (fireflies) to represent numbers 11-19 as a unit of ten and a group of ones. |
| Whose Baby is That?: | This inquiry-based 5E lesson provides an initial look at categorizing items into 2 categories. Visuals of animals are used to begin the classifying/categorizing of animals and their babies. Students will practice categorizing in pairs and will be given the categories to use. They will then explain the placement of each item in the category. The teacher will ask guiding questions and facilitate the lesson to ensure comprehension of the material. |
| Show me 1,2,3,4,5: | This lesson is designed to teach students to write and represent groups of numbers using drawings. This lesson will cover the numbers 1 to 5. |
| Counting On With SPLASH: | In this lesson, students will count forward from a given number while manipulating animals in a pond during a read aloud by the teacher. |
| Sort, Count, and Graph: | In this lesson, students will sort objects, count the number of objects in each category and compare using the terms greater than, less than, or equal to. |
| Popsicle Problem: | Students will work in teams to help choose the best Popsicle to sell. They will develop a procedure based on the following criteria: taste, color, cost, and melting speed. They will reassess the Popsicles during the twist incorporating flavors and a fourth Popsicle choice. Students may arrange the criteria based on their team's interpretation of most important to least important. Students may have to make trade offs based on these interpretations. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Pineville Playground: | This MEA is designed on a Kindergarten grade level. Students will work in teams to determine the best piece of playground equipment to add to the city playground. Students will use criteria such as safety, cost, degree of fun, and time to build to make their determinations. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| From the Apple Farm to Market!: | This MEA is designed at a Kindergarten grade level. Students will work in teams to determine the best apple treat to showcase in a display at a farm stand. Students will use criteria such as smell, taste, and profit to make their determinations. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Balancing Equations: | This is an engaging, hands-on lesson to help the students understand the meaning of the equal sign. The lesson is written using a pan/equal arm balance but may be done with just connecting cubes. |
| Counting Colorful Cockatoos: | Poor Professor Dupont! He is missing his prized cockatoos! Help Professor Dupont find his special birds one by one as you turn the page. After helping Professor Dupont find his special cockatoos, create a classroom tree and sort the birds by color. You will have a fine feathered fantastic time counting and sorting! |
| If You Give a Teacher a Cookie...: | More than, less than, or equal to? Which would you rather have? Well, it depends upon the situation. Let's compare objects and numbers and decide if it is best to have more of something, less of something, or just as much as someone else. |
| Ten Cheers for Cheerios!: | Eating cereal may be fun, but counting out with it can be more fun! Hungry for a great time? Students will learn to count out 1-10 using cereal and help some mice escape from a hungry snake. |
| You Are a Smart Cookie: | The students will use M&M's to find the number that makes 10, for any number from 1 to 9, when added to the given number. Students will record the answer as both a drawing and an equation. |
| All Together Now - or NOT - Part II: | In this lesson, students will use manipulatives and equations to model and solve subtraction equations. |
| All Together Now, Part 1: | In this lesson students will use manipulatives and equations to model bringing together two smaller groups to make one large group. This is part one of a two part series. Part 2 is titled "All Together Now- or NOT" (Resource 49796). |
| Ten is a Friend!: | Students will learn about the concept of ones and tens and how 10 is a friendly number that we can utilize in various ways in mathematics. They will physically manipulate snap cubes to make a ten train and add on randomly selected ones that will include the numbers 11-19. After that students will draw representations of the numbers 11-19 and finally write the two-digit number that a ten train and a selected group of ones will create. |
| What's the Scoop?: | In this open-ended question, students, in teams will make decisions about how to rank new ice cream flavors for Frosty's based on various ice cream characteristics (e.g., taste, smell, color and fun factor). Students will practice analyzing data sets and their writing skills to record their process and thinking. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Counting by 10's with Zero the Hero and Little Count: | In this lesson students will learn to count to 100 by 10's. The relationship between the numbers 1-10 and 10-100 will be made using the 100's chart followed by a PowerPoint story about Little Count the Caterpillar. Students will make their own Little Count the Caterpillar using circle body segments, where each circle represents the numerals 10, 20, 30... |
| Disc Drop - Decomposing Ten: | In this lesson, students will use two-sided colored counters (discs) to decompose the number ten. |
| Counting and Sorting Objects: | In this lesson, students will use buttons to sort by like characteristics. In addition, students will be counting and recording the number of buttons in each category. Students will also group equal amounts together to create new categories. |
| Mathematical Magic: A basic plan for setting up successful math centers: | In this lesson, students will learn the desired procedures and successful outcomes for conducting daily math centers that will help them become better learners. This lesson includes station activities for counting objects and representing the number with a written numeral. The procedure for math centers can be adapted for use in other grade levels. |
| Vegetables…in Cupcakes?!: | In teams, students will make decisions about how to select the best bakery based on various cupcake characteristics (e.g., taste, smell). Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Fishy Lengths - Which fish is right for my aquarium?: | Students explore lengths of fish to determine if fish are too long to fit in different sized aquariums. Students will use non-standard units and measuring tools to compare the lengths of fish and boxes without being able to directly hold the fish near the boxes. |
| Ten Red Apples - One less: | This activity practices taking one away from a number to compose an equation. |
| Greater? Less? Let's Compare: | This lesson is designed to give the students a hands-on opportunity to count small numbers of objects and decide which is greater or less than the other when compared. |
| Five Little Ducks - Decomposing Number 5: | In this activity students will recite the Five Little Ducks poem to decompose numbers using manipulatives and equations to represent the math. |
| Going Loopy for Addition: | The students will partner up and use Fruit Loops to represent addition equations with sums up to 10. They will draw, act out, use verbal explanations and write equations to show addition. |
| 10 Fat Turkeys – Practice with Subtracting One Within Ten: | In this lesson, students will work with subtraction within 10 by taking 1 away from a number. |
| Addition Story Problem Fun: | In this lesson, students will act out situations as an introduction to story problems. Students will also have the opportunity to solve addition story problems using manipulatives. |
| Counting to Ten With Ten Black Dots: | In this lesson, students will practice one-to-one correspondence and counting to 10 using black dots as manipulative. |
| Decompose That Teen Number!: | The students will receive explicit instruction from the teacher on the definition of decomposing a number and how to represent a decomposition with manipulatives, drawings, and equations. The students will use linking cubes to reflect numbers from 11-19, and to show their understanding of how to decompose a number. Students will record decompositions as an equation. |
| Every Group Counts!: | The students will be working in whole group, small group and individually to discover measurable attributes of objects and sort the objects into categories. Students will also count and compare the number of objects in each category. |
| Hopping Hippo Needs Help: | In this open-ended question, students, in teams will make decisions about how to rank shoes based on various shoe characteristics (e.g., color, comfort, shoelaces, lights, and customer ratings). Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| How Many Goldfish?: | In this lesson, students will solve addition and subtraction word problems using Goldfish crackers. Students will also work with a partner to create and solve their own addition and subtraction word problems. |
| How Many? Lesson 1 of 3: | The students will show understanding of the conservation of numbers regardless of the order in which objects were counted. The students will be able to tell "how many" without recounting objects and be able to explain that the amount is the same because no objects were added or taken away. |
| How Many? Lesson 2 of 3: | In this lesson, students will show understanding of the conservation of numbers regardless of the order in which they were counted. Student will be able to tell "how many" without recounting objects and be able to explain that the amount is the same because no objects were added or taken away. |
| How Many? Lesson 3 of 3: | In this lesson, students will show understanding that "one more" is the next counting number. Student will be able to tell "how many" without recounting objects and be able to explain that the total amount is the next counting number because it is one more. |
| Let's Count the Steps: | Students will count items with numbers ranging from zero to twenty in an outdoor environment (can also be done indoors) and, when given a number up to 20, will count steps, using body movement in the form of "taking steps" on a number line to enhance learning. |
| Sorting It All Out: | In this lesson, kindergarten students will learn to sort objects familiar to them by different attributes. They will justify their decisions for classification when objects have more than one similar characteristic. |
Vetted resources students can use to learn the concepts and skills in this topic.
