Unit Title: Representing numbers to 20

Dates: October 22 December 12

All of these lessons will take two classes
Lesson
#

Title

Counting to
twenty

Number
Search

Specific
Objectives
1.Say the number
sequence, 0-100 (to
20 here), by:1s
forward and
backward between
any two given
numbers

1.Say the number

sequence, 0-100 (to
20 here), by:1s

Methods

Activities

Resources

Assessment

-Introduce the lesson

through asking students
what they already know
about numbers. Where do
they see numbers?
-Use first page in their
workbook and talk about
what they see on the
page, what they notice
about the picture.
-Count together as a class
how many students we
have in the class and
write the number and
word on the board as well
as a drawing of stick
figure people (can record
numbers by writing the
number, the word and
drawing it).
-Introduce concept of 0

-Students will do the Pearsons Math

count the fish
Makes Sense
activity in their
workbook
-Students can work
in pairs with a bag of
material. The
students will count
the objects inside and
(using their number
cards) show the word
and the writing of the
number inside of
their bag.
-Students will do
super soccer and
count the balls pages
in their workbook
(page 4 &5)

Use attached 14 rubric.

-Use Big Math page 7

and have the students
count how many of each

-Students will do
worksheet pages 6
and 7 in the

Use attached 14 rubric.

Pearsons Math
Makes Sense

forward and
backward between
any two given
numbers
3. Demonstrate an
understanding of
factors and
multiples by:
_Determining
multiples and
factors of numbers
less than 100
_Identifying
prime and
composite numbers
_Solving
problems using
multiples and
factors.
[CN, PS, R, V]
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
3. Demonstrate an
understanding of
factors and
multiples by:
_determining

object is in the fridge.

-We will then order as a
class the group that has
the smallest amount and
the group that has the
largest amount in the
fridge
-What can you use to
represent numbers
(counters, naming totals,
drawing number of
objects, by printing the
numbers)

workbook.
-Memory matching
game with number
cards only turning 2
cards over at a time.

-learning more about

numbers (what is 7, what
do you know about 7)
-7 children stand and
count them, move them

-work on pages 8 and Pearsons Math

9 in their workbooks Makes Sense

Use attached 14 rubric.

Terrific Ten

multiples and
around and ask how
factors of numbers many are there now.
less than 100
_identifying
prime and
composite numbers
_solving
problems using
multiples and
factors.
[CN, PS, R, V]
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
5. Compare sets
containing up to 20
elements, using:
_referents
_one-to-one
correspondence
to solve problems.
[C, CN, ME, PS, R,
V]
7. Demonstrate an
understanding of
conservation of
number. [C, R, V]
2. Solve problems
-how do you look for

-do one of page 10

Pearsons Math

Use attached 1-

involving whole
numbers and
decimal numbers.
[ME, PS, T] [ICT:
C62.4]
3. Demonstrate an
understanding of
factors and
multiples by:
_determining
multiples and
factors of numbers
less than 100
_identifying
prime and
composite numbers
_solving
problems using
multiples and
factors.
[CN, PS, R, V]
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
8. Identify the
number, up to 20,
that is:
_one more

ways to make counting

easier?
-introduce ten frames by
showing page 10 (only
one counter in each box)
-walk around and make
sure the students
understand ten frames
-give students a ten frame
and counters. Call out
numbers and have the
students put the proper
amount of counters on
the ten frame.

together as a class to
show them 10 frames
-students will do
page 11 in their
workbook.

Makes Sense

4 rubric.

_two more
_one less
_two less
than a given
number.
2. Solve problems
involving whole
numbers and
decimal numbers.
[ME, PS, T] [ICT:
Seeing
C62.4]
Numbers
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
3. Demonstrate an
understanding of
factors and
multiples by:
_determining
multiples and
Representing
factors of numbers
Numbers 10less than 100
20
_identifying
prime and
composite numbers
_solving
problems using
multiples and

-Review ten frames

-Partner work with flash
cards
-What numbers were
easy to recognize, which
were more difficult?

-Have students
Pearsons Math
paired and show their Makes Sense
partner a flash card
number for only 3
seconds and then
hides it.
-Draw flash cards on
page 12

Use attached 14 rubric.

-What do you know

about numbers between
10 and 20
-Count from 10-20 with
numbers on the board
-Make ten frame on flip
chart with circles and ask
students numbers higher
than 10
-Count to 20 with
counters on the ten frame
-do page 13 as a class

-give students a 2
part mat and have
them put the proper
amount of counters
on it when asked.
-Students will do
page 14 & 15 of their
workbook

Use attached 14 rubric.

Pearsons Math
Makes Sense

factors.
[CN, PS, R, V]
4. Represent and
describe numbers
to 20, concretely,
pictorially and
symbolically. [C,
CN, V]
7. Demonstrate an
understanding of
conservation of
number. [C, R, V]
Didnt do!!!

Representing
Numbers 1020

Grouping
numbers to
20

7. Demonstrate an
understanding of
conservation of
number. [C, R, V]

-put up page 16 from the -students will do

workbook on the board.
page 17 in their
workbook
What are you
supposed to find
out
Do you think
there will be just
one answer
What do we
already know
How can we show
our work?

Pearsons Math
Makes Sense

Use attached 14 rubric.

-Show the students 9

counters and have them
figure out how it can be
grouped. (2 parts, 3 parts)
need equal group

Pearsons Math
Makes Sense

Use attached 14 rubric.

-put students in pairs

and have them group
the number 12
-Students will do
page 18 in their

10

1.Say the number

sequence, 0-100 (to
20 here), by:1s
forward and
backward between
any two given
numbers
4. Represent and
describe numbers
to 20, concretely,
Numbers to pictorially and
20
symbolically. [C,
CN, V]
8. Identify the
number, up to 20,
that is:
_one more
_two more
_one less
_two less
than a given
number.
4. Represent and
describe numbers to
Estimating 20, concretely,
quantities to pictorially and
20
symbolically. [C,
CN, V]
6. Estimate

-talk as a class how they

grouped 12 in equal parts
-review 1-10 on ten
frames
-construct numbers 10-20
on ten frames

workbook
-pair students and
have them pick a
number out of the
bag that is higher
than 10 to do on the
ten frame with
counters
-Have students do
page 19 in their
workbook

Pearsons Math
Makes Sense

Use attached 14 rubric.

-estimate the number of

objects before counting
them (no right or wrong
answer when estimating)
-circle area have students
observe magnet counters
on the board

-students will look at

what ten counters
look like and then
estimate when they
are removed how
many there are
-students will do

Pearsons Math
Makes Sense

Use attached 14 rubric.

11

12

quantities to 20 by
using referents.
5. Compare sets
containing up to 20
elements, using:
_referents
_one-to-one
More fewer correspondence
or the same? to solve problems.
[C, CN, ME, PS, R,
V]

3. Demonstrate an
understanding of
factors and
multiples by:
_determining
multiples and
factors of numbers
One and two less than 100
more, one
_identifying
and two less prime and
composite numbers
_solving
problems using
multiples and
factors.
[CN, PS, R, V]
8. Identify the

-sort students based on

apparel and height. (what
do you notice, which
group has less students,
how can we make the
groups the same)

-adding counters on
board in circle. Remove
counters on board and
ask rule.

page 20 and 21 in
their workbook
-group students in 4s. Pearsons Math
Students will ask
Makes Sense
which student likes
building blocks more
and which student
likes action toys.
(More or fewer).
Students will record
their answers on page
22
-students will do
page 23
-with snapblocks
students will work
with a partner,
having their partner
add more or less,
then switching jobs.
-students will do
page 24 and 25

Use attached 14 rubric.

Use attached 14 rubric.

number, up to 20,
that is:
_one more
_two more
_one less
_two less
than a given
number.
-review of all
specific outcomes.
13

Show what
you know

-review the different

objects and materials the
students used to build
numbers and solve
problems (how did we
use each of these things
and how did they help us
learn and think?)

-students will work

in pairs to build 17
on page 26
-students will do
page 27

Use attached 14 rubric.