Catholic Schools in the Archdiocese of New York



Grade: Kindergarten UNIT 5: Numbers 10 -20, Counting to 100 by 1 and 10 Suggested Number of Days for Entire UNIT: 30

|Essential Question |Key Concepts |Cross Curricular Connections |

|How can you show, write, and count numbers 10 -20 and beyond? |Count 10 Ones and Some Ones |Religion: Read the story of the Last Supper. In the story, Jesus was |

| |Compose Numbers 11-20 from 10 Ones and Some Ones; represent and Write Teen Numbers|with His Disciples. Ask students the following questions about the |

| |Decompose Numbers 11-20 and Count to Answer "How Many?" Questions in Varied |story: How many Disciples were present? How many people were there in |

| |Configurations * |total? Instruct students to create a number sentence and illustrate |

| |Extend the Say Ten and Regular Count Sequence to 100 |their answers. |

| |Represent and Apply Compositions and Decompositions of Teen Numbers ** |Discuss God’s gifts, using “light” as one example. Have students draw |

| | |a picture of the sky and draw 50 stars to show how God lights up the |

| | |night. |

| | | |

| | |Social Studies: Introduce the United States flag. Go to website for a|

| | |coloring template of the |

| | |flag: 

| | |ates-flag.aspx – Have students color the flag and count the number of |

| | |stars while identifying the shapes. |

| | |Take a “Field Trip” around the school to count the number of |

| | |classrooms, doors, computers, etc. |

|Unit Vocabulary | | |

|Sequence Compose | | |

|Written Numeral Decompose | | |

|Rectangular Array Teen Numbers | | |

|Regular counting by ones from 11 – 20 | | |

|Ten count by tens to 100 (i.e. 1 ten, 2 ten, etc) | | |

|Regular counting by tens ( i.e. ten, twenty, etc) | | |

|Hide Zero cards (also known as place cards) | | |

|10 ones and some ones | | |

|10 and _ ones | | |

|10 plus tens | | |

|Equation | | |

| |Assessments | |

| |*Mid-Module Assessment: After Section C (3 days, included in Unit Instructional | |

| |Days; interview style assessment) | |

| |**End of Module Assessment: After Section E (3 days, included in Unit | |

| |Instructional Days; interview style assessment) | |

|Mathematical Practices : |

|MP 2. Reason abstractly and quantitatively. Students represent teen numerals with concrete objects separated as 10 ones and some ones. |

|MP 3. Construct viable arguments and critique the reasoning of others. Students explain their thinking about teen numbers as 10 ones and some ones and how to represent those numbers as addition sentences. |

|MP 4. Model with mathematics. Students model teen quantities with number bonds, place value cards and teen numbers. |

|MP 7. Look for and make use of structure. Students use the structure of 10 ones to reason about teen numbers. They compare teen numbers using the structure of the 10 ones to compare the some ones. |

|Unit Outcome (Focus) |

|Students have worked intensively within 10 and have often counted to 30 during fluency practice. This sets the stage for Unit 5, where students clarify the meaning of the 10 ones and some ones within a teen number and |

|extend that understanding to count to 100. |

UNIT 5 SECTION A: Count 10 Ones and Some Ones Suggested Number of Days for SECTION: 5

|Essential Question |Key Objectives |

|How can you show, write, and count numbers 10 -20 and |Count Straws into Piles of Ten; Count the Piles as 10 Ones |

|beyond? |Count 10 Objects within Counts of 10 to 20 Objects; Describe as 10 Ones and ___ Ones E.g., “I have 10 ones and 4 ones.” |

| |Count and Circle 10 Objects Within Images of 10 to 20 Objects; Describe as 10 Ones and ___ Ones E.g., “I have 10 ones and 4 ones.” |

| |Count Straws the Say Ten Way to 19; Make a Pile for Each Ten |

| |Count Straws the Say Ten Way to 20; Make a Pile for Each Ten |

|Comments |Standard No. |Standard |Priority |

| | |( Major Standard ( Supporting Standard ( Additional Standard |Begins at Grade 3 |

| | |( Standard ends at this grade ( Fluency Standard | |

|In Section A, students start at the concrete level. |K.NBT.1 |Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record | |

|Thus, kindergarten students learn to comfortably talk | |each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of | |

|about 10 ones, setting the foundation for the critical| |ten ones and one, two, three, four, five, six, seven, eight, or nine ones. | |

|Grade 1 step of understanding 1 ten. They next | | | |

|separate 10 objects from within concrete and pictorial| |Count to 100 by ones and by tens. | |

|counts up to 20, analyzing the total as 10 ones and no|.1 | | |

|ones or 10 ones and some ones (.1, K.NBT.1). They |( | | |

|see two distinct sets which are then counted the Say | |Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | |

|Ten way: ten one, ten two, ten three, ten four, ten |.2 | | |

|five, ten six, ten seven, ten eight, ten nine, two |( |When counting objects, say the number names in the standard order, pairing each object with one and only one number name and | |

|ten. The students hear the separation of the 10 ones | |each number with only one object. | |

|and some ones as they count, solidifying their |.4a | | |

|understanding as they also return to regular counting,| |Understanding that the last number name said tells the number of objects counted. The number of objects is the same regardless | |

|eleven, twelve, thirteen…etc. (.5) | |of their arrangement or the order in which they were counted. | |

| |.4b | | |

| | |Understand that each successive number name refers to a quantity that is one larger. | |

| | | | |

| |.4c | | |

| | |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. | |

| |.5 | | |

| |( | | |

UNIT 5

SECTION B: Compose Numbers 11–20 from 10 Ones and Some Ones; Represent and Write Teen Numbers Suggested Number of Days for SECTION: 4

|Essential Question |Key Objectives |

|How can you show, write, and count numbers 10 -20 and |Model with Objects and Represent Numbers 10 to 20 with Place Value or Hide Zero Cards |

|beyond? |Model and Write Numbers 10 to 20 as Number Bonds |

| |Model Teen Numbers with Materials from Abstract to Concrete E.g., “Look at my number (show the numeral 16.) Show me this many cubes.” |

| |Draw Teen Numbers from Abstract to Pictorial E.g., “Look at my number (show the numeral 16). Make a drawing showing that many circles.” |

|Comments |Standard No. |Standard |Priority |

| | |( Major Standard ( Supporting Standard ( Additional Standard | |

| | |( Standard ends at this grade ( Fluency Standard | |

|In Section B, the two distinct sets of ones are |K.NBT.1 |Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record | |

|composed, or brought together, through the use of the | |each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of | |

|Hide Zero cards (pictured below) and number bonds. | |ten ones and one, two, three, four, five, six, seven, eight, or nine ones. | |

|Students represent the whole number numerically while | | | |

|continuing to separate the count of 10 ones from the | |Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no | |

|count of the remaining ones with drawings and materials |.3 |objects). | |

|(K.NBT.1). Emerging from Section B, students should be | | | |

|able to model and write a teen number without forgetting| |Count to 100 by ones and by tens. | |

|that the ‘1’ in 13 represents 10 ones (.3). |.1 | | |

| | |Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | |

| |.2 | | |

| | |When counting objects, say the number names in the standard order, pairing each object with one and only one number name and | |

| | |each number with only one object. | |

| |.4a | | |

| | |Understanding 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. | |

| |.4b | | |

| | |Understand that each successive number name refers to a quantity that is one larger. | |

| | | | |

| |.4c | | |

| | |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. | |

| |.5 | | |

| | | | |

| | | | |

UNIT 5

SECTION C: Decompose Numbers 11-20 and Count to Answer “How Many?” Questions in Varied Configurations Suggested Number of Days for SECTION: 5

|Essential Question |Key Objectives |

|How can you show, write, and count numbers 10 -20 |Build a Rekenrek to 20 |

|and beyond? |Show, Count, and Write Numbers 11 to 20 in Tower Configurations Increasing by One—A Pattern of “One Larger” |

| |Represent Numbers 20 to 11 in Tower Configurations Decreasing by 1—A Pattern of “One Smaller” (Extension of .4c) |

| |Show, Count, and Write to Answer “How Many?” Questions in Linear and Array Configurations |

| |Show, Count, and Write to Answer “How Many?” Questions with Up to 20 Objects in Circular Configurations |

|Comments |Standard No. |Standard |Priority |

| | |( Major Standard ( Supporting Standard ( Additional Standard |Begins at Grade 3 |

| | |( Standard ends at this grade ( Fluency Standard | |

|In Section C, the focus is now on the decomposition|.4c |Understand that each successive number name refers to a quantity that is one larger | |

|of the total teen quantity so that one part is ten | | | |

|ones. This is what makes Section C a step forward |.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 | |

|from Section A and B. Previously, the ten and ones | |as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. | |

|were always separated when modeled pictorially or | | | |

|with materials. Now, the entire teen number is a | |Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record | |

|whole quantity represented both concretely and |K.NBT.1 |each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten | |

|pictorially in different configurations: towers or | |ones and one, two, three, four, five, six, seven, eight, or nine ones. | |

|linear configurations, arrays (including the | | | |

|10-frame or 5-groups,) and circles. The students | |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).| |

|decompose the total into 10 ones and some ones. | | | |

|Through their experiences with the different |.3 |When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each | |

|configurations, students have practice both | |number with only one object. | |

|separating 10 ones within teen numbers and | | | |

|counting/conservation as they count quantities |.4a | | |

|arranged in different ways and, as always, use math| | | |

|talk to share about their observations (.5). | | | |

|They also come to know each successive teen number | | | |

|as one larger than the previous number (.4a). | | | |

UNIT 5 SECTION D: Counting to 50 and representing up to 20 objects Suggested Number of Days for SECTION: 5

|Essential Question |Key Objectives |

|How can you show, write, and count numbers 10 -20 and |Count Up and Down by Tens to 100 with Say Ten and Regular (Includes 1.NBT.1, Writing Numbers 21-100) |

|beyond? |Count within Tens by Ones E.g., 30, 31, 32, 33… 39 or 43, 44, 45, 44, 43, or 67, 68, 69. (Includes 1.NBT.1, Writing Numbers 21-100) |

| |Count Across Tens When Counting by Ones Through 40 E.g., 28, 29, 30, 31 first with and then without objects placed on 10-frames (Includes 1.NBT.1, Writing Numbers |

| |21-100) |

| |Count Across Tens by Ones to 100 with and without Objects |

|Comments |Standard No. |Standard |Priority |

| | |( Major Standard ( Supporting Standard ( Additional Standard |Begins at Grade 3 |

| | |( Standard ends at this grade ( Fluency Standard | |

|In Section D, students extend their understanding of |.1 |Count to 100 by ones and by tens. | |

|counting teen numbers to numbers 21 to 100. They first|( | | |

|count by tens both the Say Ten way, 1 ten, 2 tens, 3 |.2 |Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | |

|tens, 4 tens, etc. and the regular way, twenty, |( | | |

|thirty, forty, etc. They then count by ones to 100, | |Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record | |

|first within a decade and finally across the decade | |each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of | |

|(.1, .2). Section D involves the Grade 1 |K.NBT.1 |ten ones and one, two, three, four, five, six, seven, eight, or nine ones. | |

|standard 1.NBT.1 as students also write their numbers | | | |

|from 21-100. We include the writing of larger numbers | |When counting objects, say the number names in the standard order, pairing each object with one and only one number name and | |

|because of the range of activities they make possible.| |each number with only one object. | |

|The writing of these numbers is not assessed or |.4a | | |

|emphasized, however. Section D closes with an optional| |Understanding that the last number name said tells the number of objects counted. The number of objects is the same regardless | |

|exploration of numbers on the Rekenrek, bringing | |of their arrangement or the order in which they were counted. | |

|together counting with decomposition and finding |.4b | | |

|embedded numbers within larger numbers. | |Understand that each successive number name refers to a quantity that is one larger. | |

| | | | |

| |.4c |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). | |

| |.3 | | |

| |( |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. | |

| |.5 | | |

| |( |Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects | |

| | |with a written numeral. | |

| |1.NBT.1 | | |

UNIT 5 SECTION E: Represent and Apply Compositions and Decompositions of Teen Numbers Suggested Number of Days for SECTION: 5

|Essential Question |Key Objectives |

|How can you show, write, and count numbers 10 -20 and beyond?|Represent Teen Number Compositions and Decompositions as Addition Sentences E.g., 10 + 3 = 13 or 13 = 10 + 3 |

| |Represent Teen Number Decompositions as 10 Ones and Some Ones and Find a Hidden Part (Aligns to 1.OA.8) |

| |Decompose Teen Numbers as 10 Ones and Some Ones; Compare the “Some Ones” to Compare the Teen Numbers Aligns to 1.NBT.3 |

| |Reason About and Represent Situations: Decompose Teen Numbers into 10 Ones and Some Ones; Compose 10 Ones and Some Ones into a Teen Number |

|Comments |Standard No. |Standard |Priority |

| | |( Major Standard ( Supporting Standard ( Additional Standard |Begins at |

| | |( Standard ends at this grade ( Fluency Standard |Grade 3 |

|In Section E, students apply their skill with the |K.NBT.1 |Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record | |

|decomposition and composition of teen numbers. In objective | |each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of | |

|1, they represent both compositions and decompositions as | |ten ones and one, two, three, four, five, six, seven, eight, or nine ones. | |

|addition statements. In objective 2, they model teen | | | |

|quantities with materials in a number bond and hide one part.| |Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as | |

|The hidden part is represented as an addition sentence with a|.5 |many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. | |

|hidden part, e.g. 10 + ___ = 13 or 13 = ___ + 3. In objective|( |Count to 100 by ones and by tens. | |

|3, students apply their skill with decomposition into 10 ones| | | |

|and some ones to compare the some ones of two numbers and | |Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | |

|thus to compare the teen numbers. They “stand” on the |.1 | | |

|structure of the 10 ones and use what they know of numbers |( |Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no | |

|1–9. Comparison of numbers 1–9 is a Kindergarten standard. |.2 |objects). | |

|In objective 4, students reason about situations to determine|( | | |

|w they are decomposing a teen number (as 10 ones and some | |When counting objects, say the number names in the standard order, pairing each object with one and only one number name and | |

|ones) or composing 10 ones and some ones to find a teen |.3 |each number with only one object. | |

|number. They analyze their number sentences that represent |( | | |

|each situation to determine if they started with the total or| |Understanding that the last number name said tells the number of objects counted. The number of objects is the same regardless | |

|the parts, and if they composed or decomposed, e.g., 13 = 10 |.4a |of their arrangement or the order in which they were counted. | |

|+ 3 or 10 + 3 = 13 . Throughout the lesson, students draw the| | | |

|number of objects presented in the situation. | |Understand that each successive number name refers to a quantity that is one larger. | |

| |.4b | | |

| | |Identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another | |

| | |group. | |

| |.4c | | |

| | | | |

| |.6 | | |

|Possible Activities |

|PROBLEM SOLVING ACTIVITY: Read the book, Let’s Go Visiting, by Sue Williams. After the book is read, challenge the students to figure out how many visitors the child and dog visited. Ask students to solve the problem |

|using numbers, pictures, or models and words. |

|WHERE ARE WE NOW? (whole class activity) Say: “Count the number of ears in the classroom and add 6 … Where are we now?” The students that have the final answer written on their paper get a red star as the teacher walks |

|around (with a red pen). Say: “The sum of the number of sides on a hexagon and 3…..Where are we now?” (9) Have FUN with these! |

|ROLL TO 20: (partner activity) Create a number mat with small die cut shapes numbered from 1 to 20, 1 to 50, or 1 to 100. Have students take turns rolling the die and covering the numbered spaces with the corresponding |

|die cut shape. The students continue counting where they left off on the previous roll. The student that reaches exactly 20 (50, or 10) wins the game. A game marker can be used instead of filling in the spaces as they |

|go. |

|HOW MANY? COUNTING BAG ACTIVITY: Use small items from around the classroom and place a random number of items between 1 and 10 (or 1 and 20) into bags. Label the bags and keep a key as to how many items are in each bag.|

|Students are each given one of the bags and asked to record the number of items in the bag on their sheet of paper. |

|CIRCLE COUNTING GAME: (whole class activity) Have students sit in a circle, then go around the circle with each student counting out the next sequential number until a specific number (e.g., 28) is reached. The student |

|whose turn it is to say “28” must go into the center of the circle. This continues with different numbers selected by the teacher until only two students are left. When there are two students everyone yells “showdown!” |

|They play until there is a winner and a first runner up (no losers). Extend: Have students skip count. |

|ORDER CALENDAR NUMBERS: Create small plastic bags filled with die cut calendar numbers. Some bags could have as little as 1 to 5, others from 1 to 31 numbers. Depending on the skill level, hand out a bag to each |

|student. They can work independently or in pairs to sequence the numbers. The students can use a number line to verify their work. |

|FISH BOWL MATH: You will need counters and a bowl for this game. Put all the counters in the middle of a table. The students take time rolling a die (use a numeral die to reinforce number recognition) and placing the |

|same amount of counters in a plastic bowl. The first student to fill his/her bowl with exactly 20 counters is the winner. Pretend that the counters are fish and the bowl is their tank. |

|100TH DAY OF SCHOOL ACTIVITY: Ask students to bring in bags of 100 items (pennies, bread ties, candies, cotton balls, noodles, pebbles, etc.). Ask students to practice counting the items in their bag by ones (or tens). |

|Extend: Have students estimate the weight of the bags. Weigh the items and chart the results. Then have the students comparing the numbers. Additional 100 day activities are available online. |

|FIND THE NUMBER GAME: (two-person game) Materials:   A hundreds chart and two color counters, or squares of paper in two different colors. Student 1 says a number on the chart. Student 2 finds the number and covers it |

|with his or her color counter. Then they switch roles, with student 2 calling a number for student 1 to find. As they go back and forth calling and covering numbers, the chart will fill up with two colors. The goal is |

|to be the first to get three of your colored counters in a row. (Players have no control over their own numbers, but they can use strategy to prevent the other player from getting three in a row.) You can download and |

|print hundreds charts online and/or students can play this game online (see right). The teacher can use the provided link to present the activity using an interactive hundreds chart (see right). |

| |

|HOW MANY? TRAY: A random assortment of items is placed on a tray: paper clips, manipulatives, counters, blocks, etc., and the tray is displayed in the classroom. Students are asked at different times during the day to |

|describe “how many” of each assortment is on the tray. This is a great transitional activity. The items placed on the tray can vary day-to-day or week-to-week. This keeps the students interested. |

|SKIP COUNTING WITH THE CLASS: Start by creating a counting pattern: Clap for 10, slap your knees for 20, clap for 30, slap your knees for 40. Continue with the pattern until you reach the desired number. This is great |

|for students that are kinesthetic learners. |

|ORDERING NUMBER CARDS: Give students shuffled cards with numbers 1 to 20: Challenge them to put the cards in counting order (least to greatest). Extend: Have them order the cards from greatest to least. T |

|HE HIDDEN TEN: Help students learn and understand place value with teen numbers. Place the number ten on the board using two sticky notes (one for each digit). Create the numbers 1-9 on separate sticky notes. To |

|demonstrate, stick an 8 over the 0 and talk about the number 18. When you lift the 8, the students can see the hidden 10 in the number. Use this to later explain expanded notation. Put a + sign after you lift the 8 to |

|show 10 + 8 = 18. Extend: You can use this activity with multiples of 10 as well (explaining that 20 = 2 hidden tens). Excellent place value activities and worksheets can be found online |

|ROLL A TEEN: Materials: nine-sided die and paper template with a list of prompts similar to: 10 + _____ = ______. Students practice adding ten to each roll of a nine-sided dice to learn their teens. Students roll the |

|nine-sided die to fill in the first blank and then solve the equation. |

| |

|Resources |

| |

|Game boards and directions can be downloaded at . Scroll down to Math Games/Activities. (ADNY Unit 4) |

|Great worksheets for students to practice writing numbers and counting can be found at kidzone.ws. Select Kindergarten and choose Math Worksheets. (ADNY Unit 4) |

|Counting Practice at : |

|CCSS Specific Questions: |

|Virtual Manipulatives: |

| |

|Books |

|12 Ways to Get to 11, by Eve Merriam. Topic: Counting, adding different items. (ADNY Unit 4) |

| |

|APPS: |

| |

|Number Math – Number Math App is for practicing basic elementary number facts. It includes: missing numbers, before/after, greater than/less than, skip counting, rounding, and more. |

| |

|123 Numbers Free – This app works on numbers 0 to 10, including ordering, sequencing, odds and evens, and writing numbers. |

| |

|Preschool – Counting - Lots of bright colorful pictures, introduce the kids to learn to count. They are arranged in counting sets of 1-10, 10-20, and 20-30. There are also practice sections to encourage |

|kids to count in a classroom or a home environment. A kid's voice is used. |

| |

|Teaching Number Lines - Little Monkey Apps Number Lines aims to students to visualize numbers for rote counting and ordering and to see the physical position of a number linking patterns and relationships. |

|Unlike counters, which model counting, a number line also models measurement, which is why the number line begins with zero as you would see on a ruler. Students are also exposed to different vocabulary for|

|addition and subtraction, such as step forward or jump back to physically suggest the movement of the frog along the number line. |

| |

|Counting 123 – This app is packed with four different mini-games: Fish Tap challenge, Spot the Differences, Jumping Grasshopper, and a Dresses Fashion Show. It teaches numbers from one to 10. |

| |

|Montessori Counting Board - The Montessori counting board is five counting apps in one. You can learn to count in five different stimulating ways: by touch, up in order, down in order, drag and count up, |

|and drag and count down. |

|Resources |

|Additional 100 day activities online at . Scroll down to Themes and select 100th day. |

|Play “Find the Number” at . Click on Math and then select Interactive 100 Number Charts. Kids love choosing their colors and using online crayons. |

|Counting Practice at : |

|CCSS Specific Questions: |

|Virtual Manipulatives: |

| |

|Books |

|12 Ways to Get to 11, by Eve Merriam. Topic: Counting, adding different items. (ADNY Unit 4) |

|100 Days of School, by Trudy Harris. Topic: Counting to 100 by tens, etc. |

|100th Day Worries, by Margery Cuyler. Topic: 100th day of school. |

| |

|APPS: |

| |

|Number Math – Number Math App is for practicing basic elementary number facts. It includes: missing numbers, before/after, greater than/less than, skip counting, rounding, and more. |

| |

|123 Numbers Free – This app works on numbers 0 to 10, including ordering, sequencing, odds and evens, and writing numbers. |

| |

|Preschool – Counting - Lots of bright colorful pictures, introduce the kids to learn to count. They are arranged in counting sets of 1-10, 10-20, and 20-30. There are also practice sections to encourage |

|kids to count in a classroom or a home environment. A kid's voice is used. |

| |

|Teaching Number Lines - Little Monkey Apps Number Lines aims to students to visualize numbers for rote counting and ordering and to see the physical position of a number linking patterns and relationships. |

|Unlike counters, which model counting, a number line also models measurement, which is why the number line begins with zero as you would see on a ruler. Students are also exposed to different vocabulary for|

|addition and subtraction, such as step forward or jump back to physically suggest the movement of the frog along the number line. |

| |

|Counting 123 – This app is packed with four different mini-games: Fish Tap challenge, Spot the Differences, Jumping Grasshopper, and a Dresses Fashion Show. It teaches numbers from one to 10. |

| |

|Montessori Counting Board - The Montessori counting board is five counting apps in one. You can learn to count in five different stimulating ways: by touch, up in order, down in order, drag and count up, |

|and drag and count down. |

|Resources |

|Download and print number lines and graphs at . Click on Math Charts and select Numbers 1-10 Chart and/or Hundreds Chart. |

|Great online game found at . Click on Math, then select Place Value. Under the heading Place Value Game choose Tens and Ones. |

|Place value activities and worksheets can be found at . Click on Educators. Choose New York. Select Mathematics. Then choose Math Expressions. Choose First Grade, click on Math Background, |

|and select Unit 4. |

|Place Value Interactive Game: |

|Place Value Graphic Organizer: |

| |

|Books |

|One Watermelon Seed, by Celia Lottridge. Topic: Count 1-10 and to 100 by tens; gardening. |

|In My Garden: A Counting Book, by Ward Schumaker. Counting by tens and ending with 233 peas. |

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