Eureka Math Virginia Edition Kindergarten Observational Assessments M5

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Observational Assessment

K •5

Grade K • Module 5

Numbers 10–20 and Counting to 100 Assessment Overview

Learning numbers 10–20 is the first opportunity for Kindergarten students to engage with our base ten number system. Understanding teen numbers is important to understanding place value. This is the first group of numbers that has two digits, each representing different units, tens and ones. When assessing students on this foundational math concept, it is helpful to be aware of teen number misconceptions.

Teen Number Misconceptions: • The names of numbers 11–12 (eleven and twelve) do not name the ones and give no indication that there is a ten in the number.

• The names of numbers 13–19 name the ones, with the exception of thirteen and fifteen, but students have to make a mental jump from “teen” to “ten”.

• When writing teen numbers, the ten is written first. This is opposite of how they are spelled and spoken (see image).

Fourteen 1

4

When writing teen numbers, the ten is written first. This is opposite of how they are spelled and spoken.

Module 5—FAQs •

What is the difference between the two statements below when assessing Kindergarten standard K.1?

10 ones and 4 ones 1 ten and 4 ones The first representation of 14 is expressed using a single unit, ones. Renaming 10 ones as 1 ten is not a Kindergarten standard. Understanding teen numbers as 10 ones and some further ones is crucial to understanding that 10 of a lower value unit is the same as 1 of the next higher unit as organized in place value charts. Renaming 10 ones as 1 ten formally happens in Grade 1 Module 2. Don’t discourage students from recognizing 1 ten in teen numbers; simply remind them that it took 10 ones to make 1 ten and the digit 1 in teen numbers represents 10 ones.

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Can I start assessing counting to 100 sooner in M5? Counting past teen numbers either by ones or by tens begins in lesson 15. Your students may be ready or need to start working on these key concepts earlier in the module for more practice. Fluency activities focused on counting past teen numbers by ones and tens begin in lesson 16 and may be used starting in lesson 1 of the module, either as an extension or addition to the listed fluency.

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Observational Assessment

K •5

What’s the difference between 5-group formation and 10-frames? Does it matter which representation a student uses?

The images below show 5-groups in which any number 1–10 may be represented. When using 5-group formation, with or without a frame, students can instantly see how many without counting. A student may use either representation when a model is needed to help organize their counting. “I know there are 10 without counting one at a time!”

GPK-G5 GK 5-group formation is used in GPK through G5: The 10-frame is used in Kindergarten for two • Students can draw 5-groups more efficiently intentional purposes: without the frame • To emphasize 10 ones in teen numbers. “When • With consistent use the frame is no longer I fill up the frame I know I have 10 ones!” needed see how many more to make 10 • Fluency activities that focus on the essential • Beginning in G2 this model is used primarily skill of how many more to make 10 (dots and to support place value operations wherein spaces clearly defined) the units/dots represent different values Consider continuing to use the 10-frame with students who need the additional support. Transitioning students towards the 5-group formation without the frame as they are ready will be useful to them in later grades.

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A–E L 1–24 K.1 K.3

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Module 5

Name

Name

Name

Name

Name

Name

Name

Name

Standard(s)

Topic

R- regular way ST- say ten way

Counts the Say Ten way and the regular way interchangeably to 20

Counts a group of 11–20 objects

A–C L 13–14 K.1

L- linear A-array C-circular

GK-M5 Mid-Module (Topics A–C)

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A–B L 1–9 K.1

Represents teen numbers as 10 ones and ___ones O-objects P- pictures H-hide zero cards N-number bonds

K.1

B

Matches a numeral with a group of up to 20 objects

B L 6–9 K.1

Writes numerals 11– 20

K.1

C

M- 1 more L- 1 less

Counts a group up to 20; adds 1 and knows how many without re-counting

Notes

Observational Assessment

K •5

D L 15 K.3

D L 16–17 K.3

W-within tens A-across tens S-starting at any number

R-regular way ST-say ten way

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Module 5

Name

Name

Name

Name

Name

Name

Name

Name

Name

Standard(s)

Topic

Count by ones to 100

Count by tens to 100

GK-M5 End-of-Module (Topics D-E)

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D L 19 K.7

D-dime Q-quarter

Identify the number of pennies equivalent to:

D L 19 K.7

ID-image dime IQ-image quarters ND-name dime NQ-name quarter VD-value of a dime VQ-value of a quarter

Identify dimes and quarters by:

E L 20–23 K.1

O-objects P- pictures H-hide zero cards N-number bonds A-addition sentence

Represents teen numbers as 10 ones and ___ones

Notes

Observational Assessment

K •5

Observational Assessment

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Name: GK M5 Mid-Module (Topics A–C)



Counts the Say Ten way and the regular way interchangeably to 20 [Topics A-E] Say Ten way ___

regular way ___



Counts a group of 11–20 objects [TA, TB, TC] linear ___



array ___

circular___

Represents teen numbers as 10 ones and ___ ones [TA, TB] objects ___

pictures ___

hide zero cards ___

number bonds ___



Matches a numeral with a group of up to 20 objects [TB]



Writes numerals 11–20 [TB]



Counts a group up to 20; adds 1 and knows how many without re-counting [TC] 1 more ___

1 less___

Name: GK M5 Mid-Module (Topics A–C)



Counts the Say Ten way and the regular way interchangeably to 20 [Topics A-E] Say Ten way ___

regular way ___



Counts a group of 11–20 objects [TA, TB, TC] linear ___



array ___

circular___

Represents teen numbers as 10 ones and ___ ones [TA, TB] objects ___

pictures ___

hide zero cards ___

number bonds ___



Matches a numeral with a group of up to 20 objects [TB]



Writes numerals 11–20 [TB]



Counts a group up to 20; adds 1 and knows how many without re-counting [TC] 1 more ___

1 less___

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K •5

Observational Assessment

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K •5

Name: GK M5 End-of-Module (Topics D–E)



Count by tens to 100 [TD] Say Ten way ___

regular way ___



Count by ones to 100 [TD] within tens ___



starting at any number ___

Represent teen numbers as 10 ones and ___ ones [TE] objects ___



across tens ___

pictures ___

hide zero cards___

number bonds ___

addition sentence___

Identify dimes and quarters Dime: Image ___

Name ___

Value ___

Quarter: Image ___

Name ___

Value ___

Name: GK M5 End-of-Module (Topics D–E)



Count by tens to 100 [TD] Say Ten way ___

regular way ___



Count by ones to 100 [TD] within tens ___



starting at any number ___

Represent teen numbers as 10 ones and ___ ones [TE] objects ___



across tens ___

pictures ___

hide zero cards___

Identify dimes and quarters Dime: Image ___

Name ___

Value ___

Quarter: Image ___

Name ___

Value ___

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number bonds ___

addition sentence___

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Observational Assessment

K •5

GK Module 5 Observation Opportunities by Key Concept The examples below represent possibilities for observing students working with the key concepts for Module 5. The list is not exhaustive; additional opportunities for assessment exist and may be used. Select one opportunity for observational assessment in each lesson. With practice, it may be possible to record observations at more than one point in the lesson.

GK Module 5 Mid-Module (Topics A–C) Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3] • Lesson 4, Student Debrief • Lesson 5, Application Problem • Lesson 6, Problem Set • Lesson 8, Problem Set and Exit Ticket • Lesson 9, Fluency: Grouping Teen Numbers into 10 Ones • Lesson 13, Fluency: Write Teen Numbers with Tower Configurations • Lesson 15, Fluency: Write Teen Numbers with Circular Configurations and Teen Circular Counting • Lesson 16, Fluency: Hide Zero for Teen Numbers and Fluency: Count with Ten-Frame Cards • Lesson 17, Fluency: Count Out Teen Numbers • Lesson 22, Problem Set

Counts a group of 11–20 objects [K.1] • Lesson 7, Problem Set • Lesson 9, Fluency: Grouping Teen Numbers into 10 Ones • Lesson 13, Problem Set • Lesson 14, Concept Development and Problem Set • Lesson 15, Fluency: Write Teen Numbers with Circular Configurations and Teen Circular Counting • Lesson 16, Fluency: Hide Zero for Teen Numbers • Lesson 17, Fluency: Count Out Teen Numbers • Lesson 18, Fluency: Count on the Rekenrek • Lesson 22, Problem Set and Exit Ticket • Lesson 23, Fluency: Matching Dots and Number Cards • Lesson 24, Concept Development

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Observational Assessment

K •5

Represents teen numbers as 10 ones and ___ones [K.1] Addition sentences are included in this key concept. The second half of the module, observes representing teen numbers as 10 ones and ___ones using addition sentences.

• Lesson 3, Concept Development and Problem Set • Lesson 4, Student Debrief • Lesson 5, Concept Development and Problem Set • Lesson 6, Problem Set • Lesson 7, Problem Set and Exit Ticket • Lesson 8, Problem Set and Exit Ticket • Lesson 9, Fluency: Grouping Teen Numbers into 10 Ones, Problem Set, and Exit Ticket • Lesson 13, Problem Set • Lesson 16, Fluency: Hide Zero for Teen Numbers • Lesson 17, Fluency: Count Out Teen Numbers • Lesson 20, Problem Set • Lesson 22, Problem Set and Exit Ticket • Lesson 23, Problem Set • Lesson 24, Concept Development

Matches a numeral with a group of up to 20 objects [K.1] • Lesson 8, Problem Set and Exit Ticket • Lesson 9, Problem Set and Exit Ticket • Lesson 13, Problem Set • Lesson 14, Concept Development and Problem Set • Lesson 15, Fluency: Write Teen Numbers with Circular Configurations and Teen Circular Counting • Lesson 16, Fluency: Hide Zero for Teen Numbers • Lesson 17, Fluency: Count Out Teen Numbers • Lesson 22, Problem Set and Exit Ticket • Lesson 23, Fluency: Matching Dots and Number Cards • Lesson 24, Concept Development Writes numerals 11–20 [K.1] • Lesson 13, Fluency: Write Teen Numbers with Tower Configurations and Problem Set • Lesson 14, Concept Development and Problem Set • Lesson 15, Fluency: Write Teen Numbers with Circular Configurations • Lesson 17, Fluency: Count Out Teen Numbers • Lesson 22, Problem Set and Exit Ticket • Lesson 23, Problem Set

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Observational Assessment

Counts a group up to 20; adds 1 and knows how many without re-counting [K.1] • Lesson 15, Fluency: Teen Circular Counting • Lesson 18, Fluency: Count on the Rekenrek • Lesson 24, Fluency: Help the Frog Catch the Fly

GK Module 5 End-of-Module (Topics D–E) Count by tens to 100 [K.3] • Lesson 15, Concept Development • Lesson 16, Fluency: Count with Ten-Frame Cards Count by ones to 100 [K.3] • Lesson 16, Problem Set and Debrief • Lesson 17, Problem Set Recognize attributes and value of penny, nickel, dime, and quarter [K.7] • Lesson 7, Fluency: Show me the Money • Lesson 8, Fluency: Show me the Money • Lesson 12, Fluency: Show me the Money • Lesson 19, Problem Set and Debrief • Lesson 21, Fluency: Show me the Money • Lesson 22, Fluency: Show me the Money and Application Problem

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K •5

Observational Assessment

A STORY OF UNITS

K •5

GK Module 5 Observation Opportunities The examples below represent possibilities for observing students working with the key concepts for Module 5. The list is not exhaustive; additional opportunities for assessment exist and may be used. Select one opportunity for observational assessment in each lesson. With practice, it may be possible to record observations at more than one point in the lesson.

LESSON 3 • Concept Development—Listen as students discuss how they circle 10 ones. Are they able to tell about the objects in the picture as 10 ones and __ ones?  Represents teen numbers as 10 ones and ___ones [K.1] •

Problem Set—Review student work. Does it demonstrate correct representations of teen numbers as 10 ones and __ ones. Are they able to correctly name the two parts as the quantity increases to 17, 18, and 19?  Represents teen numbers as 10 ones and ___ones [K.1]

LESSON 4 • Student Debrief—Listen as students discuss teen numbers. Are they able to count the Say Ten way? Do they recognize the same number said the regular way and the Say Ten way? Do they accurately represent the teen number as 10 ones and ___ ones as they share their Problem Sets?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Represents teen numbers as 10 ones and ___ones [K.1] LESSON 5 • Application Problem—Listen as students count. Are they able to count the Say Ten way?

When asked, do they know how many is Ten 6?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3] • Concept Development—Notice how students name and count as they represent teen numbers.  Represents teen numbers as 10 ones and ___ones [K.1] • Problem Set—Are students accurately counting the Say Ten way? When asked what a given Say Ten number is, can students accurately say it the regular way?  Represents teen numbers as 10 ones and ___ones [K.1]

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Observational Assessment

K •5

LESSON 6 • Problem Set—Review students’ work. Do they accurately represent the teen numbers as 10 ones and ___ ones? Are they able to name and write the corresponding teen number?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Represents teen numbers as 10 ones and ___ones [K.1] LESSON 7 • Problem Set—Review students’ work. Do they accurately represent the teen numbers as 10 ones and ___ ones? Are they able to name and write the corresponding teen number? In the last Problem, do students accurately count the smiley faces?  Counts a group of 11–20 objects [K.1]  Represents teen numbers as 10 ones and ___ones [K.1] • Exit Ticket—Review students’ work. Do they correctly complete the number bonds?  Represents teen numbers as 10 ones and ___ones [K.1] LESSON 8 • Problem Set—Listen and watch as students work. Are they whisper counting accurately?

Are they counting the Say Ten way or the regular way? Are they drawing to match the numeral given?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1] • Exit Ticket—Observe students as they use materials to represent the numbers. Can students accurately draw to match the numeral? Do students accurately represent 12 with cubes?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1] LESSON 9 • Fluency: Grouping Teen Numbers into 10 Ones—Circulate and listen as students work.

Are students counting consistently and accurately? Are they able to partition the group into 10 and the rest? Can they interchangeably use both the Say Ten way and the regular way to name the amount?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Counts a group of 11–20 objects [K.1]  Represents teen numbers as 10 ones and ___ones [K.1]

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•

Observational Assessment

K •5

Problem Set—Review students’ work. Are they correctly matching the number given with the number of dots being drawn?  Represents teen numbers as 10 ones and ___ones[K.1]  Matches a numeral with a group of up to 20 objects [K.1] Exit Ticket—Observe as student work. Are students drawing the correct number of dots? Can students accurately draw circles without the 10-frame and circle 10 ones?  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1]

LESSON 13 • Fluency: Write Teen Numbers with Tower Configurations—Note students that are writing all teen numbers correctly. For students who are making errors, notice if the error is isolated to specific numbers or if the same error is being made for all numbers.  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Writes numerals 11–20 [K.1] • Problem Set—Review students’ work. Are the numbers written correctly? Did students sequence the numbers from 11 to 20 correctly? Did they accurately count the ducks on the back side? Did they write a numeral that matches their count? Did they accurately draw objects to match the numerals 15 and 12? Did the drawings show a group of 10 and additional ones?  Counts a group of 11–20 objects [K.1]  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1]  Writes numerals 11–20 [K.1]

LESSON 14 • Concept Development— Watch as partners draw number cards and then count out the correct number of beans to match. Watch students count the beans placed by their partner. Can students accurately count and write the number?  Counts a group of 11–20 objects [K.1]  Matches a numeral with a group of up to 20 objects [K.1]  Writes numerals 11–20 [K.1] • Problem Set—Observe students’ work. Can students accurately count and write the correct number? Can students draw more to accurately represent the number shown?  Counts a group of 11–20 objects [K.1]  Matches a numeral with a group of up to 20 objects [K.1]  Writes numerals 11–20 [K.1]

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Observational Assessment

K •5

LESSON 15 • Fluency: Write Teen Numbers with Circular Configurations—Are students writing teen number accurately? Is there a consistent pattern to their errors?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Counts a group of 11–20 objects [K.1]  Matches a numeral with a group of up to 20 objects [K.1]  Writes numerals 11–20 [K.4] •

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Fluency: Teen Circular Counting—Are students using the proper counting sequence? Can they add more accurately without re-counting the original shapes?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Counts a group of 11–20 objects [K.1]  Matches a numeral with a group of up to 20 objects [K.1]  Counts a group up to 20; adds 1 and knows how many without re-counting [K.1] Concept Development—Observe students as they count by tens to 100. Are students able to count out the correct number of 10-frame cards to match the given number?  Count by tens to 100 [K.3]

LESSON 16 • Fluency: Hide Zero for Teen Numbers—Listen as students count their objects. Is their counting sequence accurate? Do they organize the objects as they count them out? Ask partners to check for accuracy; do they use the organization of 10 ones and some ones to help them count? Are they able to name the number the regular way and the Say Ten way?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Counts a group of 11–20 objects [K.1]  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1] •

Fluency: Count with Ten-Frame Cards—Listen as students use 10-frame cards to count by tens the regular way and the Say Ten Way. Are students able to count by tens to 100?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Count by tens to 100 [K.3]

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Problem Set—Review students’ work for accuracy in counting by ones. Can students accurately count? If students are struggling with writing numbers, ask them to orally count from a given number.  Count by ones to 100

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Debrief—Listen as students use the Rekenrek to practice counting. Can students accurately count by ones to 100? Do students struggle when counting across tens?  Count by ones to 100

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Observational Assessment

K •5

LESSON 17 • Fluency: Count Out Teen Numbers—Listen as students count their objects. Is their counting sequence accurate? Are they able to separate the group into two parts, as 10 ones and ___ ones? Are they able to name the number the regular way and the Say Ten way?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Counts a group of 11–20 objects [K.1]  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1]  Writes numerals 11–20 [K.1] • Problem Set— Listen as students touch and count the dots. Can students accurately count to 40?  Count by ones to 100

LESSON 18 • Fluency: Count on the Rekenerek— Listen as students count with a partner. Are they mixing any particular numbers, or sections of numbers, within the sequence? Stop a student as he/she is counting; can he/she count the next number without re-counting?  Counts a group of 11–20 objects [K.1]  Counts a group up to 20; adds 1 and knows how many without re-counting [K.1] LESSON 19 • Problem Set - Listen for students to identify dimes and quarters. Do they struggle with identifying the image? Can they name the coin? Do they know the value of the coin? If they are struggling between the different coins, focus on one coin before moving onto the next.  Identify dime by image, name, or value. [K.7]  Decompose dime using pennies. [K.7]  Identify quarter by image, name, or value. [K.7]  Decompose quarter using pennies. [K.7] LESSON 20 • Problem Set—For students that did not previously demonstrate consistent, accurate representations of teen numbers in number bonds of 10 ones and ___ ones, review student work. Have they demonstrated mastery? Is there a consistent pattern to their errors? If they are writing the teen number incorrectly, what are they saying aloud; are they intending to write the correct teen number?  Represents teen numbers as 10 ones and ___ones [K.1] LESSON 21

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Observational Assessment

K •5

LESSON 22 • Problem Set—Listen as students work. Are they counting consistently and accurately?

Review students’ work. Did they write 15 correctly? Did they accurately represent the teen number as 10 ones and ___ ones using drawings? Using number bonds?  Counts the Say Ten way and the regular way interchangeably to 20 [K.1, K.3]  Counts a group of 11–20 objects [K.1]  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1]  Writes numerals 11–20 [K.1] • Exit Ticket-Listen as students count. Are they counting the regular way or the Say Ten way? When counting the Say Ten way, are they accurately naming the number the regular way when writing?  Counts a group of 11–20 objects [K.1]  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1]  Writes numerals 11–20 [K.1] LESSON 23 • Fluency: Matching Dots and Number Cards—Watch as students sequence cards and identify matching dot representations. Are there particular segments of the sequence that students are mixing up? Can students match the number card with the matching dot card?  Counts a group of 11–20 objects [K.1]  Matches a numeral with a group of up to 20 objects [K.1] • Problem Set—Review students’ work. Did they write 15 correctly? Did they accurately represent the teen number as 10 ones and ___ ones using drawings? Using number bonds?  Represents teen numbers as 10 ones and ___ones [K.1]  Writes numerals 11–20 [K.1] LESSON 24 • Fluency: Help the Frog Catch the Fly—Observe as students move the frog to the number that is 1 more. Can students accurately tell how many 1 more is without re-counting?  Counts a group up to 20; adds 1 and knows how many without re-counting [K.1] •

Concept Development—Watch and listen as the students count, discuss, and represent their number. What representations do students choose? What words are students using when talking about teen numbers?  Counts a group of 11–20 objects [K.1]  Represents teen numbers as 10 ones and ___ones [K.1]  Matches a numeral with a group of up to 20 objects [K.1]

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Observational Assessment

A STORY OF UNITS

K •5

Module 5 Support Toward Mastery Mid-Module (Topics A–C) Use the following list of activities from the curriculum with students who need additional support to master the key concepts listed in the checklist/cards. Employ the help of instructional support staff, classroom volunteers, or older students, to facilitate some of these activities.

Counts the Say Ten way and the regular way interchangeably to 20

Ten • • •

and

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Module 3 Lesson 1, Fluency: Say Ten Push-Ups Module 5 Lesson 9, Problem Set: Page 1. Consider placing the problem set in a personal white board so students may practice several times using the same materials. Use the problem set to make an additional page using different teen numbers.

Module 5 Lesson 22, Fluency: Count Teen Numbers

Counts a group of 11–20 Linear • Module 5 Lesson 2, Concept Development: Use the bags of objects prepared for this lesson. Place teen objects in a linear configuration for students to count.

• Module 5 Lesson 4, Fluency Template: Consider placing the template in a personal white board so students may practice several times using the same materials.

Array • Module 5 Lesson 2, Concept Development: Use the bags of objects prepared for this lesson. Place teen objects in an array configuration for students to count.

• Module 5 Lesson 4, Fluency Template: Consider placing the template in a personal white board so students may practice several times using the same materials.

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Linear configuration

Array configuration

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K •5

Observational Assessment

Circular • Module 5 Lesson 2, Concept Development: Use the bags of objects prepared for this lesson. Place teen objects in a circular configuration for students to count.

• Module 5 Lesson 14, Problem Set, Exit Ticket, Homework: Consider placing problem sheets in a personal white board so students may practice several times using the same materials.

• Module 5 Lesson 15, Fluency: Teen Circular Counting

Represents teen numbers as 10 ones and ___ ones Objects • Module 5 Lesson 2, Concept Development: Use the bags of objects prepared for this lesson at a station. Have students count objects into 10 things and ___ things. Then students should say, “10 pennies and 6 pennies, sixteen or ten six”. Use a ten frame or 10-slot egg carton if needed.

• Module 5 Lesson 11, Fluency: Counting on a Rekenrek—Say or show teen numbers, have students show the number on a rekenrek. Watch for students who count each bead one at a time as opposed those that can slide the whole row of 10 beads over at one time.

• Module 5 Lesson 22, Fluency: Teen Numbers on the Rekenrek

Circular configuration

“There are 10 noodles and 4 noodles.”

Pictures • Module 5 Lesson 3, Problem Set/Homework: Page 1 of each. Consider placing the problem set and/or homework in a personal white board so students may practice several times using the same materials. Remove text and verbally tell students what to do to remove distractions. They may write 10 ones and ___ones or just say it aloud if writing is a challenge.

• Module 5 Lesson 5, Fluency: Circling 10 Ones Hide Zero Cards • Module 5 Lesson 6, Problem Set: Use the problem set to make an additional page using different teen numbers.

• Module 5 Lesson 7, Fluency: Decompose Teen Numbers “There are 10 boys • Module 5 Lesson 15, Fluency: Hide Zero Cards for Teen Numbers and 8 girls. There Number bonds are 18 students.”

• Module 5 Lesson 7, Problem Set/Homework: Consider placing the problem set and/or homework in a personal white board so students may practice several times using the same materials.

• Module 5 Lesson 8, Fluency: Teen Number Bonds

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Observational Assessment

K •5

Matches a numeral with a group of up to 20 objects •

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Module 5 Lesson 5, Problem Set and Circling 10 Ones template: Use the images on these pages and the teen number cards from lesson 23. Scaffold by cutting the images to make cards and only give students 5 images with the matching teen number cards to match.

Module 5 Lesson 23, Fluency: Matching Dot and Number Card (Extend this fluency activity by using the teen number and dot cards as a “memory” matching game.

Writes numbers 11-20 • •

Module 5 Lesson 6, Problem Set, Exit Ticket, and Homework: Consider placing the problem set, exit ticket, and homework in a personal white board so students may practice several times using the same materials.

Module 5 Lesson 11, Problem Set and Homework: Fill in the bar and picture graph on the problem set and homework. Enlarge the space provided to write the teen numbers and remove exiting numerals to give students practice writing all the teen numbers.

Counts a group up to 20; adds 1 and knows how many without re-counting •

Module 5 Lesson 11, Concept Development: Employ the help of an aide, parent volunteer or older student helper to conduct the one more activity “11. One more is of the concept development. If help is not available place a ten stick of one 12. color and 10 loose cubes of another color at a station. Students build on the ten-stick by adding one cube at a time saying aloud, “Ten. One more is 11. Eleven. One more is 12. Twelve. One more is 13. etc.”.

*Note: One less is not a Kindergarten standard, however, if time and mental capacity allow, the above activity may be used in reverse to support proficiency with one less.

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A STORY OF UNITS

Observational Assessment

GK-M5 End-of-Module (Topics D–E) Count by tens to 100 • • •

Module 5 Lesson 15, Problem Set and Homework: Page 1. Consider placing the problem set and homework in a personal white board so students may practice several times using the same materials.

Module 5 Lesson 16, Fluency: Count by Tens the Say Ten Way Module 5 Lesson 16, Fluency: Count with Ten-Frame Cards

Count by ones to 100 Within Tens • Module 5 Lesson 16, Problem Set, Exit Ticket, Homework: Eliminate all the “counting down” problems and directions on these pages to facilitate students practicing counting by ones independently. Consider placing the pages in a personal white board so students may practice several times using the same materials.

• Module 5 Lesson 17 Fluency: Count within Tens • Module 5 Lesson 18 Fluency: Count on the Rekenrek—Modify this activity to focus on counting beads within groups of 10.

Across Tens • Module 5 Lesson 17 Exit Ticket: Use the number path templates to create counting sequences that cross groups of 10. For example: 27, 28, __, 30, __, __, __.

• Module 5 Lesson 18 Fluency: Count on the Rekenrek—Modify this activity to focus on counting beads across groups of 10.

• Module 5 Lesson 20 Fluency: Count Crossing Tens Starting at any number • Module 5 Lesson 18 Fluency: Count on the Rekenrek—Modify this activity to focus on counting beads from any given number on the rekenrek.

• Module 5 Lesson 19 Homework: Consider placing the homework in a personal white board so students may practice several times using the same materials.

Module 5 Copyright © Great Minds PBC Virginia Edition greatminds.org/math

K •5

A STORY OF UNITS

Observational Assessment

Represents teen numbers as 10 ones and ___ ones.

Objects • Module 5 Lesson 2, Concept Development: Use the bags of objects prepared for this lesson at a station. Have students count objects into 10 things and ___ things. Then students should say, “10 pennies and 6 pennies, sixteen or ten six”. Use a ten frame or 10-slot egg carton if needed.

• Module 5 Lesson 11, Fluency: Counting on a Rekenrek- Say or show teen numbers, have students show the number on a rekenrek. Watch for students who count each bead one at a time as opposed those that can slide the whole row of 10 beads over at one time.

• Module 5 Lesson 22, Fluency: Teen Numbers on the Rekenrek

“There are 10 noodles and 4 noodles.”

Pictures • Module 5 Lesson 3, Problem Set/Homework: Page 1 of each. Consider placing the problem set and/or homework in a personal white board so students may practice several times using the same materials. Remove text and verbally tell students what to do to remove distractions. They may write 10 ones and ___ones or just say it aloud if writing is a challenge.

• Module 5 Lesson 5, Fluency: Circling 10 Ones Hide Zero Cards • Module 5 Lesson 6, Problem Set: Use the problem set to make an additional page using different teen numbers.

• Module 5 Lesson 7, Fluency: Decompose Teen Numbers • Module 5 Lesson 15, Fluency: Hide Zero Cards for Teen Numbers

“There are 10 boys and 8 girls. There are 18 students.”

Number bonds • Module 5 Lesson 7, Problem Set/Homework: Consider placing the problem set and/or homework in a personal white board so students may practice several times using the same materials.

• Module 5 Lesson 8, Fluency: Teen Number Bonds

Module 5 Copyright © Great Minds PBC Virginia Edition greatminds.org/math

K •5

A STORY OF UNITS

Observational Assessment

Addition Sentence • Module 5 Lesson 20, Problem Set: Consider placing the problem set in a personal white board so students may practice several times using the same materials.

• Module 4 Lesson 1, Number Bond Template and Digit Cards 1–9: Write a 10 in one of the parts of the number bond and an empty addition sentence on the bottom of the number bond. Place the template in a personal white board. Students flip over a digit card and write the number in the other part of the bond and then complete the bond. Finally, they write the addition sentence. Repeat.

Module 5 Copyright © Great Minds PBC Virginia Edition greatminds.org/math

K •5

Observational Assessment

A STORY OF UNITS

K •5

Lesson 1 Template 2 K • 4

Lesson 1 Template 2

number bond

26Module 5

Lesson 1:

Model composition and decomposition of numbers to 5 using actions, objects, and drawings.

Copyright © Great Minds PBC © 2015 Great Minds. eureka-math.org Virginia Edition greatminds.org/mathGK-M4-TE-B4-1.3.1-01.2016