Illuminations: Let's Count to 10

# Let's Count to 10

## Building Sets of Six

 In this lesson, students construct sets of six, compare them with sets of a size up to six objects, and write the numeral 6. They also show a set of six on a "10" Frame and on a recording chart.

### Learning Objectives

 Students will: construct groups of six objects identify and write the numeral 6 compare sets of up to six objects record a group of six items

### Materials

 Connecting cubes Crayons Number cubes An egg carton or a six-cup muffin tin Bell Sand or rice tray Numeral Cards 10-Frame Activity Sheet Steps to 10 Activity Sheet Showing Sets of 6 Activity Sheet

### Questions for Students

 What number did we talk about today? [We talked about the number six.] Can you count to six? What number did you say just before six? [The number five] Show me a train with six cubes. How can you tell that your train and your partner's train have the same number of cubes? [We can place the trains next to each other to see if they are the same length. We can count the number of cubes in each train.] Show me a train of five cubes and a train of six cubes. Which train has more? [The train with six cubes has more.] How can you tell? [The train with six is longer.] How many more? (Encourage the students to line up the trains and match the cubes in them.) [It has 1 more cube.] Make a "10" Frame for five. How can you change it to show six? [I can add 1 more block.] How can you change a "10" Frame for six into a "10" Frame for five? [I can take one cube off.] What was one way you used two colors to color six boxes? [Possibly: I colored 3 boxes blue and 3 boxes orange.] Did anyone do it a different way?

### Assessment Options

 Use the teacher resource sheet, Class Notes, to document your observations about the students' abilities to do the following: Construct groups of six objects Compare groups of up to five objects with a group of six objects Identify and write the numeral 6 Record a group of six items

### Teacher Reflection

 For students who have not yet demonstrated that could construct sets of six with ease, what experiences do they need next? For students who are not able to compare two sets and explain the relationship between the sets, what additional experiences are necessary? Which students would benefit from additional instruction from adult volunteers? What adjustments will I make the next time that I teach this lesson?

### NCTM Standards and Expectations

 Number & Operations Pre-K-2Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers. Connect number words and numerals to the quantities they represent, using various physical models and representations. Count with understanding and recognize "how many" in sets of objects.

### References

 Baratta-Lorton, Mary. Mathematics Their Way. Menlo Park, Calif.: Addison-Wesley, 1974.Burton, Grace M. Towards a Good Beginning: Teaching Early Childhood Mathematics. Menlo Park, Calif.: Addison-Wesley, 1985.
 This lesson was developed by Grace M. Burton.

1 period

### NCTM Resources

Principles and Standards for School Mathematics

### Lessons

 More and Better Mathematics for All Students
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