## Building Sets of Seven

Students construct and identify sets of seven objects. They compare sets of up to seven items, and record a set of seven in chart form.

At this stage of the unit, it is important to determine if students are ready for the next lesson, if they need additional support in learning the content of previous lessons or if they need challenge with mathematical experiences beyond those that are the focus of previous lessons. Use the Show That Number Activity Sheet for students to record responses to questions you ask.

Show That Number Activity SheetHold a numeral card and ask students to draw the number of objects to represent that number or provide objects for students to count and record the numeral that represents the set accurately [Examples, place seven cubes on the overhead, placing a stack of four books in front of the class for them to count or ask students to record the number of light fixtures in the classroom.

Show the Numeral Card 7 and tell the students to clap their hands seven times, counting aloud as they do so. Observe which students identify the numeral and can clap seven times. Now give the students a large group of cubes in two colors. Ask them to make trains of seven using one or two colors. Then have them record the trains on the Showing Sets of 7 Activity Sheet.

Showing Sets of 7 Activity Sheet

You may wish them to record how many of each color they used for each train of seven by writing the numeral in the appropriate color under the train. Ask the students to take these sheets home and tell their families how they completed them.

Now display the numeral 7, and ask the students to look at it. Turn your back to the students and trace the figure in the air, then encourage them to do it with you. Now spray shaving cream on a plastic work surface and draw the numeral 7 in the cream. Invite the students to do this also.

Next give each student a copy of the 10-Frame Activity Sheet and some connecting cubes. Display numerals up through 7, one at a time in random order, and ask the students to put as many connecting cubes, one in each section, as the number indicates.

10 Frame Student Activity Sheet

Students may also use the Ten Frame Tool to explore numbers up to 10.

After they have finished, give the students their Steps to 10 Activity Sheet.

Steps to 10 Activity SheetAsk them to look for the column with "7" at the top and color seven boxes, starting at the bottom row. Encourage the students to compare the previously colored columns with the column for 7. Then collect the charts or tell the students to put their charts where they will be available for future lessons.

### 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.

- Connecting cubes
- Crayons
- Canned shaving cream
- Model numerals or Numeral Cards
- Showing Sets of 7 Activity Sheet
- Suggestions for Numeral Writing Practice Resource Sheet
- 10-Frame Activity Sheet
- Steps to 10 Activity Sheet
- Show That Number Activity Sheet

**Assessment Option**

Use the teacher resource sheet, Class Notes, to document your observations about the students' abilities to do the following:

- Construct groups of seven objects
- Compare a group of seven objects with groups of other sizes
- Identify and write the numeral 7
- Record a group of seven items

**Extension**

Move on to the last lesson,

Building Sets of Eight.

**Questions for Students**

1. What new number did we talk about today?

[We talked about the seven.]

2. Can you show me that many fingers?

3. Can you count to seven?

4. Take seven connecting cubes. Separate the group into two parts. How many are in each group? Can you do it another way?

5. Show a train of six cubes and a train of seven cubes. Which group has more?

[The train of seven has more.]

6. How can you tell?

[The train of seven is longer.]

7. How many more does the train of seven have?

[It has 1 more.]

8. How can you change a group of six to a group of seven?

[I can add 1 more cube.]

9. Challenge question: How can you change a group of seven to a group of ten?

[I can add 3 more.]

10. How did you show seven on the "10" Frame? What is different in the way you showed six and the way you recorded seven?

[I had to color one more box to show seven.]

11. Challenge question: If you have five cubes in the "10" Frame, how many more will you have to add to have seven cubes?

[I will have to add 2 more.]

**Teacher Reflection**

- Which students have learned the meaning of each of the numbers studied so far? What are the next appropriate goals for them?
- Are there students still unable to count out seven objects? What should I do at this time to help them reach this goal?
- Which students are not yet able to count rationally to seven? What experiences do they need next?
- Which students were able to identify the numerals to 7? Which students can write all of them?
- Which students were not yet able to write the numerals to 7? What instructional experiences do they need next?
- Which students were not yet able to compare a set of six objects with a set of seven objects? Which students were able to compare sets but could not explain how they did that?
- Which students were able to use five as a benchmark number as they constructed sets of six and seven? What learning activities should I plan for those students who were not able to use five as a benchmark number?
- What adjustments will I make the next time that I teach this lesson?

### Building Numbers to Five

### Writing Numerals to Five

### Building Sets of Six

### Building Sets of Eight

### Building Sets of Nine

### Building Sets of Ten

### Wrapping Up the Unit

### Learning Objectives

Students will:

- Construct groups of seven objects.
- Identify and write the numeral 7.
- Compare sets of up to seven objects.
- Record a group of seven items.

### NCTM Standards and Expectations

- 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.

- Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers.

### Common Core State Standards – Mathematics

-Kindergarten, Counting & Cardinality

- CCSS.Math.Content.K.CC.B.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 as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

-Kindergarten, Counting & Cardinality

- CCSS.Math.Content.K.CC.C.6

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

### Common Core State Standards – Practice

- CCSS.Math.Practice.MP4

Model with mathematics.

- CCSS.Math.Practice.MP5

Use appropriate tools strategically.