objective 18: number pairs to 5 - st math · one, two, three, four, five, plus, equal, minus. what...

* These pages are to be copied and sent home with children to complete with their parents.

Objective 18: Number Pairs to 5 Estimated Time: 2.5 weeks

Key Vocabulary: One, two, three, four, five, plus, equal, minus

What Are the Children Learning?

This objective helps develop children’s understanding of number composition and decomposition. Children will learn to compose (build) and decompose (break apart) numbers up to 5 in multiple ways.

Teacher Prep

aration T

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Objective 18: Number Pairs to 5

School to Home Connections*

Language Integration Activities

Teacher-DirectedActivities

Computer Games

Number Pairs Number Bear Chant Find the Pairs Bird Lift Number Pairs

None Critter Addition

None Tug Boat

Copyright © 2016 MIND Research Institute. All rights reserved. 18-1 ST Math TK: v.14

Number Bear ChantObjective: Number Pairs to 5

Objective:

9 Children will learn to decompose a number up to 5 into pairs in more than one way.

Vocabulary: One, two, three, four, five, pair, plus, equal, part, number, add

Instructions: y Cut out the bear paw and stomach pouches, and the numeral cards from the sheets provided (see below).

y Attach the small pouches to the bear’s paws, leaving enough room in the center to insert the smaller numeral cards. Then, attach the big pouch to the bear’s stomach, again, leaving some space for the big numeral cards.

y Start out with a smaller numeral card (e.g., 3). Place the card in the stomach’s pouch to represent the numeral that the bear wants, and read the chant aloud.

y Encourage children to come up with different number pairs to compose the specified number by inserting the correct numeral card on the left and right paws’ pouches . Remember, for the number 3, 2 + 1 and 1 + 2 are considered two different combinations.

y Revisit the chants by asking children to decompose a different number, such as 2, 4 or 5.

Language Integration

LANGUAGEINTEGRATION

Copyright © 2013 MIND Research Institute. All rights reserved.

Number Bear

Number Bear, Number Bear,hungry for a number pair.

Number ___ is what he wants,What-plus-what to eat for lunch?

Number Pairs to 5

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Copyright ©

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Copyright © 2013 MIND Research Institute. All rights reserved.

Number Bear

Number Bear, Number Bear,hungry for a number pair.

Number ___ is what he wants,What-plus-what to eat for lunch?

Number Pairs to 5

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Opportunities for ExploringObjective: Number Pairs to 5

Science Center - At the water table, provide children with toy or pretend boats with labels 2-5. Let children know that each boat can only transport a predetermined number of insects as labeled; however, the insects can’t all be identical. There should always be two different groups of insects. For example, give children a boat with numeral 5 and ask them to work together to figure out how many different combinations of ants and bees can they make to cross the river in the boat. They can choose 2 ants and 3 bees, 3 bees and 2 ants, 4 ants and 1 bee, etc... Emphasize that the sum is 5 insects. Have children transport the insects across the “river” in the boat after they are done deciding on the combinations.

In a straight line, ask children to choose 1-4 fingers to place above their head. Show children one finger and ask those who have the correct amount (1 finger above their head) to compose 2 to step forward. Excuse these children and continue by showing a different amount of fingers and calling out a different sum.

Exploration/Work Time:

Transitions:

Outside Time:

Draw different shapes on the ground and on top of each shape write numbers 2-5. Make sure the shapes are big enough to fit at least 10 children. Divide children up into groups of 1, 2, 3, or 4. Have different groups of children come together and hold hands to compose any quantities 2-5. Once the groups are formed, the children will stand inside the shape with the number that reflects the total number of children in their group. To make the game more challenging, add the time element in which children must complete forming a group and finding the right shape within a predetermined amount of time. Repeat the game as time allows, but make sure to switch children so that they have a different number of teammates in their new group each time.

Opportunities for Exploring


Bird Lift Number PairsObjective: Number Pairs to 5

Objectives:

9 Children will learn to decompose a number less than or equal to 5 into pairs in more than one way using “children chain”.

Common Core Domain:

9 Operations and Algebraic Thinking

9 Counting and Cardinality

Vocabulary: One, two, three, four, five, break, plus, equal, part

Learning Setting: Large or small group time

Materials Provided:

y None

Materials Needed:

y Dry erase marker

y Whiteboard

Preparation: None

1. Draw on the whiteboard four empty equations:☐ = ☐ + ☐

2. Call 4 children to the front to create a chain byholding hands while standing in a straight line facingthe class. Have the rest of the class/group count thenumber of children forming the chain.

3. Ask one child volunteer to come up and break thechain once where he or she chooses to.

4. Ask, “How many parts of the chain do we havenow?”, “How many friends are in each part?” and“Do we still have the same number of friends westarted out with?”

5. Guide and invite children to fill in the first emptyequation to represent the decomposition of the chain.

6. Ask the same four children to form a single chain

again. Emphasize that there are still a total of four friends like before.

7. Repeat steps #3-6 until all connections of the chainhave been broken once. Instruct the new childvolunteer each time to break the chain at a differentconnection because the previously broken connectionsare now locked. Also, it is important to emphasize thatthe initial number of 4 children does not change.

8. With all possible decompositions of 4 children inequation form on the board, ask children to comparethe equations (total remained at 4 for all equations,even though the number pairs changed). Help childrento arrive at the understanding that there are multipleways to compose and decompose 4.

9. Repeat steps #2-8 with a different number within 5.

Directions:

Find the PairsObjective: Number Pairs to 5

Have children form multiple chains of 1, 2, 3 and 4 children. Call out a number and have different chains of children looking for their partner chain so that the total comes out equal to the number that was called. Have the rest of the class check to see if their classmates formed chains with the correct total and invite them to fill in the empty equations on the board to represent the composition of each chain. Provide assistance when needed.

Extension:

Activity & Game: Bird Lift Number Pairs

ACTIVITY


Bird Lift Number PairsObjective: Number Pairs to 5

Game Objective:Children will learn how to compose and decompose numbers up to 5 in different ways.

Game Description: The goal of this game is to have enough birds to lift all of the squares on the ground up so that JiJi can walk across the screen. The levels start out with children only needing to match the number of birds to the number of squares. As the levels scaffolded, a partial number of birds is given and standing on the branch. Children need to be able to combine a specific number of birds to the amount given so that the birds can pick up all the squares. Back-to-back puzzles show a constant number of squares on the ground and vary the partial number of birds given so that children can see that different number pairs of birds can compose the same number.

Number of Levels: 5

Common Core Domains: y Operations and Algebraic Thinking

y Counting and Cardinality

Common Core Standards: y K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by

using objects or drawings, and record the answer with a drawing or equation.

y K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

y K.CC.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.

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Critter AdditionObjective: Number Pairs to 5

Game Objective:Children will practice working with advanced addition concept, in which they will find the missing addend to compose a number.

Game Description: Presented with the sum and one addend in an equation format, children will need to find the missing addend to compose the given sum. When the correct number of critters is selected for the missing addend, the addends will come together to form the sum of critters, at which point, the platform will rise allowing JiJi to cross the screen. If an incorrect amount is chosen, the extra critters from the unknown addend group (the quantity selected for the missing addend is greater than needed) or the sum (the quantity selected for the missing addend is fewer than needed) will fall to the ground preventing JiJi from crossing.

Number of Levels: 4



Common Core Standards: y K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by


y K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.



Tug BoatObjective: Number Pairs to 5

Game Objective:Children will further develop their skills to compose and decompose groups of objects to create two groups with the same number of boats.

Game Description: Given rows of boats on two sides of a bridge, children are asked to move boat(s) from one side to the other in order to create two groups that are equal. When the number of boats on two sides are equal, the boats pull on two sides to expand the bridge allowing JiJi to walk to the other island. When the number of boats are not equal, the side with the greater amount will pull the bridge to one side and JiJi will not be able to cross the ocean.

Number of Levels: 3



Common Core Standards: y K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by


y K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.



objective 18: number pairs to 5 - st math · one, two, three, four, five, plus, equal, minus. what...

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