In this lesson plan, your learner will explore the concept that numbers 6 to 10 can be described as 5 and some more. They will engage in hands-on activities and use part-part-whole representations providing them with a tangible way to understand and work with numbers.
Here are a few key concepts that are helpful to know for this lesson:
Understanding Numbers as "5 and Some More": Numbers 6 to 10 are unique because they can be viewed as combinations of 5 and additional units. For instance, 8 is 5 and 3 more. This concept introduces learners to breaking down numbers into manageable parts, which is essential for grasping larger numbers and place value.
Subitizing Groups of 5: Being able to subitize (instantly recognize) groups of 5 items is an important prerequisite for this lesson. This skill helps learners visually perceive numbers 6 to 10 as combinations of 5 and some additional items.
Connection to Part-Part-Whole Models: By using part-part-whole models, particularly focusing on one of the parts being 5, learners can represent numbers 6 to 10 effectively. For example, using cherry diagrams or bar models, they can visualize how numbers like 9 can be represented as 5 and 4 more, with 5 and 4 being the parts.
Place Value Understanding: Learning numbers 6 to 10 as "5 and some more" prepares children for understanding the place value system. They can apply this understanding to larger numbers (e.g., recognizing 14 as 10 and 4 more, or 26 as 20 and 6 more).
Teaching Plan
The following activities will help your learner become confident with representing and describing numbers 6 to 10. Remember to go at a pace that is comfortable for your learner.
Examples and visuals to support the lesson:
1. Counting and Writing Numbers 6 to 10
Begin by reviewing the counting numbers 1 through 10 with your learner by having them count out loud. You can also review counting sets up to 5 before moving to higher numbers.
When your learner is confident counting objects up to 5, present them with groups of 6 to 10 objects.
Ask them to count the objects and write the number to show the quantity in each example. Reinforce the cardinality principle by repeatedly using the format "One, two, three, four. There are four objects."
Provide variation by asking your learner to record the quantities using number names and draw pictures to represent given numerals or number words.
Ensure your learner has access to the number names to help them with accurate spelling. Also reinforce concepts of order irrelevance, conservation, and abstraction as your learner counts objects.
Skill Check
I can count and write numbers 6 to 10.
2. Understanding "Five and Some More"
Begin to represent the quantities in a systematic way to draw attention to the "five and some more" structure.
Have your learner move individual items in a given set into a tens frame, working digitally, with cutout pictures, or with concrete objects.
Encourage your learner to use the stem sentence "___ is five and ___ more" to describe the arrangement of objects in the tens frame. For example, seven is five and two more.
Progress from pictures and objects to the use of math tools, such as counters, on the tens frames.
Provide additional practice by asking your learner to complete a tens frame or match a given number card to the corresponding tens frame arrangement.
Emphasize the significance of the number ten in our number system and ensure your learner can recognize that two fives make ten.
Skill Check
I can describe numbers as 5 and some more.
3. Using Part-Part-Whole Representations
In this activity, your learner will use a part-part-whole representation, such as a cherry or bar model, to represent the "five and some more" structure.
Have your learner use one of the completed tens frames from the previous activity to make a part-part-whole model.
Encourage your learner to describe the parts and wholes using the stem sentence: "___ is the whole. ___ is a part and ___ is a part." For example, eight is the whole; five is a part and three is a part.
Keep a display of "five and some more" diagrams readily available as your learner continues to work with numbers 6-10.
Skill Check
I can use diagrams to show numbers as 5 and some more.
4. Exploring Numbers with Fingers and Hands
Next, incorporate fingers and hands as another tool to demonstrate the "five and some more" structure.
Introduce the "grow it, show it, throw it" strategy to help your learner quickly create formations for different numbers. For "grow it", learners count out a given number, one finger at a time.
Once your learner has mastered "grow it", have them "show" a number by opening the correct number of fingers in front of them to represent the number without counting one finger at a time.
For "throw it", children open the correct number of fingers behind their backs before bringing their hands in front of them.
Vary the practice tasks by asking your learner to:
Use fingers to present a number that is spoken, written as a numeral, or written as a number name.
Say or write the number of fingers that they show.
Represent a given part-part-whole diagram using their fingers.
Complete or draw a part-part-whole diagram to match a number represented using fingers.
Skill Check
I can use finger arrangements to show numbers as 5 and some more.
5. More Practice with "Five and Some More"
Provide more varied practice by showing the "five and some more" structure for numbers 6 to 10 in different ways.
Provide a range of different representations and ask your learner to circle the ones that show eight, for example. You can also ask your learner to show a number using a tens frame with counters or as a part-part-whole diagram.
Useful representations include dominos, pairs of dice, tally marks, bead strings arranged with different colors to show "five and some more," base ten number boards, number lines, money such as 5-cent and 1-cent coins, and real-life contexts such as 8 cupcakes, where 5 are chocolate and 3 are strawberry.
Skill Check
I can recognize numbers as 5 and some more with many types of counting tools.
6. Using Numerals and Story-Based Problems
Next, your learner will work with examples where the numbers are presented only as numerals rather than objects or pictures. This will encourage your learner to become more comfortable with abstract representations of numbers.
Present part-part-whole diagrams or story-based problems with missing parts or wholes. Ensure that one of the parts is five to reinforce their understanding of "five and a part."
For a story-based problem, you can say "I clapped five times. How many more claps before I've clapped seven times?" Or "I had eight pencils. I gave five away. How many do I have left?"
Skill Check
I can use what I know about 5 and some more to solve problems.
7. Challenge Activities
Use these activities to provide additional challenge and to check your learner's understanding of the lesson.
Ask true or false questions about numbers presented in different ways. For example, show them a part-part-whole diagram with the numbers 7, 5, and 3. Ask your learner whether it is correct and why.
Encourage reasoning skills by presenting a problem where they have to identify which statement could be wrong. For example: "Nathan says he has two counters. Sasha says she has five counters. Jo says they have eight counters altogether. One person has made a mistake, who?" Work with your learner until they see that each person might be wrong and see if they can resolve the problem in three different ways.
Summary
By engaging in these activities, your learner will further develop their understanding of numbers 6-10 and the "five and some more" structure. Encourage your learner to work at a pace that is comfortable for them and provide guidance and support as they explore these concepts. Have fun challenging and reinforcing their understanding of numbers through engaging and interactive activities.
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Skill Check