Kindergarten Number Sense Enrichment

General Learner Outcome: Develop number sense.

Team Meeting - February 13, 2018:

-to go up to 20 (working on the teens, recognizing number)
-Getting into grade 1 activities like adding, subtracting
-Base ten blocks, ten frames
-More of a guided math lesson (Lisha would like to do the lessons)
-Student teachers will do most of the whole group lessons while Lisha does more of a pull-out
group - March - May ish
-Enrichment activities
-Math centers?? 15-20 min time frames
-Provocations, table tasks - students are a bit more hesitant to approach math centres

Counting Up to 20
Specific Learner Outcome: Say the number sequence 0 to 20 by:
● 1s forward between any two given numbers
● 1s backward from 20 to 0

Mini-lessons/activities to develop recitation of number sequences up to 20:

● Pass the Counting: Begin by counting aloud, saying the first two or three numbers (1, 2,
3). Then, “pass” the counting on to a student by tapping him/her on the shoulder. The
student continues the counting from where you left off, saying the next few numbers (4,
5, 6), until you tap another student. Continue to “pass” the counting from one student to
another until the count reaches 20. This activity can be modified for counting backwards
from 20 to 0.
● Copy one set of numeral wands for each student on heavy paper. Each set should
include an extra wand with “1” so students can make the teen numbers. Ask students to
cut out their set of cards, punch holes in them and put each set onto a single paper
fastener as shown below. Using the numeral wands, begin counting in sequence aloud
two or three numbers (e.g., 9, 10, 11…). Ask students to hold up the wand(s) showing
the number that comes next. This activity can be done for counting backwards as well.

● Hang Your Socks - Place a clothesline in your classroom to hand “socks” in order. As
students enter the room, they pick a number sock and place it in order on the
clothesline. Place benchmarks 0, 5, 10 and 20 on the line as a guide.
 ● Using a walk-on number line and bean bags, ask students to take turns tossing a bean
bag on the number line and reading the number where the bean bag landed. They then
walk to the number, counting as they go.
● Find the Counters - Hide sets of counters under plastic containers to match pre-made
cards with numbers 11-20. Students choose a card, and say the number on the card, to
determine the number of counters that they are to look for. Students take turns lifting the
tubs and counting to see who can find the number of counters matching the card
selected.

Specific Learner Outcome: Demonstrate an understanding of counting by:

● Indicating that the last number said identified “how many”
● Showing that any set has only one count
● Using the counting on strategy
● Using parts or equal groups to count sets

Mini-lessons/activities for meaningful counting:

● Provide students with a tub filled with different objects, such as buttons, blocks, cubes,
and beans. Ask them to take a handful of items from the collection (or structure it such
that each student receives 11-20 items). Students then sort the items, count, and record
the numeral to match each set.
● Make animals or shapes using interlocking cubes. Ask students to replicate, count, and
record the number of cubes used to make the design.
● Display a set of objects. Ask the students, “How many are in your set?” Observe whether
the student:
○ Says the numbers in the correct order
○ Moves the objects to avoid confusion
○ Realizes that the last number said is the number in the set.
● Hide various quantities of counters under plastic tubs. Lift the tubs one at a time and ask
the students to count and record the number of counters that are hidden under each tub.
● Provide the students with a tub containing a variety of coloured linking cubes. Ask
students to sort the cubes by colour and then count and record the number of each.
● Ask students to count out fourteen blocks/counters on the table. Rearrange them by
moving them around and displaying them in two groups. For example, five in one group
and nine in the other. Ask students to identify how many there are altogether. Repeat
using different combinations and observe students’ methods of determining how many in
all. Observe whether the students have to re-count the objects or do they recognize that
the amount has not changed.
● Provide students with counters. Show them a number word card from zero to ten and
ask them to read the word on the card and make a corresponding set with their counters.
● Scavenger Hunt - Ask students to find a given number of items in the classroom. For
example, for the number 12, students may find twelve erasers, chairs, blocks, pencils,
etc. Ask students to share their findings. (Buddy activity)

Mini-lessons/Counting activities that foster early additive thinking:

● This game is played in pairs and requires a spinner, cup, counters, and recording sheet.
The first player spins and places the indicated number of counters in the cup. The
second student spins and places that number of counters next to the cup. Together, they
decide how many counters in all and record the numerals on the recording sheet.

● Roll two number cubes (one standard die and one labeled with numerals 10-14).
Students find the total by starting their count with the numeral on one cube and counting
on to determine the total of both cubes. For example, to ‘count on” to find the sum of a
roll of the numeral 14 on one cube and the dot configuration of three on the other cube,
students can say, “14,” while pointing to the die showing 14, and then say “15, 16, 17,”
as they point to each dot on the other cube.
● Make two groups of objects. Hide one group under a sheet of paper and write the
numeral on the paper for the student to see. Leave the other group exposed. Ask: “How
many counters are there altogether?” Because the student cannot see the hidden
counters, he/she is forced to count on from the number they see written on the paper
covering the hidden counters. Students may respond to this task by pointing to the
paper, saying “5,” and then counting on, “6, 7, 8, 9, 10, 11.” For example:

● Provide each student with a number of two-sided counters. Ask students to shake the
counters in a cup and spill them onto a plate. Have students say the number
combinations that make up the whole. E.g. Students may verbalize “I have three red
counters and seven yellow counters. Three and seven more make ten.” Students may
shake and spill the same number of counters again and verbalize the resulting number
combinations.
● Ask students to use two different colours of snap cubes to build three different cube
trains to represent a number up to 20. For example, to represent the number 12,
students may build the following trains:

Representing Numbers Up to 20
Specific Learning Outcome: Represent and describe numbers to 20, concretely, pictorially and
symbolically.

Consider: Create an anchor chart to depict the various representations of numbers to 20. As the
teacher introduces and the students explore each representation, add it to the anchor chart.
Ideas include: number, tallies, word, picture, ten frames, base ten blocks, number line, fingers,
etc.

Introduction to Ten Frames

Activity 1
1. Present the students with a variety of objects scattered in a group. Ask the students to
count the objects. Discuss with the students that it is difficult to count objects when they
are in a disorganized group. Ask the students how the objects could be arranged in a
manner that would make it easier to count. Encourage students to generate answers
such as in equal groups or in a line.
2. Show the students a double ten frame. Discuss with the students that sometimes objects
are put in ten frames because it makes it easier to count. Ask the students why they
think it is called a ten frame (it has ten “windows”). Ask the students how many frames
there are when there are two ten frames.
3. Ask the students to take the objects and organize them in the ten frames. Discuss how
they should start in the top left corner and fill in the first row before going to the next row.
Again, this is because when it is organized it makes it much easier to count.
4. Students may continue practicing putting up to 20 objects/counters in double ten frames.
Continue to encourage students to fill the ten frames in an organized manner.
Activity 2
1. Tape double ten frames on the floor using painters tape. Select numbers from 11 to 20
and have the students stand in the ten frames to represent the number. Alternatively,
students may use large circles to place in the ten frame to represent numbers from 11 to
20.
2. Review the following rules for showing numbers on a ten-frame:
a. Only one counter is permitted in each box of the ten-frame
b. Always fill the top row first starting from left to right
c. When the top row is filled, counters can be placed in the bottom row, also from
left to right

Activity 3
 1. Using the Power of Ten cards, show the group a card representing 9 and ask how many
there are. Some possible responses are: (encourage students to use benchmarks rather
than counting by ones)
a. I saw nine. There are five on the top and four more on the bottom make nine.
b. I know there are nine because there is one empty space and one less than ten is
nine.
c. If it was full, it would be ten. But, there is one empty space, so that makes nine.
2. Games to reinforce representing numbers using ten frames:
a. Ten-frame flash - Flash Power of Ten cards to the group. Ask, “How many do
you see on this ten-frame? How do you know? How many more will make ten?”
Repeat using other numbers.
b. Memory - Place matching sets of ten-frame cards face down in an array.
Students take turns turning over any two cards to find matches. They identify the
amount on each card and if they are the same, they take both cards. Play
continues until all matches haven’t been found.
c. War - Divide Power of Ten cards evenly between partners. Have each student
turn over a card, and the student with the larger number wins. The winner takes
the card and play continues until all of the cards are in the hands of one partner.
Note that this game can be modified where the student has a full ten frame
placed down and turns over one card. This encourages students to use numbers
11-20.
3. Provide the students with many opportunities at centres to build numbers up to 20 using
the double ten frames.

(can be modified for double ten frames)

Introduction to the Number Line

Activity 1
1. Place a number line on the floor with numbers 0 to 20. The teacher may use paper
plates with numbers written on them, or tape a number line to the ground. Numbers must
be spaced evenly apart such that students can comfortably enact hopping to the
distance. To begin the lesson, assess prior knowledge by asking a volunteer to jump to
the number 5. Then, starting at 0, have the volunteer hop across the number line as the
rest of the group counts. Repeat as necessary with numbers 0 to 10.
2. Explain, “Today we are going to learn the numbers from 11-20 and how the connect to
the numbers from 0-10.”
 3. Gradually, build students knowledge of the numbers 11-20 as the hop on the number
and symbolically record the numbers on a board as they move. Draw attention to the
patterns in the numbers as they are written on the board. Discuss.
4. Include a variety of songs to assist students in reciting the numbers as they count and
hop (i.e. https://www.youtube.com/watch?v=D0Ajq682yrA)
Activity 2
1. Provide students with a printout number line and clothespins. Have the students put their
clothespins and the number 0. The first player will roll the die and then move their
clothespin along the number line accordingly. The second player will roll the die and do
the same thing. This continues until one player makes it to the end of the number line.
Activity 3
1. Provide the students with number cards 0 to 20. Place a string on the floor. Distribute the
number cards amongst the group. Collaboratively, the students must work together to
place the numbers in order from 0 to 20. Once the group believes they have it in the
correct order, students must check their work by counting the cards from 0 to 20.

Introduction to Base Ten Blocks

It is recommended that students are introduced to representing numbers using base ten blocks
gradually. This may be done through calendar activities or through the “Number of the Day”.
Begin with 1 and show the students the ones cube. Each day, add on a new cube.

Once the “Number of the Day” is ten, describe how we cannot write two numbers in one place
value position. When we make a group of ten we must bundle and move it to the tens place.

Sing the song: “Bundle, bundle, bundle; We made a group of ten; Move it to the tens place; And
then we start again!” Sing this song every time a group of ten is made for the “Number of the
Day”.

Students benefit from practice naming numbers when seeing base ten blocks, building numbers
using base ten blocks, and drawing base ten blocks.

Provide students with many opportunities to build numbers up to 20 using base ten blocks. For
example, have them roll a dice, draw a card, choose a domino, etc. and represent the number
using base ten blocks. As a further challenge, students may then draw the base ten blocks and
symbolic number on a mini-whiteboard.

Students may use interlocking cubes, beans, etc. to have hands-on practice making groups of
ten.

Addition Up to 20
Specific Learning Outcome: Demonstrate an understanding of addition of numbers with answers
to 20.

Consider: Create an anchor chart to depict the various addition strategies. As the teacher
introduces and the students explore each strategy, add it to the anchor chart. Ideas include:
objects, pictures, counting on, ten frames, number line, etc.

Introduction to Balance, Equality, and the Equal Sign

1. Using concrete materials, students can examine how a balance operates like a seesaw.
Place an equal sign between the two arms of the scale. This will help students begin to
make the connection between the relationship of the quantities on each side of the scale
and the equal sign.
2. Place six red cubes on one side of a balance scale and four yellow cubes on the other.
Ask students to predict how many more cubes they would need to make the scale
balance. Students should place blue cubes, one at a time, onto the scale until it
balances. They then count the number of cubes on each side, reinforcing the idea that
both sides have the same number of cubes by saying, “Both sides are equal.” Draw
attention to the fact that one side of the balance scale is represented by six red cubes.
The other side of the balance scale is represented by four yellow and two blue cubes.
3. Activity: Working in partners, one student puts cubes in a paper bag and places the bag
on a balance scale. The partner predicts the number of cubes in the bag. (He/she may
change their prediction as the scale begins to balance). The partner then begins to add
cubes to the other side of the balance to verify his/her prediction. Once the scale is
balanced, ask: How many cubes do you think are in the bag? How do you know? The
partners count and compare the number of cubes on both sides.
4. Note: When students begin the study of equality, it is important for them to see that the
equal sign represents a relation, not an operation. It tells us that the quantity on the left
is the same as the quantity on the right. Students should see the symbol as a way of
communicating what they know about the relationship. Using the words “is the same as”
for the equal sign will help them further understand this relation.

Introduction to Addition using Objects

Activity 1
1. Describe to the students that the operation of adding is when two amounts are being put
together or combined. We show this action symbolically using a plus sign +. This means
that we are putting the two amounts that the plus sign is in between together.
2. Act out an addition story. For example, two students are playing and another one wants
to join. How many students are now playing? Model this symbolically and discuss what
each part means. Write this equation horizontally.
3. Act out another addition story, now using blocks. I have 2 cupcakes. My friend gives me
two more. How many do I now have? Model this symbolically and discuss what each
part means. Write this equation horizontally.
 4. Give the students whiteboards, markers, and blocks. Have them practice this operation
as the teacher says a variety of problems. Model this pictorially and symbolically on the
whiteboard and discuss what each part of the equation means. Write this equation
horizontally.
Activity 2
1. Pose the students with an addition problem. Demonstrate how to solve this using objects
and the part-part-whole model below.
2. Have the students solve a variety of addition problems using the part-part-whole model
and objects. Encourage students to count on from the first quantity.

Activity 3
1. Provide each student with a number of two-sided counters. Ask students to shake the
counters in a cup and spill them onto a plate. Have students say the number
combinations that make up the whole. E.g. Students may verbalize “I have three red
counters and seven yellow counters. Three and seven more make ten.”
2. Ask the students to record the corresponding addition equation on mini-whiteboards.
3. Students may shake and spill the same number of counters again and verbalize the
resulting number combinations. Again, students can record the corresponding addition
equation on mini-whiteboards.

Introduction to Addition using Ten Frames

1. Provide the students with counters and a ten frame if you would like to work with sums
up to 10 or a double ten frame if you would like to work with sums up to 20. Additionally,
provide students with a variety of addition problems. Have the students select an
addition problem and model it using the ten frame. Encourage students to count on from
ten.
2. Remind students of ten frame rules:
a. Only one counter is permitted in each box of the ten-frame
b. Always fill the top row first starting from left to right
c. When the top row is filled, counters can be placed in the bottom row, also from
left to right

Introduction to Addition using the Number Line

Activity 1
1. Place a number line on the floor with numbers 0 to 20. The teacher may use paper
plates with numbers written on them, or tape a number line to the ground. Numbers must
be spaced evenly apart such that students can comfortably enact hopping to the
distance.
2. Explain, “Today we are going to learn how to use a number line to add two numbers and
find a sum.”
3. Write an addition problem on the whiteboard, like 2 + 3. The teacher will demonstrate
starting at 2 and then jumping up 3 more and land on the number 5. Explain, “this is the
sum, or the answer to the addition problem 2 + 3.”
 4. Write another problem on the board, like 4 + 1. Before solving, have the group talk with a
partner to determine the number of jumps they would have to take. Invite a student to
come up to the number line on the floor and demonstrate starting at four and adding on
one more hop.
5. Repeat this process a few times with student volunteers and different addition equations.
Activity 2
1. As the students gain comfortability enacting the hops on the number line, move on to
representing the hops using arrows. Provide the students with a number line from 0 to
10 or 0 to 20 and place it in a page protector such that students can use a whiteboard
marker to draw on the number line.
2. Write an addition problem on the smartboard, like 6 + 3. Tell the students, “To solve this,
we need to start at six and then add on three more hops.” Using a labeled number line
on the smartboard that goes from 0 to 10 or 0 to 20, start at 6 and draw three more
“jumps” or arrows up.
3. Pose another problem on the board, like 5 + 2. On the page protector with a labeled
number line inside, have the students draw hops to solve the problem. Repeat as
necessary.
Activity 3
1. Repeat the steps from Activity 2, but this time provide the students with a ruler. Students
can use the ruler as a number line to solve various addition problems.