Kindergarten Single-Digit Addition with Manipulatives Unit Plan

Name: Ilia Willison Date: 4/28/19

Unit Title: It all adds up!
Grade Level: Kindergarten
DOMAIN/Subject/Topic Area(s):
Mathematics, Operations and Algebraic Thinking, Addition
Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.

Time Frame:
Each lesson will take about one hour, combined to be five hours total. The unit is designed
for a week of instruction with one lesson being taught each day and a final summative
assessment to be completed in the classroom.

Brief Summary of Unit (Including curricular context and unit goals):

This unit is designed to focus on multiple means of single-digit addition through the use of
manipulatives such as drawings, sounds, fingers, ten-frames, and counting cubes. Each lesson
uses differing instruction and incorporates multiple learning styles and abilities. The goal of
the unit is for students to grow in their abilities to add two single-digit numbers and also
learn how to use manipulatives to add to their mathematics tool box.

STAGE 1 – DESIRED RESULTS

COMMON CORE State Standard(s):

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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.

K.OA.5 Fluently add and subtract within 5.

Big Idea/s –

Manipulatives are tools that can be used to solve math problems.

Manipulatives stand for real objects or numbers.

Adding to numbers is done when the question asks how many are there in all or there is a
plus sign present.

Understanding(s) Students will understand that…

Students will understand that numbers sometimes represent objects, and vice versa.

Students will understand that addition is the combination of two numbers to equal a final
amount.

Students will understand how to use fingers, sounds, counting cubes, drawings, and
technology to assist in the addition of two numbers by handling manipulatives.

Essential Question(s):
What tools can I use to solve an addition problem?

How can I use manipulatives and visuals to solve an addition problem?

How do I add two single-digit numbers?

Students will know (Vocabulary):

Manipulative: an object or thing that can be used to represent numbers or objects

In all: a phrase that is asking the student to add in a math problem, how many are there all
together

Ten-frame: a rectangle that has 10 squares that can be used to add numbers by coloring in
the squares

Counting cube: small cube manipulatives that can be used in counting and adding two
numbers by making those numbers in cubes and combining the two numbers together as a
tower or stack

Sound: a noise your make or hear, it can be loud or quiet

Word problem: a math problem using words or a story

Adventure: an adventure is an exciting trip

Adding: something added or joined what was already there

Represent: to stand for or to show with a manipulative

Plus Sign: show us that we need to add two numbers, or images, to see how many there are
in all
Equal Sign: after an equal is where you put the answer, it means the problem equals the
answer

Students will be able to (Processes & Skills):

The students will be able to add using their fingers and sounds as manipulatives during
independent practice through the completion of a single-digit addition worksheet using
animals from the story, Rooster's Off to See the World.

The students will be able to add using their fingers and animal sounds during the reading of
Rooster's Off to See the World to add the animals in the story in partners.

The students will be able to draw a Hershey’s Kiss and use it as a manipulative while solving a
single-digit addition math worksheet drawing inspiration from Hershey's Kisses Addition
Book.

The students will be able to add two single-digit numbers using a digital ten-frame while
completing a summative worksheet.

The students will be able to model addition problems using counting cube manipulatives in
pairs during a class sharing activity.

The students will be able to demonstrate their ability to add two single-digit numbers by
manipulating counting cubes and drawing images on a math worksheet in order to solve
math word problems, individually.

The students will be able to add two single-digit numbers using a digital 10 fram while
completing a summative worksheet.

STAGE 2 – ASSESSMENT EVIDENCE

Final Performance Task (Attached at End of Unit):
G- The goal of the summative assessment is for students to demonstrate the correct use of
manipulatives to add two single-digit numbers and apply it to real-world problems by
creating a poster using an assigned word problem, showing multiple ways of solving the
problem. Their poster is project-based and they will also present it verbally, making it
performance-based as well.

R- The role of the students in this performance and project-based assessment is to show all
that they have learned throughout the unit. Their focus should be not on the answer but how
they used the manipulatives to get to the answer. They will each be given a poster with a
word problem on the top where they will demonstrate using fingers, ten-frames, drawings,
counting cubes, and sounds. They will use objects and cutouts provided by the teacher to
glue to their poster. The sound manipulative will be demonstrated during the presentation.

A- Teacher, peers, and parents, if possible. Some adjustments may be made according to
student population such as student to teacher individual presentation, presenting in groups,
or presenting in front of the entire class and teacher. This will differ according to student
ability to communicate and comfortability in front of the class.
S- Students will be given individual word problems that they will demonstrate with visuals on
a poster board as well as performance through sharing their poster and demonstrating using
sounds to solve the problem as well. They will complete their poster in class with teacher
guidance. The teacher will provide the materials needed including a poster board with a word
problem at the top, hand printouts, ten-frame printouts, snack bags, counting cubes, plus
and equal sign printouts, scissors, glue, markers, and crayons.

P- The product is a poster board and verbal presentation about the ways the students used
manipulatives to solve their individual word problems.

S- Student success will be based upon a rubric that will be given to students and parents to
review previous to completing the assessment. Also, success will be based on showing the
five manipulatives in order to solve the problem and presenting it to the class. The poster
must represent the 5 ways with the sound manipulative being demonstrated. Students must
also answer the word problem correctly.

Other Evidence (journal prompts, observations, work samples, tests, quizzes,

etc.)
Students will also be assessed throughout the lessons through their work in collaboration in
pairs, groups, and individually. Each lesson includes at least one of the following assessments:
diagnostic, formative, and summative. Diagnostic assessments will be at the beginning of
each lesson to check what the students know and are familiar with through questions and
discussion. Students will be formatively assessed through the teacher observation and
circulating throughout the room to check for understanding using different modes of
assessment. The teacher will continually ask questions for comprehension and to evoke
deeper critical thinking processes. At the end of every lesson, students will complete a
summative worksheet that applies their knowledge. These worksheets will be graded based
on right or wrong answers, as well as the students demonstrating the use of manipulatives as
the teacher watches them complete the worksheet.

Each of these assessments are chosen specifically to maintain an understanding of what

students know in order to adjust instruction, if needed. The lessons provide a comprehensive
schedule of activities and opportunities to interact according to a sequence of learning a
math concept. Also, the assessments will be used to grade student ability and this is why
summative worksheets are a common form of assessment within the lessons. Using
worksheets provide a quick and easy way to check how students are doing, academically, and
helps students organize their thoughts as kindergarteners by showing their work.

Lesson 1:

• Anticipatory Set: Diagnostic open-ended questions to check what students know.

Repetition and modeling of information by students with teacher listening and
checking for understanding.
• Input: Comprehension questions on the reading of the book.
• Guided Practice: Students will be assessed by their ability to follow the story, adding
the characters using their fingers and sounds, in pairs. This will involve pair-sharing.
They will be asked comprehension questions as well.
• Independent Practice: Students will be assessed by their ability to complete a
worksheet. The teacher will ask guiding questions and circulate around the room,
observing student behavior and thought processes. They will also participate in a call
and response style review of what a plus sign and equals sign is that will be assessed
in the closing using hand signals.

Lesson 2:

• Anticipatory Set: Question and answer to diagnostically assess student experience

with Hershey's Kisses with open-ended questions.
• Input: Classroom discussion on using Hershey's Kisses to do math, reflecting on the
book. Students will be assessed on their ability to answer and respond to questions.
• Guided Practice: Students will draw the Hershey's Kiss and their drawing will show
their ability to listen and look at visual directions. The teacher will circulate around
the room checking the students' drawings and listen to them as they share with each
other.
• Independent Practice: The students will work on a worksheet while the teacher
circulates around the room, asking clarifying questions.

Lesson 3:

• Anticipatory Set: Students will be diagnostically assessed by challenge questions at

the beginning of the lesson.
• Input: Students will be formatively assessed on their ability to pay attention and
understand the rules behind using an iPad within the classroom.
• Guided Practice: Students will be formatively assessed while they try three sample
practice problems while the teacher circulates around the room. This is to assess their
ability to use the manipulative website and solve the equation.
 • Independent Practice: Students will complete a worksheet using the ten-frame
website and the teacher will ask them individual guiding questions.

Lesson 4:

• Anticipatory Set: Diagnostically assess the students' ability to collaborate and count
the counting blocks between themselves and their partner. The teacher will ask
students guiding questions to help them self-assess their answer. Also, the teacher
will circulate around the room to see their notecard and answers.
• Input: Students will be formatively assessed by their ability to answer questions and
participate in the example questions.
• Guided Practice: Students will be observed as they complete "word problems with
friends" in front of the class as an formative performance assessment.
• Independent Practice: Students will work collaboratively on a summative assessment
worksheet in pairs. The teacher will circulate around the room to check for
understanding and completion of the worksheets with accurate answers.

Lesson 5:

• Anticipatory Set: Students will be asked questions to diagnositcally assess their

familiarity with apples, apple picking, etc. Students will be challenged to show 10
using their fingers, clapping, etc.
• Independent Practice: Students will complete summative assessment on their
problem-based challenge through a worksheet based on the challenge provided to
them in pairs. Their response will be graded using a rubric. The teacher will circulate
around the classroom and ask guiding questions while also assessing student ability to
work collaboratively and with manipulatives.
• Closing: Students will think-pair-share their responses with the class to a final
question on the combinations they created.

Student Self-Assessment:
Students will self-assess with a checklist given to them to review their summative
performance task poster board, checking that they included all of the needed elements. They
will also self-assess through their ability to explain their work and show what they know in
their presentation. The teacher will give students time to practice and go through their
checklist during class.

Throughout each lesson, students will be asked to self-assess their work during independent
practice.

Essential Question(s):
How can manipulatives be used to solve the equation or word problem?

What manipulative works best for the equation or word problem?

How can I show the use of sound, fingers, counting blocks, pictures, and ten-frame as
manipulatives?
 STAGE 3 – LEARNING PLAN
Day 1: Addition Using Fingers and Sounds with Eric Carle

Day 2: Addition Using Drawings as Manipulatives

Day 3: Technology Lesson Plan: Addition Using 10 Frames and Technology

Day 4: Addition Using Counting Cubes to Solve Word Problems

Day 5: Problem-Based Learning: Addition to 10 Using Manipulatives

Summative Assessment: Poster Project and Presentation

 Addition Using Fingers and Sounds with Eric Carle
Ilia Willison
IMPLEMENTATION
Anticipatory Set/Engagement Print and cut out images of the animals introduced in the
book, Rooster’s Off to See the Word by Eric Carle.

Ask the students what each animal is, placing them on an

anchor chart or the whiteboard with a label for students to
reference.

T: What is your favorite animal out of the ones we have on

the board? (Take a voting tally)

T: Let’s add up how many tallies we have for each animal!

S: While you point to the tallies, students add them to see

which is their favorite animal in the book.

T: Today I am going to read you a story about how all these

animals wanted to go on an adventure. What is an
adventure?

S: Student responses

T: An adventure is an exciting trip.

S: Repeat the definition aloud

T: Show me what you look like when you are excited! (model
your excited expression).

Take out the book and tell the students that they will be
learning how to add numbers using their fingers and sounds.
But, first, they will listen to the adventure of Rooster and his
friends.

Input Teacher Activities

SMART Objective: Read, Rooster’s Off to See the World by Eric Carle once.
Model proper reading fluency and intonation while also
The students will be able to add using emphasizing the number of animals being shown.
their fingers and sounds as
manipulatives during independent Ask students questions as the story progresses such as, “How
practice through the completion of a many friends does Rooster have with him?” “Where do you
single-digit addition worksheet using think they are going?” “How many fish are in the sea?” etc.
animals from the story, “Rooster’s Off to
See the World.” When the reading is done, ask students comprehension
questions:
The students will be able to use their T: What was the story about?
fingers and animal sounds during the
reading of “Rooster’s Off to See the T: As the story went along, did you notice Rooster had more
World” to add the animals in the story in and more friends joining him? That is called adding, when
partners. something added or joined what was already there. So,
Rooster was already there and more friends joined or added
Common Core State Standard:
into the story.
Operations & Algebraic Thinking T: Did you see how many were added in with Rooster during
the adventure? If not, that is okay, because we are going to
Algebra & Functions
go through the story one more time together, but this time
K.OA.1 Represent addition and you are going to take part in it!
subtraction with objects, fingers, mental
Student Activities
images, drawings, 2 sounds (e.g., claps),
acting out situations, verbal Students will respond to questions during and after the
explanations, expressions, or equations. reading.

K.OA.5. Fluently add and subtract within Students will follow along with the book reading and ask
5. questions to the teacher.

Grade: Kindergarten

Modeling Anticipatory Set: Model what it looks like to be excited while

explaining the definition of adventure.

Input: Model correct reading practices and use guiding

questions to regain focus. Also, model self-questioning
strategies to follow the story.

Guided Practice: The teacher will model the animal sounds

for the students and will do them along with the students
during the second book reading. The teacher will also model
using their fingers with a student to show how the students
well work in pairs, to eventually add up the animals. Also,
place paper hands on the board or anchor chart to
demonstrate how many fingers should be up/down during
the story.

Check for Understanding Anticipatory Set: Ask students engaging questions to assess
prior knowledge and familiarity with the animals in the story.

Input: Ask questions during and after reading the story to

assess comprehension and check that students are following
along.

Guided Practice: The teacher will do a practice round of

using fingers and sounds during the story to add to check
that students understand the task. They will also ask the
students to demonstrate sounds for each animal in the story
 so far and look at their hands to see that they have the
correct number of fingers up.

Independent Practice: Assess student understanding by

circulating around the room, listening to pair conversations,
asking guiding questions, and checking answers.

Guided Practice
Students will be placed in pairs in order to use their fingers,
combined, to count the animals in the story because there is
more than 10.

T: Now that you have a buddy, put up your fingers in front of

you! Count how many fingers you both have on your hands
together (1-20).

S: Students count their fingers and give an answer.

T: You will use one finger at a time to count each animal that
adds to the adventure. Let me show you!

Invite a student up to demonstrate with you.

T: If the story says there are two cats, I will put a finger up
and so will my buddy _______ to represent the two cats. You
will hold up those fingers throughout the whole story and
add to them with more fingers.

Have the student sit down.

T: I have four hands up here on my anchor chart/whiteboard

that I will use to put fingers up for each animal so if you and
your buddy lose track, look at these hands.

T: BUT! There is a catch. Do you think you can handle a

challenge?

S: Students say yes.

T: For every finger you put up you have to make that animal
sound!

The teacher will model sounds for each animal then have
students repeat each sound while pointing at the animals on
the board and writing the sounds:
• Rooster: Cock a doodle do!
• Cat: Meow!
• Frog: Ribbit!
• Turtle: Meep!
• Fish: Glub!
 T: So, you will use your fingers and sounds to count the
animals with your buddy.

Do a test round with the students where you read a page in

the book, model using your fingers to show how many
animals are there, and using the sounds to represent them.

Read the whole book once more and ask after every page o
play the read aloud video (closed-captioning available):
https://www.youtube.com/watch?v=sF9aW7C_7CQ

“How many of each animal do we have? Let’s sound it out!”

Make the sounds along with the students and update the
hand diagram.

Check that students have the correct number of animals on

their fingers by using the diagram in the top right corner of
the book, which shows how many animals are in the story.

Half-way through the book, when all the animals are about
to leave the adventure, have students count how many
fingers they have up in their pairs.

T: How many fingers do you have up in all? (15)

At the end of the story, students should only have one finger
up to represent the Rooster.

T: Great job! Now that you have learned how to add using
your fingers and making sounds, you are going to work on a
worksheet in pairs to add up the animals from the story!

Independent Practice Hand out one worksheet (attached) for each student and
ensure they are still in their pairs.

T: This worksheet is like what we did while I read to you but

the math problems are a little different. There is something
 called a plus sign in between the animals, let’s say it together
(draw sign on board).

S: Repeat “plus sign.”

T: A plus sign shows us that we need to add two numbers, or

animals together to see how many there are in all.

T: There is also an equal sign. Say it with me (draw sign on

board).

S: Repeat “equal sign”

T: After an equal sign is where you put the answer of how

many are there in all using a number.

T: While you work on this worksheet, talk with your buddy to

add the animals using your fingers and sounds.

Students begin worksheets while teacher circulates to listen

to their conversations, answer questions, and ask guiding
questions.

Closure Collect all student worksheets.

T: What do you like to use better to add? Your fingers or

sounds or both? (make a tally chart)

S: Respond to question.

T: Since you all did a great job today; I want to give you some
coloring time! But first, I want to go over what we learned
super-fast.

T: We learned using our fingers to add. Put your pointer

finger up!

T: We learned about using sounds to add. Put your finger on

your mouth!

T: We learned about the plus sign. Have your fingers make a

plus sign!

T: We learned about the equals sign. Have your fingers make

the equal sign!

T: Great job!

Hand out coloring pages for a brain break and finishing

activity.

Materials
• Eric Carle’s Rooster’s Off to See the World
• Printed images of each animal in the book (attached)
 • Whiteboard/Anchor Chart & Marker
• Hand clipart printed for sample manipulative
(attached)
• Coloring Page (attached)
• Worksheet (attached)

Vocabulary
• Adventure: an adventure is an exciting trip
• Animals in the book: rooster, cat, frog, turtle, fish,
and firefly
• Adding: something added or joined what was already
there
• Represent: show on our fingers and with sounds
• Plus Sign: shows us that we need to add two
numbers, or animals together to see how many there
are in all
• Equal Sign: after an equal sign is where you put the
answer of how many are there in all using a number

Differentiation ELL: Students who are ELLs will be given extra support with
visuals and vocabulary written on the whiteboard. Students
will be read to and animals will be represented with sounds.
They will also work in pairs specifically chosen according to
ability. They may also be pulled aside to work with the
teacher in groups, if needed.

GATE: GATE students will be given the opportunity to also

create their own problems by drawing animals to make
equations.

Learning Difficulty: Students who are struggling with the

math concepts may receive individualized help from the
teacher in a small group. The teacher would emphasize the
steps of first counting the animals in the left side of the
worksheet and then counting on through the other animals
on the right side. Individualized group intervention may also
focus on numbers alone, then animals’ images.

Resources

Carle, E. (1991). Rooster’s off to see the world. New York: F. Watts.

Roosters off to see the world printable [Free Printable Coloring Page]. (2017, July 10). Retrieved

April 17, 2019, from https://familyfriendlywork.org/roosters-off-to-see-the-world-printables/

Time, N. S. (2015, September 11). Retrieved April 29, 2019, from

https://www.youtube.com/watch?v=sF9aW7C_7CQ
Animal Addition: Add the animals to see how many animals there are in all!
Write your number answer in the green boxes on the right side.
Name: _________________________________________
 Addition Using Drawings as Manipulatives
Ilia Willison
IMPLEMENTATION
Anticipatory Set/Engagement Show students a video on how Hershey’s Kisses are made:
https://www.youtube.com/watch?v=VOsSkbfbME0

T: Have you ever tried a Hershey’s Kiss?

S: Respond and share experiences.

T: If you have not tried them yet, today we are going to draw
and use Hershey’s Kisses in math to add. But first we are
going to look at a book! Are you ready?

Input Teacher Activities

SMART Objective: Show students the Hershey’s Kisses Addition Book, and read
through the pages pointing out the equations at the top and
The students will be able to draw a
counting all of the Kisses to model adding them.
Hershey’s Kiss and use it as a
manipulative while solving a single- T: As we have learned before, the plus sign means you add,
digit addition math worksheet
or combine, two numbers to see how many there are in all.
drawing inspiration from Hershey's
Kisses Addition Book. In the book, we are adding the Hershey’s Kisses.

Common Core State Standard: Ask questions throughout book reading such as, “Where do
you put the answer?” “How many Hershey’s Kisses are there
Operations & Algebraic Thinking in all?”
Algebra & Functions T: One way that you can add two numbers or things together
is by counting how many there are in all and this is easy if
K.OA.1 Represent addition and
subtraction with objects, fingers, you can draw the objects or number out. Let’s practice
mental images, drawings, sounds together with Hershey’s Kisses!
(e.g., claps), acting out situations,
verbal explanations, expressions, or Student Activities
equations.
Students answer questions and engage in conversation.
K.OA.2 Solve addition and Students follow along with the book.
subtraction word problems, and add
and subtract within 10, e.g., by using
objects or drawings to represent the
problem.
K.OA.5 Fluently add and subtract
within 5.

Grade: Kindergarten

Modeling Input: Model reading the Hershey’s Kisses book and how to
count images that correspond to the equation.

Guided Practice: Model how to draw a Hershey’s Kiss and

the steps to solving an addition problem using drawings.

Independent Practice: Model the first problem on the

worksheet for students to understand what is expected of
them.

Check for Understanding Input: Students will be asked clarifying questions.

Guided Practice: The teacher will circulate around the room

to check student drawings and listen as they share them with
each other.

Independent Practice: The teacher will circulate around the

room and ask questions to inspire deeper thinking. Student
work will also be checked as the teacher circulates to ensure
they understand how to draw pictures to solve addition
problems.

Guided Practice Give students a piece of paper with a pencil. Display the
Hershey’s Kisses Addition Book in front of the class or under a
document camera.

T: Before we start making math addition problems, I am

going to teach you how to draw a Hershey’s Kiss!

Instruct students and model how to draw a simple Hershey’s

Kiss as pictured below. Use the whiteboard and a whiteboard
marker to demonstrate.

Have the students practice on their paper for a short amount

of time.

T: Show your elbow partner your beautiful drawings!

T: We are going to use our talents in drawing Hershey’s

Kisses to solve addition problems. We need to remember a
 few important steps (write them on the board with an
example 4+3=7):

1. Look at the first number

2. Draw that many Hershey’s Kisses below
3. Look at the second number
4. Draw that many Hershey’s Kisses below
5. Add them up. How many are in all?
6. Draw that many Hershey’s Kisses after the equal sign
and the number answer

T: Now that we know how to draw a Hershey’s Kiss and do

math with drawings, we are going to work on a worksheet
and make out own math problem at the end!

Independent Practice Hand out worksheet. Read the instructions out loud.

T: Let’s do the first problem together!

Complete and model the first problem with the students

then have them complete the rest of the worksheet
individually.

Circulate around the room to check for understanding and

ask students questions to apply the information, making the
connection between number and image representations.

Ensure that students attempt the challenge!

Closure Collect the worksheets.

T: Great job everyone! Since we talked and worked with

Hershey’s Kisses drawings to add, you all get to have the
treat of tasting one!

Hand out one Hershey’s Kiss per student and show this video
of a Hershey’s Kisses commercial:
https://www.youtube.com/watch?v=ifw-r-grD30

Materials • Hershey’s Kisses Addition Book

• Whiteboard and Marker
• Projector and Internet Access
• Document Camera
• Worksheets (attached)
• Blank sheets of paper and pencils
• Hershey’s Kisses (1 per student)

Differentiation ELL: The video at the beginning of the lesson will include
closed captioning as well as sound. Students will be engaged
with visuals and creating their own. They may be placed in
 pairs or put in an intervention group with the teacher for
individualized instruction.

GATE: GATE students will be encouraged to draw more detail

in their Hershey’s Kisses as well as completing the challenge
at the end of the worksheet with multiple equations.

Learning Difficulties: Students who are struggling with the

concept will be pulled aside to work in intervention groups
with the teacher. The teacher may let them also use real
Hershey’s Kisses as manipulatives or models to draw.

References

Pallotta, J. (2001). Hershey's kisses addition book. New York, NY: Scholastic.

SweetSweetHome. (2018, April 24). Retrieved April 29, 2019, from

https://www.youtube.com/watch?v=ifw-r-grD30

TODAY. (2018, February 09). Retrieved April 19, 2019, from

https://www.youtube.com/watch?v=VOsSkbfbME0
 Hershey’s Kisses Math Using Drawings!
Instructions: Draw the amount of Hershey’s Kisses under each number and add them, writing your answer in the last box

Name: _________________________________

+ =
2 1 3

+ =
3

5 5

+ =
+ =
4 5

+ =
1 6

Challenge: Draw your own math equation like the ones above!
 TECHNOLOGY INTEGRATION: Addition Using 10 Frames and Technology
Ilia Willison
IMPLEMENTATION
Anticipatory Set/Engagement Ask students, “Can you count to 10? Try it!”
“Can you count backwards from 10? Try it!”
Students will have already gained the
“10 is a really important number and sometimes we can add
necessary skills to add two numbers
numbers that equal ten or less.”
using their fingers.

“Today we will learn how to use a tool on our computers or

iPad to easily add two numbers that equal less than 10!”

Input Teacher Activities

SMART Objective: Create an anchor chart with rules while using technology:
Verbally read the rules aloud for students to follow.
The students will be able to add two
single-digit numbers using a digital 10
frame while completing a summative
worksheet.

Common Core State Standard:

Operations & Algebraic Thinking

Algebra & Functions

K.O.A.1 Represent addition and

subtraction with objects, fingers,
mental images, drawings, 2 sounds
T: “Do you think you can follow these rules? Give me a
(e.g., claps), acting out situations,
thumbs-up if you agree!”
verbal explanations, expressions, or
equations. Demonstrate how to scan a QR code using an iPad by
opening up the camera and waiting for it to scan.
K.O.A.2 Solve addition and
subtraction word problems, and
add and subtract within 10, e.g., by
using objects or drawings to
represent the problem.

Show the website that the QR code led to through using a

Grade: Kindergarten document camera or projector.
https://toytheater.com/number-chart-1-to-10/

“Now that I have shown you how to use an iPad to scan a QR

code, can you all say QR code?” (students verbally repeat)
 “Do you think you can do that? Remember follow the iPad
rules, open your camera, and wait for it to scan.”

Student Activities

Students will be given iPads for each pair or individual

student. They will follow the iPad rules and scan the QR code
provided to them to get to the manipulative of the number
chart 1-10.

Tell the students they have 2 minutes to play with the 10-
frame to get to know how to use it and the different colors.

Modeling Model how students are to carry their iPad/Computers to

their desk from the docking station during Input.

Model how to scan QR codes using the iPad camera during

Input.

Model how to use the 10-frame website during Guided

Practice.

Model completing a math problem using the 10-frame

website during Guided Practice.

Check for Understanding During Input:

“Does everyone agree to follow the iPad rules? Put your
thumbs up if you understand and agree!”

During Guided Practice:

Have students try out three practice problems and circulate
around the room to check that they understand the program
and how to use 10-frames. Ex: 2+2, 1+6, 7+3

During Independent Practice:

Check by walking around and asking students questions
related to their choice of color, answer, and thought process.
Summative: worksheet

Guided Practice Ensure students have scanned the QR code to access the
website: https://toytheater.com/number-chart-1-to-10/
 Ask, “How can we use a 10-frame like the ones on our iPads
to add numbers? Any ideas?”

“We can use this website to help us add two different

numbers. A ten-frame is a tool that helps us add or even
subtract by coloring in the squares. Let’s try an addition
problem. How about 4+2?”

“Look at your iPad and choose a color for our number 4 and
click on the color. I chose purple. Let’s color in the first 4
squares on the 10-frame by clicking on them.”

“Turn your iPad towards me so I can see your beautiful 4!”

“Now choose a color for our number 2. I chose green. Color

in the next two squares. How many squares are colored in
all?” (6)

Ask the students, “Do you think you can do some yourself?”

“Click the ‘clear’ button and let’s go!”

Have students try out three practice problems and circulate

around the room to check that they understand the program
and how to use 10-frames. Ex: 2+2, 1+6, 7+3

“Is everyone ready to do some practice completely on your

own? Alright, now you will receive a worksheet that you will
use our iPads to help solve the addition problems.”

Independent Practice Hand out a worksheet (attached) to each student.

Read the instructions aloud.

Circulate around the room to observe student completion

and answer questions.

Ask students questions to listen to their thought process

behind their color choices, which number they chose first,
and if they add up to boxes or simply look at the number on
the final colored box.

After students finish and turn in the worksheet, have them

look around the website and play with some of the other
tools available.

Closure “Great job everyone! Now we have another tool to add to

our mathematics toolbox. We can use technology to add
 with 10-frames or if a 10-frame is given on a worksheet we
know how to use it!”

Materials • Internet access

• iPads for pairs or individuals
• Document camera or projector
• Anchor Chart Paper, markers
• Worksheets (Attached)
• Pencils

Differentiation ELL: Students may be placed in pairs if they need assistance

in using the technology or if they need a buddy to be able to
talk to about the process of adding. They may also be
grouped in an intervention focus group to work with the
teacher.

GATE: GATE students can be selected as the “experts” or

“student teachers” to go around the classroom and assist
fellow students in using their iPad and to scan the QR codes.
They may also be challenged with creating their own
equations by playing with the ten-frame app to see the
combinations they can make.

Learning Difficulties: The teacher may pull students aside to

re-explain, model, or demonstrate how to use ten-frames
and using the ten-frame resource website. They may also be
encouraged to use the printed ten-frame on the worksheet.

Resources

Mugurussa, T. (2014, January 01). Summer Blues- Time 4 Kindergarten. Retrieved April 7, 2019,

from https://www.time4kindergarten.com/2014/07/summer-blues.html

Number Chart 1 to 10 | Free Virtual Manipulatives | Toy Theater. (2018, November 17). Retrieved

April 7, 2019, from https://toytheater.com/number-chart-1-to-10/

Poindexter, K. (2018, October 14). Category Archives: Ten Frame. Retrieved April 7, 2019, from

https://kristenskindergarten.com/category/ten-frame/
 10-Frame Math Practice
Name: _______________________________________
Complete the addition problems using the 10-Frame website.

5+5=

6+2=

9+1=

3+4=

8+2=

7+1=

4+5=
 Addition Using Counting Cubes to Solve Word Problems
Ilia Willison
IMPLEMENTATION
Anticipatory Set/Engagement Hand each student 10 counting cubes each, a notecard, and
ask them to get out a pencil.

Tell students to take a number of counting cubes and leave

the rest on their desk. They can choose as many as 1-10
counting cubes for the activity.

Have students get into pairs (either they choose or you

choose based on population) and stand with them.

Ask the students, “How many counting cubes do you and

your buddy have in all? Write that number on the first line of
your notecard!”

Inform students to choose another buddy and ask them how

many counting cubes they have in all, once again. Repeat this
activity as many times as necessary.

“Since we have reminded ourselves of our counting skills,

adding skills, and got our hands on some counting cubes,
today we will learn how these counting cubes in math word
problems!”

“Remember that word problems are just math problems

that are explained with words or a story.” Use hand motions
to set apart the “words or a story” part and have students
repeat the definition.

Input Teacher Activities

SMART Objective: Demonstrate how real items can be represented with

manipulatives.
The students will be able to model
addition problems using counting cubes “Math uses a lot of objects, or things, in math problems.
manipulatives in pairs during a class Have you seen a math problem that uses apples? Teddy
sharing activity. bears? Baseballs? Etc.”
The students will be able to
Project or write a math problem example on the board:
demonstrate their ability to add two
“Kathy has 2 dolls and Jamie has 4 dolls. How many do they
single digit numbers by drawing images
have in all?”
on an addition worksheet, individually.

Common Core State Standard:

Operations & Algebraic Thinking Show the students pictures of dolls to accompany the
problem and tell students that sometimes we don’t have
Algebra & Functions
pictures for us to use so we can use manipulatives.
K.O.A.1 Represent addition and
“Repeat the word after me, manipulatives.” (Students
subtraction with objects, fingers, mental
repeat)
images, drawings, 2 sounds (e.g., claps),
acting out situations, verbal “I gave you all counting cubes so let’s see how we can use
explanations, expressions, or equations.
those for our problem.”
K.O.A.2 Solve addition and subtraction
Hold up the number of counting cubes for each part of the
word problems, and add and subtract
problem (2+4), connect them, ask students how many are
within 10, e.g., by using objects or
drawings to represent the problem. there in all?

Grade: Kindergarten What do I mean by “in all?” (Wait for responses)

“In all means the total, how many are there all together, or
the answer to an addition problem where you add two
numbers.”

After the direct instruction is complete, ask the students if

they have any questions.

Student Activities

Students will listen and watch the teacher demonstrating

how to use counting cubes as manipulatives when solving
word problems.

Students will use their counting cubes to practice while

watching the teacher demonstrate using them in the word
problem example.

Modeling Anticipatory set: Model the activity once for students to be

able to see what they are going to do and how to use their
counting cubes.

Input: Model the use of counting cubes to solve a sample

word problem. Also, model how to identify important words
within a word problem, such as “in all.” Watch the students
as they attempt using their counting blocks as you
demonstrate it with a word problem.

Guided practice: Model the use of counting blocks in solving

word problems with students as examples. The first example
is between the teacher and a student.
Check for Understanding Anticipatory Set: Circulate around the room to check that
students are participating and interacting with other
students.

Input: Ask questions based on comprehension of the words

“in all” and ask if the students have any questions.

Guided Practice: Observe students as they complete the

“word problems with friends” in front of the class and assist
them only if needed. Ask students to come up with their own
word problem if a challenge is needed.

Independent Practice: Circulate around the room to check

that the students are collaborating properly, using their
counting cubes, and understand the concept. Also, check for
understanding through completion of the worksheets and
accuracy of answers.

Guided Practice (Word problems with friends)

“Now I want to do some problems with some of our

classroom friends!”

Call up a student with their counting blocks and do a

problem with them. Ask them what object they want to use
in the problem.

Example:

“_____ has 3 bears & Miss Willison has 5, how many do they
have in all?”

Have the class answer and give student praise. Have them sit
back down. Call up a pair of students and create a word
problem.

Example:

“________ has 10 dogs and ______ has 3 dogs, how many do

they have in all?”

Have the class answer and give the students praise. Have
them sit back down. Repeat as many times as needed and
have different students come up for each “we do” problem.

Independent Practice Give students the worksheet (Attached)

Pair students with a partner or elbow buddies at their tables

to complete the word problems.
 Read the word problem aloud and ask students to read with
you, out loud or in their heads (according to reading
abilities).

Tell the students to use their counting cubes to solve the

math problem.

Circulate around the room to check for understanding

Walk around and help students who need it. Allow

collaboration.

Repeat till worksheet is completed.

Closure “Awesome job today with using our manipulatives to solve

word problems! Now that we know how to use this great
tool, you can use them in the future when we work on math
problems to visualize, or see, the things being used.”

Collect counting blocks, worksheets, and notecards.

Materials • Notecards
• Pencils
• Counting cubes (10 per student)
• Worksheets (attached)
• Pictures or projected images for word problem
sample
• Projector

Differentiation ELL: Word problems will be read aloud by the teacher.

Students may be placed in pairs or be pulled to an
intervention focus group with the teacher for individualized
instruction. Worksheet may be provided in their home
language as well as English. They will also be given visuals, if
needed to make the connection between manipulative and
the problem.

GATE: Students may be asked to create their own word

problem with a buddy and share it with others in a group at a
designated table. They would also participate in the
demonstrations with the teacher.

Learning Difficulties: Students may be encouraged to work in

pairs on their worksheet or be pulled aside in a focus
intervention group taught by the teacher or an aide. They
may also be encouraged to think of each number individually
and be directed step-by-step.
Addition Word Problems Name: ________________________
Use counting cubes to answer the questions.

1. Jordyn has 6 baseballs and Daisy has 3 baseball.

How many baseballs to they have in all?

______ baseballs

2. Nicki has 1 pencil; Sammy has 5 pencils. How

many do they have in all?

_______ pencils

3. George has 2 birds. Yesenia has 2 birds too. How

many do they have in all?

_______ birds
 Problem Based Learning: Apple Addition to 10 Using Manipulatives
Ilia Willison

Content and Task Decisions

Operations & Algebraic Thinking, Algebra & Functions

K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, 2 sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS

K.0A.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.

K.OA.5. Fluently add and subtract within 5.

Learning Goals

Students will be able to identify all of the possible combinations of single-digit numbers that add to
equal the number 10 during pairing activity where they will record their combinations on a worksheet.

Students will be able to use manipulatives or images in order to create addition problems that equal
the number 10 during pairing activity while completing a worksheet.

EL: Instructions can be provided in their home language and they may receive a worksheet that will
help them visualize the equation. Also, hand motions will be used by the teacher to demonstrate the
number 10 while introducing the challenge. Teacher will also check in with students, individually, to
ensure they understand the task and re-explain if needed.
Student Needs

GATE: Ask students to collaborate with each other and add an additional challenge of inverse
operations (3+7 and 7+3= 10). They can also be challenged by adding a third person to the challenge
and having them split 10 apples between the three students.

Struggling Students: Students may be given a graphic organizer worksheet to assist in visualizing the
equation. They may also be selected to work in a small group with the teacher, using manipulatives and
receiving feedback. Students will work in heterogenous or homogenous pairs based on ability and
teacher choice.
 10 is a common number. We see 10 everywhere, from our fingers to our toes.
You know how we can add two single-digit numbers (numbers in the ones place) that equal 10 or less.

Challenge Question:
You and your elbow partner go apple picking and are able to pick 10 apples total, but you want
Task Description

to split them up between you and your friend. What are all the possible combinations that you
can make with the 10 apples? How many combinations of apples can you give your friend and
yourself? What combination is the fairest or where you and your friend get the same amount?

(Find all the combinations of numbers that add to equal the number 10)

Use manipulatives within the classroom, fingers, draw pictures, or use sounds to find each
combination! You can also use the ten-frame app that we learned how to use this week.

Challenge Focus Question: What are all the ways we can add up to 10?

Students will be given a worksheet (attached) where they will provide all the possible combinations
that they come up with from their challenge and will also identify what tool they used.

Their final worksheet will be graded using an answer key and a rubric that will have an overall grade
based upon their collaboration, worksheet completion, and use of a manipulative.
Assessment

Lesson Plan Phases

 Show students the following video of children apple picking:
https://www.youtube.com/watch?time_continue=31&v=XoJVvgOBt68

T: Have any of you been apple picking before? Have you ever picked an apple at the grocery store? Do
you like apples?

Wait for student answers. Hold up an apple as a reference point.

T: This is a delicious apple that is healthy for you to eat! They grow on trees and are great to eat with
peanut butter, cheese, or in a dessert like a pie or tart. I am sure several of you have tried apple juice
before, right?

Have students verbally respond.

T: Imagine yourself under an apple tree with your elbow partner. Close your eyes. You see 10 red
apples on the tree and pick them with your elbow partner. How many did you both pick together?
Before Phase

Students answer with 10.

T: Open your eyes and show me 10 on your fingers… Clap 10 times… Great job!

T: So, you and your elbow partner picked 10 apples. You look at all the apples you picked and want to
find out how many each of your will get. Your challenge today is to find how many combinations of
apples each of you can get using the 10 apples you picked!

Share the definition of combination in relation to the challenge: adding two numbers to equal 10, then
adding another two numbers that also equal 10. (Ex: 5+5=10 and so is 4+6)

T: While you work to find the combinations, use the manipulatives that you have learned to use in class.
What are the manipulatives or tools we can use? (Fingers, Sounds, Counting Cubes, Ten Frames, and
Drawings)

Write the challenge on the whiteboard.

Ask students if they have any questions.
Hand out the worksheets and resources as needed.
Pull out any manipulatives necessary for students to solve the problems.
 Students will work in pairs, or elbow partners, to complete the challenge.

They will each be given a copy of the worksheet to show their combinations that they discover through
use of manipulatives/images/sounds. They will also identify what tool they used.
During Phase

The teacher will circulate around the room to check that students are collaborating and answer
questions. Also, the teacher will give students the graphic organizers as needed.

T: What challenges are you having? What does your manipulative represent? How many apples would
you have and how many would your partner have?

Teacher may also work with struggling students in homogenous grouping in order to assist them in
visualizing the problem and identifying what the challenge is asking of them.

T: Now that we came up with all of the combinations to equal 10. What combination is the fairest? Turn
to your elbow partner and share with them which combination gives you both the same amount.

Have a student pair share aloud with the class their response.
After Phase

Collect all resources.

T: Since we learned about apples, the apple tree, and imagined picking apples, let’s have a snack!

Pull out apples for the students that are pre-packaged sliced as a snack to add experience to their
challenge completion.

Additional Materials/Resources to be attached:

• Graphic Organizers (Stacked Addition and Side-by-Side)
• Worksheets to record all possible combinations
• Manipulatives: Counting Cubes, Ten-Frames, etc.
• Pencils
• Packaged sliced apples

Resources
Adventure, D. (2019, March 29). Retrieved April 29, 2019, from
https://www.youtube.com/watch?time_continue=31&v=XoJVvgOBt68
 Summative Assessment: Poster Project

Instructions:
1. Take a poster board that has a word problem on the top.
2. Use manipulatives to solve the problem and glue the manipulatives, draw them, or
represent them on the poster.
3. You must include fingers, drawings, ten-frames, and counting cube manipulatives.
4. Plastic bags are given to glue on the board to put the counting cubes inside.
5. Put your name on your poster and the answer at the bottom.
6. You will share how you solved the problem with your classmates and teacher! This is
how your will demonstrate using sound as a manipulative.

Items Provided by Ms. Willison:

• Poster board with word problem
• Plastic bags to place counting cubes in
• Hand cutouts for finger representation
• Ten-frame cutouts and counting cubes
• Glue and Scissors
• Crayons and Markers

Example:
Resources for Summative Assessment: Cut and Paste!
 Student Checklist
 Poster Board
 Word Problem on the Top of Poster
 Fingers: cut out hands with fingers colored to answer the word problem
 Drawing: pictures drawn to answer the word problem
 Ten-Frame: colored with 2 different colors to show both numbers in the word problem
 Counting Cubes: counting cubes placed in snack bags glued onto the board
 Equation: written problem with the numbers, plus, and equal sign
______________________________________________________
 Resources

Adventure, D. (2019, March 29). Retrieved April 29, 2019, from

https://www.youtube.com/watch?time_continue=31&v=XoJVvgOBt68
Carle, E. (1991). Rooster’s off to see the world. New York: F. Watts.

Mugurussa, T. (2014, January 01). Summer Blues- Time 4 Kindergarten. Retrieved April 7,

2019, from https://www.time4kindergarten.com/2014/07/summer-blues.html

Number Chart 1 to 10 | Free Virtual Manipulatives | Toy Theater. (2018, November 17).

Retrieved April 7, 2019, from https://toytheater.com/number-chart-1-to-10/

Pallotta, J. (2001). Hershey's kisses addition book. New York, NY: Scholastic.

Poindexter, K. (2018, October 14). Category Archives: Ten Frame. Retrieved April 7, 2019,

from https://kristenskindergarten.com/category/ten-frame/

Roosters off to see the world printable [Free Printable Coloring Page]. (2017, July 10). Retrieved

April 17, 2019, from https://familyfriendlywork.org/roosters-off-to-see-the-world-printables/

SweetSweetHome. (2018, April 24). Retrieved April 29, 2019, from

https://www.youtube.com/watch?v=ifw-r-grD30

Time, N. S. (2015, September 11). Retrieved April 29, 2019, from

https://www.youtube.com/watch?v=sF9aW7C_7CQ

TODAY. (2018, February 09). Retrieved April 19, 2019, from

https://www.youtube.com/watch?v=VOsSkbfbME0