Unidad K.11 Números hasta 100

Big Idea: Each number has a word and a symbol that corresponds to its quantity. Quantities can be sequenced and compared. The focus in this unit is on discovering the base ten pattern of the counting numbers.

Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

Teacher-facing pages are green

Student-facing pages are white

notes for teachers are in the speaker notes

New Learning

Re-engagement

• Count to 100 by ones and by tens.
• Determine what number is one more (or in some cases one less) than the number given.
• Begin to understand that the tens place represents a group of ten.
• Begin to understand that numbers with more groups of ten are greater than numbers with fewer groups of ten.

• Numerals and number names represent specific quantities.
• Teen numbers are composed of a group of 10 and some more.
• We can count on from a number other than 1.
• Through Counting Routines, students have had opportunities to count forward and backwards by various numbers, developing an understanding of patterns in counting and place value.
• Through Number of Days in School, students have experienced bundling ten ones into multiple groups of 10 and related it to a concrete sense of the magnitude of numbers and their relationship to the passage of time.

Suggested Lesson Sequence

Assessment: Entry Task

Small group with slides or Seesaw Entry Task (Spanish)

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Lesson 1*: K.11 LS1 Day 1 - Number After Bingo

• Number After Bingo Jamboard (Spanish)
• Seesaw Number After Bingo (Spanish)

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Lesson 2*: K.11 LS1&2 Day 2 - Ten Frame Concentration

• Ten Frame Concentration Jamboard
• Seesaw Ten Frame Concentration (Spanish)

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Lesson 3*: K.11 Apprentice Task - Count objects on a hundred chart

• Hundred Chart Student .S. .C. (page 16 in student classwork book)
• Count On A Hundred Chart Jamboard (Spanish)
• Seesaw Count on a Hundred Chart (Spanish)

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*Lessons 1 through 4 - Also use Count by Tens Jamboard

Lesson 4*: K.11 LS3 Day 1 - Bundling 10 ones

• Counting Collections Jamboard (Spanish)
• Seesaw Counting Collection (Spanish)

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Lesson 5: K.11 LS3 Day 2 - Make and compare numbers using groups of ten and ones.

• Seesaw Make and Find Numbers (Spanish)

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Optional Lesson: K.11 LS2 Day 1 - Number Before Bingo

• Number Before Bingo Jamboard (Spanish)
• Number Before Bingo Seesaw (Spanish)

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Assessment: Milestone Task

Small group with slides or Seesaw Milestone Task A (Spanish) and Seesaw Milestone Task B (Spanish)

Additional Resources

Independent Practice:

• K.11 Homework .S. .C.
• Ten Frame Concentration BLM
• Writing Numbers BLM .S. .C.
• Blank Hundred Chart BLM .S. .C. or Counting Up BLM
• DIY Base Ten Blocks with beans and popsicle sticks

Other Resources:

• Number After Bingo Cards BLM .S. .C.
• Hundred Chart Student .S. .C.
• Critter Ten Frames BLM
• Number Before Bingo Cards BLM .S. .C.

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Raz Kids Books: Fingers go 5 by 5 (Spanish), We Count (Spanish), I Count 100 Things (Spanish); We Celebrate 100 (Spanish)

Songs: Count to 100

Online Games and Activities:

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• Seesaw BlockBoard: How Can I Count to 100?
• PBS Kids Bunny Ride (Spanish): Collect and count carrots; as the truck stops and starts, count on from the last number of carrots counted.
• PBS Kids Bubble Pop (Spanish): Shout, clap, or click to pop the bubbles up to 50.
• PBS Kids Blast Off (Spanish): Launch a rocket with Curious George by counting backwards.

• ABCya Number Bubble Skip Counting: Choose “10s” to put the multiples of ten in the correct order by popping the bubbles.
• NCTM Grouping and Grazing: Select “Count by 10s”; click 10 cows, select “group” to group the 10 cows, then repeat. Move any leftover cows to the top, then select “check” to count the cows.

Synchronous and Asynchronous Teaching Options:

Synchro-

nous (live)

Asynchronous (time-delayed)

Two Sample Teaching Plans:

Launch: Monday, Asynchronous

• Record narrative using slides on Screencastify
• Embed recording link into Seesaw assignment instructions

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Explore: Monday, Hybrid

• Students record responses on Seesaw Template
• Support some students to do so in live small group

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Summarize: Tuesday, Synchronous

• Discuss selected responses from Seesaw in whole group Zoom

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Launch: Monday, Synchronous

• Introduce activity in whole group Zoom

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Explore: Monday, Asynchronous

• Students record responses on Seesaw Template
• Students respond to classmates’ work (tips for responding)

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Summarize: Tuesday, Asynchronous

• Record narrative of selected student work on slides with Screencastify
• Students respond to reflection question on Seesaw (embed your recorded link in assignment)

Additional Resource:

Splitting Screens on Zoom

You may be at a point in distance learning when you would like to have students work in another window while on Zoom if they don’t already. This allows them to do things like use virtual manipulatives to support their learning or work collaboratively in a Jamboard during live instruction.

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You may use these short instructional videos (one for Chromebooks, one for Macs/PCs) to teach students how to split their screens between Zoom and another window. You can:

• play the videos to students,
• record your own version, or
• explain how to do it live with students (best if done in small groups)

Chromebook

Mac/PC

Unit K.11 Math Talks: Dot Talks Ten and Some More

Continuing Daily / Weekly Routines:

Number of Days in School

(Spanish)

Counting Routine

Number of the Day Routine

Data Routine

Dragon Face Off Routine

Some counting routines are embedded into the lessons. Focus on number before / after, starting from a number other than 1, and skip counting by 10.

Bring students’ attention to the “bundling” of ten ones.

Entry Task

• A number has a word and a symbol that correspond to a quantity.

The Entry Task answers the question:

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What do you already know?

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This Entry Task can be used as a brief assessment of what students already know about recognizing written numerals 1-19 and representing quantities.

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Do not use this as an opportunity to teach this content. It will be taught in the lessons.

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Use these slides with a small group of students, or as the introduction to Seesaw K.11 Entry Task (Spanish). Use K.11 Observation Sheet to make observational notes.

Major Focus of K.11:

• Count to 100 by ones and tens, including naming the number after (and before).
• Begin to understand numbers with groups of ten.

Cantidades y números

¿Cuántos ves en cada imagen? ¿Cómo lo ves?

cinco

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Cantidades y números

Haz girar la ruleta y luego haz ese número.

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Encuentra Dibuja Haz con

objetos tus manos

¿Qué número es uno más?

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¿Qué número es uno menos?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Cantidades y números

Haz girar la ruleta y luego haz ese número.

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Encuentra Dibuja Haz con

objetos tus manos

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¿Qué número es uno más?

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¿Qué número es uno menos?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Lesson 1: K.11 LS1 Day 1

Launch: Count on the hundred chart. When the timer stops, stand up and do a movement. Then start again - what number comes next?

• The number after in the counting sequence represents a number that is one more.

Explore: Play Number After Bingo

• Use slides, Number After Bingo Jamboard (Spanish), or Number After Bingo Seesaw (Spanish)

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Summarize: If I add one more counter, how many do I have? What do you notice?

What patterns do you notice in the hundred chart?

Let’s see how the groups of ten grow (add 10, 20, 30):

• Use Counting By Tens Jamboard

Core Math to Emphasize

• The number after in the counting sequence represents a number that is one more.

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If needed, students can use a hundred chart to find the number that comes after a certain number. There is a Hundred Chart Student .S. .C. in their classwork books for the Apprentice Task.

Use K.11 Observation Sheet to make observational notes.

Throughout the unit, continue to ask students which number is one more (or one less) and how many is one more (or one less). Students may not yet necessarily understand that the next number in the counting sequence is one more than the last number.

Lección 1:

Número Después

Cuando contamos, el siguiente número es uno más.

¡Contemos juntos!

Cuando el cronómetro se detenga, levántate y haz un movimiento.

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Entonces empieza de nuevo: ¿qué número viene después?

Abre el cronómetro en otra ventana

Number After Bingo Jamboard (Spanish)

Número después del Bingo:

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Gira la ruleta.

¿Qué número viene

después de ese número?

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Options for monitoring and sharing work:

Students play Number After Bingo on the slides:

• Make several copies of the slide to play more than one game.
• Either all play on the same team and see how many spins you need to get 3 in a row (use one color), or play in teams like “teacher vs students” and alternate turns (use two colors)

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Use Number After Bingo Jamboard (Spanish) for students to play.

• Each student may have their own board, or pairs of students can play against each other on each board.
• Use the spinner and call one number at a time, or have students use the number cards (if playing altogether, tell them when to select the next card.)

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Use Seesaw Number After Bingo (Spanish) for students to play.

¿Cuántos contadores tengo?

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Si añado uno más, ¿cuántos contadores tengo?

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Si añado uno más, ¿cuántos contadores tengo?

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¿Qué notas?

¿Qué patrones ve en la tabla de cien?

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Veamos cómo crecen los grupos de diez:

Counting By Tens Jamboard

Options for Asynchronous or Continuing Activities

Continue to have students play Number After Bingo on different game boards using Number After Bingo Jamboard (Spanish) and Seesaw Number After Bingo (Spanish).

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Have students continue investigating the number after using Seesaw BlockBoard: How Can I Count to 100? - focus on the “Solve” and “Sort” boards. Click here for more information about Seesaw Blockboards).

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PBS Kids Bunny Ride (Spanish): Collect and count carrots; as the truck stops and starts, count on from the last number of carrots counted.

Lesson 2: K.11 LS1&2 Day 2

Launch: Count to 100: Whisper each number and clap softly; shout the ten numbers (10, 20, 30) and clap up high.

Count by 10: How many fingers are showing?

Let’s see how the groups of ten grow (add 40, 50):

• Use Counting By Tens Jamboard

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• Ten is a special number composed of ten ones.

Explore: Play Ten Frame Concentration:

Match the number to the ten frame with the same amount.

• Use Ten Frame Concentration Jamboard or Seesaw Ten Frame Concentration (Spanish)

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Summarize: Are these thirty (30 and 03) and fifty (50 and 05)? How do you know? What patterns do you notice in the number and ten frame cards? What do you think the rest of the ten frame cards will look like?

Let’s see how the groups of ten grow (add 60, 70):

• Use Counting By Tens Jamboard

Core Math to Emphasize

• Ten is a special number composed of ten ones.

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Page 1 includes numbers 10 - 50, page 2 includes numbers 60 - 100. You may try page 2 if students are ready, or return to it after introducing the rest of the critter 10 frames.

Use K.11 Observation Sheet to make observational notes.

Lección 2:

Contando por diez

El diez es un número especial formado por 10 unidades.

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Susurra cada número y aplaude suavemente.

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Grita estos números y aplaude en alto

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¿Cuántos dedos se ven?

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Añadamos más grupos de diez:

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Counting By Tens Jamboard

Juego de la concentración de un marco de diez:

Haz coincidir el número con el marco de diez con la misma cantidad.

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Ten Frame Concentration Jamboard

Options for monitoring and sharing work:

Use Ten Frame Concentration Jamboard for students to play.

• If you are manipulating the Jamboard, have students take turns telling you which color blocks to remove to try for a match (eg. "top green and bottom blue").
• If students are splitting their screen, they can play as partners and take turns trying to make matches.
• *PAGE 1 INCLUDES NUMBERS 10 - 50, PAGE 2 INCLUDES NUMBERS 60-100. You may try page 2 if students are ready, or return to it after introducing the rest of the critter 10 frames.

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Use Seesaw Ten Frame Concentration (Spanish) for students to play.

• You may select and upload boards onto the summary slide for the summary.

¿Todos estos muestran treinta?

¿Cómo lo sabes?

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¿Todos estos muestran cincuenta?

¿Cómo lo sabes?

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¿Qué notas?

¿Qué notas?

¿Cómo crees que serán el resto de las tarjetas de los marcos de diez?

Veamos cómo crecen los grupos de diez:

Counting By Tens Jamboard

Options for Asynchronous or Continuing Activities

Continue to have students play Ten Frame Concentration using Ten Frame Concentration Jamboard or Seesaw Ten Frame Concentration (Spanish).

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Have students play the second page of the game with numbers 60-100 (or come back to this after completing the Counting By Tens Jamboard.

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PBS Kids Bubble Pop (Spanish): Shout, clap, or click to pop the bubbles up to 50.

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ABCya Number Bubble Skip Counting: Choose “10s” to put the multiples of ten in the correct order by popping the bubbles.

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Raz Kids: Fingers go 5 by 5 (Spanish); Note this book has students count by 5s, but you can focus on counting by 10s by counting the fingers on both hands.

Lesson 3: K.11 Apprentice

Launch: Count to 100: Whisper each number and clap softly; shout the ten numbers (10, 20, 30) and clap up high. Start at a number other than 1 (20).

How many coins and beans do you think there are? Which do you think has more, and why? How could we use a hundred chart to find out how many there are?

• Objects can be counted by ones or by groups of ten, and groups can be compared.

Explore: Grab a handful of small things. Count them out onto the hundred chart. Say each number as you count.

• Use Hundred Chart Student .S. .C. (page 16 in student classwork book), Count On A Hundred Chart Jamboard (Spanish), or Seesaw Count on a Hundred Chart (Spanish)

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Summarize: How many are there? How do you know? Which has more?

Let’s see how the groups of ten grow (add 80, 90):

• Use Counting By Tens Jamboard

Core Math to Emphasize

• Objects can be counted by ones or by groups of ten, and groups can be compared.

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If possible, have students count out a handful of any small objects onto the Hundred Chart Student .S. .C. in their classwork book (on page 16). If that is not possible, they may use the Jamboard or Seesaw option to count out virtual objects onto the hundred chart.

Use K.11 Observation Sheet to make observational notes.

Lección 3:

Contar objetos en una tabla de cien

Podemos contar cosas por unos o por grupos de 10 y unos.

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Susurra cada número y aplaude suavemente

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Grita estos números y aplaude en alto

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¡Empieza a contar aquí!

¿Cuántas monedas crees que hay?

¿Cuántos frijoles crees que hay?

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¿Cuál crees que es más? ¿Por qué?

¿Cómo podríamos utilizar una tabla de cien para saber cuántos hay?

Toma un puñado de cosas pequeñas. Cuéntalas en la tabla de cien. Di cada número mientras cuentas.

Count On A Hundred Chart Jamboard Option (Spanish)

Frijoles

Arroz

Monedas

Papel rasgado

Options for monitoring and sharing work:

Have students grab one handful of small objects (beans, rice, coins, ripped paper, etc) and count them onto the Hundred Chart Student .S. .C..

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Use Count on a Hundred Chart Jamboard (Spanish) for students to count objects (shapes).

• If you are manipulating the Jamboard, have students count out loud with you as you move each shape in a pile onto the hundred chart.
• You may have students predict how many shapes are in a pile before you start, and adjust their predictions periodically throughout the count.
• If students are splitting their screen, they can either
• Work independently to move each shape in a pile onto the hundred chart, then work with a partner with a different shape to compare who has more, or
• Work with a partner to take turns moving each shape while they both count out loud (eg. one partner moves the first ten, then the other partner moves the next ten).

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Use Seesaw Count on a Hundred Chart (Spanish) for students to count objects.

• You may select and upload images onto the summary slides for the summary.

¿Cuántas monedas hay? ¿Cómo lo sabes?

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¿Cuántas monedas hay? ¿Cómo lo sabes?

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¿Cuántas monedas hay? ¿Cómo lo sabes?

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¿Cuántos frijoles hay? ¿Cómo lo sabes?

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¿Hay más monedas o frijoles?

¿Cómo lo sabes?

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Veamos cómo crecen los grupos de diez:

Counting By Tens Jamboard

Options for Asynchronous or Continuing Activities

Continue to have students count objects on a hundred chart using Hundred Chart Student .S. .C., Count on a Hundred Chart Jamboard (Spanish), or Seesaw Count on a Hundred Chart (Spanish).

• Students can compare various amounts of things on the hundreds chart, and justify their comparisons.

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Have students continue investigating numbers within each decade number (eg. teens, twenties, thirties, etc) using Seesaw BlockBoard: How Can I Count to 100? - focus on the “Record” and “Practice” boards. Click here for more information about Seesaw Blockboards.

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Watch a video about counting to 100 by ones: Count to 100 (Spanish)

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Raz Kids: I Count 100 Things (Spanish); We Celebrate 100 (Spanish)

Lesson 4: K.11 LS3 Day 1

Launch: Count to 100: Whisper each number and clap softly; shout the ten numbers (10, 20, 30) and clap up high. Start at a number other than 1 (40).

How many cards do you think there are? How could I count them? When have we made groups of 10 before?

• Putting objects in bundles of ten and counting them by groups of tens and ones can be an efficient way to count.

Explore: Find a bunch of things you can count. Take a picture or make a drawing to show how you counted them.

• Use objects, Counting Collections Jamboard (Spanish), or Seesaw Counting Collection (Spanish)

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Summarize: How many are there? How do you know? Add one more or take one away: Now how many are there?

Let’s see how the groups of ten grow (add 100):

• Use Counting By Tens Jamboard

Core Math to Emphasize

• Putting objects in bundles of ten and counting them by groups of tens and ones can be an efficient way to count.

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Use K.11 Observation Sheet to make observational notes.

If possible, have students count out a handful of any objects into groups to count. If that is not possible, they may use the Jamboard or Seesaw option to count out virtual objects into groups.

In Grade 1, students will deepen their understanding of place value by making the transition from thinking of 10 as a bundle of 10 ones, to 10 as a unit called a ten (eg. 1 ten, 2 tens, 3 tens, etc.) Mastery in Kindergarten is not expected.

Lección 4:

Recuento de colecciones - Agrupación

Podemos contar las cosas por unos o por grupos de 10.

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Susurra cada número y aplaude suavemente

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Grita estos números y aplaude en alto

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¡Empieza a contar aquí!

¿Cuántas tarjetas crees que hay?

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¿Cómo podría contarlos?

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¿Cuándo hemos hecho grupos de 10 antes?

¿Cuántas tarjetas hay? ¿Cómo lo sabes?

Busca un grupo de cosas que puedas contar. Toma una foto o haz un dibujo para mostrar cómo las has contado.

Counting Collections Jamboard Option (Spanish)

Options for monitoring and sharing work:

Have students count real objects and take a picture or draw how they organized or grouped them.

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Use Counting Collection Jamboard (Spanish) for students to group and count objects (shapes).

• If you are manipulating the Jamboard, have students tell you how to group the shapes to more easily count them, how to label the groups, and then how to count the final amount.
• If students are splitting their screen, they can work together to decide how they will count the objects, then work together to group and label them. Pairs of students may work on each page so there are several different options for the summary.

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Use Seesaw Counting Collection (Spanish) for students to count objects.

• You may select and upload images onto the summary slides for the summary.

¿Cuántos lápices hay?

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¿Cómo lo sabes?

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¿Cuántos hay ahora?

¿Cuántas cuentas hay?

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¿Cómo lo sabes?

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¿Cuántos hay ahora?

¿Cuántos granos de arroz hay?

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¿Cómo lo sabes?

10

10

10

10

10

10

10

10

10

10

Veamos cómo crecen los grupos de diez:

Counting By Tens Jamboard

Options for Asynchronous or Continuing Activities

Continue to have students count objects in groups using Counting Collection Jamboard (Spanish) or Seesaw Counting Collection (Spanish).

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Have students continue investigating grouping and counting numbers by ten using Seesaw BlockBoard: How Can I Count to 100? - focus on the “Read” and “Home” boards. Click here for more information about Seesaw Blockboards.

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Raz Kids: We Count (Spanish) - After reading each page of 10 bugs, count by 10s across the pages to count up to 100 bugs.

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NCTM Grouping and Grazing: Select “Count by 10s”; click 10 cows, select “group” to group the 10 cows, then repeat. Move any leftover cows to the top, then select “check” to count the cows..

Lesson 5: K.11 LS3 Day 2

Launch: Count to 100: Whisper each number and clap softly; shout the ten numbers (10, 20, 30) and clap up high. Start at a number other than 1 (57).

How do we say this number? How could we show this number? Show 2-digit numbers as groups of tens and ones.

• Objects can be counted by ones or by groups of ten. Numbers can be compared and ordered.

Explore: Spin the spinner twice and write the numbers in the boxes. Circle the number on the hundred chart, and make the number with dots.

• Use slides or Seesaw Make and Find Numbers (Spanish)

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Summarize: What number does each one show? Which is more/less, and how do you know? How many is one more? How many is one less?

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Core Math to Emphasize

• Objects can be counted by ones or by groups of ten. Numbers can be compared and ordered.

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In Grade 1, students will deepen their understanding of representing and comparing numbers using place value understanding and units of tens and ones. Mastery in Kindergarten is not expected. Focus should be on counting by tens and counting by ones from a number other than 1.

Use K.11 Observation Sheet to make observational notes.

Lección 5:

Haz y compara números por grupos de diez y unos.

Podemos mostrar y comparar números como grupos de diez y unos.

Susurra cada número y aplaude suavemente

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Grita estos números y aplaude en alto

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¡Empieza a contar aquí!

¿Cómo se dice este número?

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¿Cómo podríamos mostrar este número?

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5

3

¿Cómo se dice este número?

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¿Cómo podríamos mostrar este número?

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3

5

Haz girar la ruleta dos veces y escribe los números en las cajas.

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Rodea el número

Haz el número

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Options for monitoring and sharing work:

Use the slides for students to spin and then find and make 2-digit numbers.

• After students take turns “spinning” the spinner, ask them how to read that 2-digit number.
• Have students take turns directing you as to where to place the red circle on the hundred chart. They can count by tens and then count on by ones, or the other way around (which may be more difficult and is not expected).
• Have them do the same as you drag ten frames and dots to make the number.

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Use Seesaw Make and Find Numbers (Spanish) for students to make and find 2-digit numbers.

• You may select and upload images onto the summary slides for the summary.

¿Qué número muestra cada uno?

¿Cuál es más? ¿Cuál es menos?

¿Cómo lo sabes?

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¿Cuántos son uno más?

¿Cuántos son uno menos?

¿Qué número muestra cada uno?

¿Cuál es más? ¿Cuál es menos?

¿Cómo lo sabes?

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¿Cuántos son uno más?

¿Cuántos son uno menos?

Options for Asynchronous or Continuing Activities

Continue to have students make and compare numbers using the slides and Seesaw Make and Find Numbers (Spanish).

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Give students clues to solve number riddles, such as:

• I am a number. I am 3 more than 5. What number am I?
• I am a number. I am 2 more than 14. What number am I?
• I am a number. I am 1 less than 20. What number am I?
• I am a number. I am 2 less than 9. What number am I?
• I am a number. I have 3 bundles of ten and 6 more. What number am I?

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Use the next slide to play Number Grid Game. Instructions are in the notes of the slide.

Si sacas un 1, elige 1 o 10 espacios.

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Si sacas un 2, elige 2 o 20 espacios.

Optional Lesson: K.11 LS2 Day 1

Launch: Watch a counting backwards video, then count backwards from 10 and 20.

Count backwards on the hundred chart. When the timer stops, stand up and do a movement. Then start again - what number comes next?

Use K.11 Observation Sheet to make observational notes.

• The number before in the counting sequence represents a number that is one less.

Explore: Play Number Before Bingo

• Use slides, Number Before Bingo Jamboard (Spanish), or Number Before Bingo Seesaw (Spanish)

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Summarize: If I add one more counter, how many do I have? What do you notice?

What patterns do you notice when you count backwards?

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Core Math to Emphasize

• The number before in the counting sequence represents a number that is one less.

If needed, students can use a hundred chart to find the number that comes before a certain number. There is a Hundred Chart Student .S. .C. in their classwork books for the Apprentice Task.

Counting backwards and relating the number before to “one less” is not a part of the Kindergarten standards, though it is an important skill / understanding that later supports development with subtraction.

Optional Lección:

Número antes

Cuando contamos hacia atrás, el número anterior es uno menos.

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Ten Little Ladybugs

Hippos Go Berserk

Ernie Counts Backwards to get to sleep

Ten, Nine, Eight

Lee un libro sobre cómo contar hacia atrás.

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Contemos juntos hacia atrás.

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¡Empieza a contar aquí!

Contemos juntos hacia atrás.

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¡Empieza a contar aquí!

Contemos juntos hacia atrás.

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Cuando el temporizador se detenga, levántate y haz un movimiento.

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Entonces empieza de nuevo: ¿qué número viene después?

¡Empieza a contar aquí!

Abre el cronómetro en otra ventana

Number Before Bingo Jamboard (Spanish)

Bingo de números de antes:

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Bingo de números de antes:

Gira la ruleta.

¿Qué número viene antes de ese número?

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Options for monitoring and sharing work:

Students play Number Before Bingo on the slides:

• Make several copies of the slide to play more than one game.
• Either all play on the same team and see how many spins you need to get 3 in a row (use one color), or play in teams like “teacher vs students” and alternate turns (use two colors)

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Use Number Before Bingo Jamboard (Spanish) for students to play.

• Each student may have their own board, or pairs of students can play against each other on each board.
• Use the spinner and call one number at a time, or have students use the number cards (if playing altogether, tell them when to select the next card.)

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Use Seesaw Number Before Bingo (Spanish) for students to play.

• You may select and upload boards onto the summary slide for the summary.

¿Cuántos contadores tengo?

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Si quito una, ¿cuántos contadores tengo?

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Si quito una, ¿cuántos contadores tengo?

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¿Qué notas?

Si quito una, ¿cuántos contadores tengo?

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¿Qué patrones observas cuando cuentas hacia atrás?

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Options for Asynchronous or Continuing Activities

Continue to have students play Number Before Bingo on different game boards using Number Before Bingo Jamboard (Spanish) and Seesaw Number Before Bingo (Spanish).

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Use any of the Counting Routines to count backwards from a given number.

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PBS Kids Blast Off (Spanish): Launch a rocket with Curious George by counting backwards.

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Use the next slide to play Mystery Number. Instructions are in the notes of the slide.

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Interactive Hundred Chart

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Número misterioso

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¿Es tu número más de ____ ?

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¿Es tu número menos de ____ ?

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Milestone Task

Use the following slides to launch the task. Students should have a clear understanding of the problem and ideas of the strategies they might use to solve it by the end of the launch. Launch may be done whole class or in small groups.

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• Assign Seesaw Milestone Task Part A (Spanish) and Seesaw Milestone Task Part B (Spanish) for students to complete the task asynchronously, OR
• Use these Google Slides to work with small groups and have students share their responses out loud and/or on paper, OR
• Any other strategy you have successfully used to interact with students.

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Use K.11 Observation Sheet or K.11 Milestone Rubric to make observational notes.

The Milestone answers the question:

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Did you learn what was expected of you from this unit?

• A number has a word and a symbol that corresponds to the quantity.
• We can count by ones or by groups of ten.
• The number after in the counting sequence represents a number that is one more.

Major Focus of K.11 -

• Count to 100 by ones and tens, including starting from a number other than 1 and naming the number after (and before).

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Allow students access to counters and Counting by 10 Jamboard.

Susurra cada número y aplaude suavemente

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Grita estos números y aplaude en alto

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¡Empieza a contar aquí!

Contando

89

Empieza con el 1 y sigue contando. Para cuando llegues a 100.

Empieza con el 10 y cuenta de 10 en 10. Para cuando llegues a 100.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Counting

90

90

Comienza con 3 y sigue contando. Para cuando llegues a 8.

Comienza con 14 y cuenta hacia atrás. Para cuando llegues a 9.

Comienza con 12 y sigue contando. Para cuando llegues a 17

Comienza con 47 y sigue contando. Para cuando llegues a 52.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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¿Cuántos hay?

91

¿Qué número es uno más?

¿Qué número es uno menos?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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¿Cuántos hay?

92

¿Qué número es uno más?

¿Qué número es uno menos?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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¿Cuántos hay?

93

¿Qué número es uno más?

¿Qué número es uno menos?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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¿Cuántos hay?

94

¿Qué número es uno más?

¿Qué número es uno menos?

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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