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Unit K.2:

Numbers to Ten

Big Idea: A number has a word and a symbol that corresponds to the quantity. Quantities can be sequenced and compared. The focus in this unit is on the numbers 0–10.

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

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Teacher-facing pages are green

Student-facing pages are white

notes for teachers are in the speaker notes

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Less emphasis:

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count

Re-engagement:

We can represent a number in different ways (Number of the Day from Unit 0).

New Learning:

Major Emphasis:

Count by 1s in sequence at least up to 10.
Count to tell the number of objects at least from 0–10.
Write and recognize written symbols and quantities for at least 0–10.
Compare numbers 0–10 using the words greater than, less than, and equal to by matching and counting. Students do not need to know the inequality symbols.
Compare two numbers presented as written numerals.

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Suggested Lesson Sequence

Assessment: Entry Task

Small group or Seesaw Entry Task (Spanish / Chinese)

Lesson 1: K.1 LS1 Day 1 - Numbers 0 and 1

Lesson 2: K.1 LS1 Day 2&3 - Numbers 2 and 3

Lesson 3: K.1 LS1 Day 4 & 5 - Numbers 4 and 5

Lesson 4: K.1 LS2 Day 1&2 - Numbers 6 and 7

Lesson 5: K.1 LS2 Day 3&4 - Numbers 8 and 9

Lesson 6: K.1 LS2 Day 5 - Numbers 10

My First Number Book 0–10 .S. .C.
Seesaw Number 10 (Spanish)

Optional: K.2 Apprentice and Expert Task: Make a number 1-5 and 1-10

or Seesaw Match Numbers and Dots 0-5 (Spanish)

Lesson 7: K.1 LS3 Day 1&2 - Compare numbers to 10

Dot Spinner and Number Spinner
Seesaw Which is More? (Spanish / Chinese)

Lesson 8: Categorize, count, and compare

Assessment: Milestone Task

Small group slides or Seesaw Entry Task* (Spanish / Chinese), Seesaw Write and Count Numbers (Spanish / Chinese), & Seesaw Which is More?* (Spanish / Chinese)

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Additional Resources

Independent Practice:

Writing Numbers Example BLM .S. .C.
Quantity Number Match BLM .S. .C.
K.2 Homework .S. .C.
QR Codes 0-5 Practice and QR Codes 6-10 Practice
Number Cards with Visuals BLM
Dot Cards BLM

Online Games:

Okta’s Rescue: Recognize numerals and count that many objects
Concentration: Match number representations

Other Resources:

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Synchronous and Asynchronous Teaching Options:

Launch	Explore	Summarize
Whole group or small group Zoom meeting	Work on paper / take turns sharing on Zoom meeting	Select student responses to share/discuss on whole group Zoom meeting
Record using slides on Screencastify/ Loom Example Embed recording link into assignment instructions	Seesaw Draw on template or take photo of work Record voice description Can view and comment on each other’s work Jamboard Whole class board or 1 page per student	Record narrative of selected student work on slides with Screencastify/Loom Students respond to reflection question on Seesaw/Google Classroom (example) Post selected student work on Seesaw “Blog” Students comment on each other’s work Respond to reflection question.

Synchro-

nous (live)

Asynchronous (time-delayed)

Seesaw remote learning guide for educators

Seesaw resources for families

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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Two Sample Teaching Plans:

Launch: Monday, Asynchronous

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

Explore: Monday, Hybrid

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

Summarize: Tuesday, Synchronous

Discuss selected responses from Seesaw in whole group Zoom

Launch: Monday, Synchronous

Introduce activity in whole group Zoom

Explore: Monday, Asynchronous

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

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)

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	Norm	Questions
	We can show math ideas in different ways	Who did it a different way?
	We talk to each other about math.	Do you agree or disagree? Why? What questions do you have for them?
	Mistakes help us grow.	How did she get that answer? What does it help us see about the problem?

Questions that help to emphasize different math norms:

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Multi-modal activities for learning numbers

Have students make the numbers with their bodies and show you on their fingers.
Have students practice writing numbers several times on their family members’ backs.
Have students partner with a family member and take turns being partner 1 and 2.

Partner 1 taps on Partner 2’s back a number of times.
Partner 2 tells Partner 1 how many taps there were.

Count to 10 starting at various numbers
Tell students they are going to listen and count the number of objects as you drop them in the container.

Have students close their eyes. Drop the objects one at a time into the container.
Have students count silently as you drop the objects and ask several students to report the number of sounds they heard.

Have students practice counting using body movements and have children perform various actions a specific number of times, e.g., jump 4 times.

If you prefer, you can play Simon Says. For example, “Simon says, ‘Jump four times.’ Simon says, ‘Clap two times.’”

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Unit K.2 Math Talks: Dot Talks

Objective: Students instantly recognize small quantities (subitize). Description: To build concepts of number, one-to-one correspondence, composition and decomposition, and future addition and subtraction concepts, students should have lots of practice subitizing small groups of objects, in this case dots.
Suggested Math Talks: See K.2 Math Talks (Spanish) for slides to use with students Question/Prompt: Tell me how many dots you see. Try not to count. How do you see them? You may also use Seesaw Dot Talk Template (Spanish)
Anticipated Student Responses: “I see 5 dots.” Encourage student to tell you what they notice about them, so that they expand their responses to more resemble those below: “I see 4 dots in a box and 1 dot beside the box.” “I see 2 dots side by side with 2 dots side by side above them, and one more in the middle beside them.” “I see four dots that make a square with 1 extra in the middle.”

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Continuing Daily Routines:

Number of Days in School (Spanish)

Counting Routine (Spanish in speaker notes)

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New Daily Routine: Number of the Day

Objective: To focus attention on a single number to build understanding and recognition, and to help students grow in the ways they think about numbers and operations by sharing ideas with their peers about how to represent numbers.

See the Number of the Day slides for a description of how to incorporate this routine into your lessons.

Lessons 1 through 6 in this unit follow this routine for the numbers 0-10.

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Entry Task

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

The Entry Task answers the question:

What do you already know?

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

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

Use these slides with a small group of students, or as the introduction to Seesaw K.2 Entry Task (Spanish). Use K.2 Observation Sheet to make observational notes.

Major Focus of K.2 - Recognize, write, and represent numbers 1-10.

Combinations that make numbers 1-10 will be addressed in K.3

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Decir y Hacer Números

14

¿Cómo puedo mostrar este número?

3

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Decir y Hacer Números

15

Aquí hay algunas maneras de hacer

3

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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16

Di cada número.

Después muestra o dibuja esa cantidad.

5

7

6

1

4

8

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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17

2

10

9

3

0

Di cada número.

Después muestra o dibuja esa cantidad.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Options for student responses for Entry Task

If doing the Entry Task synchronously, students can:

Draw each quantity one by one on a paper/whiteboard or on Number Strip Random Order BLM .S. .C..
Make each quantity one by one using found objects and show on zoom
Lay out found objects on Number Strip Random Order BLM .S. .C. for each quantity and show you when complete.

If doing the Entry Task asynchronously, students can:

Watch a recording of you narrating these slides, then draw (or make using objects) for each quantity

On paper/whiteboard
On Number Strip Random Order BLM .S. .C.
On Seesaw Entry Task (Spanish / Chinese)

You may use this Seesaw assignment as part of the Milestone Assessment. If you have questions about student understanding, you may give the assignment again at the end of the unit, or assess understanding using the synchronous milestone option.

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Lesson 1: K.2 LS1 Day 1

Launch: Introduce Number of the Day

How can you show the number 1?

How can you show the number 0?

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

Explore: Number of the Day for 0 and 1

Say, write, and represent the number 0

Say, write, and represent the number 1

Summarize: What is the same and different between 0 and 1?

Core Math to Emphasize

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

In this lesson, 1 is introduced before 0 because the concept of zero can be challenging to understand, explain, or represent. Continue to revisit this concept throughout the unit and the year.

Use K.2 Observation Sheet to make observational notes.

The summary includes sample representations for each number, but best practice is to use your own students’ representations.

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Lección 1:

Número del Día

0 y 1

Los números tienen nombres y símbolos escritos, y pueden ser contados.

Los números representan una cantidad específica.

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Math Norms

21

Errors are gifts that promote discussion.

Answers are important, but they are not the math.

Talk about each other’s thinking.

Ask questions until ideas make sense.

Use multiple strategies and multiple representations.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 1

1

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

0

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 0

If doing in person, could raise hands, select students to share, draw responses on Zoom “whiteboard” or piece of paper.

If doing not in person, could tell a family member or say out loud.

You may describe the concept of zero as, “wait a minute, what do we call it if we don’t have any things to count?”

Have students show the number in various ways kinesthetic ways as well, e.g., with fingers, clapping, drawing it in the air, etc.

Optional song about Number 0: https://www.youtube.com/watch?v=h-nI7t2IJSY SafeYouTube: https://video.link/w/n8TY

An option in Spanish is here: https://www.youtube.com/watch?v=tiGBo-jWZZE SafeYouTube: https://video.link/w/5xvZ

Have students show the number in various ways kinesthetic ways as well, e.g., with fingers, clapping, drawing it in the air, etc.

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¿Cuáles son las diferentes maneras en que podríamos mostrar cada uno de estos números?

Usa objetos, imágenes, números o palabras en cualquier idioma.

EXPLORAR
2

1

0

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Options for monitoring and sharing work:

Students draw some representation of the numbers 0 and 1 on My First Number Book 0–10 .S. .C. and hold it up to the camera on Zoom.

Students raise their hand, teacher chooses one student at a time to describe their representation or show drawn picture, teacher draws it on shared Zoom whiteboard or Number of the Day 0-10 Jamboard (Spanish) (make your own copy to edit).

Students draw on a shared Number of the Day 0-10 Jamboard (Spanish).

Change settings to allow students to edit.
Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

Use Seesaw Numbers 0 and 1 (Spanish) for students to share representations.

Select and upload representations onto the Jamboards or summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

If you prefer to have the directional arrows in the text, use My First Number Book 0–10 w/arrows BLM .S. .C

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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¡Vamos a compartir nuestro trabajo!

RESUMIR
3

zero

cero

صفر

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¿Qué es diferente entre el 0 y el 1?

¿Qué es lo mismo?

¡Vamos a compartir nuestro trabajo!

RESUMIR
3

one

uno

واحد

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Options for Asynchronous or Continuing Activities

Continue to have students represent the number in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 0-10 Jamboard (Spanish).

Continue to add student responses from Seesaw Numbers 0 and 1 (Spanish) to the Jamboard (take a screenshot on Seesaw, then click “upload” on Jamboard)

Have students represent the number in a way that shows the class something about themselves or their family (eg. 1 special stuffed animal, 1 family member or pet, etc). Teacher may demonstrate with something about themself.

Watch song about 1, song about 0 (Number Songs in English/Spanish).

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Lesson 2: K.2 LS1 Day 2&3

Launch: Introduce Number of the Day

How can you show the number 2?

How can you show the number 3?

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

Explore: Number of the Day for 2 and 3

Say, write, and represent the number 2

Say, write, and represent the number 3

Summarize: What’s a new way you learned to show 2 or 3 from a friend?

Core Math to Emphasize

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

The summary includes sample representations for each number, but best practice is to use your own students’ representations.

Use K.2 Observation Sheet to make observational notes.

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Lección 2:

Número del Día

2 y 3

Los números tienen nombres y símbolos escritos, y pueden ser contados.

Los números representan una cantidad específica.

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¿Cuántos contamos la última vez?

¿Qué números siguen?

1

uno

2

dos

3

tres

INICIAR
1

0

cero

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 2

2

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

LAUNCH
1

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 3

3

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¿Cuáles son las diferentes maneras en que podríamos mostrar cada uno de estos números?

Usa objetos, imágenes, números o palabras en cualquier idioma.

EXPLORAR
2

3

2

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Options for monitoring and sharing work:

Students draw some representation of the numbers 2 and 3 on My First Number Book 0–10 .S. .C. and hold it up to the camera on Zoom.

Students raise their hand, teacher chooses one student at a time to describe their representation or show drawn picture, teacher draws it on shared Zoom whiteboard or Number of the Day 0-10 Jamboard (Spanish) (make your own copy to edit).

Students draw on a shared Number of the Day 0-10 Jamboard (Spanish).

Change settings to allow students to edit.
Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

Use Seesaw Numbers 2 and 3 (Spanish) for students to share representations.

Select and upload representations onto the Jamboards or summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

If you prefer to have the directional arrows in the text, use My First Number Book 0–10 w/arrows BLM .S. .C

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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¡Vamos a compartir nuestro trabajo!

RESUMIR
3

dos

two

إثنان

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¡Vamos a compartir nuestro trabajo!

¿Qué es diferente entre el 2 y el 3?

¿Qué es lo mismo?

RESUMIR
3

tres

three

ثلاثة

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Options for Asynchronous or Continuing Activities

Continue to have students represent the number in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 0-10 Jamboard (Spanish).

Continue to add student responses from Seesaw Numbers 2 and 3 (Spanish) to the Jamboard (take a screenshot on Seesaw, then click “upload” on Jamboard)

Have students represent the number in a way that shows the class something about themselves or their family (eg. 2 special items, 3 favorite foods, etc). Teacher may demonstrate with something about themself.

Watch song about 2, song about 3 (Number Songs in English/Spanish).

Do a Math Talk.

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Lesson 3: K.2 LS1 Day 4&5

Launch: Introduce Number of the Day

How can you show the number 4?

How can you show the number 5?

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.
The number of objects in a group does not change when the objects are rearranged.

Explore: Number of the Day for 4 and 5

Say, write, and represent the number 4

Say, write, and represent the number 5

Summarize: Which way is easier to count? (scattered or in a line)

Introduce 5 frames as a way to help us count objects.

Core Math to Emphasize

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.
The number of objects in a group does not change when the objects are rearranged.

The summary includes slides with interactive manipulatives. You will need to make an editable copy and be out of “present mode” to use them. Read the speaker notes on summary slides for instructions.

Use K.2 Observation Sheet to make observational notes.

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Lección 3:

Número del Día

4 y 5

Los números tienen nombres y símbolos escritos, y pueden ser contados.

Los números representan una cantidad específica.

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¿Qué números siguen?

¿Cuántos contamos la última vez?

1

uno

2

dos

3

tres

INICIAR
1

0

cero

4

cuatro

5

cinco

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 4

4

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 5

5

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¿Cuáles son las diferentes maneras en que podríamos mostrar cada uno de estos números?

Usa objetos, imágenes, números o palabras en cualquier idioma.

EXPLORAR
2

5

4

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Options for monitoring and sharing work:

Students draw some representation of the numbers 4 and 5 on My First Number Book 0–10 .S. .C. and hold it up to the camera on Zoom.

Students raise their hand, teacher chooses one student at a time to describe their representation or show drawn picture, teacher draws it on shared Zoom whiteboard or Number of the Day 0-10 Jamboard (Spanish) (make your own copy to edit).

Students draw on a shared Number of the Day 0-10 Jamboard (Spanish).

Change settings to allow students to edit.
Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

Use Seesaw Numbers 4 and 5 (Spanish) for students to share representations.

Select and upload representations onto the Jamboards or summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

If you prefer to have the directional arrows in the text, use My First Number Book 0–10 w/arrows BLM .S. .C

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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¡Vamos a compartir nuestro

trabajo!

RESUMIR
3

cinco

five

خمسة

quatro

four

أربعة

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¿Cuántos hay?

¿Cuál fue más fácil de contar?

RESUMIR
3

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¿Cómo podemos usar un marco de cinco para ayudarnos a contar?

RESUMIR
3

¿De qué te das cuenta?

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RESUMIR
3

Marcos de cinco nos pueden ayudar a contar otros números también.

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Options for Asynchronous or Continuing Activities

Continue to have students represent the number in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 0-10 Jamboard (Spanish).

Continue to add student responses from Seesaw Numbers 4 and 5 (Spanish) to the Jamboard (take a screenshot on Seesaw, then click “upload” on Jamboard)

Have students add 5 frames to their other number representations.

Have students represent the number in a way that shows the class something about themselves or their family. Teacher may demonstrate with something about themself.

Students may practice using five frames on QR Codes 0-5 Practice.

Watch song about 4, song about 5 (Number Songs in English/Spanish).

Do a Math Talk.

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Lesson 4: K.2 LS2 Day 1&2

Launch: Introduce Number of the Day

How can you show the number 6?

How can you show the number 7?

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

Explore: Number of the Day for 6 and 7

Say, write, and represent the number 6

Say, write, and represent the number 7

Summarize: How many are there (in a line and scattered)?

Make 6 and 7 in a 5 frame.

Core Math to Emphasize

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.
The number of objects in a group does not change when the objects are rearranged. Some arrangements are easier to count than others.

Use K.2 Observation Sheet to make observational notes.

The summary includes slides with interactive manipulatives. You will need to make an editable copy and be out of “present mode” to use them. Read the speaker notes on summary slides for instructions.

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Lección 4:

Número del Día

6 y 7

Los números tienen nombres y símbolos escritos, y pueden ser contados.

Los números representan una cantidad específica.

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¿Cuántos contamos la última vez?

¿Qué números siguen?

1

uno

2

dos

3

tres

0

cero

4

cuatro

5

cinco

6

seis

7

siete

INICIAR
1

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 6

6

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 7

7

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¿Cuáles son las diferentes maneras en que podríamos mostrar cada uno de estos números?

Usa objetos, imágenes, números o palabras en cualquier idioma.

EXPLORAR
2

7

6

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Options for monitoring and sharing work:

Students draw some representation of the numbers 6 and 7 on My First Number Book 0–10 .S. .C. and hold it up to the camera on Zoom.

Students raise their hand, teacher chooses one student at a time to describe their representation or show drawn picture, teacher draws it on shared Zoom whiteboard or Number of the Day 0-10 Jamboard (Spanish) (make your own copy to edit).

Students draw on a shared Number of the Day 0-10 Jamboard (Spanish).

Change settings to allow students to edit.
Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

Use Seesaw Numbers 6 and 7 (Spanish) for students to share representations.

Select and upload representations onto the Jamboards or summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

If you prefer to have the directional arrows in the text, use My First Number Book 0–10 w/arrows BLM .S. .C

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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¡Vamos a compartir nuestro

trabajo!

RESUMIR
3

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¿Cuántos hay?

RESUMIR
3

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Usa un marco de cinco para contar 6:

RESUMIR
3

Usa un marco de cinco para contar 7:

De qué te das cuenta?

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Options for Asynchronous or Continuing Activities

Continue to have students represent the number in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 0-10 Jamboard (Spanish).

Continue to add student responses from Seesaw Numbers 6 and 7 (Spanish) to the Jamboard (take a screenshot on Seesaw, then click “upload” on Jamboard)

Have students represent the number in a way that shows the class something about themselves or their family. Teacher may demonstrate with something about themself.

Watch video clip about 6, song about 7 (Number Songs in English/Spanish).

Do a Math Talk.

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Lesson 5: K.2 LS2 Day 3&4

Launch: Introduce Number of the Day

How can you show the number 8?

How can you show the number 9?

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

Explore: Number of the Day for 8 and 9

Say, write, and represent the number 8

Say, write, and represent the number 9

Summarize: How many are there (in a line and scattered)?

Make 8 and 9 in a 5 frame.

Core Math to Emphasize

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.
The number of objects in a group does not change when the objects are rearranged. Some arrangements are easier to count than others.

Use K.2 Observation Sheet to make observational notes.

The summary includes slides with interactive manipulatives. You will need to make an editable copy and be out of “present mode” to use them. Read the speaker notes on summary slides for instructions.

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Lección 5:

Número del Día

8 y 9

Los números tienen nombres y símbolos escritos, y pueden ser contados.

Los números representan una cantidad específica.

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¿Cuántos contamos la última vez?

¿Qué números siguen?

8

ochot

9

nueve

1

uno

2

dos

3

tres

0

cero

4

cuatro

5

cinco

6

seis

7

siete

INICIAR
1

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 8

8

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 9

9

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¿Cuáles son las diferentes maneras en que podríamos mostrar cada uno de estos números?

Usa objetos, imágenes, números o palabras en cualquier idioma.

EXPLORAR
2

9

8

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Options for monitoring and sharing work:

Students draw some representation of the numbers 8 and 9 on My First Number Book 0–10 .S. .C. and hold it up to the camera on Zoom.

Students raise their hand, teacher chooses one student at a time to describe their representation or show drawn picture, teacher draws it on shared Zoom whiteboard or Number of the Day 0-10 Jamboard (Spanish) (make your own copy to edit).

Students draw on a shared Number of the Day 0-10 Jamboard (Spanish).

Change settings to allow students to edit.
Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

Use Seesaw Numbers 8 and 9 (Spanish) for students to share representations.

Select and upload representations onto the Jamboards or summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

If you prefer to have the directional arrows in the text, use My First Number Book 0–10 w/arrows BLM .S. .C

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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¡Vamos a compartir nuestro

trabajo!

RESUMIR
3

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¿Cuántos hay?

RESUMIR
3

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Usa un marco de cinco para contar 8:

RESUMIR
3

Usa un marco de cinco para contar 9:

De qué te das cuenta?

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Options for Asynchronous or Continuing Activities

Continue to have students represent the number in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 0-10 Jamboard (Spanish).

Continue to add student responses from Seesaw Numbers 8 and 9 (Spanish) to the Jamboard (take a screenshot on Seesaw, then click “upload” on Jamboard)

Have students represent the number in a way that shows the class something about themselves or their family. Teacher may demonstrate with something about themself.

Watch song about 8, song about 9 (Number Songs in English/Spanish).

Do a Math Talk.

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Lesson 6: K.2 LS2 Day 5

Launch: Introduce Number of the Day

How can you show the number 10?

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

Explore: Number of the Day for 10

Say, write, and represent the number 10

Summarize: Introduce 10 frames

What do you notice about 5 and 10 frames?

Core Math to Emphasize

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.
When all 5 squares in a five frame are full, there are 5 objects. When all 10 squares in a ten frames are full, there are 10 objects.

Use K.2 Observation Sheet to make observational notes.

The summary includes slides with interactive manipulatives. You will need to make an editable copy and be out of “present mode” to use them. Read the speaker notes on summary slides for instructions.

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Lección 6:

Número del Día -

10

Los números tienen nombres y símbolos escritos, y pueden ser contados.

Los números representan una cantidad específica.

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¿Cuántos contamos la última vez?

¿Qué números siguen?

10

diez

8

ochot

9

nueve

1

uno

2

dos

3

tres

0

cero

4

cuatro

5

cinco

6

seis

7

siete

INICIAR
1

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¿Qué sabes de este número?

Cuéntele a alguien más tus ideas.

INICIAR
1

“Yo sé _______.”

Haz clic para una canción del número 10

10

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¿Cuáles son las diferentes maneras en que podríamos mostrar cada uno de estos números?

Usa objetos, imágenes, números o palabras en cualquier idioma.

EXPLORAR
2

10

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Options for monitoring and sharing work:

Students draw some representation of the number 10 on My First Number Book 0–10 .S. .C. and hold it up to the camera on Zoom.

Students raise their hand, teacher chooses one student at a time to describe their representation or show drawn picture, teacher draws it on shared Zoom whiteboard or Number of the Day 0-10 Jamboard (Spanish) (make your own copy to edit).

Students draw on a shared Number of the Day 0-10 Jamboard (Spanish).

Change settings to allow students to edit.
Provide instructions on not erasing other’s work and/or drawing on a particular page (you may add pages).

Use Seesaw Number 10 (Spanish) for students to share representations.

Select and upload representations onto the Jamboards or summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

If you prefer to have the directional arrows in the text, use My First Number Book 0–10 w/arrows BLM .S. .C

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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¡Vamos a compartir nuestro trabajo!

RESUMIR
3

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Usa los dos marcos de cinco para contar a diez

RESUMIR
3

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¿Qué notas en los marcos de 5 y los marcos de 10?

Un marco de diez puede ayudarnos a contar las cosas hasta 10:

RESUMIR
3

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Options for Asynchronous or Continuing Activities

Continue to have students represent the number in multiple ways (using drawing, photo, language, video, etc) on Number of the Day 0-10 Jamboard (Spanish).

Continue to add student responses from Seesaw Number 10 (Spanish) to the Jamboard (take a screenshot on Seesaw, then click “upload” on Jamboard)

Have students add 10 frames to their other number representations.

Have students represent the number in a way that shows the class something about themselves or their family. Teacher may demonstrate with something about themself.

Students may practice using ten frames on QR Codes 6-10 Practice.

Watch video song about 10 (Number Songs in English/Spanish)

Do a Math Talk.

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Optional: K.2 Apprentice and Expert Tasks

Launch: Count to 10.

Think about how to put 0-5 number cards in order.

Numbers have names and written symbols and can be counted in a sequence 0–10.
Numbers represent a specific quantity.

Explore: Match numbers 0-5 and/or 0-10 to dot spinner.

Use 0-5 dot spinner and/or 0-10 dot spinner.

Summarize: Which numbers were the easiest to match? Why?

Which were the hardest to match? Why?

Core Math to Emphasize

A numeral represents a specific quantity.

This may be done in a whole group to reinforce the learning from lessons 1-6, or in a small group to assess students’ understanding from lessons 1-6.

Use K.2 Observation Sheet to make observational notes.

If you prefer to do this activity with real cards, use Small Number Cards BLM.

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Optional Lesson:

Matching dots to numbers

We can match an amount of dots to a number.

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¡Ahora vamos a contar hasta 10!

10

ten

8

ochot

9

nueve

1

uno

2

dos

3

tres

0

cero

4

cuatro

5

cinco

6

seis

7

siete

INICIAR
1

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¿Cómo podemos ordenar estas tarjetas de números?

Comparte tus ideas.

INICIAR
1

“Estas tarjetas deberían ir así: ___________.”

1

0

2

3

4

5

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Ordena estas tarjetas.

2. Dale vuelta al girador. Encuentra la tarjeta de número que coincide con los puntos y muévela hacia abajo.

1

0

2

3

4

5

EXPLORAR
2

You will need to make an editable copy of this slide in order to move the cards around. You may also use Small Number Cards BLM if you want to do this activity with real cards.

Note: The dot spinner should be used with most of your students. Use the ten frames spinner for those students who need support with the counting sequence or one-to-one correspondence: https://wheelofnames.com/f6w-xwz

Directions:

Have students direct you as to how to move the cards so the numbers are in order.

Then spin the spinner: https://wheelofnames.com/abq-jec You may say “It’s ___’s turn to spin the spinner” and click it when that student makes some kind of movement.

Ask students which number card matches the dot arrangement - students may write the number and show it to the camera, or draw it in the air with their finger. Once it is identified, move the number down to the bottom of the screen and spin again.

For each successive spin, ask students “Have we moved that number yet?” Spin until you’ve moved all the number cards.

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Ordena estas tarjetas.

2. Dale vuelta al girador. Encuentra la tarjeta de número que coincide con los puntos y muévela hacia abajo.

0

2

3

4

5

EXPLORAR
2

8

6

10

9

7

1

You will need to make an editable copy of this slide in order to move the cards around. You may also use Small Number Cards BLM if you want to do this activity with real cards.

Note: The dot spinner should be used with most of your students. Use the ten frames spinner for those students who need support with the counting sequence or one-to-one correspondence: https://wheelofnames.com/w7a-dqh

Directions:

Have students direct you as to how to move the cards so the numbers are in order.

Then spin the spinner: https://wheelofnames.com/uah-4yj You may say “It’s ___’s turn to spin the spinner” and click it when that student makes some kind of movement.

Ask students which number card matches the dot arrangement - students may write the number and show it to the camera, or draw it in the air with their finger. Once it is identified, move the number down to the bottom of the screen and spin again.

For each successive spin, ask students “Have we moved that number yet?” Spin until you’ve moved all the number cards.

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Options for monitoring and sharing work:

Have students direct you as to how to move the cards so the numbers are in order.

You may also use Small Number Cards BLM if you want to do this activity with real cards.

You may either do a round of 0-5 and then 0-10, or just use 0-10.

When you spin the spinner, you may say “It’s ___’s turn to spin the spinner” and click it when that student makes some kind of movement.
Students may write the number that matches each spin and show it to the camera, or draw it in the air with their finger.

Use Seesaw Match Numbers and Dots 0-10 (Spanish) for students to match quantities of dots to numbers.

If some students struggle and you want more information, you may use Seesaw Match Numbers and Dots 0-5 (Spanish).

SUMMARIZE
3

EXPLORE
2

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¿Qué números fueron más fáciles de emparejar? ¿Porqué?

¿Qué números fueron más difíciles de emparejar? ¿Por qué?

0

2

3

4

5

8

6

10

9

7

1

RESUMIR
3

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Options for Asynchronous or Continuing Activities

Continue to have students match quantities to numbers using the spinner, Seesaw Match Numbers and Dots 0-10 (Spanish), or other dot patterns.

Match numbers 0-6 or 0-10 with representations in Concentration.

Recognize numerals and count out that many objects in Okta’s Rescue.

Watch a Number Songs in English/Spanish based on the numbers students struggled with most.

The dot talks in Math Talk reinforce the ideas of noticing quantities through subitizing and grouping.

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Lesson 7: K.2 LS3 Day 1&2

Launch: Are there more counters or cubes? How can you show it?

Which number is more? How can you show it?

Quantities can be compared by matching with one-to-one correspondence using the language of greater than/less than/equal to.
Written numerals can be compared.

Explore: Spin the dot spinner twice , then get or draw that many things. Which group has more?

Do the same with the number spinner.

Summarize: What do you notice? What do you wonder?

Mathematicians use special words for comparing numbers: greater than, less than, equal to.

Core Math to Emphasize

Quantities can be compared by matching with one-to-one correspondence using the language of greater than/less than/equal to.
Written numerals can be compared.

The dot spinner should be used with most of your students. Use the ten frames spinner for those students who need support with the counting sequence or one-to-one correspondence.

Use K.2 Observation Sheet to make observational notes.

Introduce the formal language of greater than, less than, equal to, but do not expect mastery after this one lesson. Continue to reference this language throughout the year.

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Lesson 7:

Comparing Quantities

We can find out if a number is greater than, less than, or equal to another number.

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¿Hay más contadores o cubos?

¿Cómo puedes mostrarlo?

Comparte tus ideas.

INICIAR
1

“Puedo mostrar cuál tiene más _______.”

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Una forma de mostrar cuál tiene más es emparejar los objetos:

Quedan contadores extras, así que hay más contadores que cubos.

INICIAR
1

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¿Hay más contadores o cubos?

¿Cómo puedes mostrarlo?

Comparte tus ideas.

INICIAR
1

“Puedo mostrar cuál tiene más _______.”

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Empareja los objetos:

No hay contadores o cubos extras, así que hay el mismo número de contadores y cubos.

INICIAR
1

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¿Cuál número es más?

¿Cómo lo puedes mostrar?

Comparte tus ideas.

7

INICIAR
1

“Puedo mostrar cuál es más _______.”

3

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Una manera de mostrar cuál es más es contar los objetos, y luego emparejarlos:

Hay cubos extra, así que hay más cubos que contadores. 7 es más que 3.

INICIAR
1

3

7

3

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Girador de Puntos

Dale vuelta al girador, y luego consigue o dibuja esa cantidad de cosas.

Dale vuelta al girador otra vez, y luego consigue o dibuja esa cantidad de cosas.

¿Qué grupo tiene más?

EXPLORAR
2

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Girador de Números

Dale vuelta al girador, y luego consigue o dibuja esa cantidad de cosas.

Dale vuelta al girador otra vez, y luego consigue o dibuja esa cantidad de cosas.

¿Qué grupo tiene más? ¿Cómo lo sabes?

EXPLORAR
2

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Options for monitoring and sharing work:

Teacher can spin the spinner so all students make that amount, either using objects found at home or by drawing.

Do a few rounds of the dot spinner and a few rounds of the number spinner.
Ask students how they know that one group is more.
Make sure to have at least one spin where the same amount/number is spun (you may engineer it).

Use Seesaw Which Is More? (Spanish) for students to take a picture or draw groups of objects and circle which is more.

Select and upload representations to discuss in the summary.

SUMMARIZE
3

EXPLORE
2

You may use this Seesaw assignment as part of the Milestone Assessment. If you have questions about student understanding, you may give the assignment again at the end of the unit, or assess understanding using the synchronous milestone option.

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¡Vamos a compartir nuestro trabajo!

¿De qué te das cuenta? ¿Qué te preguntas?

RESUMIR
3

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Si esto es más...

…¿qué es esto?

RESUMIR
3

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Los matemáticos tienen palabras especiales para comparar números:

RESUMIR
3

6 es mayor que 3

3 es menor que 6

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Los matemáticos tienen palabras especiales para comparar números:

RESUMIR
3

6 es igual a 6

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Options for Asynchronous or Continuing Activities

Continue to have students spin the spinner twice to compare numbers on Seesaw Which Is More? (Spanish)

Students can play Number Clash to compare numbers. They may use playing cards (remove face cards), Small Number Cards BLM (0–10) or Number Quantity Cards BLM (make 4 sets so you have 4 of each number).

Play Number Snake to reinforce ordering numbers 1-10 (see next slide). Students can use Seesaw Number Snake Reflection (Spanish) after playing the game.

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MATERIALES

Baraja de Cartas

JUEGO MATEMÁTICO DE LA SERPIENTE NUMÉRICA

Charla Matemática

" Yo sé que (número) viene (antes, después, en medio), porque... "

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Lesson 8 - original lesson

Launch: How can I make 2 groups of crayons?

How many are in each group? Which group has more?

Crayons Colors Jamboard (Spanish)

Quantities and numerals can be compared using the language of greater than/less than/equal to.
Objects can be classified into categories, which can be counted and sorted.

Explore: Sort objects into 2 categories, count and compare the number of objects in each category.

Summarize: What do you notice/wonder about the different representations of the groups?

Core Math to Emphasize

Quantities and numerals can be compared using the language of greater than/less than/equal to.
Objects can be classified into categories, which can be counted and sorted.

In order to compress content for distance learning, the data standard K.MD.3 (classifying and counting objects) is incorporated into the counting and comparison work in this unit.

Use K.2 Observation Sheet to make observational notes.

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Lesson 8:

Categorize, count, and compare

We can make groups of things, count how many are in each group, and figure out which group has more.

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¿Cuáles son algunas de las cosas que puedes contar en tu mundo?

INICIAR
1

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Podemos poner estas cosas en grupos y contarlas para ver qué grupo tiene más.

Vamos a comparar los diferentes colores de los crayones.

INICIAR
1

Jamboard: Crayones de Colores

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Encuentra cosas donde estás y ponlas en dos grupos de color diferentes.

Cuenta para saber qué grupo tiene más.

EXPLORAR
2

Yo voy a contar ________.

Voy a ponérlos en grupos de color ____ y ____.

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Objecto:

Color:

EXPLORAR
2

Objecto:

Color:

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Objecto:

Color:

EXPLORAR
2

Objecto:

Color:

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Options for monitoring and sharing work:

Have students find objects they can sort into two groups by color (limit each group to a number 0-10).

One student shows their objects to the camera while the other students count them.
Teacher can put that many counters in the ten frames (one ten frame per color group) or some other way to easily show the counts.
Students then share which group has more and how they know.
Repeat with another student’s objects, or have students do so in breakout groups.

Students can find just objects of one color and pair up, compare their counts.

Use Seesaw Color Count and Compare (Spanish) for students to take a picture or draw groups of different color objects and find which is more.

Select and upload representations to discuss in the summary.

SUMMARIZE
3

EXPLORE
2

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¿De qué te das cuenta? ¿Qué te preguntas?

¡Vamos a compartir nuestro trabajo!

RESUMIR
3

Botes de basura afuera

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Options for Asynchronous or Continuing Activities

Continue to have students sort objects into 2 colors, count them, and compare them using Seesaw Color Count and Compare (Spanish).

Ask students survey questions with 2-3 categories, counting how many are in each, and figuring out which category has more.

Example questions (some of these may result in groups that go beyond 10):

Who is wearing glasses? Not wearing glasses?
Who is wearing Shoes? Socks only? Bare feet?
Who has a Cat? Dog? Neither/other?
Who has a Brother? Sister? Neither?

Either use gallery view on Zoom so students can see and count those with their hand raised, or project a name chart that you can mark and students can count.

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Fall District Assessment Milestone Task Overview

SFUSD uses the District Assessments to support the continuous improvement work of the district. Reading Inventory (RI) is the District Assessment for reading, and two specific Math Milestone Tasks are the District Assessments for math. Aggregate student results are summarized to inform district planning and programs. Teachers use individual results to inform instruction. An individualized Student Report is uploaded to ParentVUE for families.

Ideally, assessments will encourage students to reflect on what they have learned, rather than to focus on scores, and the District Assessment is no exception. In keeping with the Graduate Profile, students are part of a community of learners who work toward graduating as critical, collaborative thinkers using multiple resources. This assessment is intended to be administered and scored as you would any other Milestone Task, after unit instruction is complete, and not treated as a high stakes assessment. The assessment should not alienate students, shift the focus away from learning towards a grade, or lead to racialized outcomes. You may administer the task whole class, in small groups, or a combination of both; in-person, online, synchronously or asynchronously.

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District Assessment Milestone Task Guidance for Teachers

Before - Teacher
Tasks should be administered after teaching the unit. Read Math Milestone Task lesson plans and decide on your preferred method of administration. Determine which parts of the task will be synchronous and which will be asynchronous. Communicate any needed technology instructions to students. Consider sharing the District Assessment Guide for Families.
During
Follow the lesson plan, as written or with modifications.
After (See last 2 slides for more information)
Score student work. Submit the student scores to Illuminate. Analyze student work and determine next steps.

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This Milestone has 3 Components:

In general, you may assess students using the asynchronous Seesaw options. If you have questions about student understanding, you may assess those students synchronously using the slides for small groups. The slides for this milestone are available in Chinese.

Component 1: Match Numerals to Quantities Rubric Row 1

Slides for live small group or Seesaw Entry Task* (Spanish / Chinese)

Component 2: Write and Count Numbers Rubric Row 2 and 3

Slides for live small group or Seesaw Milestone Write and Count Numbers (Spanish / Chinese)

Component 3: Compare Quantities and Compare Numerals Rubric Row 4 and 5

Slides for live small group or Seesaw Lesson 7 Which Is More?* (Spanish / Chinese)

*If students completed these Seesaw tasks during the unit and showed full understanding, you may use those tasks as milestones. If you have questions about student understanding, you may give the assignment again at the end of the unit, or assess understanding using the slides for live small groups.

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Empareja Números y Cantidades

122

Voy a dar vuelta al girador.

Dime el número en el que cae.

Después, dibujas o haces esa cantidad.

¡No me lo muestres hasta que te diga!

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Escribe y Cuenta Números

123

¡Cuenta lo más alto que puedas! Empieza con el 1.

¡Escribe todos los números que sabes en orden! Empieza con el 0.

Cuando termines, lee los números que escribiste en voz alta.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Dale vuelta al girador, después dibuja esa cantidad de cosas y escribe el número.

Dale vuelta al girador otra vez, después dibuja esa cantidad de cosas y escribe el número.

¿Cuál grupo tiene más? Pónlo en un círculo.

¿Cómo lo sabes?

¡No me lo muestres hasta que te diga!

Comparar Cantidades

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Dale vuelta al girador, y después escribe el número.

Dale vuelta al girador otra vez, y después escribe el número.

¿Cuál número es más? Pónlo en un círculo.

¿Cómo lo sabes?

¡No me lo muestres hasta que te diga!

Comparar los Numerales

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Fall District Assessment Milestone Task Guidance

Calibration and Scoring
Use the Online Math Milestone Part 1: What Do We See? PD module with your colleagues During a grade level/department meeting During early release time During a Zoom session organized with colleagues at other schools Join a Calibration and Scoring PD provided by AAO.
Analysis and Re-Engagement
Use the Online Math Milestone Part 2: Taking Action PD module with your colleagues During a grade level/department meeting During early release time During a Zoom session organized with colleagues at other schools Join an Analysis and Next Steps PD provided by AAO

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Fall District Assessment Milestone Task Guidance

Score Entry Into Illuminate
Follow the directions provided in the Online Calibration and Scoring PD module. How to Enter Scores in Illuminate for Math Milestone Tasks, Multi-Grade Classroom
Resources
K-5 Math District Assessment Resource Pages AAO Math District Assessment Website K-5 Post-Milestone Re-Engagement Guide K-5 Post-Milestone Re-Engagement Facilitation Guide Response to Intervention in Elementary Math SFUSD Math Website Re-engagement page Accessing and Using Results in Illuminate