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Five and Ten Relationships

Math SOLS:
K.2: The student, given a set containing 15 or fewer concrete objects, will a) tell how
many are in the set by counting the number of objects orally; b) write the numeral to tell
how many are in the set; and c) select the corresponding numeral from a given set of
numerals.
K.14: The student will display gathered data in object graphs, picture graphs, and tables,
and will answer questions related to the data.
1.5: The student will recall basic addition facts with sums to 18 or less and the
corresponding subtraction facts.
Day 1
Math SOLS: K.2
Objective: The students will represent numbers using a ten-frame and relate them to the
benchmark numbers 5 and 10.
Blooms: Knowledge
Materials:
Topic 5 Interactive Math Story
Number cards (1-10)
Blank ten-frames
Teddy bears
Dice
Counters
Lesson 5-1 Interactive Learning Worksheet: Representing Numbers on a TenFrame
Pencils
Crayons
Document camera
Procedures:
1. Complete the Interactive Math Story.
2. Discuss ten frames with the students by pointing out that 5 objects can go on the
top and 5 can go on the bottom. Also, describe how the top row must be filled
before moving to the bottom row.
3. Give each student 10 teddy bears.
4. Draw a random number card in order to decide which number to represent with
the ten-frames. Have students place the appropriate amount of bears on the tenframe provided at the top of page 119 on Lesson 5-1 worksheet. Model the
problems using the document camera.
5. Next, draw a representation of the bears on the ten-frame underneath (drawing
dots in the ten-frame). Ask questions such as:

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o How many bears are on the top?
o How many bears are on the bottom?
o Is the number greater or less than 5?
o Is the number greater or less than 10?
o How many more is the number than 5?
6. Complete page 122 as a class, modeling the problems under the document
camera.
7. On pages 120-121, work on numbers 1, 2, 9, and Do you understand? together,
then the students will complete numbers 3-8 independently.
Assessment: Numbers 3-8 on pages 120-121
Differentiation:
Students who are struggling will be put into a smaller group with Miss Grim or
Mrs. Medina in order to have more individualized attention and more practice.
Students who finish early will be given blank ten frames, counters, and one die in
order to practice making ten-frames. The students will roll the die to know which
number to create a ten-frame for.
Day 2
Math SOLS: K.2
Objective: The students will recognize numbers shown on a ten-frame.
Blooms: Knowledge
Materials:
Ten-frame flash cards
Lesson 5-2 Interactive Learning Worksheet: Recognizing Numbers on a TenFrame
Counters
Pencils
Crayons
Document camera
Procedures:
1. Flash premade ten-frames at students as an informal assessment of their ability to
recognize numbers on a ten frame. Ask students questions that provoke their
thinking on how they knew it was that number (i.e. patterns, counting on, etc.).
2. On page 123 of the Lesson 5-2 worksheet, select a premade ten-frame and show it
under the document camera. Have students copy the ten-frame onto their paper.
Have students figure out what number it is. Encourage students to recognize the
relationship to five or ten rather than counting each individual counter. Questions
to promote relational thinking:

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o Is the number greater than 5?
o How many greater than 5 is it?
o Is the number less than 10?
o What number away from 10 is it?
o How many counters are in the first row? The second row?
3. Complete page 126 as a whole class, modeling the problems under the document
camera.
4. On pages 124-125, complete Do you understand? and number 9 together. Then,
students will complete 1-8 independently.
Assessment: Numbers 1-8 on pages 124-125
Differentiation:
Students who are struggling will be put into a smaller group with Miss Grim or
Mrs. Medina in order to have more individualized attention and more practice.
These students may need practice with counting on.
Students who finish early will be given premade ten-frames in order to practice
recognizing numbers.
Day 3
Math SOLS: 1.5
Objective: The students will show 10 as two parts.
Blooms: Knowledge
Materials:
Ten-frame flash cards
Two-color counters
Blank ten-frames
Lesson 5-3 Interactive Learning Worksheet: Parts of 10
Pencil
Crayons
Document camera
Parts of 10 Worksheet
Procedures:
1. Flash the premade ten-frames at students for practice.
2. Have 10 students stand in front of the room. Ask 3 to raise their hands. Discuss
the whole and the two parts. Repeat with a different number of students raising
their hand, with 10 still as the whole.
3. Give each student 10 two-color counters. On page 127 of the Lesson 5-3
worksheet, ask the students to use the two different colors to make 10 in their tenframe. Use the students examples to discuss the different ways 10 can be made.

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Model each students example under the document camera. Discuss the whole and
parts.
4. Complete page 130 as a whole class, modeling the problems under the document
camera.
5. On pages 128-129, complete numbers 1, 2, 9, and Do you understand? together.
The students will complete numbers 3-8 independently.
Assessment: Numbers 3-8 on pages 128-129
Differentiation:
If students have difficulty recognizing the different parts of 10, then remind them
to count the number of yellow counters to find one part and the number of red
counters to find the other part.
Students who are struggling will be put into a smaller group with Miss Grim or
Mrs. Medina in order to have more individualized attention and more practice.
They will be given pictures of 10 objects where the parts of ten are more clearly
distinguished (such as circles and squares).
Students who finish early will be given blank ten frames and two-color counters
in order to practice making parts of 10.
Extension: Complete the Parts of 10 Worksheet.
Day 4
Math SOLS: 1.5
Objective: The students will use counters and a part-part-whole mats to find missing
parts of 10.
Blooms: Knowledge
Materials:
Ten-frame flash cards
Lesson 5-4 Interactive Learning Worksheet: Finding Missing Parts of 10
Two-color counters
Pencil
Crayons
Document camera
Lesson 5-4 Reteaching Master Finding Missing Parts of 10
Procedures:
1. Flash the premade ten-frames at students for practice.
2. Complete page 131 as a class. Pose the problem: I was at the beach and collected
10 shells. A crab came along and covered a part of my collection. I could only see
8 shells. How many shells did the crab cover?
3. Complete page 134 together, modeling the problems under the document camera.

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4. On pages 132-133, complete numbers 1 and 2 together. Students will work on
numbers 3-8 independently.
Assessment: Numbers 2-8 on pages 132-133
Differentiation:
If students have difficulty finding the missing part, give them two-color counters
to manipulate.
Students who are struggling will be put into a smaller group with Miss Grim or
Mrs. Medina in order to have more individualized attention and more practice.
For additional practice, the Lesson 5-4 Reteaching Master Finding Missing Parts
of 10 may be completed with the students.
Students who finish early will be given two-color counters to practice finding the
missing part of ten.
Day 5
Math SOLS: K.14, 1.5
Objective: The students will use counters to help them make tables to organize
information about parts of 5 and 10.
Blooms: Knowledge
Materials:
Ten-frame flash cards
Counters
Blank ten-frames
Lesson 5-5 Interactive Learning Worksheet: Make a Table
Pencil
Crayons
Document camera
Procedures:
1. Flash the premade ten-frames at students for practice.
2. Give each student 10 counters. Have students use the counters to find different
ways to make 10. The students will record their answers in their math journals.
3. Have students share their answers. Use their answers to model parts of ten and
complete the table on page 135 of the Lesson 5-5 worksheet.
4. Complete pages 136-137 as a whole class. Allow each student to use counters and
blank ten-frames to help them figure out the problems.
Assessment: Class discussion
Differentiation:
Manipulatives will be used to give students a hands-on experience.

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If students have difficulty recognizing the different parts of 10, then remind them
to count the number of yellow counters to find one part and the number of red
counters to find the other part.
Students who are struggling will be put into a smaller group with Miss Grim or
Mrs. Medina in order to have more individualized attention and more practice.
Students who finish early will be given blank ten frames and two-color counters
in order to practice making parts of 10.

*If time allows, complete practice test.

Day 6
Math SOLS: K.2, K.14, 1.5
Objective: The students will demonstrate their understanding of five and ten
relationships using a multiple-choice format.
Blooms: Knowledge and Comprehension
Materials:
Topic 5 Multiple-Choice Test
Two-color counters
Pencil
Crayons
Procedures:
1. Hand out the test and give directions.
2. The problems will be read to the students, but the students will solve each
problem independently.
Assessment: Topic 5 Multiple-Choice Test
Differentiation:
For students who are struggling with reading the math problems, a verbal
explanation will be given.
For students who are struggling with the problems, manipulatives will be
available.
Students who finish early will silently read in the back of the classroom.
*If there is any extra time during this unit, play Fill the Ten Frame on the SmartBoard.
Give all students blank ten-frames and counters to fill out while one student is at
the board.
Extension Activity:

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At the end of a lesson where we finish early, the students will complete the Name Ten
Frame in their math journals.