# GR. PK Unit: Lesson Seed: ARRANGE & COMPARE SETS USING ONE-TO-ONE CORRESPONDENCE

**Essential Questions: **

• What do numbers convey? (identify amount--Cardinal; name position --ordinal; indicated location --nominal)

• How can numbers be expressed, ordered, and compared?

• What are different ways to count? ( count all, count one, count back, skip count, count groups)

• What are efficient ways to count? (count up, (or back) from largest number, count sets of items, count to/using landmark numbers)

• How can numbers be decomposed into other numbers or composed into another number?

### Lesson Plans and Seeds

**LESSON SEED:** COUNTING TO FIND OUT "HOW MANY"

**LESSON SEED:**ARRANGE & COMPARE SETS USING ONE-TO-ONE CORRESPONDENCE

**LESSON SEED:**CONSERVATION

**LESSON SEED:**CARDINALITY & CONSERVATION

**LESSON SEED:**ONE MORE

**LESSON SEED:**BUILDING SETS

**LESSON SEED:**MATCHING SETS OF OBJECTS TO NUMERALS

**LESSON SEED:**NUMBER OF THE DAY

**LESSON SEED:**SUBITIZING

**Download Seeds, Plans, and Resources (zip)**

**Unit Overview**

**Content Emphasis By Clusters in Grade pk**

**Progressions from Common Core State Standards in Mathematics**

**Send Feedback to MSDE’s Mathematics Team**

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

**Standard(s):**

Standard: PK.CC.B.4a: When counting objects, say the number names in the standard order, pairing each object with one and only one number name.

**Purpose/Big Idea:**

Relating ordering numbers to counting by recognizing that each number word said is associated with a specific object/quantity when the objects are lined up and counted in order starting with 1.
Arrange and compare sets using one-to-one correspondence.
**Materials:**

- 5-frame on the floor or outside (electrical tape, shower curtain, or twister mat) or 10-frame if students are ready
- Resource Sheet 7: Large number cards (0-10), - Use 0-5 cards or you can go to 10 if students are ready

##### Activity:

**Setting: Whole or small group**

- Set up 5 Frame prior to lesson
- Model with students how to use the frame especially if using a shower curtain
- Activity:
- Start with the number 5. Have a child guide 1 child into a square at a time until five are standing on the mat
- Teacher has the rest of the class count the students inside the squares.
- Teacher holds up card to allow children to see if they are correct. Make sure to monitor which students in class are counting.
- Repeat the activity with different numbers, allowing all students to have opportunities to participate.
- Exploration

##### Notes:

Teacher's Note:

- How many children are in the squares if the frame is full?
- Do all the squares have a child inside of it?
- How many squares make up the shape?
- How can I check to make sure I have the correct number of children?

##### Guiding Questions: