KinderPrep
All things Kindergarten Math
Unit 9- Contextual Sums and Minuends to 10
This unit bundles student expectations that address modeling, representing, and explaining strategies used to solve addition and subtraction problems involving sums and minuends to 10. According to the Texas Education Agency, mathematical process standards including application, a problem-solving model, tools and techniques,
communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.
Prior to this unit, in Unit 07, students explored conceptual addition and subtraction within 10 and the problem-solving process. Students made connections between addition and subtraction operations and counting strategies, hierarchical inclusion, meaning each prior number in the counting sequence is included in the set as the set increases, and composing and decomposing numbers.
During this unit, students revisit contextual sums and minuends to 10. Repeated exposure to real-world problem situations further develops students’ understanding of the problem-solving process. Students continue to examine the context of the problem situation to distinguish between joining, separating, and part-part-whole situations and the operation needed to solve the problem. Students explore a variety of strategies and representations with emphasis on orally explaining models and representations and
justifying solution strategies.
After this unit, in Unit 15, students will revisit contextual sums and minuends to 10 along with foundations of numbers from 0 – 20.
Important notes!
Performance Assessment
There IS NOT a District PA for this unit. If you would like to use the following as your PA please do:
For 1-2 complete the following tasks:
- Create a concrete model to represent the solution to the problem.
- Record the solution to each problem using a pictorial model and a number sentence.
- Orally describe, explain, and justify the problem solving strategy or plan used to determine each solution.
- Orally justify the reasonableness of the solution.
- Trent built a tower using a total of 9 blocks. He noticed that 5 of the blocks were blue and the rest of the blocks were red. How many blocks were red?
- Marissa was picking flowers. She picked 2 yellow flowers and 6 pink flowers. How many flowers did Marissa pick altogether?
- Jane has 19 books. Represent the number 15 on the ten frames.
- Create a number one less than 19.
- Circle the dime. (or have students identify the coin by with manipulatives)
- Circle the nickel. (or have students identify the coin by with manipulatives)
In the resources section of Forethought I have attached the recording document for this PA and a Google Slides with each problem on it to help guide you through it if you want to do it whole class. I would encourage them to use their crayons to draw their pictures, especially for the last question. The rubric is also included to score.