Unit Plan 36 (Grade K Math): Cumulative Synthesis & Exhibition

Focus: Show what you know: counting, comparing, operations to 10, teen numbers, shapes, and data; student math talks and showcases.

Grade Level: K

Subject Area: Mathematics (Comprehensive Spiral)

Total Unit Duration: 5 sessions (one week), 30–40 minutes per session

I. Introduction

This capstone week invites students to bring together the year’s big ideas—counting, comparison, adding/subtracting within 10, teen numbers as a ten and some ones, shape attributes, and sorting/data—in hands-on challenges and a simple exhibition. Emphasis is on clear evidence and student explanations (“show-and-tell” math talks).

Essential Questions

• How do I choose tools and representations to show evidence for my math ideas?
• What does it sound like to explain and justify my answer to a partner?
• How can different representations (objects, drawings, ten-frames, charts) show the same idea?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Count objects and write/read numerals in common classroom contexts.
2. Compare sets and numbers using more/fewer/same and give a reason.
3. Use addition/subtraction within 10 with objects, drawings, or equations.
4. Represent teen numbers as a ten and some ones and explain.
5. Identify/describe 2D/3D shapes and sort objects to make simple data displays.
6. Present a solution with clear evidence, math vocabulary, and listening to feedback.

Standards Alignment — CCSS Kindergarten (spiral across the unit)

• K.CC: Count to answer “how many,” read/write numerals, compare numbers.
• K.OA: Represent and solve addition/subtraction problems within 10; decompose numbers; make ten.
• K.NBT.1: Compose/decompose 11–19 as ten and ones.
• K.MD: Describe/compare measurable attributes; sort and count categories.
• K.G: Name, describe, and model shapes; use position words as needed.
• Mathematical Practices (MP.1–MP.6) threaded: persistence, reasoning, modeling, tools, precision, structure.

Success Criteria — Student Language

• I can show and tell my math using tools and clear evidence.
• I can explain why my answer makes sense and revise after feedback.
• I can use math words like more, fewer, add, subtract, ten, ones, shape, sort, graph.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Counters, cubes, ten-frames, number cards (0–20), equation mats.
• Shape sets (2D/3D), pattern blocks, geo-boards, place-value (ten + ones) mats for teens.
• Sorting trays, labels, sticky notes; T-chart or simple bar/“category” graphs.
• Poster paper or tri-folds for exhibition boards; dot stickers for audience feedback.

Preparation

• Anchor charts: “Plan → Do → Show → Tell,” “Ten + ones,” “Prove it with evidence.”
• Sentence stems: “I showed my thinking with ___,” “I know it’s more/fewer because ___,” “My teen number is ten and ___ ones.”

Common Misconceptions to Surface

• Counting without one-to-one or skipping the last number is how many idea.
• Mixing “more” with “bigger” (physical size vs. quantity).
• Treating teen numbers as “1 and a number” rather than ten-and-ones.
• Using shapes’ appearance rather than attributes (sides/corners).

Key Terms (highlighted in lessons) count, set, numeral, more, fewer, same, add, subtract, equation, ten-frame, make ten, teen number, ten, ones, shape, side, corner (vertex), sort, category, graph, evidence, explain, justify, revise

IV. Lesson Procedure

(Each day: Launch → Explore → Discuss/Consolidate → Reflect. Suggested timing for a 30–40 min block.)

Session 1 — Capstone Launch: Plan & Choose Tools (K.CC, K.OA; MP.1, MP.5)

• Launch (5–6 min): Preview week’s challenge stations (Counting & Comparing; Operations to 10; Teen Numbers; Shapes & Data).
• Explore (15–18 min): Teams choose one challenge and plan tools (e.g., ten-frames, cubes, shape blocks).
• Discuss (6–8 min): Share “which tool for which job” and why.
• Reflect (2–3 min): “This week I will show my math using ___.”

Session 2 — Counting & Comparing Studio (K.CC; MP.2, MP.6)

• Launch (5–6 min): Model careful counting and a compare statement with evidence.
• Explore (15–18 min): Station rotation: count classroom sets; match to numerals; write more/fewer/same statements.
• Discuss (6–8 min): Highlight precise counting and clear comparison language.
• Reflect (2–3 min): “I proved more/fewer by ___.”

Session 3 — Operations & Teen Numbers Studio (K.OA, K.NBT.1; MP.4, MP.7)

• Launch (5–6 min): Quick “make ten” on a ten-frame; build a teen number as ten and ones.
• Explore (15–18 min): Solve add/sub story problems with objects/drawings; build/label 11–19 using ten + ones mats.
• Discuss (6–8 min): Share two ways to show the same story (objects vs. drawing/equation).
• Reflect (2–3 min): “My teen number was 10 and ___ ones.”

Session 4 — Shapes & Data Studio (K.G, K.MD.3; MP.3, MP.6)

• Launch (5–6 min): Review shape attributes (sides/corners) and sorting by one category.
• Explore (15–18 min): Build/draw a shape picture and label attributes; sort items (color/shape/type) and make a simple category graph.
• Discuss (6–8 min): Compare two groups on the graph; make “more/fewer” statements with evidence.
• Reflect (2–3 min): “On my graph, __ had more than __.”

Session 5 — Exhibition: Show, Tell, Revise (All strands; MP.1–MP.6)

• Task (18–22 min): Create a mini exhibition board with:
  • Counting/Comparing example + sentence,
  • One story problem (add/sub) with model,
  • One teen number model (ten + ones),
  • A shape drawing labeled,
  • A tiny sort/graph with one comparison statement.
• Peer Review (5–7 min): TAG — Tell a strength, Ask a question, Give a suggestion.
• Discuss (6–8 min): Share one revision that made the math clearer.
• Reflect (2–3 min): “I improved my board by ___ because ___.”

V. Differentiation and Accommodations

Advanced Learners

• Add a second representation for the same idea (e.g., equation + ten-frame).
• Create a “teach-a-friend” card explaining ten and ones with a new example.

Targeted Support

• Fewer items per station; adult-guided counting and compare checks.
• Highlight ten-frame structure; provide pre-labeled “ten + ones” mats for teens.

Multilingual Learners

• Visual word bank and icons for more/fewer/same, add/subtract, ten/ones.
• Frames: “I counted ___,” “I compared and found more/fewer,” “My teen number is 10 and ___ ones.”

IEP/504 & Accessibility

• Larger, high-contrast ten-frames and shape templates; alternative grip tools.
• Option to dictate explanations to a peer/scribe; photo evidence instead of long writing.

VI. Assessment and Evaluation

Formative Checks (daily)

• S1: Chooses appropriate tools and names the task goal.
• S2: Accurate count and clear compare statement with evidence.
• S3: Correct add/sub within 10 with a matching model.
• S4: Teen number built as ten + ones, labeled correctly.
• S5: Shape named with an attribute; sort/graph includes a comparison statement.

Summative (end of week; 0–2 per criterion, total 10)

1. Accuracy Across Strands (K.CC, K.OA, K.NBT, K.G, K.MD)

• 2: Correct and complete examples for each strand.
• 1: Mostly correct; one strand has minor error/missing piece.
• 0: Multiple errors or missing strands.

2. Representation & Tools (MP.4, MP.5)

• 2: Tools/representations fit the task and clearly support ideas.
• 1: Tools used but connection to idea partly unclear.
• 0: Tools/representations missing or mismatched.

3. Reasoning & Language (MP.2, MP.3)

• 2: Gives a reasoned explanation using key math words.
• 1: Partial explanation; limited vocabulary use.
• 0: Statement without reason.

4. Precision & Conventions (MP.6)

• 2: Careful counting, clear labels, correct symbols/numerals.
• 1: Minor precision lapses; mostly readable.
• 0: Hard to follow; frequent precision errors.

5. Collaboration & Presentation (MP.1)

• 2: Participates equitably; responds to TAG feedback with a revision.
• 1: Partial participation or light revision.
• 0: Minimal engagement with peers or feedback.

Feedback Protocol (Exhibition)

• Read & Point (1 min): Partner restates the idea and points to evidence.
• TAG (2–3 min): Tell a strength; Ask a question; Give a suggestion.
• Author Response (1–2 min): Student records one revision and why it helps.

VII. Reflection and Extension

Reflection Prompts

• Which representation made your idea clearest, and why?
• Where did a partner’s question help you improve your work?
• What math word did you use today that helped your explanation?

Extensions

• Home Math Talk: Explain a teen number to a family member using ten + ones.
• Two Ways, Same Answer: Show one story with objects and with a drawing/equation.
• Class Museum: Photograph favorite boards; make a hallway display with student audio explanations (QR codes).

Standards Trace — When Each Standard Is Addressed

• K.CC — Counting/Comparing: Sessions 1–3, 5.
• K.OA — Add/Sub within 10; Make Ten: Sessions 1, 3, 5.
• K.NBT.1 — Teen Numbers (10 and ones): Sessions 3, 5.
• K.MD — Sort/Category Data; Compare: Sessions 1, 4, 5.
• K.G — Shapes/Attributes: Sessions 1, 4, 5.
• MP.1–MP.6 — Practices: All sessions (planning, reasoning, modeling, tools, precision, structure).