Unit Plan 19 (PreK Math): Ten as a Group

Focus: Explore ten as a special bundle of ones; count to ten, make a group of ten, and show that “a ten” is the same as 10 ones using classroom materials.

Grade Level: PreK

Subject Area: Mathematics (Number & Operations in Base Ten—readiness)

Total Unit Duration: 5 sessions (one week), 20–30 minutes per session

I. Introduction

Children experience “ten” as a meaningful unit by counting objects, bundling 10 ones with a rubber band, and checking a ten-frame. Through songs, hunts, and build/ break routines, they see that a group of ten can be handled as one “big” thing or as ten separate things.

Essential Questions

• How do I know I really have ten?
• What is the same and different about 10 ones and one ten (a bundle)?
• Which tools (ten-frame, cups, bands) help me keep track of my counting?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Count and confirm a set of 10 using one-to-one touches and simple tools.
2. Bundle 10 objects (sticks/cubes) and name the group “a ten.”
3. Use a ten-frame or tray to check “Do I have a full ten?”
4. Tell that a ten can be opened (become 10 ones) and rebundled (become one ten).
5. Share simple math talk about their set: “I have a ten,” “I have more than five,” “I need one more to make ten.”

Standards Alignment — Custom CCSS-style Pre-Kindergarten

• PK.NBT.1 — “Ten” as a bundle (experiences). Informally bundles 10 ones and calls it “a ten” (readiness for K.NBT.1).
• Mathematical Practices: MP.1–MP.6 threaded (persevere in play tasks; reason about quantities; model with objects; use tools; attend to precision in counting; look for structure—ten as a unit).

Success Criteria — Student Language

• I can count 10 objects and keep track with touches and tools.
• I can make a bundle of ten and say it is the same as 10 ones.
• I can use a ten-frame to check if I have a full ten.
• I can open a ten into ones and put it back together.