Zearn Math–Teacher Edition: Mission 1, K : simplebooklet.com

ZEARN MATH Teacher EditionGKM1 OverviewM3Comparison of Length, Weight, Capacity, & Numbers to 10WEEK1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36KG1G2G3G4G5G6G7G8M1Numbers to 10M4Number Pairs, Addition, & Subtraction to 10M6Analyzing,Comparing, & Composing ShapesM1Add & Subtract Friendly NumbersM2Meet Place ValueM3Measure LengthM2Explore LengthM3Counting & Place ValueM1Add, Subtract, & RoundM1Multiply & Divide Friendly NumbersM2Measure ItM4Add & Subtract Big NumbersM5Work with ShapesM4Find the AreaM1Area and Surface AreaM1Scale DrawingsM3Measuring CirclesM6Add & Subtract to 100M4Add, Subtract, & SolveM5Add & Subtract Big NumbersM6EqualGroupsM7Length, Money, & DataM3Multiply & Divide Tricky NumbersM5Fractions as NumbersM6Display DataM7Shapes & MeasurementM3Multiply & Divide Big NumbersM5Equivalent FractionsM6Decimal FractionsM1Place Value with Decimal FractionsM7Multiply & MeasureM2Base Ten OperationsM3Add & Subtract FractionsM4Dividing FractionsM5Arithmetic in Base TenM4Multiply and Divide Fractions & DecimalsM5Volume, Area, & ShapesM6The Coordinate PlaneM2Introducing RatiosM2Introducing Proportional RelationshipsM1Rigid Transformations and CongruenceM4Proportional Relationships and PercentagesM4Linear Equations and Linear SystemsM3Rates and PercentagesM6Expressions and EquationsM6Associations in DataM3Linear RelationshipsM5Functions and VolumeM7Exponents and Scientific NotationM7Rational NumbersM8Data Sets and DistributionsM7Angles, Triangles, and PrismsM8Pythagorean Theorem and Irrational NumbersM6Expressions, Equations, and InequalitiesM5Rational Number ArithmeticM8Probability and SamplingM9Putting It ALL TogetherM4Construct Lines, Angles, & ShapesM2Measure & SolveM9Putting It ALL TogetherM9Putting It ALL TogetherM22D & 3D ShapesM5Numbers 10–20; Count to 100 by Ones and TensM8Shapes, Time, & FractionsM2Dilations, Similarity, and Introducing SlopeWhole Numbers and OperationsExpanding Whole Numbers and Operations to Fractions and DecimalsAlgebraic Thinking and Reasoning Leading to FunctionsGeometry Measurement, Statistics and ProbabilityM1Add & Subtract Small NumbersKeyCURRICULUM MAPiii

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ZEARN MATH Teacher EditionOverview GKM1Topics and Lesson ObjectivesObjectiveTopic A Attributes of Two Related ObjectsLesson 1 Analyze to nd two objects that are exactly the same or not exactly the same.Lesson 2 Analyze to nd two similar objects—these are the same but...Lesson 3 Classify to nd two objects that share a visual pattern, color, and use.Topic B Classify to Make Categories and CountLesson 4 Classify items into two pre-determined categories.Lesson 5Classify items into three categories, determine the count in each, and reason about how the last number named determines the total.Lesson 6 Sort categories by count. Identify categories with 2, 3, and 4 within a given scenario.Topic C Numbers to 5 in Dierent Congurations, Math Drawings, and ExpressionsLesson 7Sort by count in vertical columns and horizontal rows (linear congurations to 5). Match to numerals on cards.Lesson 8Answer how many questions to 5 in linear congurations (5-group), with 4 in an array conguration. Compare ways to count ve ngers.Lesson 9 Within linear and array dot congurations of numbers 3, 4, and 5, nd hidden partners.Lesson 10 Within circular and scattered dot congurations of numbers 3, 4, and 5, nd hidden partners.Lesson 11Model decompositions of 3 with materials, drawings, and expressions. Represent the decomposition as 1 + 2 and 2 + 1.Topic D The Concept of Zero and Working with Numbers 0–5Lesson 12 Understand the meaning of zero. Write the numeral 0.Lesson 13 Order and write numerals 0–3 to answer how many questions.Lesson 14Write numerals 1–3. Represent decompositions with materials, drawings, and equations, 3 = 2 + 1 and 3 = 1 + 2.Lesson 15 Order and write numerals 4 and 5 to answer how many questions in categories; sort by count.iv

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ZEARN MATH Teacher EditionOverviewGKM1Lesson 16Write numerals 1–5 in order. Answer and make drawings of decompositions with totals of 4 and 5 without equations.Mid-Mission Assessment: Topics A–DTopic E Working with Numbers 6–8 in Dierent CongurationsLesson 17Count 4–6 objects in vertical and horizontal linear congurations and array congurations. Match 6 objects to the numeral 6.Lesson 18Count 4–6 objects in circular and scattered congurations. Count 6 items out of a larger set. Write numerals 1–6 in order.Lesson 19Count 5–7 linking cubes in linear congurations. Match with numeral 7. Count on ngers from 1 to 7, and connect to 5-group images.Lesson 20Reason about sets of 7 varied objects in circular and scattered congurations. Find a path through the scattered conguration. Write numeral 7. Ask, “How is your seven dierent than mine?”Lesson 21 Compare counts of 8. Match with numeral 8.Lesson 22Arrange and strategize to count 8 beans in circular (around a cup) and scattered congurations. Write numeral 8. Find a path through the scattered set, and compare paths with a partner.Topic F Working with Numbers 9–10 in Dierent CongurationsLesson 23Organize and count 9 varied geometric objects in linear and array (3 threes) congurations. Place objects on 5-group mat. Match with numeral 9.Lesson 24Strategize to count 9 objects in circular (around a paper plate) and scattered congurations printed on paper. Write numeral 9. Represent a path through the scatter count with a pencil. Number each object.Lessons 25-26Count 10 objects in linear and array congurations (2 ves). Match with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write numeral 10.Lesson 27 Count 10 objects, and move between all congurations.Lesson 28 Act out result unknown story problems without equations.Topic G One More with Numbers 0–10Lesson 29 Order and match numeral and dot cards from 1 to 10. State 1 more than a given number.Lesson 30 Make math stairs from 1 to 10 in cooperative groups.Lesson 31 Arrange, analyze, and draw 1 more up to 10 in congurations other than towers.Lesson 32 Arrange, analyze, and draw sequences of quantities of 1 more, beginning with numbers other than 1.v

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ZEARN MATH Teacher EditionOverview GKM1Topic H One Less with Numbers 0–10Lesson 33 Order quantities from 10 to 1, and match numerals.Lesson 34 Count down from 10 to 1, and state 1 less than a given number.Lesson 35 Arrange number towers in order from 10 to 1, and describe the pattern.Lesson 36 Arrange, analyze, and draw sequences of quantities that are 1 less in congurations other than towers.Lesson 37Culminating task Decide how to classify the objects in your bag into two groups. Count the number of objects in each group. Represent the greater number in various ways. Next, remove the card from your pack that shows the number of objects in the smaller group. Put your remaining cards in order from smallest to greatest. Your friends will have to gure out what card is missing when they visit your station!End-of-Mission Assessment: Topics E–HNote on Pacing for DifferentiationIf you are using the Zearn Math recommended weekly schedule that consists of four “Core Days” when students learn grade-level content and one “Flex Day” that can be tailored to meet students’ needs, we recommend omitting the optional lessons in this mission during the Core Days. Students who demonstrate a need for further support can explore these concepts with you and peers as part of a flex day as needed. This schedule ensures students have sufficient time each week to work through grade-level content and includes built-in weekly time you can use to differentiate instruction to meet student needs.Optional lessons for GKM1: Lesson 11, Lesson 14, Lesson 29, Lesson 31, Lesson 33, Lesson 37vi

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ZEARN MATH Teacher EditionOverviewGKM1MISSION 1 OVERVIEWThe first day of Kindergarten is long anticipated by parents and young students. Students expect school to be a dynamic and safe place to learn, an objective that is realized immediately by their involvement in purposeful and meaningful action.In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations. Reasoning and dialogue begin immediately. “These balloons are exactly the same.” “These are the same but a different size.” As Topic B closes, students recognize cardinalities as yet one more lens for classification. “I put a pencil, a book, and an eraser, three things, in the backpack for school.” “I put five toys in the closet to keep at home.” From the moment students enter school, they practice the counting sequence so that when counting a set of objects, their attention can be on matching one count to one object, rather than on retrieving the number words.In Topics C, D, E, and F, students order, count, and write up to ten objects to answer how many questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count. Students use their understanding of numbers and matching numbers with objects to answer how many questions about a variety of objects, pictures, and drawings.They learn that the last number name said tells the number of objects counted. Daily, they engage in mathematical dialogue. They might compare their seven objects to a friend’s. For example, “My cotton balls are bigger than your cubes, but when we count them, we both have seven!”Very basic expressions and equations are introduced early in order to ensure students’ familiarity with numbers throughout the entire year so that they exit fluent in sums and differences to 5. Decomposition is modeled with small numbers with materials and drawings and as addition equations. Students see that both the expression 2 + 1 (Topic C) and the equation 3 = 2 + 1 (Topic D) describe a stick of three cubes decomposed into two parts. Emphasis is not placed on the expressions and equations or using them in isolation from the concrete and pictorial—they are simply included to show another representation of decompositions alongside counters and drawings.In Topics G and H, students use their understanding of relationships between numbers to recognize that each successive number name refers to a quantity that is one greater and that the number before is one less. This important insight leads students to use the Level 2 strategy of counting on rather than counting all, later in the year and on into Grade 1.In this mission, daily fluency activities with concentration and emphasis on counting are integrated throughout the lesson: “I counted six beans in a row. I counted six beans in a circle and then squished them together and counted again. There were still six!” “I can make my six beans into rows, and there are no extras.” Students complete units of five using the fingers of their left hand and 5-groups. The numbers 6, 7, 8, and 9 are introduced relative to the number 5: “Five fingers and more.” Students also explore numbers 5 to 9 in relation to 10, or two complete fives: “Nine is missing one to be ten or two fives.” As students begin to develop an understanding of writing numbers to 10, they practice with paper and pencil. This is a critical daily fluency that may work well to close lessons, since management of young students is generally harder toward the end of math time. The paper and pencil work is calming, though energized.linear array circularscattered1 2 3 4 5 6 7 8 9 10vii

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ZEARN MATH Teacher EditionOverview GKM1Curriculum StudyTeachers who have access to Curriculum Study Professional Development as part of their PD-enabled Zearn Math School Accounts can log in to Zearn.org for a recommended agenda for facilitating K Curriculum Study, which prompts teachers to consider the overview of the mission, and deeply examine the visual representations and strategies explored in this mission.Digital LessonsStudents also learn the concepts from this mission in their Independent Digital Lessons. There are 30 Digital Lessons for Mission 1. It’s important to connect teacher instruction and digital instruction at the mission level. So when you start teaching Mission 1, set students to the first digital lesson of Mission 1. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning. In the digital lessons, students explore the concepts through interactive problem solving with embedded support that launches at the moment of misconception. As students complete digital lessons, they will automatically progress to the next lesson. Go online to Zearn.org to explore more of the digital lessons for this mission.TerminologyNew or Recently Introduced Terms• Exactly the same, not exactly the same, and the same, but… – ways to analyze objects to match or sort• Match – group items that are the same or that have the same given attribute• Sort – group objects according to a particular attribute• How many? – with reference to counting quantities or sets• Hidden partners – embedded numbers• Counting path – with reference to order of count• Number story – stories with add to or take from situations• Zero – understand the meaning of, write, and recognizeviii

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ZEARN MATH Teacher EditionOverviewGKM1• Number sentence – 3 = 2 + 1• 5-group – pictured right• Rows and columns – linear configuration types• Number path – a tool to visualize the order of numbers 1-10• 1 more – e.g., 4. 1 more is 5.• 1 less – e.g., 4. 1 less is 3.Suggested Tools and Representations• Rulers for use as a straightedge• Five dot mat• Five-frame and ten-frame cards• Number path• Left hand mat• Two hands mat• 5 group cards• Personal white boards• Rekenrek – Slavonic abacus having beads with a color change at the five• Concrete materials in individual bags for counting and sorting – white beans painted red on one side, bags of twigs, dried leaves, dry pasta, pennies, plates, forks, spoons, cups, etc.• Commercial concrete materials in individual bags for counting and sorting – linking cubes in tens, non-linking cubes, square-inch tiles, etc.Personal White Boards• Materials Needed for Personal White Boards• 1 heavy duty clear sheet protector• 1 piece of stiff red tag board 11” × 8 ¼”• 1 piece of stiff white tag board 11” × 8 ¼”• 1 3” × 3” piece of dark synthetic cloth for an eraser (e.g., felt)• 1 low odor blue dry erase marker, fine point5-Groups5 + n patternNumber pathLe Hand Mat20-Bead Rekenrek100-Bead Rekenrekix

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Kindergarten Mid-Mission 1 Assessment (Administer aer Topic D)Kindergarten End-of-Mission 1 Assessment (Administer aer Topic H)This may well be the students’ first assessment experience. Assessment time is a critically important component of the student–teacher relationship. It is especially important in the early grades to establish a positive andcollaborative attitude when analyzing progress. Sit next to the student rather than opposite, andsupport the student in understanding the benefits of sharing and examining her level of understanding.Please use the specific language of the assessment and, when possible, translate for non-English speakers. If a student is unresponsive, wait about 15 seconds for a response. Use the space provided on each assessment to take detailed notes of what the student does and says.Within each assessment, there is a set of problems targeting each topic. Each set is composed of three or four related questions. Document what the student did and said in the narrative, and use a Progression Towards Understanding to determine her level of understanding for each topic. If the student is unable to perform any part of the set, her level of understanding cannot exceed Step 3. However, if the student is unable to use her words to tell what she did, do not count that against her. If the student asks for or needs a hint or significant support, provide either, but the level of understanding is automatically lowered. This ensures that the assessment provides a true picture of what a student can do independently. If a student performs at Step 1 or 2, repeat that topic set again at two-week intervals, noting the date of the reassessment in the space at the top of the student’s record sheet. Document progress on this one form.House the assessments in a three-ring binder or student portfolio. By the end of the year, there will be 10 assessments for each student. Missions 1, 3, 4, and 5 have two assessments each, whereas Missions 2 and 6 have only one. Use the Class Record Sheet following the rubric for an easy reference look at students’ strengths and weaknesses.These assessments can be valuable for daily planning, parent conferences, and for Grade 1 teachers preparing to receive these students. ZEARN MATH Teacher EditionMid-Mission AssessmentGKM1xi

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Date 1 Date 2 Date 3Topic ATopic BTopic CTopic DStudent Name:TOPIC AAttributes of Two Related ObjectsMaterials: (S) Mission 1 assessment picture cards (cut out)T: (Identify the pictures while placing them in a row before the student.) Show me the pictures that are exactly the same. T: How are they exactly the same? T: Show me something that is the same but a little dierent. T: Use your words, “They are the same, but…” to tell me how the bears are dierent. What did the student do?What did the student say?Name Date GK M1ZEARN MID-MISSION ASSESSMENT© 2024 Zearn. Licensed to you pursuant to Zearn’s Terms of Use. Portions of this work, Zearn Math, are derivative of Eureka Math and licensed by Great Minds. © 2019 Great Minds. All rights reserved.PAGE 1

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TOPIC DThe Concept of Zero and Working with Numbers 0–5Materials: (S) Sort from Topic B (remove one identical bear for this assessment task so that there are 5 toys and 3 school items), numeral writing sheetArrange the pictures as shown to the right. NOTE: This arrangement is intended to give the student the opportunity to see 5 as 3 and some more, without recounting all.T: How many things for school do you see? (Point to the top row.) T: (Point to the second row.) These are things we don’t usually bring to school. How many are in this group? (Note if the student recounts all or determines the set of 5 using the set of 3 in any way.) How do you know it is 5?T: How many cats are shown here? T: Write your numbers in order from 0 to 5. (Note reversals, if any.)T: Write the number that tells how many toys there are. What did the student do? What did the student say?GKM1 Mid-Mission AssessmentPAGE 4

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Materials: (S) 10 linking cubes (or other familiar classroom objects)T: Please count 6 linking cubes, and put them in a row. (Pause.) Write the numeral 6.T: (Arrange 7 cubes in a circular configuration.) Please count the cubes. (Pause.) Write the number 7. Show me the 5-group that’s hiding in this group of cubes. T: (Arrange 8 cubes into an array of 4 and 4.) How many cubes are there now? (Pause.) How did you know there were that many?Date 1 Date 2 Date 3Topic ETopic FTopic GTopic HStudent Name:TOPIC EWorking with Numbers 6–8 in Different ConfigurationsWhat did the student do? What did the student say?© 2024 Zearn. Licensed to you pursuant to Zearn’s Terms of Use. Portions of this work, Zearn Math, are derivative of Eureka Math and licensed by Great Minds. © 2019 Great Minds. All rights reserved.PAGE 1Name Date GK M1ZEARN END-OF-MISSION ASSESSMENT

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Materials: (S) 12 linking cubes (or other familiar classroom objects), brown construction paper mat to show the problemT: Now, let’s pretend these cubes are bears! Show me this problem: There were six bears who were eating leaves here in the woods. (Pause.) Three more bears came over to snack on some leaves. How many bears were eating leaves in the woods?T: Use your words to tell me how you figured out the problem.T: Write the number that tells how many bears there are eating leaves.T: Another bear came. Show me the bears now. How many bears is that? Write that number.TOPIC FWorking with Numbers 9–10 in Different ConfigurationsWhat did the student do? What did the student say?GKM1 End-of-Mission AssessmentPAGE 2

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TOPIC AAttributes of Two Related ObjectsThe first day of Kindergarten is long anticipated by parents and young students. In Lesson 1, students reason about matching pairs of objects. Some of the pairs are exactly the same, and some are similar but differ by color, size, position, etc. In Lesson 2, this concept is deepened by asking students to identify attributes of matching pairs that either make them exactly the same, or similar but different because they differ in color or position. Lesson 3 culminates the topic by guiding students to reason about pairing two objects according to their visual pattern, color, or use.ObjectiveLesson 1 Analyze to nd two objects that are exactly the same or not exactly the same.Lesson 2 Analyze to nd two similar objects—these are the same but…Lesson 3 Classify to nd two objects that share a visual pattern, color, and use.ZEARN MATH Teacher Edition 1Topic AGKM1

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YOUR NOTES:ZEARN MATH Teacher Edition 3Topic A, Lesson 1GKM1Lesson 1Analyze to find two objects that are exactly the same or not exactly the same.Warm-UpFLUENCY PRACTICECounting Beans and Fingers to 3 Materials: (S) Left hand mat (Fluency Template), bag of beans or small countersNOTE: This fluency activity was selected in anticipation of future lessons. Although they do not work with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.T: Take 1 bean out of your bag, and put it on your mat. Count how many beans are on your mat.S: 1.T: Take another bean out of your bag, and put it on your mat. Count how many beans are on your mat now.S: 1, 2.T: Yes. Take another bean out of your bag, and put it on your mat. Count how many beans are on your mat now.S: 1, 2, 3.T: Yes. Let’s touch and count them one at a time like this: 1, 2, 3.S: 1, 2, 3 (touch each bean). T: Move 1 bean to the pinky ngernail. How many ngers have a bean? S: 1.T: How many ngernails are under the bean?S: 1.T: Is that exactly the same number?S: Yes!Continue to 3 in this manner. Give time for students to touch and count, but take notice of which students must recount each time.

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YOUR NOTES:ZEARN MATH Teacher Edition4Topic A, Lesson 1 GKM1MULTIPLE MEANS OF ENGAGEMENTAny time a new manipulative is introduced, provide children an opportunity to freely explore (play) with it for a few moments. Students at this age may be excited to use new materials. Allow them to satisfy their curiosity first before focusing their full attention on the academic task.Show Me Beans Materials: (S) Left hand mat (Fluency Template), bag of beans or small countersNOTE: This fluency activity was selected in anticipation of future lessons. Although they are not working with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.T: You’re getting very good at counting beans and ngers. Now, we’ll play a game called Show Me Beans. I’ll say a number, and you put that many beans on the ngernails. Remember to start on the pinky, and don’t skip any ngers! Ready? Show me 1.S: (Place 1 bean on the pinky nger.)T: Quick… Show me 2.S: (Place another bean on the ring nger.)T: Show me 1.S: (Remove a bean from the ring nger.)T: Show me 2.S: (Place another bean on the ring nger.)T: Show me 3.S: (Place another bean on the middle nger.)Continue changing the number by 1 within 5 as students demonstrate understanding, taking note of which students need to recount.MULTIPLE MEANS OF REPRESENTATIONSince this activity is taught early in the year, the vocabulary might present challenges for some students. Using a 5-frame with a small icon in each corner might aid in focusing students. For example, a frame could have a tree, car, ball, or a triangle in the corner.

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YOUR NOTES:ZEARN MATH Teacher Edition 5Topic A, Lesson 1GKM1Counting with the Number Glove to 3 Materials: (T) Right-hand glove with the numbers written on the fingertips from 1 on the pinky finger to 5 on the thumb (looks like left hand from students’ perspective)NOTE: This fluency activity was selected in anticipation of future lessons. Although they are not working with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth. T: Watch my number glove and count with me. Ready? (Begin with a closed st, and then show the pinky nger, followed by the ring nger, and then the middle nger.)S: 1, 2, 3.T: Stay here at 3. Let’s count back down to 1. Ready? (Put down the middle nger and then the ring nger.)S: 3, 2, 1.Continue counting up and down a few more times.T: You’re ready for something harder! This time we’ll count up and down, like a wave. Watch my glove, and you’ll know just what to do.S: 1, 2, 3, 2, 1, 2, 1, 2, 1, 2, 3, 2, 3, 2, 3…Listen for hesitation as students count, rather than counting along with them.WORD PROBLEMMaterials: (T) Blue sockHold up a blue sock. T: Please draw a picture of this sock.NOTE: In the Lesson Synthesis, students look at all the socks drawn. There might be some that are exactly the same (or very, very close), and there are many that are not exactly the same. Using the socks that they drew as part of the Lesson Synthesis helps to engage all students.Concept ExplorationMaterials: (T) Pairs of socks (or any other pairs of items available) in a variety of patterns, colors, sizes, and lengths in a laundry bagCall students to the rug. Display the socks, and allow students to look, touch, and talk about them.Number Glove Viewed from the Students’ Perspective.

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YOUR NOTES:ZEARN MATH Teacher Edition6Topic A, Lesson 1 GKM1T: I just came back from the laundromat, and now I have to match up all of these pairs of socks. Look at these two. (Hold up two blue socks.) These two are exactly the same because they are both…? (Signal to elicit the response.)S: Blue!T: So, they are both exactly the same color.T: (Hold up a red knee sock and a red ankle sock.) What color are these two socks?S: Red.T: These two are both red, but they are not exactly the same. One is big, and the other one is…? (Signal.)S: Small!T: So, they are not exactly the same. T: (Hold up two socks that are similar.) Who can explain why these are not exactly the same?S: They both have kitties on them, but the kitties on this one are orange, and the kitties on that one are black.Continue to talk about the attributes of the different socks, guiding students to use the new terms exactly the same and not exactly the same. Allow for varied interpretations and ambiguity. Encourage students to justify their reasoning. A student might offer a clever analysis, e.g., the two socks of a pair are not exactly the same because one is worn on the left foot and the other on the right. T: Let’s play the Exactly the Same Game. When I call you, pick up one sock. (Call students until everyone has a sock.) T: When the music begins, I want you to slowly and calmly walk around the room until you nd a sock that is exactly the same as yours. When you nd the sock, link arms with the person who has it like this (demonstrate) and say, “Our socks are exactly the same!” See if you can get together before the music stops! (Start the music. Stop. Check. Clarify.)T: Very good. Let’s play again. (Have students trade so they each get a new sock.)Independent Digital LessonLesson 1: Exactly the SameStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.

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YOUR NOTES:ZEARN MATH Teacher Edition 7Topic A, Lesson 1GKM1Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• Are your shoes exactly the same? • Does the le shoe look exactly the same as the right?• Let’s look at our pictures of the sock. Is this picture the same as that one?• Why are our pictures not exactly the same?• How can you tell if two things are exactly the same or not exactly the same?MULTIPLE MEANS OF ACTION AND EXPRESSIONOpen the Lesson Synthesis with turn and talk to your neighbor. Allow students to try out their ideas with a partner first before speaking to the whole class.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 1Lesson 1M1Exactly the SameCircle the sock that is exactly the same.3

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YOUR NOTES:GKM1 Topic A, Lesson 2ZEARN MATH Teacher Edition 11Lesson 2Analyze to find two similar objects—these are the same but...Warm-UpFLUENCY PRACTICEHands Number Line to 3Materials: (S) Left hand mat (Lesson 1 Fluency Template), bag of beans or small countersNOTE: This fluency activity was selected in anticipation of future lessons. Although they do not work with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.T: How many hands do you see on your mat?S: 1.T: How many real hands do you have?S: 2.T: Put 1 of your real hands down on the mat so that it matches the picture of the hand on your mat exactly. Make sure to line up all of your ngers.T: Take 1 bean out of your bag, and put it on the pinky ngernail on your mat. How many ngers have a bean?S: 1.T: Which nger is it?S: Pinky.T: Show me your real pinky nger. This is the nger we’ll start counting with. (Demonstrate.)S: 1. (Hold up the pinky nger of the le hand, palm facing away from students.)T: Put another bean on the very next nger. How many ngers have beans on them now?S: 2.T: Show me which ngers have beans. Use your mat to help you. (Circulate and support.) Let’s count on ngers from 1 to 2. Ready?S: 1 (hold up the pinky nger of the le hand), 2 (hold up pinky and ring nger, palm out).T: Put another bean on the very next nger. How many ngers have beans on them now?S: 3.

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YOUR NOTES:GKM1Topic A, Lesson 2ZEARN MATH Teacher Edition12T: Show me which ngers have beans. Use your mat to help you. (Circulate and support.) Let’s count on ngers from 1 to 3. Ready?S: 1 (hold up the pinky nger of the le hand), 2 (hold up pinky and ring nger, palm out), 3 (hold up pinky, ring nger, and middle nger, palm out).T: Very good! See if you can do it without looking at the mat. Close it up (show closed st). Ready?S: 1, 2, 3 (show ngers).T: Stay here at 3. Now, count back down to 1. Ready?S: 3, 2, 1.Continue practicing so that students get more comfortable with this way of finger counting.MULTIPLE MEANS OF REPRESENTATIONEnlarge a copy of the left hand mat, and hang it in the room where students can see it and reflect on how they have used it. Make a few copies so that children can use them at a center where they can practice counting.MULTIPLE MEANS OF ACTION AND EXPRESSIONFor students developing fine motor skills, or to allow students to touch and feel, consider using inexpensive gloves and letting students put the beans on the gloves.Show Me Fingers to 3NOTE: This fluency activity was selected in anticipation of future lessons. Although they do not work with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.T: Let’s play Show Me Fingers. I’ll say a number, and you show me that many ngers, the same way as before. Remember to start on the pinky, and don’t skip any ngers! Ready? Show me 1.S: (Hold up the pinky nger.)T: Quick… Show me 2.S: (Hold up the pinky nger and the ring nger.)A possible sequence is 1, 2, 1, 2, 3, 2, 3, 2, 3, 2, 1. As students show understanding, say numbers randomly.

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YOUR NOTES:GKM1 Topic A, Lesson 2ZEARN MATH Teacher Edition 13Finger Flashes to 3NOTE: This fluency activity was selected in anticipation of future lessons. Although they do not work with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.T: This time, I’ll show you my ngers, and you say how many you see. Ready?Use a similar sequence as before. Realize that the teacher needs to show the reverse, starting with the pinky finger of the right hand. It is important that students see the number line progressing from left to right from one finger to the next.Rekenrek to 3Materials: (T) 20-bead RekenrekNOTE: This fluency activity was selected in anticipation of future lessons. Although they do not work with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.T: Let’s practice counting with the Rekenrek. (Show students the 20-bead Rekenrek with the side panel attached.) Say how many you see. (Slide the red beads students are counting completely to one side.)A suggested sequence is counting up, counting down, then in short sequences: 1, 2, 1, 2, 3, 2, 3, etc.WORD PROBLEMJeremy has 3 marbles. Draw his marbles.NOTE: Students can debrief this problem by comparing their drawing to that of their partner. The sooner they see that there are different ways to draw solutions, the better. Ask, “How are our drawings exactly the same? How are our drawings not exactly the same?”Student View20-Bead Rekenrek

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YOUR NOTES:GKM1Topic A, Lesson 2ZEARN MATH Teacher Edition14Concept ExplorationMaterials: (T) Pairs of similar items that are different in one aspect (e.g., two tennis balls, one white and one yellow; two identical cups, one with a straw and one empty; two squares, one turned to be a kite and one parallel to the floor; two identical pencil boxes, each labeled with a different student’s name; two identical pencils, one new and one used) (S) Two of the same flowers (or leaves, twigs, etc.)T: What am I holding?S: Balls. à 2 things. à 2 balls. à A yellow ball and a white ball. à 2 tennis balls.T: Are they exactly the same, or are they almost the same?S: They are almost the same.T: They are the same but…S: One is yellow, and one is white. à They are the same, but they are dierent colors. à One is fuzzier than the other one.T: So many good ideas! Repeat one of them aer me. They are the same, but one is yellow, and one is white.S: They are the same, but one is yellow, and one is white.T: What am I holding now?S: Pencils. à 2 things. à 2 pencils. à A short pencil and a long pencil.T: They are the same but…S: One is shorter, and one is longer. à They are the same, but one is sharpened, and one is not sharpened. à One is new, and one is not.T: Repeat one of your ideas aer me. They are the same, but one is shorter, and one is longer.S: They are the same, but one is shorter, and one is longer.T: What am I holding now?S: Cups. à 2 things. à 2 cups. à 2 plastic cups.T: Are they exactly the same, or are they not exactly the same?S: They are exactly the same.Repeat the process with other pairs. Then, have students talk to their partners using their words, “These are the same, but this one is , and this one is .” Once they have finished with one pair of items, have them try with another.MULTIPLE MEANS OF ENGAGEMENTAsk students to bring an object to add to the materials from the lesson (e.g., balls, cups, pencils). Set up an area where children can explore those items and reflect back on the lesson.After a day or two, consider adding some other items (e.g., colored styrofoam egg cartons, large and small books, colored buttons). Children can apply their learning about exactly the same but… to the new pieces.

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YOUR NOTES:GKM1 Topic A, Lesson 2ZEARN MATH Teacher Edition 15To further extend this activity, consider making some colored geometric shapes (or attribute blocks) in varied sizes so students can tell how they are exactly the same but different.Independent Digital LessonLesson 2: More of the SameStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion. Choose two objects from the Concept Exploration, such as cups, to help focus the discussion.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 2Lesson 2M1More of the SameCircle the dog that is exactly the same.5

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YOUR NOTES:GKM1Topic A, Lesson 2ZEARN MATH Teacher Edition16• What were your favorite objects?• Who can make a sentence about the cups using they are the same but…?• How could we change one of the cups to make it exactly the same as the other?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskLook at each pair of objects. Use your words. “These are the same, but this one is , and this one is .”AnswersA line connecting the two hearts. These are the same, but this one is white, and this one is shaded in.A line connecting the two faces. These are the same, but this one is bigger, and this one is smaller.

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YOUR NOTES:GKM1 Topic A, Lesson 3ZEARN MATH Teacher Edition 17Lesson 3Classify to find two objects that share a visual pattern, color, and use.Warm-UpFLUENCY PRACTICECounting Beans and Fingers to 5 Materials: (S) Left hand mat (Lesson 1 Fluency Template), bag of beans or small countersNOTE: This fluency activity was selected in anticipation of future lessons. Although they do not work with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.Conduct the activity as outlined in Lesson 1.Continue to 5, moving from pinky finger to thumb. Give time for students to touch and count, but take notice of which students must recount each time another bean is added.Show Me Beans to 5Materials: (S) Left hand mat (Lesson 1 Fluency Template), bag of beans or small countersNOTE: This fluency activity was selected in anticipation of future lessons. Although they do not work with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.Conduct the activity as outlined in Lesson 1.Continue the wave sequence to 5 and then randomly as students demonstrate mastery. Take notice of which students need to recount.Counting with the Number Glove to 5NOTE: This fluency activity was selected in anticipation of future lessons. Although they do not work with numbers in this lesson, students need to develop fluency for upcoming lessons in which they work with numbers in depth.Conduct the activity as outlined in Lesson 1.A recommended sequence is 1, 2, 3, 2, 3, 4, 3, 4, 5, 4. Listen for hesitation as students count, rather than counting along with them. Return to sequences within 3 if they have difficulty, and then build up to 5.

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YOUR NOTES:GKM1Topic A, Lesson 3ZEARN MATH Teacher Edition18WORD PROBLEMDraw two circles that are the same but a different color.NOTE: Linking drawing and math is important to instill in students from the beginning of their formal math learning. By drawing circles, they are representing their understanding and learning how drawing can be a tool to aid in that understanding.Concept ExplorationPART 1Materials: (S) Sets of plates, cups, bowls, etc., in a variety of patterns; bin or basket; stuffed animalsPlastic dinnerware sets can be purchased, or the teacher can create their own from disposable products with a variety of colors and patterns drawn with permanent marker. Although time-consuming, a teacher-created set allows for greater control of the complexities of the concepts and yield richer discussion. For example, this plate has blue stripes, and this bowl has red stripes. Even though they are different colors, they match because the pattern is the same.Invite students to the rug to sit in a circle. Have them pass the objects around and talk about them. Guide them to discuss and compare attributes of each. Collect the items after discussion.T: Let’s have a teddy bear tea party! This is Teddy’s plate. (Place a plate in front of the stued animal.) What do we see on Teddy’s plate?S: Stripes.T: Yes, what color are the stripes?S: Blue.T: Good. Teddy wants a cup that has the same striped pattern. Let’s nd a cup that matches Teddy’s plate.S: The one with red stripes!T: Yes! Are they the same color?S: No.T: How are they a match?S: They both have stripes.Continue with other patterns and colors until students are able to consistently identify a match. Consider showing a few non-examples, and have students determine why the objects do not match.Distribute a bin and stuffed animals to each group or table. Have them set the table so that each stuffed animal (not each table) has a matching set of dinnerware. Place the items back

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YOUR NOTES:GKM1 Topic A, Lesson 3ZEARN MATH Teacher Edition 19into the bin, and rotate so that students can practice with several different sets. Circulate and foster dialogue about the attributes of the objects.PART 2Materials: (S) Bags of objects or pictures of objects that are used togetherT: How are these used together? (Hold up a plate and a fork from the previous activity.)S: To eat with.T: Yes. Let’s say it in a sentence like this: “”I use a fork and plate for eating.”” Ready?S: I use a fork and plate for eating.T: Raise your hand when you can say the sentence about these two items. (Show a paper and pencil.) Ready?S: I use a pencil and paper for writing.T: Very good. When you go back to your seat, you’ll get a bag. First, make a match. Then, tell how they are used together. Remember to say the whole sentence, just like we practiced.Circulate to ensure that students are using the sentence frame to describe each match. Rotate bags of objects among tables or groups so that students have the opportunity to see a variety of items.MULTIPLE MEANS OF ACTION AND EXPRESSIONStudents may benefit from sets that have texture, especially students who are visually impaired. To add texture, consider gluing the rim of the cup, and then dipping it in sand. Or the plate could be glued around the edges and sprinkled with sand. Another option is to glue rickrack around a cup and a plate.MULTIPLE MEANS OF REPRESENTATIONGive students the option of sharing their answer with a partner first. For multilingual learners, give the option to share in the language they prefer.Independent Digital LessonLesson 3: Matching PartyStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.

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YOUR NOTES:GKM1Topic A, Lesson 3ZEARN MATH Teacher Edition20See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• What are some ways that we made a match today?• How can you tell if two items match?• Can you think of things at home that are used together?• What are some things at home that are not used together?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 3Lesson 3M1Matching PartyCircle the object with the same dot pattern as the balloon.7

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ZEARN MATH Teacher Edition22GKM1Topic BTOPIC BClassify to Make Categories and CountIn Topic B, students critically consider objects, focusing on their attributes and use. Topic has students using this knowledge to classify groups of objects into two given categories. In Lesson 5, they classify objects into three pre-defined categories, count the objects in each category, and understand that the last number said when counting the objects in each category indicates the total. Students sort by count in Lesson 6, determining which sets are twos, which are threes, and which are fours. For example, “There are two birds, and there are two flowers. There are three squirrels, three clouds, and three children. There are four wheels on the car and four trees.” ObjectiveLesson 4 Classify items into two pre-determined categories.Lesson 5Classify items into three categories, determine the count in each, and reason about how the last number named determines the total.Lesson 6 Sort categories by count. Identify categories with 2, 3, and 4 within a given scenario.

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YOUR NOTES:GKM1 Topic B, Lesson 4ZEARN MATH Teacher Edition 23Lesson 4Classify items into two pre-determined categories.Warm-UpFLUENCY PRACTICEHands Number Line to 5Materials: (S) Left hand mat (Lesson 1 Fluency Template), bag of beans or small countersConduct the activity as outlined in Lesson 2.Continue the process to 5. Then, guide students to recognize the group of 5 on one hand. Ask questions such as, “Are you showing me all of your fingers on one hand? How many is that? So then, how many fingers do you have on the other hand?”Show Me Fingers to 5Conduct the activity as outlined in Lesson 2.A possible sequence is 1, 2, 3, 2, 3, 4, 3, 4, 5, 4, 3. As students approach mastery, say numbers randomly. Focus especially on 5. The goal is to have students just open one hand to show 5 without having to count.Finger Flashes to 5Conduct the activity as outlined Lesson 2.Concentrate heavily on 5. Use a similar sequence, but interject 5 frequently and repetitiously. Students will be delighted at their ability to instantly recognize the group of 5.Again, be conscious of the students’ viewing perspective. Begin with the pinky finger of the right hand, and end with the thumb at 5 so that students see the number line progressing from left to right.

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YOUR NOTES:GKM1Topic B, Lesson 4ZEARN MATH Teacher Edition24Rekenrek to 5Conduct the activity as outlined in Lesson 2.A suggested sequence is counting up, counting down, and then in short sequences: 1, 2, 3, 2, 3, 4, 3, 4, 5, 4, 3, etc.WORD PROBLEMColor these bears so that they are exactly the same. Tell a friend how you know that they are exactly the same.Concept ExplorationMaterials: (T) Assortment of classroom toys with a wide range of attributes and obvious differences to facilitate sorting, two plastic traysT: Watch how I sort these toys into two groups–big and small. (Place one big toy on one tray and one small toy on the other.) Point to the tray that has the big toy.S: (Point.)T: Yes. Now, point to the tray that has the small toy.S: (Point.)T: Do you see any other toys that belong in the small toys group?S: (Place a small toy on the tray.)T: How can you tell that it belongs on that tray?S: Because it is small, like the rest of the toys in that group.Continue until remaining toys have been sorted. Also, show a few non-examples, and discuss why they do not belong.Next, sort the same toys into two groups, one with soft toys and one with hard toys. See if the students can figure out the attribute with a partner.T: (Remove all of the toys from the trays, and display them in the center of the rug.) Can you think of other ways we could sort these toys?Sort again according to students’ suggestions.

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YOUR NOTES:GKM1 Topic B, Lesson 4ZEARN MATH Teacher Edition 25T: Now, let’s play a game where we sort ourselves! If your shoes have laces, please stand near the window. If your shoes do not have laces, please stand near the door. Everyone, point to the laces group.S: (Point.)T: Now, point to the no-laces group.S: (Point.)T: Come back to your seats. This time, I will sort you into two groups another way. (Call students to come and stand in a teacher-selected group without telling them how they have been grouped.) What is the same about all of the students in this group?S: They are all wearing blue uniform shirts.T: That’s right, and this group?S: White shirts.T: What are some other ways we could sort ourselves?MULTIPLE MEANS OF ENGAGEMENTProvide students who prefer to work independently the option to sort a group of objects on their own. Give the other students in the class an opportunity to try to guess how the objects were sorted.Independent Digital LessonLesson 4: Sort in the SunStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes on the right for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Name: ZEARN MATH Student Notes for Digital LessonsGKM1 | Lesson 4Lesson 4M1Sort in the SunSort the objects by drawing a line to the correct group.Sunglasses Sandals

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YOUR NOTES:GKM1Topic B, Lesson 4ZEARN MATH Teacher Edition26Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• What is the new math word we used today?• What does it mean to sort into groups?• Can you think of other times when it is important to sort things? (Elicit real-life examples from home or school.)EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskCircle the animals that belong to one group, and underline the animals that belong to the other group.AnswersResponses may vary. For example, students may circle the bee and birds and underline the cat, donkey, and rabbit. “I put the bee and birds together because they can all fly.”

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YOUR NOTES:GKM1 Topic B, Lesson 5ZEARN MATH Teacher Edition 27Lesson 5Classify items into three categories, determine the count in each, and reason about how the last number named determines the total.Warm-UpFLUENCY PRACTICEGreen Light, Red LightOn the board, draw a green dot and write 1 underneath it, and then draw a red dot and write 3 underneath it. Explain to students that they should start and stop counting using the number indicated by the color code.T: Look at your numbers (point to the number 1 written below the green dot and 3 below the red dot). Think! Ready? Green light!S: 1, 2, 3.T: Very good! (Erase numbers 1 and 3, and write the new numbers.) Here are the new numbers (green is 1, red is 5). Look. Think! Ready? Green light!S: 1, 2, 3, 4, 5.A recommended sequence is (2, 3); (2, 3, 4); (3, 4); (3, 4, 5); (3, 2, 1); (5, 4, 3, 2, 1); (5, 4); (5, 4, 3); (4, 3); (4, 3, 2).Pop Up NumberT: Come and sit in a circle on the rug. We’re going to play Pop Up Number! The Pop Up Number is 3. What is the number?S: 3.T: We’ll count around the circle to 5. If you say the Pop Up Number, you have to…S: Pop up! (Stand up.)T: Let’s begin. 1.S: 2.S: 3. (Stands up.)S: 4.S: 5.The next student begins again at 1. Continue until several or all students are standing. For variation, try counting down from 5.

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YOUR NOTES:GKM1Topic B, Lesson 5ZEARN MATH Teacher Edition28Birthday CandlesMaterials: (S) 1 die, Birthday Cake (Fluency Template), crayonsNOTE: At the end of each person’s turn, the number of candles on the cake should match the die. The second player does not add the total rolled to the first player’s candles but simply adjusts the candles to match his roll. Circulate to see which students must recount each time and which ones simply take off or put on more candles to represent the new number.Assign partners, and remind students to take turns. If needed, model how to play the game with one student beforehand.1. Roll the die.2. Touch and count the dots.3. Put that many “candles” (crayons) on the birthday cake.4. Without removing the crayons, the next person rolls the die and then adjusts the “candles” to match the roll.MULTIPLE MEANS OF ACTION AND EXPRESSIONGive students who are unable to stand the option of raising their hands or making a sound when the Pop Number is said.MULTIPLE MEANS OF ACTION AND EXPRESSIONTo differentiate, cover the 6-dot side of the die with a small piece of mailing label. Leave it blank to indicate 0, or draw a different number of dots. Similarly, provide a pair of dice for students who are ready to work with larger numbers.WORD PROBLEMWith a partner, talk about how we could sort the class into two groups.NOTE: Share a few partner discussions with the whole class. Use the Word Problem to continue to link the previous lesson with today’s lesson.Concept ExplorationMaterials: (T) Large pictures for the board depicting the sun, raindrops, and snowflakes; smaller pictures in an opaque bag or envelope depicting items corresponding to each of the weather types

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YOUR NOTES:GKM1 Topic B, Lesson 5ZEARN MATH Teacher Edition 29NOTE: Sunny-weather items could be sunglasses, sun hats, sandals, bathing suit, popsicles, or beach buckets and shovels. Rainy-weather items might include umbrellas, raincoats, boots, rain hats, puddles, or soup. Hats, scarves, boots, snow shovels, mittens, skis, or hot cocoa could be used for winter-weather items. To stimulate discussion, consider including some ambiguous items such as popcorn, books, or ice cream. There should be at least five of each type, but the numbers in each category need not be equal.T: Do you remember some of the ways you sorted items yesterday? S: By their size. à By their shape. à By their color.T: Today, we are going to do another sorting activity, but this time we are going to look for three dierent groups to sort things into. What do you see on the board?S: The sun. à Some raindrops! à I see a snowake.T: What are some things you like to do on sunny days? (Allow a brief time for students to share ideas.)T: We’re going to play a game called Where Do I Belong? I will call one of you up to choose a picture from this bag while the rest of us whisper-count together to 10. (The counting keeps the lesson moving along and speeds the students’ decision times.) You decide if your picture belongs with the sun, the rain, or the snow. Aer you tell us why you made that choice, we will put it on the board underneath its weather type.S: (Take turns choosing pictures from the teacher’s bag and categorizing them.)T: (Assist the students in placing the pictures in the appropriate column underneath the weather symbols on the board. Continue until all of the pictures have been used.)T: Great job! I wonder how many sunny pictures we found? Let’s count them. (Number each picture as it is counted.) How many sunny pictures?S: 5.T: What number did I write beside the last picture?S: 5.Repeat with the rainy and snowy categories. As an extension, students might talk about which category had the most pictures. Lead them to notice that the last number they counted in each category corresponds to the largest written numeral in that category.MULTIPLE MEANS OF ENGAGEMENTStudents who would benefit from an extension of this lesson could play the role of teacher. The new teacher puts pictures in the appropriate column, but one is incorrect. The teacher asks how many are in the column, and then asks if the pictures are correct. “Do you agree with me?” Have children explain their reasoning.

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YOUR NOTES:GKM1Topic B, Lesson 5ZEARN MATH Teacher Edition30Independent Digital LessonLesson 5: School SortStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How did you decide where to put your picture?• Why didn’t it t into one of the other groups?• Are there some things at home that you would have put into one of the weather groups?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 5Lesson 5M1School SortSort the objects by drawing a line to the correct group. Shirts Hats77

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YOUR NOTES:GKM1 Topic B, Lesson 6ZEARN MATH Teacher Edition 33Lesson 6Sort categories by count. Identify categories with 2, 3, and 4 within a given scenario.Warm-UpFLUENCY PRACTICEShow Me Another WayT: Remember how you learned to count on your ngers? (Provide a brief demonstration from previous lessons’ nger-counting exercises as needed.) That’s called counting the Math Way. First, I’ll ask you to show me ngers the Math Way. Then, I’ll ask you to show me the number another way. Show me 2.S: (Hold up pinky and ring ngers of the le hand.)T: Now, show me another way to make 2.S: (Responses vary.)T: How can we be sure that we’re still showing 2?S: Count. Have students try all of the different combinations. It may be necessary to indicate to students that they may use both hands to show the number. Continue the process to 5.Happy Counting Within 5T: Let’s play Happy Counting! When I hold my hand like this (point two ngers up), I want you to count up. If I put my hand like this (point two ngers down), I want you to count down. If I do this (close st), that means stop, but try hard to remember the last number you said. Ready? (Point ngers up.)S/T: 1, 2, 3, 4, 5. (Close st; point ngers down.) 4, 3, 2, 1. (Close st; point ngers up.) 2, 3. (Close st; point ngers down.) 2, 1. (Close st; point ngers up.) 2, 3, 4, 5,...Counting Around the Circle to 5T: Come and stand on the edges of the rug. We’re going to play a fast counting game. We’ll count around the circle. Each person says the next two numbers. So, if I say 1, 2, what would you say?S: 3, 4.T: Right. Now, here’s a change. The next person only says 5, and since we’re only counting to 5, they will also sit down. Should you be sad if you have to sit?S: No.T: By the end of the game everyone will be sitting down anyway. It’s part of the fun! So, let’s get started.

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YOUR NOTES:GKM1Topic B, Lesson 6ZEARN MATH Teacher Edition34S: 1, 2.S: 3, 4.S: 5. (Sits down.)S: 1, 2.S: 3, 4.S: 5. (Sits down.)Continue playing until all students are sitting down. A variation is to count down, and have the students sit when they say 1.WORD PROBLEMDraw one thing that you would wear in the summer. Draw one thing that you would wear in the winter. Tell a friend how you chose those items.Concept ExplorationMaterials: (T) 3 sheets of chart paper positioned in a row on the bottom of the wall decorated to look like treasure chests–one labeled with a large 2, one with a large 3, and one with a large 4; several bundled sets of classroom objects in groups of 2, 3, and 4 stored in a large opaque bagSuggested items: a bundle of 3 pencils, a baggie of 2 erasers, a tower of 4 linking cubes, etc. The teacher may want to add outliers such as a tower of 5 linking cubes or something in a quantity of 1 to stimulate discussion and encourage precision.T: We are going on a treasure hunt! I have a lot of treasures in my bag. When we nd the treasures, we are going to sort them into groups. The numbers of our groups are on our treasure chest posters. What numbers do you see on the treasure chest?S: 2, 3, 4.T: (Call on a volunteer.) Mary, would you please come up to choose a treasure from our bag?S: (Selects one set of objects from the bag, and displays it to the class.)T: What treasure chest should we put this into?S: 3.T: How did you decide?S: I counted 3 pencils in the group.T: Thumbs up if you agree with Mary! (Check for understanding.) Please put it on the oor under our 3 treasure chest. (Repeat with other volunteers with remaining sets.)T: How many sets of things did we nd to put into our 2 treasure chest?S: (Count the sets in the 2 category.)T: What is special about the last number you said when you were counting the sets?

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YOUR NOTES:GKM1 Topic B, Lesson 6ZEARN MATH Teacher Edition 35S: It tells the number of sets!T: (Repeat counting exercise with 3 and 4 categories.)T: Did we have any sets that didn’t t into one of our treasure chests?S: Yes, the big linking cube tower.T: Why?S: Because there were too many cubes.MULTIPLE MEANS OF ENGAGEMENTAfter selecting the treasure, the student could choose the next volunteer and then guide the class discussion about categorizing the next set.MULTIPLE MEANS OF ACTION AND EXPRESSIONGive students the option to draw a treasure chest, write a number on it, and draw something that would belong inside.Independent Digital LessonLesson 6: Treasure HuntStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes on the right for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 6Lesson 6M1Treasure HuntCount the parrots. Circle the number that tells how many.2 3 4

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YOUR NOTES:GKM1Topic B, Lesson 6ZEARN MATH Teacher Edition36Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• Look around our room. Can you nd anything in a group of 2? Group of 3? Group of 4?• Can you think of something at home that would t into one of those groups?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskMatch the groups that have the same number.AnswersLine drawn from birds to wormsLine drawn from acorns to squirrelsLine drawn from rabbits to carrots

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ZEARN MATH Teacher Edition 37Topic CGKM1TOPIC CNumbers to 5 in Different Configurations, Math Drawings, and ExpressionsBuilding on the knowledge of Topic B, where they practiced one-to-one counting of objects in a category, students transition to answer how many questions of objects and dots in linear, array, circular, and scattered configurations. Topic C begins with counting groups of objects in horizontal rows and vertical columns to 5. To reinforce the understanding that the last number name said tells the number of objects counted, students sort groups of objects by count and match the groups to digit cards. Lesson 8 continues with counting to 5 and focuses on the idea that the number of objects counted stays the same regardless of their arrangement or the order in which they were counted. Students count 4 in linear and array formations and show the number 4 on their fingers in different ways.As they begin to understand that numbers can be represented in different ways, students advance to decomposition of numbers 3, 4, and 5. They are asked to find hidden partners in 3, 4, and 5 (representing these numbers as a combination of two smaller numbers). For example, “I found 3 and 2 and 4 and 1 hiding inside my 5.” This concept is extended in Lesson 10 with the more difficult counting configurations, circular and scattered. Finally, the topic closes with the decomposition of the numbers 3, 4, and 5 using the expression + . Emphasis is not placed on the expressions and equations or using them in isolation from the concrete and pictorial—they are simply included to show another representation of decompositions alongside counters and drawings. The equal sign is not shown until Topic D.ObjectiveLesson 7Sort by count in vertical columns and horizontal rows (linear congurations to 5). Match to numerals on cards.Lesson 8Answer how many questions to 5 in linear congurations (5-group), with 4 in an array conguration. Compare ways to count ve ngers.Lesson 9 Within linear and array dot congurations of numbers 3, 4, and 5, nd hidden partners.Lesson 10 Within circular and scattered dot congurations of numbers 3, 4, and 5, nd hidden partners.Lesson 11Model decompositions of 3 with materials, drawings, and expressions. Represent the decomposition as 1 + 2 and 2 + 1.

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YOUR NOTES:GKM1 Topic C, Lesson 7ZEARN MATH Teacher Edition 39Lesson 7Sort by count in vertical columns and horizontal rows (linear configurations to 5). Match to numerals on cards.Warm-UpFLUENCY PRACTICESunrise/Sunset Counting to 5 T: Hold your arms out in a great big circle. Pretend you are the sun! It’s morning, and the sun is coming up. Let me see your sunrise (model how to gradually rise up from a crouching position to standing on tip-toes).S: (Act out the sunrise movement.)T: Stay there. What does the sun do at night?S: It goes down.T: Show me your sunset (return to crouching position).S: (Act out the sunset movement.)T: Now, we’ll count as we make the sun rise. (Begin with 1 at the lowest position, and count up to 5, reaching the highest position.)S: 1, 2, 3, 4, 5 (make a circle with their arms and rise up on their toes).T: Now, sunset.S: 5, 4, 3, 2, 1 (return down to crouching position).Repeat a few more times, but circulate to be sure students can do this independently. As always, listen closely for hesitations or errors.MULTIPLE MEANS OF ENGAGEMENTConsider assigning buddies to clarify directions for this activity or allow students to do this activity in pairs.MULTIPLE MEANS OF ACTION AND EXPRESSIONInstead of using arms, give students the option of using a paper sun to model going up and down.

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YOUR NOTES:GKM1Topic C, Lesson 7ZEARN MATH Teacher Edition40Roll, Grab, Count Materials: (S) Blank 5-frame (Fluency Template), bag of 5 cubes, die (cover 6-dot side or replace 6 with a number less than 5)NOTE: During this activity, circulate to see which students must recount each time, and which ones simply take off or put on more cubes to represent the new number.1. Roll the die.2. Touch and count the dots.3. Put that many cubes on the 5-frame.4. Roll again. Add or remove cubes to match the new number rolled.After a few minutes, have students turn the 5-frame so that they can see both linear configurations, horizontal and vertical.Rekenrek Roller CoasterMaterials: (T) 20-bead RekenrekDirect students to gradually raise their hands as the numbers increase and lower their hands as the numbers decrease, mimicking the motion of a wave. Count up and down. Change directions after short sequences.A suggested sequence is 1, 2, 3, 2, 3, 4, 3, 4, 5, 4, 3, etc.WORD PROBLEMFind two things in this room that we use during math. Show a friend the things you found. NOTE: Word Problems continue to focus on counting and sorting. Students define groups and begin to learn that groups can be represented by the last number said when counting. Ask the following questions: How many things did you and your friend find all together? Did you find some of the same things? If so, put them together and count them.Concept ExplorationMaterials: (T/S) Bag of 15 linking cubes with 5 different colors such that each color configuration includes quantities to 5 (e.g., 1 blue, 2 red, 3 yellow, 4 green, and 5 brown), large numeral cards 1–5 (Concept Exploration Template 1), 5-group cards 1–5 (Concept Exploration Template 2)T: (Hold up the large numeral 1 card). What number is this?S: 1

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YOUR NOTES:GKM1 Topic C, Lesson 7ZEARN MATH Teacher Edition 41T: Can someone nd something in our room that we have 1 of? (Wait as students look around and hands are raised.)S: We have 1 teddy bear in our reading corner!T: Sarah, go get the teddy bear, and put it by our 1 card.Continue finding objects in the classroom to match to each numeral to 5 (e.g., 2 pencils or 3 balls).T: Good counting and nding, everyone! (Hold up a bag of non-connected cubes.) Look at these cubes! I want to count how many I have of each color cube, but they are all mixed up! What should I do?S: Let’s dump them out and put the cubes that are the same color together.T: Good idea! (As a whole group, work together to connect the same colored cubes. Position the sticks of connected cubes vertically.)T: Now we can count how many of each color cube we have. Let’s count the blue cubes.S: There’s only 1 blue cube.T: Yes. What card can we put under the blue cube to show that there is only one blue cube?S: The number 1. (Call on a student to choose the correct card and place it beneath the blue cube.)Continue until all of the numeral cards 1–5 are placed under a stick of cubes.T: (Turn the 5-cube stick horizontal.) Do we have to change the numeral card for this stick of cubes? (Provide wait time, and call on several students. Be sure to ask the reason why or why not.)S: No, because there are still 5 cubes, so the 5 card is still good.T: Should we count the cubes again? (Provide wait time, and elicit several opinions. Be sure to ask the reason why or why not.)S: Yes, we should, just to make sure. → No, we don’t have to because you didn’t put any more cubes on or take any o; you just turned the stick.T: Okay. You are ready to try this at your desk. (Distribute materials. Monitor how each student organizes her cubes and digit cards, horizontally, vertically, or both horizontally and vertically.)MULTIPLE MEANS OF ENGAGEMENTStudents developing understanding may benefit from seeing a chart representing the numeral with a corresponding object (e.g., 1 with one straw and 2 with two coins).

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YOUR NOTES:GKM1Topic C, Lesson 7ZEARN MATH Teacher Edition42Independent Digital LessonLesson 7: Counting CubesStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• (Draw ve stars on the board horizontally. Draw another set vertically.) How are the groups of stars the same? How are they dierent?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 7Lesson 7M1Counting CubesCount the objects. Circle the number that tells how many.3 4 53 4 5© 2023 Zearn. Licensed to you pursuant to Zearn’s Terms of Use. Portions of this work, Zearn Math, are derivative of Eureka Math and licensed by Great Minds. © 2019 Great Minds. All rights reserved.15

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YOUR NOTES:GKM1 Topic C, Lesson 8ZEARN MATH Teacher Edition 51Lesson 8Answer how many questions to 5 in linear configurations (5-group), with 4 in an array configuration. Compare ways to count five fingers.Warm-UpFLUENCY PRACTICEHow Many Dots? Materials: (T) Large 5-group cards 1–5 (Fluency Template)T: We’re going to practice listen, think, raise your hand, wait. I’m going to show you some dots. Raise your hand when you have counted the dots, then wait for the snap to say the number. Ready? (Show the 1-dot card. Wait until all hands are raised, and then give the signal.)S: 1.T: (Show the 2-dot card. Wait until all hands are raised, and then give the signal.)S: 2.As students begin to demonstrate proficiency, deviate from a predictable pattern, and challenge them to recognize the groups of dots more quickly.MULTIPLE MEANS OF ENGAGEMENTUse hand signals to introduce a procedure for answering choral response questions: listen (cup hand around ear), think (finger to temple), raise your hand (raise your own hand to remind them to raise theirs), and wait for the snap. Practice with general knowledge questions until students are accustomed to the procedure.Show Me Another Way Conduct the activity as outlined in Lesson 6.Have students try all of the different combinations. It might be necessary to indicate to students that they may use both hands to show the number. Continue the process to 5.Finger Counting NOTE: Notice that the teacher does not say the numbers with the students, but rather listens intently for hesitations or errors. Return to a simpler sequence (within 3) if students begin to struggle.

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YOUR NOTES:GKM1Topic C, Lesson 8ZEARN MATH Teacher Edition52T: Count with me. Ready? (Show pinky on the right hand.)S: 1. (Show pinky on the le hand.)T: (Show pinky and ring ngers on the right hand.)S: 2. (Show pinky and ring ngers on the le hand.)T: (Show pinky, ring, and middle ngers on the right hand.)S: 3. (Show pinky, ring, and middle ngers on the le hand.)T: (Show pinky and ring ngers on the right hand.)Remain consistent in finger counting, moving from pinky to thumb, so that students can see their hands as a number line from left to right. (The teacher begins on the right so that the students do not see the reverse.)Here is a recommended sequence: 1, 2, 1, 2, 3, 2, 3, 2, 3, 4, 3, 4, 3, 4, 5. WORD PROBLEMMaterials: (S) Counters in a bagPut 4 counters in a row going across. Put 4 counters in a column going up and down. Draw your counters on your paper.NOTE: Students are beginning to learn and experience that the total count is not changed when objects are arranged in different orientations. Give wait time after each direction for students to arrange their counters in a specific way.Concept ExplorationMaterials: (T) 5 markers (S) Bag with 5 cotton balls, personal white boardT: (Begin on the carpet with four markers scattered.) How can I nd out how many markers I have?S: Count them.T: Count with me.S: 1, 2, 3, 4.T: What is another way to organize them?S: Move them into a line. à Line them up. à Put them in a row.T: (Move them.) Let’s count again.S: 1, 2, 3, 4.Student View of Teacher’s HandStudent View of Student’s Hand

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YOUR NOTES:GKM1 Topic C, Lesson 8ZEARN MATH Teacher Edition 53T: It’s the same! (Put the four markers into a 2 × 2 array.)T: How would I count these without putting them in a line?S: Point to each one and count.T: When I touch and count, I am going to go from le to right. Touch and count with me.Give each student a bag with five cotton balls in it. Have them take out four, put them in a line, move them into an array, and move them back to a line, counting each time. Be sure they line their array up correctly, two above two.Have the students take out the last cotton ball.T: We are going to make magic pets. When I call out a number, I want you to put that many cotton balls in a line to make a caterpillar.T: 5. (Put the cotton balls into a line.)T: Now, change your magic pet into a fuzzy sleeping kitten; push the cotton balls together.T: Put one cotton ball away. Put your cotton balls in a line to make a caterpillar.T: Now, change your magic pet into a fuzzy sleeping puppy; push the cotton balls together.T: Now, change your magic pet into two caterpillars that are exactly the same.Have students take out their personal boards.T: Draw four circles in a line to show your caterpillar. (Model the rst few if needed.) Touch and count your circles.S: 1, 2, 3, 4.T: Erase. Now, draw a circle in each corner. Touch and count.S: 1, 2, 3, 4.T: Is that the same number?Continue this procedure with 4 and 5 in linear and array configurations. Have them touch and count as needed each time so that they realize for themselves the conservation of the number.MULTIPLE MEANS OF REPRESENTATIONGive students the option of continuing to model with cotton balls while working with personal boards. Students can trace individual cotton balls on the boards before touching and counting.Independent Digital LessonLesson 8: Stick-tastic!Students also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning

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YOUR NOTES:GKM1Topic C, Lesson 8ZEARN MATH Teacher Edition54independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• Draw stars in an array on a dry erase board and have students count the stars as you model.• Engage the students in a discussion about how the number stays the same even though the positioning of the objects changes.• Do we have to touch and count to know the number is the same?• Do we have to touch and count to count?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 8Lesson 8M1Stick-tastic!Count the objects. Circle the number that tells how many.3 4 53 4 517

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YOUR NOTES:GKM1 Topic C, Lesson 9ZEARN MATH Teacher Edition 61Lesson 9Within linear and array dot configurations of numbers 3, 4, and 5, find hidden partners.Warm-UpFLUENCY PRACTICEHands Number Line to 5Materials: (S) Left hand mat (Lesson 1 Fluency Template), bag of beans or small countersConduct the activity as outlined in Lesson 2.Continue this process to 5. Then, guide students to recognize the group of 5 on one hand. Ask questions such as, “Are you showing me all of your fingers on one hand? How many is that? So, how many fingers do you have on the other hand?”5-Frame Peek-a-BooMaterials: (T) Large 5-group cards (Lesson 8 Fluency Template)T: I’m going to show you my 5-group cards, but only for a second! Like this (hold up the card briey, and then quickly take it out of view). Quickly count the dots, and raise your hand when you know how many. Remember to wait for the snap. (Wait for all students to raise hands, and then give the signal.)S: 1.Work within numbers to 3 at first, and as students demonstrate understanding, introduce 4 and 5. A possible sequence is 1, 2, 1, 2, 3, 2, 3, 4, 3, 2, 3, 2, 3, 4, 5, 4, 5, 4, 3. Then, show numbers randomly.Roll, Count, ShowMaterials: (S) 1 die with the 6-dot side replaced with 0 (cover with a piece of mailing label), 5-group cards (Lesson 7 Concept Exploration Template 2)1. Roll the die.2. Touch and count the dots.3. Find the numeral card with that many dots.4. Repeat (or verify with partner).

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YOUR NOTES:GKM1Topic C, Lesson 9ZEARN MATH Teacher Edition62WORD PROBLEMDraw a caterpillar pet that has 4 different parts.NOTE: This is a classic sequence of concrete to pictorial. They made a caterpillar in Lesson 8 with cotton balls, and today they draw one. After completing their drawing, have students show their pet to a friend.MULTIPLE MEANS OF REPRESENTATIONWhen giving directions for the Word Problem, show a picture of a caterpillar to increase understanding of the directions and help build vocabulary.Concept ExplorationMaterials: (S) 2 linking cube sticks of 5, Hidden Partners (Concept Exploration Template) per pairT: We are going to be builders today! Count with me as I build this tower. (Build a tower of 5, one block at a time, with the linking cubes.)S: 1, 2, 3, 4, 5.T: This is a tall tower. I’m going to break it to nd hidden partners inside. (Break o two.)T: What do you notice? Talk to your partner.S: One tower has 2 small cubes. à One of the towers has 3 cubes. à There is a 3 tower and a 2 tower inside the 5 tower! à Those must be the hidden partners. à They were hiding inside the 5.T: Here is a tower of 5 for you. Break it the same way I broke mine. (Let them investigate.)T: Put your tower together again. Can anyone nd dierent hidden partners inside the 5?S: If you take 1 block o the top, you will nd the partners 4 and 1.Continue finding hidden partners with 4 blocks and 3 blocks.Have students go back to their seats, and pass out another linking cube tower of 5. Instruct students to turn to the Hidden Partners template in their student workbooks (students will need one for each pair).T: Build a tower of 5, and put it inside the large box on the le. Take your other linking cube tower of 5. Does it have the same number of cubes as the other tower?S: Yes.

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YOUR NOTES:GKM1 Topic C, Lesson 9ZEARN MATH Teacher Edition 63T: Break it into two hidden partners that together make 5.Guide students to then do the same with two towers of 4 and two towers of 3. Circulate and encourage them to notice the hidden partners.MULTIPLE MEANS OF ACTION AND EXPRESSIONGive students looking for a challenge the option of breaking apart towers of six, seven, or eight to find hidden partners.Independent Digital LessonLesson 9: Counting TrainsStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson. Count the cars in each train. Circle the number that tells how many.ZEARN MATH Student Notes for Digital Lessons Kindergarten M1 | Lesson 9Counting TrainsName:1Lesson 9M11 2 3 1 2 3

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YOUR NOTES:GKM1Topic C, Lesson 9ZEARN MATH Teacher Edition64Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion. • What hidden partners did you see inside of your 3 tower? 4 tower? 5 tower? • What numbers are hiding inside 5?• Show me 5 the Math Way. Show me 3 ngers inside. 4 ngers.• Talk to your partner about our lesson today. What did you learn?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskColor 3 circles in each group to show the hidden partners.Answers3 circles colored; 1 not colored3 circles colored; 2 not colored3 circles colored; 1 not colored

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YOUR NOTES:GKM1 Topic C, Lesson 10ZEARN MATH Teacher Edition 67Lesson 10Within circular and scattered dot configurations of numbers 3, 4, and 5, find hidden partners.Warm-UpFLUENCY PRACTICELine Up, Sprinkle, CircleMaterials: (S) Bag of beans, piece of construction paper or foam as a work mat, small plastic cupNOTE: This fluency activity requires students to recount the beans, which not only gives more opportunities for one-to-one matching, but also develops the concept of conservation.T: Take three beans out of your bag, and put them in your cup. (Wait for students to do this.) Spill them onto your mat, and put them in a straight line. Touch and count.S: 1, 2, 3.T: Are there still 3?S: Yes!T: Put them back in your cup. Spill them onto your mat, and sprinkle them around. Touch and count.S: 1, 2, 3.T: Are there still 3?S: Yes!Repeat with 4 and 5, including an additional last step to put the beans in a circular formation. Allow students to experiment with other formations.5-Frames: Counting Dots and SpacesMaterials: (T) Large 5-Frame Cards (Fluency Template)T: We’re going to practice listen, think, raise your hand, wait. Raise your hand when you have counted the dots, then wait for the snap to say the number. Ready? (Show the 4-dot card. Wait until all hands are raised, and then give the signal.)S: 4.T: How many spaces? (Wait until all hands are raised, and then give the signal.)S: 1. T: How many dots? (Show the 3-dot card. Wait until all hands are raised, and then give the signal.)

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YOUR NOTES:GKM1Topic C, Lesson 10ZEARN MATH Teacher Edition68S: 3.T: How many spaces?S: 2.T: How many dots? (Show the 1-dot card. Wait until all hands are raised, and then give the signal.)S: 1.T: How many spaces?S: 4.As students begin to demonstrate understanding, deviate from a predictable pattern, and challenge them to recognize the groups of dots more quickly.MULTIPLE MEANS OF ACTION AND EXPRESSIONTo help students, including multilingual learners, understand that they will practice listen, think, raise your hand, and wait, use gestures to illustrate these actions. For example, cup hands to the ear to illustrate listen, or point to the temple when saying “think.”Finger CountingConduct the activity as outlined in Lesson 8.WORD PROBLEMDraw 5 circles. Then, color 3 of the circles.NOTE: This Word Problem links previous lessons of creating a group of objects of a certain count and leads into today’s Concept Exploration of hidden partners within a number.Concept ExplorationMaterials: (T/S) 5 counting bears (1 large red, 2 large yellow, 2 small yellow), 1 paper clip, 1 plate, 1 cupPart 1: Circular CountBegin the exploration with the five counting bears in a line on the rug.T: Some bears went to the park. They wanted to play on the merry-go-round. (Place the plate down, and put the bears in a circle around or on the plate.)T: Let’s count the bears. (Count with students, but do not stop when you get back to the rst bear counted.)

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YOUR NOTES:GKM1 Topic C, Lesson 10ZEARN MATH Teacher Edition 69S: 1, 2, 3, 4, 5, 6,… You didn’t stop counting aer you counted them all.T: What can I do so I know when to stop counting when my things are in a circle?S: Pick up each bear as you count. à Put a marker so that you know where you started.T: Okay! I am going to put a marker so I can count in a circle correctly. (Place the paper clip at the start of the count.) Count with me.S: 1, 2, 3, 4, 5.T: What if I put my marker at a dierent bear to start? Will the count be the same? (Try it to verify.)T: There are 5 bears. Yesterday, we found hidden partners inside of our big tower. Can we see groups of dierent bears inside this bigger group?S: I see 3 big bears and 2 little bears.T: Do you see any other small groups of friends?S: I see 1 red bear and 4 yellow bears.T: Inside our circle count, we saw hidden partners, too.T: Now, you nd small groups of bears inside your larger group.Pass out a bag of five bears, a paper clip, and a cup to each student. Direct them to put their cup on their mat and place their bear friends around the cup in a circle. Circulate and encourage them to both count in a circle correctly by placing their marker and looking for small groups inside the large group.Part 2: Scatter CountHold five bears.T: The bears were going so fast on the merry-go-round that they fell o. (Dump them onto the oor so they scatter.) Oh, no! Let’s count to see if all our bear friends are okay. How can I count them?S: Touch each bear as you count. à Pick up each bear as you count.T: Show me a counting path. Where should I start?S: With the big red one!T: Next?S: The little yellow one right next to it.Continue the count. Once finished, go back and recount more quickly, but use the exact same counting path through the five bears. After that, go back and find a different pathway through the count.MULTIPLE MEANS OF ENGAGEMENTGive students the option to work in pairs. Partners can take turns putting their bears in a circle and counting them. Students can then check their solutions with each other.

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YOUR NOTES:GKM1Topic C, Lesson 10ZEARN MATH Teacher Edition70Independent Digital LessonLesson 10: Dive into CountingStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion. • Create stories to go along with the bears. (For example, I have 5 bears. Two bears are little, and three bears are .)• Discuss what hidden partners were found inside the conguration.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 10Lesson 10M1Dive into CountingCount the whales. Circle the number that tells how many.3 4 523

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YOUR NOTES:GKM1 Topic C, Lesson 10ZEARN MATH Teacher Edition 71• Talk about the strategies used for counting things that are in a circle and things that are scattered.• Did you follow the same counting path as your friends?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskCount the dots. Circle the number that tells how many.Answers5 circled; 4 circled; 4 circled; 5 circled3 4 5 3 4 53 4 5 3 4 5

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YOUR NOTES:GKM1 Topic C, Lesson 11ZEARN MATH Teacher Edition 73Lesson 11Model decompositions of 3 with materials, drawings, and expressions. Represent the decomposition as 1 + 2 and 2 + 1.TIPThis lesson is optional for your instruction and there is no Independent Digital Lesson. In the digital experience, students will automatically progress to the next Independent Digital Lesson. For your instruction, we recommend that you continue with the next lesson. Students can explore the concepts of this optional lesson with you and peers as part of a flex day as needed.Warm-UpFLUENCY PRACTICEMaking 3 with Triangles and BeansMaterials: (S) 3 beans, paper or foam triangleT: Touch and count the corners of the triangle.S: 1, 2, 3.T: Touch and count your beans.S: 1, 2, 3.T: Our job is to make 3. Put 2 of your beans on the corners of the triangle. Keep the other one in your hand. How many beans on your triangle?S: 2.T: How many beans in your hand?S: 1.T: We can tell how to make 3 like this: 2 and 1 make 3. Echo me, please.S: 2 and 1 make 3.T: Show me 1 bean on your triangle. Keep the rest in your hand. How many beans on your triangle?S: 1.T: How many beans in your hand?S: 2.T: Raise your hand when you can say the sentence. Start with 1. (Wait until all hands are raised, and then give the signal.)S: 1 and 2 make 3.

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YOUR NOTES:GKM1Topic C, Lesson 11ZEARN MATH Teacher Edition74Making Three-Finger Combinations T: I’ll show you some ngers. I want to make 3. Show me what I need to make 3. (Show 2 ngers.)S: (Show 1 nger.)T: Raise your hand when you can say the number sentence. Start with my number.S: 2 and 1 make 3.Students can play with a partner, rapidly and energetically like Rock, Paper, Scissors.Hide and See (3 as the Total) Materials: (S) 3 linking cubesT: Touch and count your cubes.S: 1, 2, 3.T: Hide 2 behind your back. How many can you see?S: 1.T: Put them back together. How many cubes do you have?S: 3.T: Hide 1 behind your back. How many can you see?S: 2.T: Put them back together. How many cubes do you have?S: 3.Variation: As students put the cubes together, they can say the number sentence.WORD PROBLEMRead the problem to the students. Have students use red and blue to draw their crayons.Oh, no! Someone threw 4 crayons on the floor. Draw the crayons.NOTE: In this Word Problem, students continue to practice counting objects in a group and seeing different hidden partners in 4 as they look at their crayons and their friends’ crayons. To extend students’ thinking, have them compare their crayons to a friend’s. Ask students: How many of your crayons are the same color as your friend’s? Concept ExplorationMaterials: (T/S) 5 counting bears or linking cubes per pair, 1 sheet of blue paper, 1 sheet of green paper, 21 sheet of paper, 5-group cards to 5 (Lesson 7 Concept Exploration Template 2)

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YOUR NOTES:GKM1 Topic C, Lesson 11ZEARN MATH Teacher Edition 75Call students to the carpet, and sit in a circle. Scatter the counting bears in the center.T: There are 3 bears.T: Two bears are in the eld (move two bears to the green paper), and 1 bear is in the water (move one bear to the blue paper). How many bears are there?S: 3 bears.T: How many bears are in the eld?S: 2 bears.T: How many bears are in the water?S: 1 bear.T: Take 3 bears out of your bag, and tell our number story to your partner. When you are nished, let your partner tell you the story of the 3 bears.Once the students have been able to verbalize the story, let them make up other number stories with 4 or 5 bears in the field and in the water.Give students half of a piece of paper. Have them get their 5-group cards and go back to their seats.T: I’m going to tell you a number story. Draw it on your paper.T: There are 3 owers. Two owers are red, and 1 ower is yellow.S: (Draw.)T: Find the number card that matches the number of red owers. What card did you pull out?S: 2.T: Find the card that matches the number of yellow owers. What number did you pull out?S: 1.T: Find the card that matches the number of owers on your paper. What number did you pull out?S: 3.T: We can show the 3 owers with our numbers like this (write 2 + 1).T: We read it like this, 2 plus 1. Say it with me.S: 2 plus 1.T: What does the 2 tell us about in the story?S: The red owers.T: What does the 1 tell us about?S: The yellow owers.T: What does 2 + 1 tell us about?S: All the owers. à The 3 owers. à The 2 red and 1 yellow ower.Tell another number story for the students to draw, this time with bears. For example, there were 5 bears. Four bears were brown, and 1 bear was black. Match the story with the

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YOUR NOTES:GKM1Topic C, Lesson 11ZEARN MATH Teacher Edition76corresponding cards and expression, 4 + 1. Have students explain the numbers’ referents in the story.MULTIPLE MEANS OF REPRESENTATIONThe bears may be hard for younger children to hold in their hands. Try using the linking cubes for children who encounter this difficulty. Match the colors of the linking cubes to the bears.MULTIPLE MEANS OF ENGAGEMENTFor students interested in a challenge, extend the task with questions such as, “What would happen if another bear began to eat an apple? How many bears would be eating now?”Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How is nding hidden partners in 3 bears the same as showing 3 on your ngers the Math Way and another way?• How did we show our number stories today? (With blocks, drawings, and numbers.)EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskThere are 2 green blocks and 1 yellow block. Draw the blocks.AnswersDrawing of 2 green block and 1 yellow block

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ZEARN MATH Teacher Edition 77Topic DGKM1TOPIC DThe Concept of Zero and Working with Numbers 0–5Up until this point in the mission, students have been engaged in meaningful, varied counting activities, learning that quantities of objects have a numerical value. Topic D opens with exploring the meaning of zero in the context of groups of objects. In Topics A–C, students were asked only to identify numerals to 5. The first two lessons in this topic introduce writing the numerals 0–3. Using the understanding that numbers correspond to a value, students can now order numbers in relation to a counting sequence.Lesson 14 builds upon the decomposition work in Lesson 11 of Topic C. Students see both the expression 2 + 1 (Topic C) and the equation 3 = 2 + 1 (Topic D) as describing a stick of three cubes decomposed into two parts. The difference now is that the equal sign is shown. Take note that the sum is written first to demonstrate something whole being separated into two parts as opposed to two parts being joined to make a whole.Lesson 15 extends ordering and writing numerals to 5. This topic culminates with students applying their decomposition knowledge with totals of 4 and 5 without equations. For example, five bananas are in the bowl. Two are yellow, and three are green. Draw the bananas.ObjectiveLesson 12 Understand the meaning of zero. Write the numeral 0.Lesson 13 Order and write numerals 0–3 to answer how many questions.Lesson 14Write numerals 1–3. Represent decompositions with materials, drawings, and equations, 3 = 2 + 1 and 3 = 1 + 2.Lesson 15 Order and write numerals 4 and 5 to answer how many questions in categories; sort by count.Lesson 16Write numerals 1–5 in order. Answer and make drawings of decompositions with totals of 4 and 5 without equations.

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YOUR NOTES:GKM1 Topic D, Lesson 12ZEARN MATH Teacher Edition 79Lesson 12Understand the meaning of zero. Write the numeral 0.Warm-UpFLUENCY PRACTICEBirthday CandlesMaterials: (S) 1 die, birthday cake (Lesson 5 Fluency Template), crayonsConduct the activity as outlined in Lesson 5.This is the second time this activity appears in the mission. Be especially cognizant of and ready to support students who must recount each time, rather than take off or put on more crayons, to represent the new number.Finger CountingConduct the activity as outlined in Lesson 8.As students grow more capable in complicated sequences, consider introducing 6. Focus on the transition between 5 and 6. Repetition will be valuable in seeing 5 as a unit.Sunrise/Sunset Counting to 5Conduct the activity as outlined in Lesson 7.If students demonstrate understanding, consider counting higher.WORD PROBLEMDraw a group of 4 apples. Make some of the apples red and some green.NOTE: In this Word Problem, students continue to practice counting objects in a group and seeing different hidden partners of 4 as they look at their apples. After students draw the 4 apples, have them tell a friend how many of their apples are red and how many are green. Ask students: Did you and your friend have the same number of red apples?

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YOUR NOTES:GKM1Topic D, Lesson 12ZEARN MATH Teacher Edition80Concept ExplorationMaterials: (S) Bag of 5 loose linking cubes (varied colors), personal white board, numeral formation practice sheet 0 (Lesson 12 Practice Sheet)T: Please put all of your cubes in front of you. Pick up a cube. How many cubes are you holding now? S: 1.T: Pick up 1 more cube, and connect it to your rst cube. How high is your tower now?S: 2 cubes.T: (Repeat with the remaining cubes to make a tower of 5.) Hold your tower high! Now, we will take it apart. Take o one of your cubes, and put it on the table. How many cubes are le in your tower?S: 4.T: Let’s take o another one. (Repeat and ask the number le each time until the students are holding only one cube.) How many cubes are le in your tower?S: 1.T: Please put down the last cube. How many cubes are le in your tower?S: None!T: The math word for none is zero. Repeat aer me: There are zero cubes le in my tower.S: There are zero cubes le in my tower.T: (Repeat the nger counting from uency, starting from 1 going up to 5 and from 5 down to zero as a st.) Our numeral for zero looks like the outline of our st. (Trace a zero around the outside of your st, and then write 0 on the board.)T: Please put all of your cubes back in the bag. Let’s practice writing a zero. Make it with your nger in the air as I draw it on the board.T: We start at the top middle of the writing frame and then make a big curved line that just touches each side as we go along. We end up back at the top. (Demonstrate and say, “Curve from the top; be a hero! Close the loop and make a zero.”)T: Let’s practice zero a few more times together. Use your ngers on your table (or the carpet) while I write on the board. (Demonstrate and repeat the rhyme with the students a few more times.)T: Now, you may practice making zeros on your own.Distribute personal white boards with numeral formation practice sheet inserts to students. Have students begin at the dot. Begin with finger tracing if necessary. With dry erase markers, practice the number formation. When students demonstrate fluency, remove the inserts and have them write the zeros directly on the sheets with pencil.MULTIPLE MEANS OF ENGAGEMENTTo extend this activity, ask students when they have a 3 tower, “How many cubes do I have to take off to have 0?” “Let’s check and see if that is correct. 4 tower to 0? 5 tower to 0?”

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YOUR NOTES:GKM1 Topic D, Lesson 12ZEARN MATH Teacher Edition 81MULTIPLE MEANS OF REPRESENTATIONMake a poster with the zero (in fancy letters). Post the chart and ask the students what it says. Ask the children what else is on the poster. What does zero mean?Independent Digital LessonLesson 12: Zero the Hero!Students also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 12Lesson 12M1Zero the Hero!Write the number 0.29

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YOUR NOTES:GKM1Topic D, Lesson 12ZEARN MATH Teacher Edition82Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How many eyes (noses, ngers, or feet) do you have?• How many tails do you have?• Use this frame to tell about more things we have none of: We have zero in our classroom. Have fun with this. Get them to talk to a partner aer generating some ideas (elephants, zebras, or spaceships).• What is the math word for none? Let’s say our rhyme one more time! (Repeat the rhyme, and write the numeral zero in the air together.)EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskCount the cubes. Draw a line to match the number of cubes to the correct number.AnswersLine drawn from 0 to 0 cubes, 1 to 1 cube, 2 to 2 cubes, and 3 to 3 cubes.0123

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YOUR NOTES:GKM1 Topic D, Lesson 13ZEARN MATH Teacher Edition 85Lesson 13Order and write numerals 0–3 to answer how many questions.Warm-UpFLUENCY PRACTICERekenrek Roller Coaster Materials: (T) 20-bead RekenrekNOTE: At this point in the mission, consider introducing 6, either with 5 red and 1 white on the top row, or with 5 red on the top row, 1 red on the bottom row (like 5-groups). Focus on the transition from 5 to 6. Guide students to realize that it is, in fact, a crucial transition by discussing what they notice about the representations of 5 and 6 on the Rekenrek (e.g., color change, or 5 on top, 1 more on the bottom).Conduct the activity as outlined in Lesson 7.Show Me Fingers to 5 NOTE: Change directions frequently, as before, but now include 0 (indicated with a closed fist) in the sequence.Conduct the activity as outlined in Lesson 2.Hide and See (3 as the Total) Conduct the activity as outlined in Lesson 11, but include 0 and 3 as the total. Variation: Students can say the expressions as they put the cubes together. This game can also be played with a partner.WORD PROBLEMJohnny had 2 cookies in his lunchbox. He gave 1 to a friend and ate 1 himself. How many cookies does he have now?NOTE: This Word Problem is reviewing the concept of 0 from Lesson 12 before continuing with number writing and counting to 3.

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YOUR NOTES:GKM1Topic D, Lesson 13ZEARN MATH Teacher Edition86Concept ExplorationMaterials: (T) Cardboard picture frame (S) Personal white board with numeral formation practice sheet 1–3 (Lesson 13 Practice Sheet)Preparation: Place three identical objects on a table.T: Look around the room. Finish this riddle: We have exactly 1 in our classroom. (Wait for student responses.) Finish this riddle: We have exactly 2 on our bodies. How about this one? We have exactly 3 on the table. (Discuss responses.)T: Now that we have done some counting, let’s practice writing those numerals. I know a little rhyme that will help us remember how to write the number 1. Echo me, please. Top to bottom, then I’m done. I just wrote the number 1.T: Now, say the rhyme while I write the number. (Write the numeral 1 inside a cardboard picture frame attached to the board.)T/S: Top to bottom, then I’m done. I just wrote the number 1.T: Try it with me this time. Pointer ngers on the rug!T/S: Top to bottom, then I’m done. I just wrote the number 1. (Write the numeral 1 with pointer ngers on the rug or on another surface that will provide tactile feedback.)T: Repeat the exercise for the numerals 2 and 3 using the following rhymes.) Half a moon, there’s more to do. Slide to the right. I wrote a 2. To the right and around the tree. Around again to make a 3.T: You’re ready to try it with your markers now! Send students back to the tables with personal boards prepared with the letter formation template. Guide them through the process by having them first locate the dot. Students may then trace the numerals with their fingers, if necessary, before writing the numbers with their markers. After students have had sufficient practice with their markers, direct them to remove the sheet from their personal boards and write with pencil.MULTIPLE MEANS OF ACTION AND EXPRESSIONIt may be more beneficial for some students to write their numbers on a cookie sheet with sand or salt on it. Writing on the rug is sufficient for most students, but those who have trouble with visual discrimination may not see the number as clearly as other students.To provide a tactile experience, have students trace sandpaper numerals.

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YOUR NOTES:GKM1 Topic D, Lesson 13ZEARN MATH Teacher Edition 87Independent Digital LessonLesson 13: 1, 2, 3, Go!Students also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• What do you do when you need to nd out how many? (Count.) • What are some ways that you can tell or show how many? (Say the number, write the number, show how many ngers.)Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 13Lesson 13M11, 2, 3, Go!Count the birds. Write the number.33

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YOUR NOTES:GKM1 Topic D, Lesson 14ZEARN MATH Teacher Edition 91Warm-UpFLUENCY PRACTICEMaking 3 with Triangles and Beans Materials: (S) 3 beans, paper or foam triangleRepeat Triangles and Beans from Lesson 11, but include 0 and 3.Making Three-Finger Combinations Conduct as outlined in Lesson 11, but include 0 and 3. Variation: Students can say the expressions.Hide and See (3 as the Total) Conduct the activity as outlined in Lesson 11, but include 0 and 3, with 3 as the total. Variation: Students can say the expressions as they put the cubes together. This game can also be played with a partner.WORD PROBLEMHow many ears do you have? Write the number. How many heads do you have? Write the number. How many feet do you have? Write the number. How many wings do you have? Write the number. Stand with 2 friends. How many noses are in your group? Write the number. Draw something that has 1 ear, 2 heads, and 3 feet. Show your friend your picture.NOTE: This Word Problem provides students with practice counting and writing numbers 0-3.Lesson 14Write numerals 1-3. Represent decompositions with materials, drawings, and equations, 3 = 2 + 1 and 3 = 1 + 2. TIPThis lesson is optional for your instruction and there is no Independent Digital Lesson. In the digital experience, students will automatically progress to the next Independent Digital Lesson. For your instruction, we recommend that you continue with the next lesson. Students can explore the concepts of this optional lesson with you and peers as part of a flex day as needed.

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YOUR NOTES:GKM1Topic D, Lesson 14ZEARN MATH Teacher Edition92Concept ExplorationMaterials: (S) Bag of 3 loose linking cubesT: Please take your linking cubes out of the bag, and put them in front of you. Pick up a cube. How many linking cubes are in your hand?S: 1. T: Write 1 in the air. (Demonstrate.) Pick up another cube, and join it to your rst one. (Repeat these steps until the students have a tower of 3 cubes.) How many cubes do you have now?S: 3.T: Write 3 in the air. (Demonstrate.) Watch how I take my tower apart. (Break o one cube.) How many cubes do I have in my hands?S: 1 in that hand. 2 in the other hand.T: Did I pick up any more cubes?S: No.T: Did I drop some?S: No.T: So, I still have 3 cubes in my hands, but I made my 3 tower into a 1 tower and a 2 tower. Take your tower of 3, and show me how you can break it into a 1 tower and a 2 tower.S: (Break the whole tower into the two parts.)T: Watch me put my parts together to make a tower of 3 again. There is a special math way to write what I just did. (Write 3 = 1 + 2.) We call this a number sentence. (Repeat the decomposition exercise to show that 3 = 2 + 1.)T: Put your cubes back in the bag. I’m going to draw some cubes on the board. (Draw a rectangle divided into 3 squares to look like a linking cube tower.) I will color 2 squares red. I will color the rest blue. How many cubes are in my tower?S: 3.T: How many red?S: 2.T: How many blue?S: 1.T: I will write it the math way. Here is our number sentence. (Write 3 = 2 + 1.)T: Can we do this with other things? (Draw a group of three balls on the board. Draw stripes on one of them.) How many balls are there?S: 3.T: How many have stripes?S: 1.T: How many do not have stripes?S: 2.

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YOUR NOTES:GKM1 Topic D, Lesson 14ZEARN MATH Teacher Edition 93T: 3 is the same as 1 and 2. I will write the number sentence: 3 = 1 + 2.MULTIPLE MEANS OF REPRESENTATIONTo provide additional visual support, take a linking cube and put a piece of sticky-sided magnetic tape on it. Do this with about two or three dozens cubes. Take a metal cookie sheet and use the magnetic cubes to make towers, and show that the towers can be broken into different combinations. Use a different cookie sheet for each numeral. MULTIPLE MEANS OF ACTION AND EXPRESSIONSome students benefit from having a work mat to help them organize their manipulatives. This work mat might show templates for towers of 3 (or 4 or 5). Depending on student needs, use the 2 and 1 combination and the 1 and 2 combination, etc.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How many are in your tower all together?• What are the parts of your tower?• How would we say that as a number sentence? 3 is the same as and .• Could we break bigger towers into parts and make number sentences to match?• When have you taken something whole and broken it into two parts? (Sand castles, papers, cakes, etc.)• If you put the parts together again, do you get something whole again?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.

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YOUR NOTES:GKM1 Topic D, Lesson 15ZEARN MATH Teacher Edition 95Lesson 15Order and write numerals 4 and 5 to answer how many questions in categories; sort by count.Warm-UpFLUENCY PRACTICEBeep NumberOptional Materials: (T) Personal white board (S) Number path (Fluency Template 1) (cut out 1 number path per student)T: Let’s play Beep Number! Listen carefully while I count. Instead of saying a number, I’ll say beep. You can touch each number on your number path as I say it. When you know what the beep number is, raise your hand. 1, 2, beep! (Wait until all hands are raised, then give the signal.)S: 3.T: (Turn over the personal board to reveal the number 3 so that students can verify that their answer was correct.)T: 1, 2, 3, beep, 5. (Wait until all hands are raised, then give the signal.)S: 4.T: (Turn over the personal board to reveal the number 4.) 1, 2, 3, 4, beep! (Wait until all hands are raised, then give the signal.)S: 5.T: (Turn over the personal board to reveal the number 5.) 1, beep, 3, 4, 5. (Wait until all hands are raised, then give the signal.)S: 2.Continue in a thoughtful sequence. Return to a simpler sequence if students have difficulty.The use of the personal white board is optional, but it can increase engagement if students perceive the number as secret. Initially, students may rely heavily on the number line in order to determine the missing number. Challenge students to solve mentally when they are ready.Birthday Cake Number OrderMaterials: (S) Birthday cake number order cards (Fluency Template 2)T: Take your cakes out of the bag. Count how many candles are on each cake. (Circulate to listen as students do this.) Show me the cake for a one-year-old baby.S: (Hold up the cake with 1 candle.)

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YOUR NOTES:GKM1Topic D, Lesson 15ZEARN MATH Teacher Edition96T: Show me the cake for a kindergartner.S: (Hold up the cake with 5 candles.)T: Put your cakes in order from baby’s rst birthday to the kindergartner’s cake.Have students mix up the cakes and repeat putting them back in order. Kindergarten admission age requirements vary, so the questions may need to be adjusted.See, Count, Write Numbers to 3Materials: (S) Personal white boardT: I’m going to show you some ngers. Count how many, and write the number. Show me your board when you are ready.Start by showing fingers the Math Way (show the pinky of the right hand for 1). Then, show other fingers and other combinations.WORD PROBLEMDraw 3 circles. Color 2 blue and 1 red. Complete the number sentence: 3 = + NOTE: This Word Problem continues to link the previous day’s lessons with the current day’s Concept Exploration.Concept ExplorationMaterials: (T) Personal white board or chart paper and sticky notes; cardboard picture frame for writing (S) Personal white board with numeral formation practice sheet 4–5 (Lesson 15 Practice Sheet)Display varying arrangements of groups of objects in the center of the circle. There should be two groups of 4 things and two groups of 5 things (e.g., erasers, keys, personal boards, and scissors. If you don’t have these items, you can also use pencils, cups, books of similar size, animals, markers, and blocks).T: We are going to play Count, Wait, and Say How Many. Count how many there are in the group I point to. Wait for my magic snap, and then say how many. (Repeat until students demonstrate uency in counting the groups.)T: We are going to count our groups again and make a graph on the white board to record our counting.T: Count the erasers.

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YOUR NOTES:GKM1 Topic D, Lesson 15ZEARN MATH Teacher Edition 97S: 1, 2, 3, 4, 5.T: We will show how many we counted by coloring the bottom 5 squares in our eraser column. (Student can use sticky notes instead, if desired.)T: Count the keys. (Repeat the procedure for keys, personal boards, and scissors.)T: Now, we’ll learn some more about how to tell how many by writing numerals 4 and 5. We will learn some new rhymes to help us. Let’s start with 4: “A little line down, to the right some more. Now a big line down to make a 4.” (Demonstrate in the writing frame while students write the numeral 4 in the air with their pointer ngers. Repeat several times.)T: Now, let’s rug write it. Pointer ngers on the rug!T/S: (Repeat the rhyme while writing the numeral 4 with pointer ngers on the rug or another surface that will provide tactile feedback.)T: Let’s write number 5. “Down the side, around a hive. Give it a hat. I wrote a 5.” (Demonstrate in the writing frame.) Try it with your skywriting while I show you in the frame. Say it with me. (Demonstrate several more times while students write in the air.)T: Can you rug write it now? Pointer ngers on the rug! (Practice for several more iterations to provide tactile feedback.)T: You’re ready to try it with your markers now! Let’s do some practice on our personal white boards.Send students back to their tables with their personal white boards prepared with the writing insert. Guide them through the process by having them first locate the dot, finger tracing the numeral if necessary, then having them complete the practice sheet with a marker. After students have had sufficient practice with their markers, direct them to remove the sheet from their personal boards and write with pencil.MULTIPLE MEANS OF ENGAGEMENTFor an alternative to the graph, take a poster board, and with colored tape, divide it into sections. Allow the students to place the items in the correct spaces. As children count up the number of objects, encourage them to put the correct number card in the space so that they see how the count increases.Independent Digital LessonLesson 15: 4 and 5 at the AquariumStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.

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YOUR NOTES:GKM1Topic D, Lesson 15ZEARN MATH Teacher Edition98Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How many objects did we count together? Look at our graph to help you remember.• Practice skywriting your numbers 4 and 5, saying the rhyme, two more times.• What is dierent about writing 4 and writing 5? 0 and 4? 0 and 5?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 15Lesson 15M14 and 5 at the Aquarium35

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YOUR NOTES:GKM1 Topic D, Lesson 16ZEARN MATH Teacher Edition 103Lesson 16Write numerals 1–5 in order. Answer and make drawings of decompositions with totals of 4 and 5 without equations.Warm-UpFLUENCY PRACTICEMake 4 with Squares and Beans Materials: (S) 4 beans, paper or foam squaresT: Touch and count the corners of the square.S: 1, 2, 3, 4.T: Touch and count your beans.S: 1, 2, 3, 4.T: Our job is to make 4. Put 3 of your beans on the corners of your square. Keep the other one in your hand. How many beans on your square?S: 3.T: How many beans in your hand?S: 1.T: We can tell how to make 4 like this: 3 and 1 make 4. Echo me, please.S: 3 and 1 make 4.T: Show me 2 beans on your square. Keep the rest in your hand. How many beans on your square?S: 2.T: How many beans in your hand?S: 2.T: Raise your hand when you can say the sentence. (Wait until all hands are raised, and then give the signal.)S: 2 and 2 make 4.Continue with placing 1 bean on the square, then 4, and finally 0, to work through all of the number combinations.5-Frames: Counting Dots and SpacesMaterials: (T) 5-frame cards (Lesson 10 Fluency Template)

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YOUR NOTES:GKM1Topic D, Lesson 16ZEARN MATH Teacher Edition104Conduct the activity as outlined in Lesson 10. After counting dots and spaces, have students describe the compositions of 5. For example, students count 3 dots and 2 spaces, so 3 and 2 make 5.Take the CakeMaterials: (S) Birthday cake number order cards per pair (Lesson 15 Fluency Template 2)Working with a partner, have students put the birthday cake cards in order from the baby’s cake to the six-year-old’s cake.1. Partner A closes his eyes.2. Partner B takes one of the cards (or turns it over).3. Partner A opens his eyes, and counts to determine which card is missing.4. Switch roles, and play again.WORD PROBLEMDraw 4 cups and 5 straws. Write the number of each. Circle the number that is more.NOTE: This Word Problem continues to focus on groups, counting objects in a group, and number writing. This problem connects learning throughout the mission.Concept ExplorationMaterials: (T) Personal white board, 5 magnetic shapes or pictures (divided by a line down the middle) (S) 5-group cards 1–5, shuffled (Lesson 7 Concept Exploration Template 2); bag of 5 loose linking cubesT: We are going to play a game called Mix and Fix. Each of you has a bag of cards in front of you. The cards have numerals 1 to 5 on them. Take your cards out, and check to see that you have all of your cards.S: (Check cards, providing a quick review of the numbers.)T: Mix up your cards, and turn them over so that you can only see the dots, not the numbers. On the count of three, turn your cards over, and put them in order starting with 1 and going up to 5. You will want your cards to say 1, 2, 3, 4, and 5.T: Are you ready? Set. GO! S: (Race to place their cards in order.)T: (Circulate to ensure accuracy.) Point to the numbers, and count your cards.S: 1, 2, 3, 4, 5. (Repeat the exercise, putting cards in decreasing order.)T: Put your cards away, and take out your linking cubes. Please make a tower of 4. You will use the tower while we do some work together on the board. I will be looking for

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YOUR NOTES:GKM1 Topic D, Lesson 16ZEARN MATH Teacher Edition 105some really focused mathematicians to help me! (Show students four of the shapes in a line on the board, and call for a volunteer.)T: (Select a volunteer.) How many shapes are on the board?S: 4.T: Put some on one side of the line, and put the rest on the other.S: (Arranges shapes on the board, for example, two on one side and two on the other.)T: Thank you. You may sit down now. Did she pick up any new shapes? Did she drop any shapes?S: No.T: How many shapes are still on the board?S: 4.T: Look at how many shapes are on each side of the line. She chose to use her 4 shapes to make groups of 2. Take your tower of 4, and break it into groups of 2. Show me your new towers.S: (Hold up towers.)T: We can talk about this the special math way! Repeat aer me: 4 is the same as 2 and 2.S: 4 is the same as 2 and 2.T: Put your towers together again. Can anyone arrange our 4 shapes a dierent way? (Repeat the exercise with another volunteer, making sure that a dierent decomposition of 4 is represented. Have the students model the new situation with their cubes.)T: Let’s try this with 5 shapes! Put another cube on your tower to make 5. (Repeat the exercise, this time decomposing ve objects on the board two dierent ways and having the students model each situation with their cubes.)MULTIPLE MEANS OF REPRESENTATIONHave a number path or chart available as a reference for students who are developing confidence in counting. A simple 1–5 number path works best.MULTIPLE MEANS OF ENGAGEMENTTo optimize challenge, encourage students to experiment with making towers of 6 and 7. Encourage them to find different combinations. If possible, make a sheet that shows all of these combinations.

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YOUR NOTES:GKM1Topic D, Lesson 16ZEARN MATH Teacher Edition106Independent Digital LessonLesson 16: Breaking Up BlocksStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• Did we change the whole amount when we broke our towers or our groups into smaller ones?• When we put them back together, did we change our whole amount?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 16Lesson 16M1Breaking Up BlocksCount the gray squares and write how many. Count the white squares and write how many. Then count the gray and white squares and write how many squares in all. squares in all25339

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ZEARN MATH Teacher Edition108GKM1Topic ETOPIC EWorking with Numbers 6–8 in Different ConfigurationsIn Topic E, students engage in counting numbers above 5, namely 6, 7, and 8, in varied configurations. The students use their growing skill and knowledge of counting up to 5 to reason about larger numbers in the more difficult linear, array, circular, and scattered configurations.As in previous topics, students will count objects and match their count with a digit card to reinforce that the last number said when counting tells the number of objects. Lesson 18 extends the counting of larger numbers by having students count 6 out of a larger set and order numbers 1–6 based on their knowledge that each number represents a quantity of objects. This calls their attention to the concepts of part and whole. Their 6 beans are within the larger amount. Students might say they disappeared or are hiding. They are there, but no longer a distinct set.Lesson 19 looks at numbers 5–7. Students count on their fingers from 1 to 7 and connect to 5-group images (for example, five fingers on one hand). “7 is 5 and 2. Here it is on my fingers.” Reasoning about numbers 6–8 highlights the importance of the 5-unit. Lesson 20 explores the number 7. Students reason about strategies to count 7 objects in circular and scattered configurations. Partners might look at each other’s 7 objects, one in array formation and the other in scattered formation, and discuss similarities and differences between their sets.This concept is continued in Lesson 21 with the number 8. Students also consider the size of the objects being counted by comparing their 8 objects to a friend’s. For example, “My cotton balls are bigger than your cubes, but when we count them, we both have eight!” The last lesson in this topic asks students to arrange and strategize how to count eight beans in a circular (around a cup) and scattered configuration. They also write the numeral 8 and find a path through the scatter set, comparing their paths with a partner.ObjectiveLesson 17Count 4–6 objects in vertical and horizontal linear congurations and array congurations. Match 6 objects to the numeral 6.Lesson 18Count 4–6 objects in circular and scattered congurations. Count 6 items out of a larger set. Write numerals 1–6 in order.Lesson 19Count 5–7 linking cubes in linear congurations. Match with numeral 7. Count on ngers from 1 to 7, and connect to 5-group images.Lesson 20Reason about sets of 7 varied objects in circular and scattered congurations. Find a path through the scattered conguration. Write numeral 7. Ask, “How is your seven dierent from mine?”

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YOUR NOTES:GKM1 Topic E, Lesson 17ZEARN MATH Teacher Edition 111Lesson 17Count 4–6 objects in vertical and horizontal linear configurations and array configurations. Match 6 objects to the numeral 6.Warm-UpFLUENCY PRACTICEHow Many DotsMaterials: (T) Large 5-group cards (Lesson 8 Fluency Template)T: We’re going to practice listen, think, raise your hand, wait. I’m going to show you some dots. Raise your hand when you have counted the dots, and then wait for the snap to say the number. Ready? (Show the 5 card. Wait until all hands are raised, and then give the signal.)S: 5.T: (Show the 6 card. Wait until all hands are raised, and then give the signal.)S: 6.As students begin to demonstrate full understanding, deviate from a predictable pattern, and challenge them to recognize the groups of dots more quickly.Sunrise/Sunset Counting to 10NOTE: This fluency activity was selected in anticipation of future lessons. Although students do not work with numbers to 10 in this lesson, they need to develop fluency for upcoming lessons in which they work with numbers to 10 in depth.Conduct the activity as outlined in Lesson 7, but instruct students to plan to reach 5 as the midpoint and 10 at the highest position. Some modeling may be required initially.Birthday Candles Materials: (T) 5-group cards (Lesson 7 Concept Exploration Template 2)NOTE: The use of 5-group cards in this activity provides an opportunity for differentiation. Assign the dot side for students who need extra work with counting. Assign the numeral side for those who need more work with number recognition.

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YOUR NOTES:GKM1Topic E, Lesson 17ZEARN MATH Teacher Edition112Conduct the activity as outlined in Lesson 5, but use 5-group cards instead of dice. This activity can be played with a partner or individually.WORD PROBLEMFinish this sentence: I could eat 5 . Draw a picture to show your idea.NOTE: This quick review exercise is included to ensure that the students properly understand the magnitude of 5 as they go forward. For example, they could not eat 5 pizzas, but they could eat 5 strawberries.Concept ExplorationMaterials: (S) Bag of 6 loose linking cubes, beans, or other counters; work mat; 5-group cards 1–6 (Lesson 7 Concept Exploration Template 2); 2 5-group mats (Concept Exploration Template)NOTE: The work mat is used to help students keep their materials organized. Work mats can be a piece of construction or copy paper.T: Take out your bag of linking cubes and your work mat. Count out four of your cubes, and put them on your work mat in a straight row. (Demonstrate this and the other placement activities on the board as the lesson progresses.) How many cubes do you have?S: 4.T: (Continue to manipulate cubes, having students create rows and then columns of 2, each using the edges of the work mat as guides. Then, have students move the cubes to the corners of the work mat and count again.) Find the number card that shows how many cubes are on your mat. Hold it up, and say the number.S: (Hold up number card, and say 4.)T: Take another cube out of your bag, and put it on your mat. Put all of your cubes in a row across your mat, and count your cubes again. How many cubes do you have?S: 5.T: That’s right! We call this a 5-group. (Repeat the manipulation series, having students use the edge of the work mat to make a column of 5.)T: Now, you may move your cubes anywhere you like on the mat, but make sure that none of them falls o! Count your cubes. How many do you have?S: 5. T: Put your 5-group mat on your desk. Move your cubes to your 5-group mat. Find the number card that shows how many cubes. (Review with students the proper placement of the cubes on the 5-group mat if necessary, beginning with the dot on the upper le side.)S: 5.

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YOUR NOTES:GKM1 Topic E, Lesson 17ZEARN MATH Teacher Edition 113T: Put your cubes back on your work mat. Take one more cube out of your bag, and put all of your cubes in a row. Let’s count the cubes together.S: 1, 2, 3, 4, 5, …, 6. (Responses may vary.)T: (Next, have students arrange their cubes into rows, and then columns of 3, counting the total each time.)T: Take one of the cubes from your work mat, and put it onto your 5-group mat. Keep going until it is full. What do you notice?S: There is one le over! They don’t all t.T: You are right! Six is 1 more than 5. Where should we put our extra cube? (Wait for responses, and then guide students to see that they need to use the other 5-group. Circulate to ensure proper placement of the sixth cube.) We have 5 cubes on one ve and 1 on the other ve. How many cubes do you have on your 5-group mat?S: 6.T: Yes! Five and 1 more is 6. I am going to write the number 6 on the board. (Demonstrate.) Look through your number cards to nd the number that looks like mine. How many cubes do you have? Hold the number card up, and say the number.S: 6.MULTIPLE MEANS OF REPRESENTATIONUse visual representations to introduce the terms row, column, and corner prior to using them in the lesson. Make sure that students see the words written out with visuals representing the words, for example, a row of objects in a horizontal line and a column of objects in a vertical line.Independent Digital LessonLesson 17: Add One MoreStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.

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YOUR NOTES:GKM1Topic E, Lesson 17ZEARN MATH Teacher Edition114Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How does the 5-group help us count?• Share with a partner how you counted and why.• Have students discuss the dierent congurations.EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.4Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 17Lesson 17M1Add One MoreDraw 1 more circle. Then, count the circles. Write the number that tells how many circles there are in all. circles in all41

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YOUR NOTES:GKM1 Topic E, Lesson 18ZEARN MATH Teacher Edition 117Lesson 18Count 4–6 objects in circular and scattered configurations. Count 6 items out of a larger set. Write numerals 1–6 in order.Warm-UpFLUENCY PRACTICE5-Groups in Corners (4 and 5)T: When the music starts, calmly walk around the room, visiting corners of the room until you and your classmates can make a 5-group—don’t forget to count yourself! How many can be in a group?S: 5.T: So, if you go to a corner that already has 4 people there, can you stay?S: Yes!T: What if there are already 5?S: No.T: Remember to check all the corners of the room. See if we can all get into 5-groups before the music stops!If there are not enough students to make equal groups of the designated number, supplement with puppets or stuffed animals.Birthday Cake Number OrderMaterials: Birthday Cake Number Order Cards (Lesson 15 Fluency Template 2)Conduct the activity as outlined in Lesson 15, but this time, have students match their numeral cards to the cakes in order to build number order and number recognition skills.Beep NumberMaterials: T) Personal white board (optional) (S) Number path (Lesson 15 Fluency Template 1)(optional)Conduct the activity as outlined in Lesson 15, but this time, build incrementally to sequences beyond 5 as students exhibit full understanding. A sample sequence is given below.4, 5, beep! 4, beep, 6 Beep, 5, 6 6, 7, beep!

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YOUR NOTES:GKM1Topic E, Lesson 18ZEARN MATH Teacher Edition118Continue from simple to complex, identifying the number after, the number between, and finally, the number before, which is most difficult. Then, introduce higher numbers.Variation: Extend the sequences to four numbers, for example 7, 8, beep, 10.Remind students to use the procedure for answering choral response questions described in Lesson 8 (listen, think, raise your hand, wait for the snap) to allow sufficient wait time.If students are reliant on a number path for determining the missing number, challenge them to try with their eyes closed!WORD PROBLEMMake a row of 3 dots. Make another row with 3 dots right under the first one. Count your dots. Tell your friend how many.NOTE: Reviewing the array for 6 prepares students for the circular and scattered counts in today’s Concept Exploration.Concept ExplorationMaterials: (T) Cardboard writing frame on board (S) 1 small clear plastic bag of 10 lima beans or small counters, 1 work mat inscribed with a large circle, 1 plastic cup, personal white board with Numeral Formation Practice Sheet 6T: You have beans in your bag! I wonder how many? Does anyone want to wonder with me?S: (Responses will vary.)T: Could you count them without taking them out of your bag?S: There are 10.T: I’d like each of you to take out 4 beans. (Pause.) Now, put them back in the bag. What happened to the 4 beans?S: They got mixed up. → We can’t see them!T: We might not be able to see them, but are they still part of the group?S: Yes.T: This time, take out 4 beans and put them in your cup. Put your hand on top of your cup, and shake them up. Shake harder! Pour them into the circle on your work mat like this. (Demonstrate.) Let’s count how many are inside your circle.S: 4.T: Write the number 4 in the air. Now, move all of your beans to the edge of your circle to make a magic necklace. Count them again.S: (Count.)

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YOUR NOTES:GKM1 Topic E, Lesson 18ZEARN MATH Teacher Edition 119T: Are there still 4? When you are counting things on the necklace, how do you keep track of where you start?S: (Responses will vary. Allow time to discuss counting strategies.)T: Put your beans back in the bag, and mix them up. Now, count out 5 into your cup. Shake them up, and pour them into your circle. How many are there now?Repeat as above, allowing students time to count both the scattered and circular configurations and to write the numeral in the air. Have students return the beans to the bag, and repeat one more time with 6 objects.T: Great counting! Now, put your cups away. Watch how I write the number 6. Follow along with your ngers in the air. “Down the side, and then a curl. The 6 makes a little swirl.” (Demonstrate several times. Follow by having children write on the rug or other surface for tactile practice.) You are ready to practice writing sixes on your boards. (Instruct students to turn to Numeral Formation Practice Sheet 6 in their student workbooks, and ll it out using their pencils.)MULTIPLE MEANS OF ACTION AND EXPRESSIONEncourage multilingual learners to participate and discuss their strategies for counting their 4 circles by modeling sentence starters such as, “I counted my beans on the circle by…” and “My strategy was to…”. Modeling to start may help students produce language to describe their strategy. MULTIPLE MEANS OF ACTION AND EXPRESSIONAllow students to respond to the question about how they kept track of where they started when counting 4 circles on their magic necklace by showing how they counted their circles. Help by verbalizing what they did: “Oh, I see you touched each one as you counted.”

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YOUR NOTES:GKM1Topic E, Lesson 18ZEARN MATH Teacher Edition120Independent Digital LessonLesson 18: 4, 5, 6, Time for a Picnic!Students also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• Who can explain to the class how they counted their beans and how they knew where to start and stop? Who did it the same way? Who did it a dierent way?• Was it easy to count out 6 beans from your baggie? How did you do that?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 18Lesson 18M14, 5, 6, Time for a Picnic!Count the apples. Write the number in the boxes.43

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YOUR NOTES:GKM1 Topic E, Lesson 18ZEARN MATH Teacher Edition 121• What happened to our 6 beans when we put them back in the bag with the rest of the beans?• What is a good strategy to use when you count objects in a circle?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskDraw 6 beads around the circle.Color 6 moons.Answers6 beads around the circle.6 moons colored.Draw 6 beads around the circle. Color 6 moons.Draw 6 beads around the circle. Color 6 moons.

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YOUR NOTES:GKM1 Topic E, Lesson 19ZEARN MATH Teacher Edition 123Lesson 19Count 5–7 linking cubes in linear configurations. Match with numeral 7. Count on fingers from 1 to 7, and connect to 5-group images.Warm-UpFLUENCY PRACTICE5-Groups (Count On from 5)Materials: (T) Large 5-group cards (Lesson 8 Fluency Template)T: (Show the 6-dot card.) Raise your hand when you know how many dots. (Wait for all hands to be raised, and then signal.) Ready?S: 6 dots!T: This time, count only the dots on the top row. Raise your hand when you know how many dots are on top. (Wait for all hands to be raised, and then signal.) Ready?S: 5 dots.T: This time, count only the dots on the bottom row. Raise your hand when you know how many dots are on the bottom. (Wait for all hands to be raised, and then signal). Ready?S: 1 dot.T: We can count it like this. 5 (slide nger across the row of 5), 6 (point to the 1 dot on the bottom row). Try it with me. Ready?S: 5, 6. (Mimic the sliding and pointing motions, if desired.)T: (Show the 7-dot card.) Raise your hand when you know how many dots. (Wait for all hands to be raised, and then signal.) Ready?S: 7.T: Top? (Wait for all hands to be raised, and then signal.) Ready?S: 5.T: Bottom? (Wait for all hands to be raised, and then signal.) Ready?S: 2.T: Count from 5. Ready?S: 5, 6, 7.Reducing the questions to as few words as possible (top, bottom) once students understand the essential task allows them to complete a greater volume of problems in a short time and maintain an energetic pace.

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YOUR NOTES:GKM1Topic E, Lesson 19ZEARN MATH Teacher Edition124Show Me Beans (Color Change at 5)Materials: (S) Two hands mat (Fluency Template), bag with 5 red beans and 5 white beansT: Take 5 red beans out of your bag, and put them on the le hand on your mat. Count how many beans are on your mat.S: 1, 2, 3, 4, 5.T: Take a white bean out of your bag, and put it on the thumb of the right hand on your mat. Count how many beans are on your mat now.S: 1, 2, 3, 4, 5, 6.T: How many red beans are on your mat? (Allow time to recount if necessary.)S: 5 beans.T: How many white beans?S: 1 bean.T: How many beans are on the whole mat?S: 6 beans.T: If we already know there are 5 red beans, do we really need to go back and count them every time?S: No.T: So, we can count from 5 like this: 5 (shadow the full hand of 5), 6 (point to the single white bean). Try it with me.Continue this process as far as students are comfortable with the task, again with the goal of reducing teacher language.Rekenrek Roller Coaster to 7Conduct the activity as outlined in Lesson 7, but now introduce 6 and 7 into the sequence, and generate a discussion about the color change at 5. If students demonstrate mastery, consider introducing the 10-frame orientation (e.g., 6 as 5 red beads on top and 1 red bead on the bottom).WORD PROBLEMDraw 5 ice cream cones. Draw 1 more ice cream cone. Count how many ice cream cones you drew on your paper. Write the number.NOTE: This reinforces the concept of 6 as 5 and 1, preparing students for understanding 7 in the same way.

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YOUR NOTES:GKM1 Topic E, Lesson 19ZEARN MATH Teacher Edition 125Concept ExplorationMaterials: (T) Writing frame on board, classroom size 5-group mat (Lesson 17 Concept Exploration Template), large numeral cards (Lesson 7 Concept Exploration Template 1) (S) 1 bag of 10 loose linking cubes (5 each of red and blue), 5-group mat (Lesson 17 Concept Exploration Template), 5-group cards (Lesson 7 Concept Exploration Template 2)T: Count out 5 linking cubes of the same color from your bag. Put them in a tower. How many are there?S: 5.T: Excellent! Take your tower apart, and put one cube on each dot of your rst 5-group. Can you nd the number card that shows how many cubes are on your mat? Hold it up high!S: (Hold up card.) 5.T: Take a cube of a dierent color from your bag, and put it on the rst dot of your other 5-group. What do you notice?S: This 5-group has only one cube. à This cube is a dierent color.T: How many cubes are there in all? Count your cubes. Hold up the number card, and say the number.S: (Hold up card.) 6.T: Yes! Six is 5 and 1 more. Take another cube of that color from your bag, and add it to your mat. What do you see now?S: There is one with 5 and one with 2; there are 5 (blue) and 2 (red) cubes.T: Does anyone know the number that is 5 and 2? Let’s count the cubes to nd out.S: 1, 2, 3, 4, 5, 6, …7.T: Yes, the number is 7. Five and 2 are hiding in 7. Put your cubes all together to make a tower of 7, like this. (Demonstrate.) Do you see two little towers of 5 and 2 hiding inside? Show me. (Circulate and observe to ensure understanding.)T: Let me show you how we write the numeral 7. “Across the sky, then drop a line. I make a 7 every time.” (Write 7 in the frame on the board.) Find the number card that shows me how many cubes are in your tower.S: (Hold up card.) 7.T: Good. Put your cubes away now. We are going to play Show Me the Number. When I hold up my numeral card, show me the same number with your cubes, and then on your ngers the Math Way, and then tell how many. (Repeat quickly many times, showing all numbers but focusing especially on 5, 6, and 7.)MULTIPLE MEANS OF ACTION AND EXPRESSION• Give children who are developing fine motor skills a 5-group card, and have them put colored sticky dots on it. • Have a selection of 5-group cards with various dot combinations available for students who might have difficulty placing cubes on the cards.

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YOUR NOTES:GKM1Topic E, Lesson 19ZEARN MATH Teacher Edition126Independent Digital LessonLesson 19: Lucky Number 7Students also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• When we had a tower of 5, how many more did we add to make 7?• What are hidden partners in 7?• Who can show me 5 the Math Way? Who can show me 7 the Math Way?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 19Lesson 19M1Lucky Number 7Count the stars. Write the number in the boxes.45

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YOUR NOTES:GKM1 Topic E, Lesson 20ZEARN MATH Teacher Edition 129Lesson 20Reason about sets of 7 varied objects in circular and scattered configurations. Find a path through the scattered configuration. Write numeral 7. Ask, “How is your seven different from mine?”Warm-UpFLUENCY PRACTICEMaking 3 with Triangles and BeansMaterials: (S) 3 beans, paper or foam triangle, personal white boardConduct the activity as laid out in Lesson 11, but now have students write the equations on their personal white boards. Challenge students to list all possible combinations.Hands Number Line to 7Materials: (S) Two hands mat (Lesson 19 Fluency Template), bag of beans painted red on one sideConduct the activity as outlined in Lesson 2, but now extend the number line to the right hand to show 6 and 7. Show 6 as a full left hand and the thumb of the right hand so that students can see the number line progressing across their hands.Show Me Another WayConduct the activity as laid out in Lesson 6, but now include showing different ways to make 6 and 7.WORD PROBLEMChristopher has a bag of 5 cookies and 2 other loose cookies. Draw the cookies. How many cookies does Christopher have? Count the cookies with your partner. Then, circle the bag of 5 cookies.NOTE: Reinforcing the idea of 7 as 5 and 2 will benefit students as they count sevens in varying configurations in today’s Concept Exploration.MULTIPLE MEANS OF REPRESENTATIONScaffold the Word Problem for multilingual learners by modeling the word more. For example, ask students to show 1 more linking cube and say “1 linking cube”; then, show another linking cube and say

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YOUR NOTES:GKM1Topic E, Lesson 20ZEARN MATH Teacher Edition130“1 more” as the teacher makes a tower with a second linking cube. Add the word more to the class word wall paired with a visual.Concept ExplorationMaterials: (T) Cardboard writing frame on board (S) Bag of 10 counters (objects should vary from student to student), work mat inscribed with a large circle, plastic cup, personal white board with Numeral Formation Practice Sheet 7T: Take out 5 of your counters, and then count out 2 more. How many are le in your bag?S: 3.T: Put your counters in your plastic cup. Shake them up seven times, and pour them into the circle on your work mat. (Demonstrate.) Use your nger to make a counting path through your objects while you count them. How many are there?S: 7.T: Look at your friend’s work mat. Does her 7 look exactly like yours? Show each other how you counted. Did you make the same counting path?S: (Responses will vary. Allow time for sharing and discussion.)T: Now, put your counters around the edge of the circle to make a magic necklace. Count them again. How many?S: 7.T: Show your friend how you counted. Did you count them the same way? (Again, allow time for sharing and discussion.)T: Put 2 of your counters back in the bag. Now, put 5 counters back in the bag. How many counters did you put away?S: 7.T: Show me 7 with your ngers. (Check to ensure understanding.) We are going to practice writing the number 7. Watch me make 7 on the board. Follow along with your ngers in the air. “Across the sky, then drop a line. I make a 7 every time.” (Demonstrate several times, followed by having children write on the rug or other surface for tactile practice.) You are ready to practice writing on your personal white boards. When you are ready, you may take out your practice sheet and use your pencils.MULTIPLE MEANS OF ENGAGEMENTGuide information processing by breaking down the individual steps for them and watching students accomplish each step before moving on to the next:• Let’s count 5 of your counters: 1, 2, 3, 4, 5. Good.• Put the counters in the plastic cup.

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YOUR NOTES:GKM1 Topic E, Lesson 20ZEARN MATH Teacher Edition 131• Let’s count 2 more: 1, 2. Good.• Now, put those 2 counters in the cup.• Let’s count everything together.Independent Digital LessonLesson 20: Reach for the StarsStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 20Lesson 20M1Reach for the StarsCount the moons. Circle the number that tells how many.5 6 747

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YOUR NOTES:GKM1Topic E, Lesson 20ZEARN MATH Teacher Edition132Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The question below may be used to lead the discussion. • What did you notice when you were counting the counters with your friend? (We had dierent counting paths but still counted the same number.)EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskDraw 7 beads around the circle.Color 7 hearts.Draw 7 beads around the circle. Color 7 hearts.Draw 7 beads around the circle. Color 7 hearts.

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YOUR NOTES:GKM1 Topic E, Lesson 21ZEARN MATH Teacher Edition 135Lesson 21Compare counts of 8 in linear and array configurations. Match with numeral 8.Warm-UpFLUENCY PRACTICECounting with the Number Glove to 8Count up and down, as in Lesson 1, only now dramatically emphasize the transition from 5 to 6 by bringing the hand in and out of view when changing directions.Number gloves are illustrated to the right, as viewed from the students’ perspective.Finger Flashes to 8Complete the activity as outlined in Lesson 2. Recall that the teacher begins with the right hand, beginning with the pinky as 1 and the thumb as 5, as a continuous number line. Watch closely to see which students immediately recognize an open hand as 5 and which must begin counting from 1 each time. If students are ready for a challenge, show them the finger combinations very briefly.Happy Counting Within 8Complete activity as outlined in Lesson 6. It is critical not to count along with the students or mouth the words; rather, listen closely to the students’ responses. If students hesitate or have difficulty, return to work within 5, and then gradually build up to 8. If they are ready to be challenged, quicken the pace.WORD PROBLEMThere were some children playing with marbles on the playground. Draw a circle and show 7 of their marbles in the circle.NOTE: This reviews yesterday’s lesson of counting 7 in a circular or scattered configuration. After students draw their marbles, tell them to count their marbles with a friend and then talk about what would happen if someone gave the children another marble.

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YOUR NOTES:GKM1Topic E, Lesson 21ZEARN MATH Teacher Edition136Concept ExplorationMaterials: (T) Linking cubes, cardboard writing frame on the board, classroom-size 5-group mats (Lesson 17 Concept Exploration Template) (S) Bag of 10 loose linking cubes (5 blue and 5 red), work mat, two 5-group mats (Lesson 17 Concept Exploration Template), 5-group cards (Lesson 7 Concept Exploration Template 2)T: Count out 5 cubes of one color and 2 of another. How many are le in your bag?S: 3.T: Put your cubes on your 5-group mat to show that 7 is the same as 5 and 2. (Check to ensure proper placement.) Find the number card that tells how many cubes you have. Hold it up, and say the number.S: 7. (Hold up number card.)T: Take out 1 more cube of the second color, and put it on your 5-group mat. How many cubes are on your top ve?S: 5.T: How many on your bottom ve?S: 3.T: Let’s count to see how many cubes!S: 1, 2, 3, 4, 5, 6, 7, …, 8.T: You have 8 cubes! Eight is 1 more than 7. We write the number 8 like this. (Demonstrate in writing frame.) Find the number card that shows 8. Hold it up, and say the number.S: (Hold up the card.) 8.T: Put your cubes together in a tower, like this. (Demonstrate so that the parts of 5 and 3 are dierent colors.) Can you see the 5 and the 3 hiding in our 8? (Circulate to ensure understanding.)T: Now, take your tower apart, and put the cubes into rows on your work mat. Make your rows so that each one has the same number of cubes. (Rows should have 4 and 4. Guide students to use the top and bottom of their square to help them.)T: Look at your partner’s work mat. Do his cubes look the same as yours? Let’s count our cubes. Then, show me the number.S: 1, 2, 3, 4, 5, 6, 7, 8. (Hold up digit card.)T: I wonder what would happen if we put our cubes into columns like towers. Move your cubes so that they are on the sides of your work mat. Make sure that each side has the same number. How many are on each side?S: 4 and 4.T: Let’s count our cubes. Show me the number that tells how many you see.S: 1, 2, 3, 4, 5, 6, 7, 8. (Hold up card.)T: Now, put one cube on the top edge of your work mat, one on the le, one on the bottom, and one on the right. Do you have some cubes le? Let’s see if we can do it again. (Repeat.) Do you have any more cubes le?S: No.

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YOUR NOTES:GKM1 Topic E, Lesson 21ZEARN MATH Teacher Edition 137T: How many cubes are on each edge?S: 2.T: How many cubes are on your work mat?S: 8.T: Look at your partner’s work mat. Does it look the same as yours? (Responses will vary.)MULTIPLE MEANS OF REPRESENTATIONModel the word rows by gesturing with arms held to the side while giving the instruction, “Put the cubes into rows (gesture) on your work mat.” Alternatively, point to a visual of a row with the instruction. This will help clarify the intent to students, especially multilingual learners. Do the same for column, but this time with arms stretched up above the head.MULTIPLE MEANS OF ACTION AND EXPRESSIONFacilitate managing classroom resources by presenting each item the student will use during the activity and saying it’s name: linking cubes or cubes, bag, number card, 5-group mat or work mat, and digit card. Model how to organize materials in a work space so students can understand and access materials when needed.Independent Digital LessonLesson 21: The Great Number 8Students also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.

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YOUR NOTES:GKM1Topic E, Lesson 21ZEARN MATH Teacher Edition138Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• The cubes were in a straight tower, and then they were pictured in rows. Did it look like there were more cubes in a tower or more cubes in the rows?• Look at the rows of cubes. What did you notice about the rows? Discuss how one way of showing cubes showed 8 as 4 and 4. Are there other ways to show 8?• What number comes before 8? What are some other things you now know about the number 8?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students. Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 21Lesson 21M1The Great Number 8Count the hearts. Write the number in the boxes.115

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YOUR NOTES:GKM1 Topic E, Lesson 22ZEARN MATH Teacher Edition 141Lesson 22Arrange and strategize to count 8 beans in circular (around a cup) and scattered configurations. Write numeral 8. Find a path through the scatter set, and compare paths with a partner.Warm-UpFLUENCY PRACTICEMaking 4 with Squares and BeansMaterials: (S) 4 beans, paper or foam squares, personal white boardConduct activity as outlined in Lesson 16, but now have students write the expression on their personal white boards. Challenge students to list all possible combinations.5-Group Peek-a-BooMaterials: (T) Large 5-group cards (Lesson 8 Fluency Template)T: I’m going to show you my 5-group cards, but only for a second! Like this (hold up the card briey, and then quickly take it out of view). Quickly count the dots, and raise your hand when you know how many. Remember to wait for the snap. (Wait for all students to raise their hands, and then give the signal.)S: 5.Watch closely to see which students immediately recognize the group of 5 in the top row and which must count from 1 each time. A possible sequence is 5, 6, 5, 6, 5, 6, 7, 6, 7, 8, 7, 8, …. Then, show numbers randomly.1, 2, 3, Stand or Raise Your Hand on 10T: Now, we’ll play a fast counting game. Each person says the next 3 numbers. So, if I say 1, 2, 3, what would you say? (Point to the person sitting next to you.)S: 4, 5, 6.T: And the next person? (Point to the next person.)S: 7, 8, 9.T: Right. Now, here’s a change. The next person only says 10. (Point.) The game is called 1, 2, 3, Stand or Raise Your Hand on 10. Can you guess what you have to do if you say 10?S: Stand up or raise my hand?

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YOUR NOTES:GKM1Topic E, Lesson 22ZEARN MATH Teacher Edition142T: Yes. By the end of the game, everyone will be standing or raising their hand. Aer you say 10, the next person starts over again with 1, 2, 3. Here we go.S: 1, 2, 3.S: 4, 5, 6.S: 7, 8, 9.S: 10. (Stand up or raise your hand.)S: 1, 2, 3.Continue playing until all students are standing or raising their hand.WORD PROBLEMDraw 2 stacks of 4 blocks each. Count your blocks. How many do you have? NOTE: Counting 8 within an array prepares students for counting eights in different configurations in today’s Concept Exploration. After students count their blocks, tell them to compare their drawing to a friend’s.MULTIPLE MEANS OF REPRESENTATIONFor students developing understanding, consider breaking down the activity so that students are asked to draw 1 stack of 4 blocks. Then, ask students to repeat the activity by drawing the second stack of 4 blocks only after they have been successful with their first drawing. Consider giving students the option of using linking cubes, so students can model with concrete materials before drawing.Concept ExplorationMaterials: (T) Cardboard writing frame on board (S) Bag of 10 beans or other small counters (objects should vary from student to student), work mat, plastic cup, personal white board with numeral formation practice sheet 8 (Lesson 22 Practice Sheet)T: Take out 5 of your counters, and then count out 3 more. How many are le in your bag?S: 2.T: Put your counters in your plastic cup. Shake them up 8 times, and pour them into the circle on your work mat. (Demonstrate.) Count your objects. How many?S: 8.T: Look at your friend’s work mat. Does their group of 8 look just like yours?S: (Varied responses.)T: Use your nger to draw an imaginary counting path through your counters to count them again. Show your partner how you counted. Did your partner count theirs the same way?S: (Varied responses. Allow time for sharing and discussion.)

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YOUR NOTES:GKM1 Topic E, Lesson 22ZEARN MATH Teacher Edition 143T: Put your cup upside down onto your work mat, and arrange your counters around the edge of the cup. Carefully li up your cup. What do you see?S: A circle of counters!T: Wow, you have a lot of counters in your circle! How could we count them without getting mixed up and counting some twice? (Discuss relevant strategies.)T: Put 5 of your counters back in the bag. Now, put 3 counters back in the bag. How many counters did you put away? How many do you have le?S: 8. There are 0 le.T: Time for some writing! Watch how I write the number 8. Follow along with your ngers in the air. “Make an S, and do not stop. I see an 8 when I close the top.” (Demonstrate several times. Follow by having children write on the rug or other surface for tactile practice.) You are ready to practice writing eights on your personal white boards. (Students will remove their practice sheets from their student workbooks and place them in their personal whiteboards.)MULTIPLE MEANS OF REPRESENTATIONTo support multilingual learners, introduce the word circle with a visual of a circle before teaching the lesson.Independent Digital LessonLesson 22: Counting at ZearnlandStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.

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ZEARN MATH Teacher Edition 147Topic FGKM1TOPIC FWorking with Numbers 9-10 in Different ConfigurationsIn this mission, counting becomes more complex as the numbers get bigger and students learn to be flexible with numbers to 10. Students represent, count, and compare different objects in different configurations.Lesson 23 begins with organizing and counting 9 varied geometric objects. The importance of the unit of five is stressed once again. Asking the students to place 5 of the 9 pattern blocks on a 5-group mat helps them to utilize the five-unit as they count.Lesson 24 continues with writing the numeral 9 and counting 9 objects in a circular and scattered configuration printed on paper. Students strategize about how to represent a path through the scattered configuration: “I numbered my objects when I counted so I wouldn’t count the same object twice.”The next three lessons focus on these same concepts with the number 10. Students write the numeral 10 and count 10 objects in all configurations, using the 5-group mat to highlight the importance of the five-unit. Once all the numbers have been introduced and explored, the focus becomes developing a profound understanding of the numbers to 10.Armed with this profound understanding of the numbers to 10, the students are ready to act out result unknown story problems without equations in Lesson 28. For example, “Five children were sitting at their desks. Four children come in from outside and sit down at their desks, too. How many children are in the classroom?” At this point students are problem solving by using objects, drawings, or acting only.ObjectiveLesson 23Organize and count 9 varied geometric objects in linear and array (3 threes) congurations. Place objects on 5-group mat. Match with numeral 9.Lesson 24Strategize to count 9 objects in circular (around a paper plate) and scattered congurations printed on paper. Write numeral 9. Represent a path through the scatter count with a pencil. Number each object. Lessons 25-26Count 10 objects in linear and array congurations (2 ves). Match with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write numeral 10. Lesson 27 Count 10 objects, and move between all congurations.Lesson 28 Act out result unknown story problems without equations.

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YOUR NOTES:ZEARN MATH Teacher Edition 149GKM1 Topic F, Lesson 23Lesson 23Organize and count 9 varied geometric objects in linear and array (3 threes) configurations. Place objects on 5-group mat. Match with numeral 9.Warm-UpFLUENCY PRACTICE5-Groups (Count On from 5) Conduct the activity as described in Lesson 19. Continue to 10 if students are ready.Show Me Beans (Color Change at 5) Conduct the activity as outlined in Lesson 19, but reduce teacher language as students develop familiarity with the exercise. For example, ask, “How many red? White? Count on from 5.”Continue to 10 if students are ready.Rekenrek Roller Coaster to 10 Conduct the activity as outlined in Lesson 7, but gradually build up to 10. Be careful not to mouth the words or count along with the students. Listen carefully for hesitations or errors, and return to a simpler sequence if necessary. If students demonstrate understanding, consider introducing the 5-group orientation (e.g., 6 as 5 red beads on top and 1 red bead on the bottom).WORD PROBLEMDraw 8 circles. Count the circles.NOTE: Reinforcing a scatter-count of 8 prepares students to count 9 in today’s Concept Exploration.Concept ExplorationMaterials: (T) Cardboard writing frame on board (S) 1 bucket of assorted pattern blocks, 5-group mat (Lesson 17 Concept Exploration Template), 5-group cards (1-9) (Lesson 7 Concept Exploration Template 2)Distribute all student materials.

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YOUR NOTES:ZEARN MATH Teacher Edition150GKM1Topic F, Lesson 23T: Put your 5-group mat in front of you. Count out 5 dierent pattern blocks from your bucket, and put each one on the mat. (Circulate to ensure proper placement.) Now, count out 4 pattern blocks, and put each one on the mat. What do you notice?S: One row is full. There are 4 on the other one.T: Look at your mat, and compare it to your friend’s mat. If you wanted to ll your mat, how many more blocks would you need?S: 1.T: Count the pattern blocks on your mat.S: 1, 2, 3, 4, 5, 6, 7, 8, 9.T: You have 9 pattern blocks. The numeral 9 looks like this: “A loop and a line. That’s the way we make a 9.” (Demonstrate in cardboard writing frame.) Find the number card that shows how many blocks are on your mat. Hold it up, and say the number.S: (Hold up card.) 9.T: Right. You have 5 shapes in one row and 4 in the other. Nine is 5 and 4.T: Take 3 of your blocks and put them in a row on your desk. Now, take more blocks and make another row underneath that is exactly the same size. Look at what is le on your mat. Do you have enough shapes le to make another row?S: Yes. We can make one more row. à We can make 3 rows. à When I put 3 rows, it kind of makes a square. à We can make 3 rows of 3.S: (Complete the additional rows.)T: Look at the rst shape in your top row. Take blocks from the bucket, and trade the other shapes in the row so that they are all the same as the rst one. Don't take any extra shapes or lose one! Trade the shapes in the other rows the same way. (Circulate to ensure understanding.) Count the shapes again. Do you notice anything?S: I still have 9 shapes. I have 3 green shapes, 3 pointy shapes, and 3 yellow shapes. (Answers may vary.)T: Look at your friend's shapes. Do they look the same? (Allow time for sharing and discussion.) Hold up the number card, and say the number that tells how many shapes you have.S: (Hold up card.) 9.MULTIPLE MEANS OF REPRESENTATIONWhen giving verbal directions, guide understanding by pairing words with actions or visuals. When taking blocks from the bucket, trade shapes so that what remains in the arrays are the same shapes.

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YOUR NOTES:ZEARN MATH Teacher Edition 151GKM1 Topic F, Lesson 23Independent Digital LessonLesson 23: Nine Is FineStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How did your groups of 9 dier? Lead students to discuss 9 as 5 and 4, as missing 1 to be 2 ves, and as being 3 rows of 3.• Discuss with a partner how you arranged your pattern blocks in 5-groups and in rows. Did your partner show them the same way?Name: Lesson 23M1Nine Is Fine

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YOUR NOTES:ZEARN MATH Teacher Edition152GKM1Topic F, Lesson 23MULTIPLE MEANS OF ACTION AND EXPRESSIONChallenge students by asking them to draw or demonstrate the different configurations of 9 (e.g., let them draw or show you how 5 and 4 is different from 6 and 3). Analyze 9 as an array of 3 threes, and share with the class. Ask if they can find shortcuts for changing from the 5-group configuration to the array.EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskColor 9 shapes.Answers9 shapes colored; 1 shape not colored

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YOUR NOTES:GKM1 Topic F, Lesson 24ZEARN MATH Teacher Edition 153Lesson 24Strategize to count 9 objects in circular (around a paper plate) and scattered configurations printed on paper. Write numeral 9. Represent a path through the scatter count with a pencil. Number each object.Warm-UpFLUENCY PRACTICEHide and See (5 as the Total) Materials: (S) 5 linking cubes, personal white boardConduct the activity as outlined in Lesson 11, but now have students write the expressions on their personal white boards. Challenge students to list all possible combinations.Hands Number Line to 10 Conduct the activity as outlined in Lesson 2, but now extend the number line to the right hand to show numbers 6-10. Recall that the teacher must start the number line on the pinky of the right hand so that the students do not view it in reverse. Students start from the pinky of the left hand, moving across to the pinky of the right hand without skipping any fingers.NOTE: Although this method of finger counting may be tricky at first, the mathematical advantage of seeing the number line progress across the hands far outweighs the fine motor challenges.Roll, Count, Show the Number Conduct the activity as outlined in Lesson 9. Differentiate by providing different types and number of dice for each student. Some students may be ready to use a pair of dice. (Be sure to cover the 6-dot side with a small piece of mailing label to represent 0 to ensure that the total number of dots does not exceed 10.)WORD PROBLEMDraw 5 shapes. Draw 4 more shapes. How many shapes do you have?NOTE: This reinforces the concept that objects need not be exactly alike or in certain configurations to make a group of 9, preparing students for today’s Concept Exploration.

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YOUR NOTES:GKM1Topic F, Lesson 24ZEARN MATH Teacher Edition154Concept ExplorationMaterials: (T) Cardboard writing frame on board (S) Bag of 10 small counters (objects should vary from student to student), plastic cup, small paper plate, personal white board with numeral formation practice sheet 9 (Lesson 24 Practice Sheet)T: Take out 5 counters. Count out 4 more. Put them all in your plastic cup. Shake them 9 times, and pour them onto your desk. Count your objects. How many?S: 9.T: How many counters are le in your bag? Say the name of what we are counting.S: 1 counter.T: Look at your friend’s objects, and compare their group to yours. How are they alike? How are they dierent? (Allow time for observation.)T: Pretend your nger is a pencil, and make imaginary lines connecting your objects one at a time as you count them. Show your partner how you counted. Did your partner count theirs the same way?S: (Responses vary. Allow time for sharing and discussion.)T: Now, put your paper plate upside down on your desk. Arrange your counters around the edge of your paper plate, and carefully li it o. (Demonstrate.) What do you see?S: A circle of counters!T: Do you think you need to count them all again to know how many counters are on the circle? (Allow time for discussion. Guide students to realize that because of number conservation, they do not need to recount.)T: Let’s count your circle of 9 to test your idea. Show your friend how you counted. Did you both count the same way?S: (Allow time for discussion.)T: How did you make sure that you didn’t count one twice? (Again, allow time for sharing and discussion. Point out relevant strategies such as marking the rst one counted.)T: Put 5 of your counters back in the bag. Now, put 4 counters back in the bag. How many counters did you put away? How many do you have le?S: 9. There are 0 le.T: Watch how I write the number 9. Follow along with your ngers in the air. “A loop and a line. That’s the way we make a 9!” (Demonstrate several times. Follow by having children write on the rug or other surface for tactile practice.) You are ready to practice writing nines on your personal white boards. (Students will remove their practice sheets from their student workbooks and place them in their personal white boards.) When you are ready, you may take out your practice sheet and use your pencils.MULTIPLE MEANS OF REPRESENTATIONTeach students to ask higher-order questions. Practice sentence starters such as, “I know because...” with them so that they can carry out higher-level conversations with each other in response to queries. Allow them to be creative (show, draw, or write) in how they respond to the question, “How do you know you didn’t count one twice?”

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YOUR NOTES:GKM1 Topic F, Lesson 24ZEARN MATH Teacher Edition 155Independent Digital LessonLesson 24: Planting NinesStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• With your neighbor, can you come up with another way to count the happy faces from the Practice Sheet? How many dierent ways do you think we could count the happy faces?• Can 9 be shown in dierent ways? How?• What do you like about the number 9?Name: Lesson 24M1Planting Ninesmany.

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YOUR NOTES:GKM1 Topic F, Lesson 25ZEARN MATH Teacher Edition 159Lesson 25Count 10 objects in linear and array configurations (2 fives). Match with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write numeral 10.Warm-UpFLUENCY PRACTICEFive ShortcutMaterials: (S) Personal white board, blank 5-group (Fluency Template)T: I’m going to say a number, and I want you to draw that many dots. Remember to start at the top, lling in the rows from le to right, the same way we see on our 5-group cards!T: Ready? Draw 5 dots.S: (Draw 5 dots to ll in the top row.)T: How many dots?S: 5.T: Are they on the top row or bottom row?S: Top.T: So, if the top row is full, we know there are…S: 5.T: Now, show me 6 dots. (Observe carefully, noting which students simply make an additional dot and which must count from 1.)S: (Draw an additional dot on the bottom row for a total of 6.)T: How many dots are on the top row?S: 5.T: Since we already know there are 5 on top, we can take the ve shortcut, like this: Fiiiiiive (slide nger across the row of 5), 6 (point to the individual dot). Try it with me.S: Fiiiiiive (slide nger across the row of 5), 6 (point to the individual dot). Proceed similarly with drawing and counting 7–10 dots, starting from 5. As students develop familiarity with the exercise, reduce teacher language to increase efficiency in completing the problems.Variation: For students who require a more concrete experience, allow them to place cubes on the blank 5-group, in lieu of drawing dots.

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YOUR NOTES:GKM1Topic F, Lesson 25ZEARN MATH Teacher Edition160Happy Counting Within 10 Conduct the activity as outlined in Lesson 6, gradually building to sequences within 10. If students hesitate or have difficulty, return to work within 7. If they are ready to be challenged, quicken the pace. 1, 2, 3, Stand on 10 Conduct the activity as outlined in Lesson 22. Challenge students to complete a round of play faster than the last time. If students struggle to recall what numbers to say, prompt them by showing the numbers with fingers the Math Way, which by now they can recognize quickly.WORD PROBLEMMake a group of 9 smiley faces. Write the number 9. Count the smiley faces by connecting them with lines. Make sure you don’t count any of them twice! Compare your picture with that of a friend. NOTE: Discuss what would happen if students had another smiley face in their pictures. This problem helps students anticipate the number 10. Students use the structure of 9 to think about what would happen if they added another smiley face. This will extend student thinking in preparation for today’s work with counting 10 objects.Concept ExplorationMaterials: (T) Cardboard writing frame on board (S) Bag of 10 beans, bag of 10 linking cubes (5 red, 5 blue), construction paper work mat, 5-group mat (Lesson 17 Concept Exploration Template), 5-group cards (Lesson 7 Concept Exploration Template 2)T: Count 5 beans from your bag, and put them on the 5-group mat. Count out 4 more beans, and put them on the mat. How many beans do you have?S: 9.T: Should we ll up our mats?S: Yes!T: How many more beans will we need?S: 1.T: Go ahead and ll your 5-group mat! Now, you have 1 more than 9 beans. Let’s count our beans.S: 1, 2, 3, 4, 5, 6, 7, 8, 9,…10.T: Yes, 9 and 1 more make 10. You have 10 beans now. What do you notice about your mats?S: We have 5 in one row and 5 in the other.T: Ten is the same as 5 and 5. Trade each bean in your rst row for a red linking cube.

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YOUR NOTES:GKM1 Topic F, Lesson 25ZEARN MATH Teacher Edition 161S: (Trade.)T: Now, trade each bean in your second row for a blue linking cube. What do you see?S: The rows are exactly the same size. → We have 5 red and 5 blue. → Our mats are full. → We have 10 cubes.T: Let’s make towers! Put your red cubes together in a tower and your blue cubes in another tower. How many cubes are in each tower?S: 5.T: Put your towers together to make a taller one! Count your cubes. How many are there?S: 10.T: Let me show you how to write the numeral for 10. (Demonstrate on the classroom board.) Find the number card that shows how many cubes are in your tower. Hold it up. How many?S: 10.T: We are going to take our towers apart in a special way. Listen carefully! Make your tall tower into red and blue towers. Take o one red cube and one blue cube, and put them in a little row on your work mat. How many cubes are in your row?S: 2.T: Make a row underneath that is exactly the same as your rst row. (Repeat.) Do we have enough le to make more rows like this? Keep going until your cubes are gone. What do you notice?S: We have 5 rows of 2. We have 10 cubes.T: What happens if you turn your work mat like this? (Demonstrate turning the mat from horizontal to vertical.) What do you see?S: Now, we have 2 rows of 5, but we still have 10 cubes. (Repeat this exercise a few times to show the dierent arrays and to reinforce understanding of number conservation.)T: Hold up the card that shows how many cubes are on your mat. How many?S: (Hold up the card.) 10.T: Put 1 cube away. I wonder how many you still have le on your mat. (Allow time for discussion.)Now, put 9 cubes away.MULTIPLE MEANS OF ENGAGEMENTHelp multilingual learners understand the directions by gesturing with arms extended fully to the sides while instructing them to place their linking cubes in a row. Or, point to a visual of row while giving directions. Alternatively, ask students to show you a row with their arms to be sure that the instructions are clear. To optimize challenge, give students the option to show how they would represent an array of the 9 remaining cubes. Pair them up to discuss the differences between an array of 10 linking cubes and an array of 9 linking cubes. Have them find shortcuts to move between the two arrays.

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YOUR NOTES:GKM1Topic F, Lesson 25ZEARN MATH Teacher Edition162Independent Digital LessonLesson 25: Time for TenStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• Discuss the groups within 9. Nine is 5 and 4. How does 10 change the 5-groups?• Focus on 10 as being 2 rows of 5 or 5 rows of 2. Also, nd hidden partners inside 9 and 10.• What did you learn today about the number 10?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 25Lesson 25M1Time for Ten!Count the smiley faces. Write the number in the boxes.125

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YOUR NOTES:GKM1 Topic F, Lesson 26ZEARN MATH Teacher Edition 165Lesson 26Count 10 objects in linear and array configurations (2 fives). Match with numeral 10. Place on the 5-group mat. Dialogue about 9 and 10. Write numeral 10.Warm-UpFLUENCY PRACTICERoll, Count, Show the NumberConduct the activity as outlined in Lesson 9. Be sure to cover the 6-dot side to represent 0, ensuring that the total number of dots does not exceed 10.Match Movements to CountsSelect two students. One student chooses a number from 1 to 10; the other student selects a movement or exercise to do that number of times. For each movement, maintain an even pace. Do not allow students to count too quickly. Do the movement with the class, but do not count with them.Student A: The number is 4.Student B: Clap hands.T: So, what do we do, everyone?S: Clap our hands 4 times.T: Ready? Go!S: 1 (clap), 2 (clap), 3 (clap), 4 (clap).Choose two more students, and repeat with different numbers and movements.See, Count, Write Numbers to 10Materials: (S) Personal white boardConduct the activity as outlined in Lesson 15, but extend to 10. Using the personal white boards allows students to provide immediate feedback—a thumbs up, or try again. Reinforce proper numeral formation as well. Challenge early finishers by asking what if questions. For example, “What if there were 2 more dots? What if 1 disappeared?”Variation: Show objects in different configurations such as those on 5-group cards; name objects in the room for students to count.

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YOUR NOTES:GKM1Topic F, Lesson 26ZEARN MATH Teacher Edition166WORD PROBLEMLet’s build a wall! Draw a row of 5 bricks. Build your wall by drawing another row of 5 bricks on top. How many bricks did you draw?NOTE: The exercise reinforces the count of 10 in an array formation.Concept ExplorationMaterials: (T) Cardboard writing frame on board (S) Bag of pony beads (5 red and 5 white), pipe cleaner or lanyard for bracelet, 5-group mat (Lesson 17 Concept Exploration Template), personal white board with numeral formation practice sheet 10 (Lesson 26 Practice Sheet)T: Take 5 red beads from your bag, and put them onto the mat. Take 5 white beads from your bag, and put them onto the mat. What do you see? How many beads do you have?S: We have two groups of 5 à We have 10 beads.T: Yes! 10 is the same as 5 and 5. Turn your mats so the rows become columns. How many beads?S: Still 10.T: Now, take your red beads, and make a row on your desk. How many red beads?S: 5.T: Make another row with your white beads underneath your rst row. Do you still have 10 beads? How do you know? (Allow time for discussion. Help students to line up the rows carefully so they are prepared to draw fairly accurate rows in future activities.)T: Can you move your red beads so they make a column? (Demonstrate if necessary.) Now, make a column with your white beads next to it. What do you notice? (Encourage students to notice that there are now 5 rows of 2. They may need to separate the rows a bit to make this more intuitive.)T: How many beads?S: 10.T: We are going to make bracelets to celebrate the number 10. Take your 5 red beads, and put them onto the pipe cleaner. (Demonstrate.) How many are le on your desk?S: 5.T: Now, put 5 white beads on your bracelet. Close it like this. (Demonstrate and assist if necessary.) Push your beads all together on your bracelet. How many beads are in the row?S: 10.T: I wonder what happens if we move one bead to the other side of your bracelet. (Demonstrate.)S: We have 9 beads on 1 side and 1 bead on the other.T: What if we separate the red and white beads into groups on our bracelet?

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YOUR NOTES:GKM1 Topic F, Lesson 26ZEARN MATH Teacher Edition 167S: The bracelet looks dierent. à The groups are exactly the same size. à We have a red and a white part. à We have two groups of 5. à We still have 10 beads.T: You can put your bracelets on and take them home to show your family about your bead groups. Show your bracelet to a friend, and tell them about your beads!S: (Allow time for comparison and discussion.)T: Let’s write the number that shows how many beads are on your bracelet. We write the number 10 like this. (Demonstrate in the cardboard writing frame. Use the rhymes for numeral formation, if desired.)T: Try it with your airwriting while I show you again on the board. (Repeat. Follow by having children practice with their ngers on the rug or table for tactile reinforcement.) You may practice writing tens on your personal board. When you are ready, take out your practice page, and write tens with your pencil. (Distribute numeral formation practice sheet to students.)MULTIPLE MEANS OF REPRESENTATIONSupport multilingual learners by helping them understand the instructions. Gesture with arms extended fully above the head while instructing students to make their beads into a column. Or, point to a visual of column while giving directions. Alternatively, ask students to show a column with their arms to be sure that the instructions are clearly understood.MULTIPLE MEANS OF REPRESENTATIONBecause understanding the number 10 deserves special attention, support students by using different representations of 10 (fingers, pennies, ten frames of different objects, pictures, and other visuals of 10 objects scattered and on 5-group mats) while they are developing understanding.

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YOUR NOTES:GKM1Topic F, Lesson 26ZEARN MATH Teacher Edition168Independent Digital LessonLesson 26: Play Ball!Students also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• Look at one of your hands. Is there anything the same about your ngers and the things we just counted?• Tell your friend about the beads on your bracelet. Count them together. Can you count them another way?• What did you like about the number 10?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 26Lesson 26M1Play Ball!Count the baseballs. Write the number in the box.49

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YOUR NOTES:GKM1 Topic F, Lesson 26ZEARN MATH Teacher Edition 169EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskColor 5 blocks red and 5 blocks green. How many blocks? Write how many in the box.Color 5 blocks brown and 5 blocks yellow. How many blocks?Write how many in the box.Answers5 blocks colored red; 5 blocks colored green; 105 blocks colored brown; 5 blocks colored yellow; 10

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YOUR NOTES:GKM1 Topic F, Lesson 27ZEARN MATH Teacher Edition 171Warm-UpFLUENCY PRACTICEFour Corners (Pairs of 5-Groups)Conduct the activity as outlined in Lesson 18, but form groups of 10 instead. Have students first form groups of 5, and then pair each 5-group with another 5-group to make 10. If the number of students present does not allow for forming equal groups, use puppets or stuffed animals as stand-ins. Just be sure to explain that they are to be counted as additional students. The activity can be done with counters instead.Rekenrek Roller Coaster to 10Conduct the activity as outlined in Lesson 7. Consider alternating between the 5-group orientation (e.g., 6 as 5 red beads on top and 1 red bead on the bottom) and the color change orientation (e.g., 6 as 5 red beads and 1 white bead on the top row). Just be sure to alert students to the different types of orientation so that they know what to expect. (“Now, I’ll show you the 5-group way.”)Line Up, Sprinkle, CircleConduct the activity as outlined in Lesson 10. This can also be played as a partner game, with two partners showing the same number of beans but in different configurations.WORD PROBLEMCreate a snowman that is 5 snowballs high. Make a friend next to him that is also 5 snowballs high. How many snowballs did you use? Write the number.NOTE: In this problem, students draw 10 in an array configuration to prepare for drawing 10 in different ways in today’s Concept Exploration.Lesson 27Count 10 objects, and move between all configurations.TIPThere is no Independent Digital Lesson corresponding to today’s Concept Exploration. Students should use digital time to complete other digital lessons in this mission. If a student has already completed 4 digital lessons this week, they should complete digital bonuses from this mission.

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YOUR NOTES:GKM1Topic F, Lesson 27ZEARN MATH Teacher Edition172Concept ExplorationMaterials: (S) Bag of 10 small counters (objects should vary from student to student), 5-group mat (Lesson 17 Concept Exploration Template), work mat inscribed with a large circle, plastic cupT: Take out 5 of your counters, and put them on the 5-group mat. Now, count out 5 more, and put them on the mat. How many?S: 10.T: Show your friend how you counted. Did you both count the same way? How did you make sure you didn’t count one twice?S: (Responses vary. Allow time for sharing and discussion.)T: Let’s pretend these are beads like the ones we used on our bracelet yesterday. Arrange your counters on the big circle to look like a bracelet. Do you think you need to count them all again to know how many counters are on your bracelet? (Allow time for discussion. Guide students to realize that because of number conservation, they don’t really need to recount.) T: Let’s count to test your idea. With your pencil, make a mark by the bead you will use to start your counting, and then count. How many?S: 10.T: Show your friend how you counted. Did you both count the same way? How did you make sure you didn’t count one twice?S: (Responses vary. Allow time for sharing and discussion.)T: This time, start with a bead on the other side of the bracelet and count again. Do you have the same number? How do you know?S: (Responses vary. Guide students to again discuss the conservation of number.)T: This time, let’s put our counters in a long row across the paper. How many counters do you have now? This is a long row! Let’s make some smaller ones. Take all your counters o.T: Now, put ve of your counters in a row on your work mat. Make another row of counters underneath the rst one. (Demonstrate.) What do you notice?S: We have 2 ves. à We have two 5-groups. à The rows are exactly the same. à We have 10.T: Turn your mat so your rows look like towers. (Demonstrate.) What do you see now?S: We have little rows. à The rows have 2 counters. à There are 5 little rows. à We still have 10.T: Put your counters in the plastic cup. Shake them up 10 times, and pour them onto your work mat. (Demonstrate.) Count your objects. How many?S: 10.T: Look at your friend’s work mat, and compare his set to yours. How are they the same? How are they dierent? (Allow time for observation.) Show each other how you counted. Did you count them the same way?S: (Responses vary. Allow time for sharing and discussion.)

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YOUR NOTES:GKM1 Topic F, Lesson 27ZEARN MATH Teacher Edition 173T: Put 5 of your counters back in the bag. Now, put 5 more counters back in the bag. How many counters did you put away? How many do you have le?S: 10. There are 0 le.MULTIPLE MEANS OF ACTION AND EXPRESSIONFor the students who are still counting their beads after every change, repeat the process by asking them to organize their beads into two rows and count them, and then move them into a circle and recount. Let students try as many times as they need in order to be convinced that they no longer need to recount and are able to say that they have 10 beads, no matter how they display them.MULTIPLE MEANS OF ENGAGEMENTChallenge students by asking them to find different hidden partners inside 10.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How did you count the counters on the bracelet? How was your counting dierent from a classmate’s counting?• Show students ten items in a scattered array. How can we use a counting path to count these objects? Can we show a dierent counting path?• The number 10 is very special for our bodies. Why do I say that?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.

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YOUR NOTES:ZEARN MATH Teacher Edition 175GKM1 Topic F, Lesson 28Lesson 28Act out result unknown story problems without equations.Warm-UpFLUENCY PRACTICEHow Many?Materials: (S) Bags of red and white beans, construction paper work mat, die1. Partner A rolls a die, and places that many beans on his mat.2. Partner B rolls a die, and places that many beans on her mat.3. Partner A counts how many beans on both of their mats.4. Partner B counts to verify or disagree, and then recounts with Partner A, if necessary.Circulate to observe and provide support.Wet Dog CountingT: Pick a number between 1 and 10. (Call on a student.)S: 4.T: Wet dog for 4. Ready?S: 1, 2, 3, 4 (while shaking the right arm); 1, 2, 3, 4 (while shaking the le arm); 1, 2, 3, 4 (while shaking the right leg); 1, 2, 3, 4 (while shaking the le leg).Select another student to choose another number, and repeat.Rekenrek CountingConduct the activity as outlined in Lesson 4, but introduce a layer of complexity by having students whisper the numbers. Here is a suggested way to introduce the whisper/talk counting activity.T: Let’s whisper/talk. When I do this (demonstrate whisper signal as nger to lip), whisper how many beads you see, but if I do this (extend hand toward students), say how many out loud.Having students think the numbers forces them to hold the counting sequence in their mind, relying on an internal number line until they can say the numbers aloud again. Here is a suggested way to introduce the think/talk counting activity.

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YOUR NOTES:ZEARN MATH Teacher Edition176GKM1Topic F, Lesson 28T: Let’s think/talk. When I do this (touch temple), say the number in your mind; but if I do this (extend hand toward students), say how many out loud.WORD PROBLEMDraw a bracelet with 10 beads. Make sure that your bracelet is closed so the beads don’t fall off!NOTE: Have students show their bracelet to a friend, and have the friend count the beads. Ask students, “Did you both count them the same way? Are there any smaller numbers inside your bracelet?”Requiring the students to articulate their counts of 10 and to observe numbers within their count prepares them for more precise discussions in today’s Concept Exploration.MULTIPLE MEANS OF ACTION AND EXPRESSIONEncourage multilingual learners to discuss strategies for counting their beads by providing them with sentence starters such as, “I counted my beads by…” Giving students a place to start may encourage and boost their confidence in using the language.Concept ExplorationMaterials: (T) 10 sheets of construction paper, each labeled with a large number (1–10) placed in a row on the floor in the front of the room to make a number path, set of number cards (1–10) (S) Bag of 20 loose linking cubes (10 red, 10 white)NOTE: In preparation for the opening activity, give ten students one of the number cards.T: We are going to have a math play! First, I need some actors. If I have given you a card, please come up to stand in that place on the number path.S: (Find their places.)T: (Check for accuracy, and collect cards.) Now, actors, listen to my story, and do what I say. I will need help from the audience, too. (A sample story is outlined here; it may be modied to reect other activities currently taking place in class.)T: Once upon a time, there were some lovely children on a path in the village. How many children were on the path? (Wait for audience to count.)S: There were 10.T: There are 10 children and 10 squares on the number path. The children were walking to a birthday party. (Have students march in place.)T: On the way, 5 of them got tired and had to sit down. (Indicate that the rst 5 students should sit on their numbers.) How many children are on the path?S: There are 5 sitting and 5 standing. à There are 10 on the path.

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YOUR NOTES:ZEARN MATH Teacher Edition 177GKM1 Topic F, Lesson 28T: Aer they rested for a little while, they got up, and the group continued on its way. (Have children march in place again.) Suddenly, the last 2 children had to stop to tie their shoes. (Have two children pretend to tie their shoes.) How many children are tying their shoes?S: 2.T: How many are still walking?S: 8.T: How many children in all?S: 10.Repeat various scenarios to reflect a variety of number combinations within 10.T: Finally, the children got to the party and had a wonderful time eating cake!S: (Pantomime eating cake.)T: Aer they played some games, the rst child had to go home. (Have the child standing on the number 10 return to her seat.) Look at our number path now! How many squares are empty?S: 1.T: How many are still full?S: 9.T: How many squares are on our path?S: There are still 10 squares.T: Soon, the next child had to go home. (Have the student standing on the number 9 go back to her seat.) How many children le the party?S: 2.T: How many are still here?S: 8.Repeat until all children are in their seats. If time permits, redistribute the cards, and allow another group of students to participate.T: Now, let’s tell some stories with our linking cubes. Take out your linking cubes, and put a row of 4 red cubes on your desk. Put another row exactly like it underneath. How many cubes?S: There are 8 cubes.T: Listen to my story: “There were 8 beautiful roses planted in the garden. One day, there was a terrible snowstorm that covered 4 of the roses with snow.” What can we do to show this with our cubes?S: Let’s trade 4 of the red cubes for white ones! à We will have a row of red owers and a row of white snowy ones.T: Good idea! Now, what do you see?S: There are 4 red and 4 white. à There are 8.T: (If time permits, continue other stories with groups of 7 and 9, showing various decompositions. As students grow more comfortable with the exercise, allow them to contribute stories as well.)

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YOUR NOTES:ZEARN MATH Teacher Edition178GKM1Topic F, Lesson 28Suggested story starters: In a bike shop, there were 6 blue bikes and 3 red bikes, etc. We are looking for baseballs. In the closet, we found 5 baseballs, and then in the garage we found 4 more, etc.MULTIPLE MEANS OF ENGAGEMENTOptimize challenge by asking questions that deepen comprehension, such as, “What would happen if two more children had to tie their shoes?” and “How many children are still walking?”.Independent Digital LessonLesson 28: At the ParkStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 28Lesson 28M1At the ParkRead the story. Color the pictures to show what is happening. Write how many in the box.Sam saw 3 gray cats and 4 white cats. How many cats did Sam see?69

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YOUR NOTES:ZEARN MATH Teacher Edition 179GKM1 Topic F, Lesson 28Wrap-UpGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How did the number path help us act out our story?• In our story, there were 8 red and white owers aer the snow fell. Talk to your neighbor: Could we have changed our linking cubes a dierent way and still have 8 owers?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskHow many ? Write how many in the box.Draw 6 circles. Draw 4 triangles.How many shapes did you draw? Write how many in the box.Answers46 circles drawn, 4 triangles drawn, 10

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ZEARN MATH Teacher Edition180GKM1Topic GTOPIC GOne More with Numbers 0-10In the previous topics, students counted groups of three-dimensional objects, concretely seeing that numbers represented quantities of those objects. Topic G transitions to ordering groups of pictorial representations (two-dimensional objects) and matching numeral and dot cards in a 10-frame format for numbers 1-10.In Lesson 29, students begin to learn, practice, and understand that each successive number name refers to a quantity that is 1 greater. This important insight leads later in the year, and in Grade 1, to the Level 2 strategy of counting on, rather than counting all.Lesson 30 helps children to kinesthetically internalize the concept of 1 more by building linking cube stairs. From this concrete exercise, the students are then asked to arrange, analyze, and draw 1 more up to 10 in configurations other than the stair or tower format. They might be given a group of objects to count on paper in a scattered or circular formation and then asked to add 1 more object to the group and count again.This concept is extended in Lesson 32 as students analyze and draw quantities of 1 more, beginning with numbers other than 1.ObjectiveLesson 29 Order and match numeral and dot cards from 1 to 10. State 1 more than a given number.Lesson 30 Make math stairs from 1 to 10 in cooperative groups.Lesson 31 Arrange, analyze, and draw 1 more up to 10 in congurations other than towers.Lesson 32 Arrange, analyze, and draw sequences of quantities of 1 more, beginning with numbers other than 1.

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YOUR NOTES:GKM1 Topic G, Lesson 29ZEARN MATH Teacher Edition 181Warm-UpFLUENCY PRACTICEGuess the Hidden NumberMaterials: (S) Pennies, number path (Lesson 15 Fluency Template 1)Partner A closes their eyes. Partner B hides one of the numbers on the number path with a penny, and then tells Partner A to open their eyes. Partner A tells the hidden number. Partners switch roles and play again. Circulate and provide support to students who must count from 1 to determine the hidden number each time.Variation: Cover two or three numbers with pennies.Piggy Bank PenniesMaterials: (T) Magnets or brown circles of paper to represent pennies (S) Baggie of pennies, piggy bank mat (Fluency Template)Begin activity with a piggy bank drawn on the board.T Here is a wallet (baggie) with some money in it. When I put money in my bank (model), you put the same amount in your bank. (Put 5 pennies in the bank.) Show me exactly the same number of pennies in your bank.S: (Place 5 pennies on their piggy bank mat.)T: How many pennies are in your bank?S: 5 pennies.T: (Take 1 o.) Now, show this many. Raise your hand when you know how many pennies are in your bank now. (Wait for students to raise hands, and then signal.) Ready?Lesson 29Order and match numeral and dot cards from 1 to 10. State 1 more than a given number.TIPThis lesson is optional for your instruction and there is no Independent Digital Lesson. In the digital experience, students will automatically progress to the next Independent Digital Lesson. For your instruction, we recommend that you continue with the next lesson. Students can explore the concepts of this optional lesson with you and peers as part of a flex day as needed.

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YOUR NOTES:GKM1Topic G, Lesson 29ZEARN MATH Teacher Edition182S: 4 pennies.T: (Put 1 penny on the mat.) Now, show this many. Raise your hand when you know how many pennies are in your bank now. (Wait for students to raise hands, and then signal.) Ready?S: 5 pennies.Continue in this way, putting on and taking off small amounts, not exceeding 10. Insist that students state the unit (pennies) each time. Watch carefully to see which students must recount each time. Support them by making connections to the counting exercise sequences. Continue with the following possible sequences: 1, 2, 3 and 2, 3, 4.Beep NumberOptional Materials: (T) Personal white board (S) Number path (Lesson 15 Fluency Template 1)Conduct the activity as outlined in Lesson 15, but this time, focus on sequences beyond 5. Here is a sample sequence that goes from simple to complex:7, 8, beep!7, beep, 9.Beep, 8, 9.Variation: Extend the sequences to four numbers, for example: 7, 8, beep, 10.WORD PROBLEMDraw 10 little dishes on your paper. Write the numbers 1–10 on your dishes. On some of your dishes, draw 1 scoop of strawberry ice cream. In the rest, draw 1 scoop of chocolate ice cream. Show your treats to a friend. Do your treats look alike?MULTIPLE MEANS OF ACTION AND EXPRESSIONSome multilingual learners might not be familiar with “a scoop of ice cream.” Show a picture of a scoop of ice cream, and/or suggest that they draw a comparable but culturally familiar object to allow the lesson to proceed.Concept ExplorationMaterials: (S) 1 set of 5-group cards (Lesson 7 Concept Exploration Template 2)NOTE: We recommend waiting for Mission 3 to introduce the language of 1 less, which is formally introduced then.T: We are going to play the game Mix and Fix Numbers 1–10. Do you remember how to play? (Review directions found below, if necessary.)

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YOUR NOTES:GKM1 Topic G, Lesson 29ZEARN MATH Teacher Edition 183T: Mix up your cards, and scatter them on your desk in front of you. Make sure that each card has the numeral facing up. When I say go, put your cards in increasing order in a straight row on your desk. What should your row of cards say?S: 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.T: Ready? Set. Go! (Circulate to ensure accuracy.)S: (Arrange cards, numeral side up, in a row.)T: Turn over the card that says 1. What do you see?S: 1 dot.T: What do you think you might see when you turn over the next card?S: 2 dots.T: Let’s check your prediction. Turn over your 2. Were you correct?S: Yes. There is another dot.T: Now, turn over your 3, 4, and 5. What do you notice?S: We see the right number of dots in a row on each card.T: It’s just like our Math Way of counting on our ngers, isn’t it? Let’s do that. (Quickly complete nger count with students.) What would six look like on our ngers?S: 5 ngers and then 1 more.T: I wonder what will be on the back of the 6 card?S: We will have a row of 5 dots and then 1 more, just like with our ngers.T: Let’s check! Turn over your 6 card. Were you right? (Discuss.) What do you think you will see on the back of the 7? (Continue to lead discussion in this way until all cards have been turned over.)T: Let’s play another game with our cards. Make sure that your cards are still in order in a row with all the 5-group dot sides facing up. I will show you how to play: Hold up your dot for 1. Echo me: I have 1. One more is 2.S: I have 1. One more is 2.T: Now, put down the 1, and hold up your dots for 2. Echo me: I have 2. One more is 3. (Echo.) Then, you will put down your 2. We will continue with the rest of our cards. Do you understand? Are you ready?T: (Work through the sequence to 10 rapidly and rhythmically with students. Repeat several times.)T: We have time for one last game. Choose a partner. One of you will put your cards in front of you with the numerals facing up; the other will put his cards by yours with the dots facing up. Take turns choosing a numeral card and then quickly nding the dot card that has 1 more than your numeral card. You may play until I say game time is over, and then you may put your cards away. (Demonstrate if necessary. Circulate to check for understanding.)MULTIPLE MEANS OF ACTION AND EXPRESSIONIn order to encourage all to participate in echoing the teacher and in order to assess who is able to follow, have students take turns by asking only a small group of students to echo the teacher. This allows individual students to be heard because there is less noise from the whole group.

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YOUR NOTES:GKM1Topic G, Lesson 29ZEARN MATH Teacher Edition184Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• Have students discuss how they counted their dots: Did you count each one? Observe strategies students are using to count.• Did you notice anything about the dot cards that helped you to count?• Would you rather show a number by using the numeral or by showing the dots? Why?• Which would you rather use if your number were really, really big?• Do you think there is always a number that is 1 more than the number you are saying?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskFill in the missing numbers.Answers3, 4, 7, 101 26 8 95

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YOUR NOTES:GKM1 Topic G, Lesson 30ZEARN MATH Teacher Edition 187Lesson 30Make math stairs from 1 to 10 in cooperative groups.Warm-UpFLUENCY PRACTICESunrise/Sunset Counting to 10 Conduct the activity as outlined in Lesson 7, but instruct students to reach 5 as the midpoint and 10 at the highest position. Some modeling may be required initially.Tell the Missing NumberMaterials: (S) 5-group cards (Lesson 7 Concept Exploration Template 2)Partners work together to put the numeral cards in order. Partner A closes her eyes. Partner B removes one of the cards, and then tells Partner A to open her eyes. Partner A tells which numeral card is missing. Switch roles and play again.Variation: Remove two or three cards; determine the missing number in a short counting sequence. Continue with the following suggested sequence: 4, 5, 6, and 7.Show Me 1 MoreMaterials: (S) Bag of red and white beans, left hand mat (Lesson 1 Fluency Template)T: Show me 3 beans.S: (Place a red bean on the le pinky, le ring nger, and le middle nger to show 3 beans.)T: Now, show me 1 more.S: (Place a red bean on the le index nger, for a total of 4.)T: How many beans are on your mat now?S: 4.NOTE: Stay within a predictable pattern until students are comfortable with this exercise, and then skip around. Carefully observe to see which students must recount all of the beans in order to tell the number that is 1 more.

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YOUR NOTES:GKM1 Topic G, Lesson 30ZEARN MATH Teacher Edition 189T: Baby bear is tired, and he wants to go home to his mother in his den! We need to show him the way. How should he go home?S: He should go up the stairs.T: Let’s help him. Where should he go rst?S: To the rst stair.T: (Move the baby bear to the top of the rst step.) What should we call this step?S: 1.T: (Label the rst step.) Where should he go next?S: To the next step. →To the higher stair. → To the 2. → To the stair with two squares.T: 1. One more is 2. (Move the bear, and label the next step.) Now, where should he go?S: 3.T: Move him with me. 2. One more is 3. Repeat.S: 2. One more is 3.T: (Move the bear, and label the step 3. Continue until the bear has been reunited with his mother on step 10.)T: Great job! Let’s count our steps again the 1 more way.S: 1. One more is 2. 2. One more is 3. 3. (Continue through 10.)T: Now, let’s make some stairs like this with our cubes. You can work with your partner to help each other. Find your bag of red linking cubes, please.T: Take a red cube, and put it at the top of your desk. What is the name of this stair?S: 1.T: Make the next stair. Take out another red linking cube. Add 1 more. Repeat aer me: 1. One more is 2. 2.S: 1. One more is 2. 2.T: Put the stair for 2 next to the one on your desk. Let’s make the next one. (Continue making the stairs 1–5. Circulate to ensure understanding.)T: Great job! Can you make another set of red stairs just like that? Let’s see how fast you can do it! I will time you.S: (Create another set of stairs 1–5, and align on desk.)T: Compare your stairs to the ones on the board. Will your stairs work to get the baby bear home?S: They are not tall enough. → We don’t have any more red cubes. → We need some of our stairs to be higher. → We need to use some of the blue cubes.T: What should we do? (Guide students to make towers of 5 from the blue cubes. They can put one set of the red stairs on the 5 towers to complete the sequence to 10. Demonstrate and assist as necessary.)T: Put all of your stairs in order on your desk. Now, could the baby bear get home? Count with me. 1. One more is 2. 2. One more is 3. 3. (Count and demonstrate on the board while students count on their stairways.)S: (Repeat counting language.) Yes, he is home now!T: You will need your stairs for tomorrow, so put them away carefully in your bags.

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YOUR NOTES:GKM1Topic G, Lesson 30ZEARN MATH Teacher Edition190MULTIPLE MEANS OF ENGAGEMENTGive students the option to work independently or in pairs. When pairing students together, create cooperative learning groups with clear goals, roles, and responsibilities.Independent Digital LessonLesson 30: Up the StairsStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 30Lesson 30M1Up the StairsWrite the missing numbers.1 2 43 87 9 105673

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YOUR NOTES:GKM1 Topic G, Lesson 30ZEARN MATH Teacher Edition 191Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• When you made your stairs, which numbers had a 5-group of blue cubes?• Do the numbers 1, 2, 3, and 4 have a 5-group of blue cubes? Why or why not?EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskDraw a stair that shows 1 more, and write the new number in the box.AnswersStair of 5 drawn, 5Stair of 8 drawn, 8

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YOUR NOTES:GKM1 Topic G, Lesson 31ZEARN MATH Teacher Edition 193Warm-UpFLUENCY PRACTICEBeep NumberThis activity is repeated from Lesson 29 to continue the focus on sequences beyond 5. Remember that the sample sequence goes from simple to complex.7, 8, beep! 7, beep, 9. Beep, 8, 9.Variation: Extend the sequences to four numbers, for example 7, 8, beep, 10.Show Me 1 MoreShow me 1 more with your fingers the Math Way:T: Show me 3 ngers, the Math Way.S: (Hold up the le pinky, le ring nger, and the le middle nger to show 3 ngers the Math Way.)T: Now, show me 1 more.S: (Hold up the le pinky, le ring nger, the le middle nger, and the le index nger to show 4 ngers the Math Way.)T: How many ngers are you showing me now?S: 4.Avoid showing the finger combinations. The Math Way soon becomes an immediately recognizable configuration that decreases the need for students to recount each time. Allow time to recount for students who still need to do so.Lesson 31Arrange, analyze, and draw 1 more up to 10 in configurations other than towers.TIPThis lesson is optional for your instruction and there is no Independent Digital Lesson. In the digital experience, students will automatically progress to the next Independent Digital Lesson. For your instruction, we recommend that you continue with the next lesson. Students can explore the concepts of this optional lesson with you and peers as part of a flex day as needed.

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YOUR NOTES:GKM1Topic G, Lesson 31ZEARN MATH Teacher Edition194Roll and Write 1 MoreMaterials: (S) Die, paper and pencil or personal white boardPartner A rolls the die. Both partners count the dots. Partner B determines the number that is 1 more and writes the numeral. Partner A verifies that the number is 1 more. Switch roles, and play again.WORD PROBLEMCaleb had 7 oranges to share with his friends. Draw the oranges. Draw 1 more orange in case someone is extra hungry. How many oranges are there now? Write the number. Tell your friend: There were 7 oranges. One more is ( ).NOTE: In this and other problems in this topic, remember to emphasize with students the language pattern of ( ). One more is ( ). They use that pattern again in this lesson. A further reminder to practice restraint: In Mission 3, we introduce the complexity of 4 is 1 less than 5.MULTIPLE MEANS OF ENGAGEMENTChallenge students by giving them the option to draw more problem situations. For example, “Draw 8 oranges and 2 more, or draw 9 oranges and 1 more to share.”Concept ExplorationMaterials: (S) Large construction paper work mat (21” x 24”) per 2 students inscribed as shown below (circles should have a diameter of at least 4”), set of linking cube stairs from Lesson 30, red and blue crayonsT: Put your number stairs on your desk in front of you. Make sure they are in order! Let’s check. Point to the correct stair, and echo me: 1. 1 more is 2. 2. 1 more is 3. 3. 1 more is 4.S: 1. 1 more is 2. 2. 1 more is 3. 3. 1 more is 4. (Continue through all the stairs.)T: We are going to make some bracelets today. Take your rst stair, and put it inside the rst circle on your work mat. (Demonstrate.) How many cubes are inside your rst circle?S: 1.T: We have 1 cube. One more is ( ). (Wait for answer.) 2. Please show me your stair for 2. Take the cubes apart, and put them in the second circle. (Demonstrate.) How many?S: 2.My Bracelets to 10

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YOUR NOTES:GKM1 Topic G, Lesson 31ZEARN MATH Teacher Edition 195T: We have 2 cubes. One more is ( ). (Wait for answer.) 3. (Continue with this sequence until the cubes of each stair are inside the students’ circles on the work mat. Circulate to ensure accuracy.)T: Let’s count the cubes in our circles. Do we have to count every one of the cubes to know how many there are in each circle?S: No. We put them in order, so we can just count circles. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.T: Did the number change just because we broke apart our tower? (Discuss briey.)T: Pretend we are making bracelets now. Move the cubes to the edge of the circle so that they are like beads on a bracelet. What do you notice?S: The beads from bigger towers can make circles. à Just like our bracelets. à Some of the beads are red, and some are blue.T: On the bracelets we made before, were the colors all mixed up, or were our beads in groups of colors?S: We had red beads and then white beads. à They were not mixed up. à We should make sure that the blue cubes are on one side of the circle, and the red ones are on the other side.T: Good idea! Let’s do that. (Circulate to check for understanding.) What do you notice?S: All of them have red cubes. à The bottom bracelets all have 5 blue cubes. (Guide students to see that the colors of the cubes can help them to identify the numbers.)T: These are great. I wish you could put them on the bulletin board. Maybe you could. If we drew beads instead of using the cubes, we could put them on our bulletin board. Take the cube o the rst circle, and draw a red bead there instead. (Demonstrate.) What would we do on the next circle?S: Take o each cube, and draw a red bead instead. à When we get to the bigger numbers, we can use our blue crayons, too.T: Great ideas! Go ahead and carefully replace each of the cubes with a crayon bead. (Circulate to ensure accuracy.)T: Now, we need to name our bracelets. Let’s call our rst bracelet 1. What should we call the next one?S: 2.T: Yes, we can name each one aer its number of beads. Choose a crayon, and label all of your bracelets. Now, you can take them home and show them to your family!MULTIPLE MEANS OF ENGAGEMENTEncourage multilingual learners to respond to the question with words, gestures, or actions: “What would we do on the next circle?” Some students may be more comfortable showing their thinking rather than verbalizing it.

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YOUR NOTES:GKM1Topic G, Lesson 31ZEARN MATH Teacher Edition196Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• What do you notice about the last ve bracelets? (Lead discussion so students see that each has ve blue beads.) How can this help with counting?• How is counting in a circular conguration dierent than counting in a linear conguration?• Why was it so easy to count the cubes on our bracelets? How did the colors of the cubes help us? (Lead them to mention number conservation from linear to other congurations. Help them to notice that identifying the groups of 5 within the sets was very helpful in counting.)EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskColor the stars blue. Draw 1 more star. Color it blue, and write how many.Color the happy faces red. Draw 1 more happy face. Color it red, and write how many.Answers6 stars colored blue; 1 star drawn; 76 happy faces colored red; 1 happy face drawn; 7

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YOUR NOTES:GKM1 Topic G, Lesson 32ZEARN MATH Teacher Edition 197Lesson 32Arrange, analyze, and draw sequences of quantities of 1 more, beginning with numbers other than 1.Warm-UpFLUENCY PRACTICEGreen Light, Red LightConduct the activity as outlined in Lesson 5, but now include sequences within 10.Guess the Hidden NumberConduct the activity as outlined in Lesson 29, but now have the students fold the number path to reveal a short sequence of numbers (e.g., 4, 5, 6, 7).Draw 1 More, and Write How ManyMaterials: (S) Draw 1 More (Fluency Template)After giving clear instructions and completing the first few problems together, allow students time to work independently. Encourage them to do as many problems as they can within a given time frame. Optional: Go over the answers, and direct students to energetically shout “Yes!” for each correct answer.WORD PROBLEMDraw 6 shirts on the board, as pictured below:There were 6 friends on Katharine’s team. Their uniforms got mixed up in the laundry, and some of the numbers washed off. Draw the shirts and the numbers on the shirts to help the team!NOTE: This problem is a pictorial anticipation of today’s Concept Exploration of sequencing consecutive subsets of 10.

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YOUR NOTES:GKM1Topic G, Lesson 32ZEARN MATH Teacher Edition198Concept ExplorationMaterials: (T) Set of linking cube number stairs 1–10 (S) 10 index cards, crayonsT: Look at my number stairs. Help me count the way we did yesterday to make sure I have them in the right order. Count with me.S: This is 1. One more is 2. One more is 3. One more is 4… (Continue through to the end.)T: We are going to play a game! I am going to hide one of my towers. Ready? Close your eyes. (Hide the 5 tower.) You may open them. Look, think, and raise your hand. (When most hands are raised, snap your ngers to signal students to answer chorally.) Which tower is missing?S: 5.T: (Replace the tower, and repeat several times with other towers.) You are good detectives! This time, I will hide two of my towers. Close your eyes! (Hide 4 and 5. Repeat the game several times with subsets of two consecutive towers.)T: This time, I will hide three towers. (Repeat the game several more times, each time hiding three consecutive towers.)T: We are going to make some tower cards so that you and your partner can play this game yourselves. I will give you 10 index cards. On each card, I want you to draw one of these number towers. Write the number on the back, like this. (Demonstrate.) Be sure that you make exactly one card for each of the number stairs.S: (Make ashcards for the 1–10 towers.)T: Put your cards in a pile. Now, arrange them in a row on your desk with the tower side up. Start with your 1 tower. Each card should be 1 more. What should they show?S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. (Arrange cards.)T: (Check for completion and accuracy.)T: Work with a partner. While your partner closes his eyes, hide two cards from your row. You will choose a card and then hide it behind your back with the card that is 1 more. Ask your partner to open his eyes and look at the cards le in your row. When he is ready to tell which cards you must be hiding, he has to nd those cards in his row to show you. You can then compare your cards to see if he was right. Then, it will be your turn!S: (Play several rounds of the game.)T: Turn your cards over so the number side is showing, and play again.S: (Play several rounds of the game.)T: This time, choose three cards from your row, and hide them behind your back. Remember, you must choose three cards next to each other! (Play several more rounds of the game, and then turn the cards all over to play with the other side again.)MULTIPLE MEANS OF ACTION AND EXPRESSIONTo help reinforce one to one correspondence between the tower of blocks and the number on the index card, give students the option to touch the number tower with their non-writing hand, while drawing the number of the note card.

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YOUR NOTES:GKM1 Topic G, Lesson 32ZEARN MATH Teacher Edition 199Independent Digital LessonLesson 32: Fantastic StairsStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The question below may be used to lead the discussion.• What strategy did you use to put your stairs in order?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 32Lesson 32M1Fantastic StairsDraw and write the number of the missing stairs.1 2 5 6 7 8 9 103 477

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ZEARN MATH Teacher Edition202GKM1Topic HTOPIC HOne Less with Numbers 0–10Topic H is a mirror image of Topic G. While students explored 1 more in Topic H, in Topic G, they explore 1 less. In Lesson 33, students use their knowledge of relationships between numbers to order quantities of objects on paper (dot cards, picture cards, and shapes) from 10 to 1, and then match 1–10 digit cards to each set of objects in descending order.Lesson 34 extends this concept by helping students state 1 less than a given number. “Nine triangles is 1 less than 10 circles, 8 squares is 1 less than 9 triangles.” Lesson 35 again helps children to kinesthetically internalize the concept of 1 less by building linking cube stairs, but this time, instead of starting at the bottom on the first cube, there is a bear who walks down the stairs starting at the top 10-cube stair to get to his honey. The children discuss what is happening as the bear walks down each step. From this concrete exercise, students are then asked to arrange, analyze, and draw 1 less configurations other than the stair or tower format. They might be given a group of objects to count on paper in a scattered or circular formation and then asked to cross out 1 object from the group and count again.To conclude this mission, the students are given a culminating task that calls on them to use what they have learned in Mission 1 to complete a series of tasks.ObjectiveLesson 33 Order quantities from 10 to 1 and match numerals.Lesson 34 Count down from 10 to 1, and state 1 less than a given number.Lesson 35 Arrange number towers in order from 10 to 1, and describe the pattern.Lesson 36 Arrange, analyze, and draw sequences of quantities that are 1 less in congurations other than towers.Lesson 37Culminating task Decide how to classify the objects in your bag into two groups. Count the number of objects in each group. Represent the greater number in various ways. Next, remove the card from your pack that shows the number of objects in the smaller group. Put your remaining cards in order from smallest to greatest. Your friends will have to gure out what card is missing when they visit your station!

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YOUR NOTES:GKM1 Topic H, Lesson 33ZEARN MATH Teacher Edition 203Warm-UpFLUENCY PRACTICESunrise/Sunset Counting to 10Conduct the activity as outlined in Lesson 7, but remind students to plan to reach 5 as the midpoint and 10 at the highest position.1, 2, 3, Stand on 10Conduct the activity as outlined in Lesson 22.Make It EqualMaterials: (S) Bag of beans, laminated paper or foam work mat, dieIntroduce the term equal as meaning the same number. Assign partners, and remind students to take turns. If needed, model how to play the game with one student beforehand.1. Both partners roll dice and put that many beans on their mat.2. Partner A has to make their beans equal to their partner’s by taking off or putting on more beans.3. Partner B counts to verify.4. Switch roles, and play again.WORD PROBLEMPreparation: Draw a baking tray on the board like the one below:Lesson 33Order quantities from 10 to 1, and match numerals.TIPThis lesson is optional for your instruction and there is no Independent Digital Lesson. In the digital experience, students will automatically progress to the next Independent Digital Lesson. For your instruction, we recommend that you continue with the next lesson. Students can explore the concepts of this optional lesson with you and peers as part of a flex day as needed.

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YOUR NOTES:GKM1Topic H, Lesson 33ZEARN MATH Teacher Edition204Margaret baked some biscuits for dinner. While they were cooling, her kitten jumped on the table and took one away. Draw the tray to show how many biscuits Margaret can serve for dinner. Don’t forget to cross off the one that the kitten took! Write the number.NOTE: This problem presents a practical application of 1 less.MULTIPLE MEANS OF ENGAGEMENTTo optimize challenge, give students the option to extend the Word Problem. For example:• Draw another baking tray to show how many biscuits are left if the kitten steals 2 biscuits.• Write both the number of the remaining biscuits and the number of biscuits the kitten stole.Concept ExplorationMaterials: (T) Large numeral cards 1–10 (Lesson 7 Concept Exploration Template 1) or a number path written on the board (S) Bag of loose linking cubes (5 blue, 5 red), 5-group mat (Lesson 17 Concept Exploration Template), 5-group cards (Lesson 7 Concept Exploration Template 2)T: Put a 5-group mat in front of you. Place 1 blue linking cube in each place on the mat. How many blue cubes do you have?S: 5.T: Now, put each red linking cube on the mat. What do you notice?S: We have a row of blue and a row of red. à We have 10 cubes. (Guide students to see that this conguration looks just like the dot representation of 10 on their cards.)T: Find the card that shows how many linking cubes are on your mat. We will begin a row of cards, starting with this 10 card. Put it on your desk so that the dot side is facing up. Now, take the last red cube from your mat, and put it back in the bag. What do you see?S: We still have a row of 5 blue cubes, but now we have 4 red cubes. We have 9 cubes. It looks like our 5-group card for 9.T: Find the card that shows how many linking cubes are on your mat. Does it look the same as your 5-group mat?S: Yes! It’s the same.

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YOUR NOTES:GKM1 Topic H, Lesson 33ZEARN MATH Teacher Edition 205T: Put it next to the 10 in your card row. (Repeat until there is only 1 cube le on the rst 5-group mat.)T: How many cubes are on your mat?S: 1.T: How many cards do you have le?S: 1.T: Let’s put the last card in our row. Does anyone notice anything about the row of cards?S: There are more dots on the rst ones. à There is only 1 on the last one. à They get smaller!T: Put the last cube away, and let’s look at our cards. Touch each card, and tell how many dots are on it. We will go down the row. (Demonstrate.)S: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1. T: Put your cards in a stack. We will play Mix and Fix. Mix up your cards, and then see how quickly you can put them back in a row in this order. Make sure the card with 10 dots is on the le!S: (Arrange cards. Circulate to ensure accuracy.)T: I want you to be number detectives. When I point to a number on our number path, I want you to nd the dot card that matches. Ready? Hold it up high! (Repeat several times until students are condent matching the numerals to the dot congurations.)MULTIPLE MEANS OF REPRESENTATIONHelp multilingual learners understand what to do by modeling. Model for students how to be number detectives so that they understand what is being asked of them. Consider giving students the option to work in pairs.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How did you count the blocks? Did you count the same way as your partner? Did the 5-group mat help you to count?• Did you notice a pattern as you counted? (Focus on the pattern of 1 less.)

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YOUR NOTES:GKM1Topic H, Lesson 33ZEARN MATH Teacher Edition206EXIT TICKETAfter today’s lesson, instruct students to complete the Exit Ticket. A review of their Exit Ticket as well as continuously monitoring your Digital Reports can help you assess your students’ understanding of the concepts explored in today’s lesson and plan more effectively for future lessons. The questions from the Exit Ticket may be read aloud to the students.TaskCount the shapes. Draw a line to the number that matches.AnswersLine drawn from 9 circles to the number 9Line drawn from 6 squares to the number 6Line drawn from 10 hearts to the number 10Line drawn from 7 triangles to the number 7Line drawn from 8 stars to the number 8109876

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YOUR NOTES:ZEARN MATH Teacher Edition 207GKM1 Topic H, Lesson 34Lesson 34Count down from 10 to 1, and state 1 less than a given number.Warm-UpFLUENCY PRACTICEGreen Light, Red LightConduct the activity as outlined in Lesson 5, but now focus more on counting down.Wet Dog CountingT: Pick a number between 1 and 10. (Call on a student.)S: 4.T: Wet dog, counting down from 4. Ready?S: 4, 3, 2, 1 (while shaking the right arm), 4, 3, 2, 1 (while shaking the le arm), 4, 3, 2, 1 (while shaking the right leg), 4, 3, 2, 1 (while shaking the le leg).Select another student to choose another number, and repeat.RekenrekRepeat the whisper/talk and think/talk Rekenrek counting activity as outlined in Lesson 28.WORD PROBLEMDraw 2 plates. On your first plate, draw 8 grapes. On the next, draw 1 less. Write the numbers below the plates. Now, draw 2 cups. In the first cup, draw 6 straws. In the next, draw 1 less. Write the numbers below the cups.NOTE: Reviewing the concept of 1 less prepares students for counting down in today’s Concept Exploration.MULTIPLE MEANS OF REPRESENTATIONHelp multilingual learners and students who struggle with multi-step directions solve the problem by first reading to them and then modeling the different steps. Explain the concept 1 less by showing an example of what 1 less than any number within 10 looks like.

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YOUR NOTES:ZEARN MATH Teacher Edition208GKM1Topic H, Lesson 34Concept ExplorationMaterials: (T) Large tree drawn on the board, 10 cardboard apples affixed with tape to the tree in a circular formation, simple puppet made from a paper bag to represent a farmerT: We are going to have a math play. What do you notice on the board?S: I see an apple tree. There are 10 apples on the tree.T: Listen to my story. Once upon a time, there was a farmer who had an apple orchard. (Introduce the farmer puppet.) It was harvest time, and the farmer picked his rst apple of the season. (Remove an apple from the tree with the puppet.) How many apples does he have le?S: There are 9 apples.T: There were 10 apples. One less is 9. We have 9 apples.T: The next day, he picked another apple. (Demonstrate.) How many are on the tree now?S: 8.T: Yes, 1 less is 8. (Continue with the story until all but 1 have been picked.) Let’s do our play one more time, and this time we’ll tell the story just with numbers. (Count and replace apples in preparation to repeat the activity.) Say it with me.S: 10. One less is 9. 9. One less is 8. 8...(Continue until there is only 1 apple le.)T: What would happen if he picked the last apple? (Allow time for discussion to recall the concept of 0.)T: Let’s play a game. I’ll put some apples on the tree. Count them silently, and think about the number that would be 1 less. Raise your hand when you know. When you hear the magic snap, tell me the number that would be 1 less.S: (Answer chorally.)T: (Repeat several times with dierent numbers of apples until the students are condent in their answers and demonstrate clear understanding of 1 less.)MULTIPLE MEANS OF ACTION AND EXPRESSIONRepeat the game in a small group for students who are developing understanding so that they can have an opportunity to practice counting 1 less. Ask them to say how they know what 1 less is by asking them to restate what they did.

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YOUR NOTES:ZEARN MATH Teacher Edition 209GKM1 Topic H, Lesson 34Independent Digital LessonLesson 34: Scout the DogStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How many apples did the farmer pick each time? What happened to the apple tree when the apple was picked?• Did you see a pattern aer each apple was picked?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 34Lesson 34M1Scout the DogCross out 1 baseball. Write the number that tells how many baseballs are left.

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YOUR NOTES:ZEARN MATH Teacher Edition 211GKM1 Topic H, Lesson 35Lesson 35Arrange number towers in order from 10 to 1, and describe the pattern.Warm-UpFLUENCY PRACTICEShow Me 1 LessMaterials: (S) Bag of red and white beans, left hand mat (Lesson 1 Fluency Template)T: Show me 3 beans.S: (Place a red bean on the le pinky, le ring nger, and the le middle nger to show 3 beans.)T: Now, show me 1 less.S: (Remove a red bean from the le middle nger, leaving 2 beans.)T: How many beans are on your mat now?S: 2.Stay within a predictable pattern until students are comfortable with this exercise, and then skip around. Carefully observe to see which students must recount all of the beans to tell the number that is 1 less.Finish My Sentence (1 Less)T: Raise your hand when you can nish this sentence. 3. One less is... (wait for all hands to go up, and then signal).S: 2.T: 2. One less is... (wait for all hands to go up, and then signal).S: 1.If students exhibit understanding, skip around after establishing a predictable pattern.Happy Counting Within 10Conduct the activity as outlined in Lesson 6. At this point, students are likely ready for a challenge and want to show how quickly they can do this exercise. Try alternating between a rapid pace and a very slow pace to keep students focused. Never allow them to rush the choral response. Ensure that they are always responding to the teacher’s signals.

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YOUR NOTES:ZEARN MATH Teacher Edition212GKM1Topic H, Lesson 35MULTIPLE MEANS OF ENGAGEMENTChallenge students by asking them to repeat the problem with different numbers. Have them say how their two pictures are similar and how they are different.WORD PROBLEMDraw a snow tower that is 3 snowballs high. Next to it, draw another snow tower with 1 less. How many snowballs are in your second tower?NOTE: In this problem, students begin thinking about linear comparisons of 1 less. After students draw their two snow towers, direct them to compare their drawings with a classmate.Concept ExplorationMaterials: (S) 1 set of linking cube stairs prepared per the instructions in Lesson 30, 5-group cards (Lesson 7 Concept Exploration Template 2)On the board, draw a pictorial chart similar to the one below. Cut out the images of the bear and the honey, affix them to the board with tape to use in the lesson discussion.

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YOUR NOTES:ZEARN MATH Teacher Edition 213GKM1 Topic H, Lesson 35T: Our friend baby bear is back! He is awake today and is very hungry for some honey. Do you think you can help show him the way?S: Yes! He should go down the stairs.T: Which stair is he on now?S: 10.T: (Label the 10 stair.) Now, where should he go?S: He should go down to the next stair. He should go to 9.T: Say it with me while I move the bear: “10. One less is 9.” (Move bear to 9.)S: 10. One less is 9.T: Tell the bear where to go next. (As in Lesson 30, continue to repeat the pattern, and label the stairs until the bear has reached the honey.)T: He made it! Let’s count our stairs one more time the 1 less way. Repeat aer me: “10. One less is 9. 9. One less is 8...” (Point to the board stairs as you count.)S: (Repeat counting sequence.)T: Take the stair for 10 out of your bag. Check with your partner to make sure you both took out stairs that are exactly the same. What do you notice?S: There are 5 red and 5 blue cubes. There are 10 cubes.T: Take o 1 red cube. What do you see now?S: We have 5 blue and 4 red. We have 9 cubes in our stair.T: Yes. You had 10. One less is 9. Take o another red cube. One less is...S: 8.T: (Continue through the sequence until students are holding only 1 cube.) Put your tower back together so it is exactly the same as when you took it out of the bag. Check with your partner to make sure.S: (Discuss with partners.)T: Remove all of the other stairs from your bag. Put them in order so the baby bear can get to the honey. If you need help, you may look at the board.S: (Arrange the stairs to match the example on the board.)T: Let’s count our stairs to be sure.S: (Count on their stairs while the teacher demonstrates on the board.) 10. One less is 9. 9. One less is 8...T: It’s time to name our stairs. Take out the 5-group cards. Look at each stair, and put the card with the correct number next to the stair. When you are done, share your work with a partner. Show them how you would count your stairs the 1 less way. (Circulate to ensure understanding and accuracy.)T: We will be using your stairs again tomorrow, so put them back in the bag carefully.MULTIPLE MEANS OF ACTION AND EXPRESSIONAsk multilingual learners to practice telling a partner “1 less than 10 is 9,” etc., as they take apart a tower. Practicing the language helps multilingual learners to participate and to internalize the concepts being taught.

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YOUR NOTES:ZEARN MATH Teacher Edition214GKM1Topic H, Lesson 35Independent Digital LessonLesson 35: One Less ButterflyStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion.• How did you count the cubes? Is there an easier way to count them?• Did you notice a pattern when you counted the cubes?Name: ZEARN MATH Student Notes for Digital LessonsGKM1 | Lesson 35Lesson 35M1Write the missing numbers.1 2 3 86 7 9 1054

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YOUR NOTES:ZEARN MATH Teacher Edition 217GKM1 Topic H, Lesson 36Lesson 36Arrange, analyze, and draw sequences of quantities that are 1 less in configurations other than towers.Warm-UpFLUENCY PRACTICECross 1 Out, and Write How ManyMaterials: (S) Cross out 1, and Write How Many (Fluency Template)After giving clear instructions and completing the first few problems together, allow students time to work independently. Encourage them to do as many problems as they can within a given time frame.Optional: Go over the answers, and direct students to energetically shout “Yes!” for each correct answer.Show 1 LessShow me 1 less with fingers the Math Way.T: Show me 3 ngers the Math Way.S: (Hold up the le pinky, le ring nger, and the le middle nger to show 3 ngers the Math Way.)T: Now, show me 1 less.S: (Put down the le middle nger, so that only the le pinky and le ring nger remain, showing 2 the Math Way.)T: How many ngers are you showing me now?S: 2.Avoid showing the finger combinations yourself. The Math Way soon becomes an immediately recognizable configuration that decreases the need for students to recount each time. Allow time to recount for students who might benefit from extra support.Roll and Show 1 LessMaterials: (S) 1 die1. Partner A rolls the die.2. Both partners count the dots.

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YOUR NOTES:ZEARN MATH Teacher Edition218GKM1Topic H, Lesson 363. Partner B determines the number that is 1 less and shows that many fingers the Math Way.4. Partner A verifies that the number is 1 less.5. Switch roles, and play again.Remind students that if they should roll a 1, they can show 1 less by indicating 0 as a closed fist.WORD PROBLEMSomeone mixed up these towers! Draw the towers in order so that each tower in your picture shows 1 less. Write the numbers underneath the towers.NOTE: Recalling the 1 less concept in linear formations helps children as they learn to count 1 less in other formations today.MULTIPLE MEANS OF ENGAGEMENTEngage students looking for a challenge by extending the task. Suggestions include drawing and ordering the towers so that the picture shows 1 more or drawing and ordering four more towers showing 1 less, using the numbers 5, 6, 7, and 8.Concept ExplorationMaterials: (S) Large construction paper work mat (24” × 21”) per pair inscribed as pictured to the right (circles should have a diameter of at least 4”), set of linking cube stairs from Lesson 35, red and blue crayonsT: Put your number towers on your desk in front of you. Make sure they are in order! Let’s check. Point to the correct tower, and echo me: “10. One less is 9. 9. One less is 8….”

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YOUR NOTES:ZEARN MATH Teacher Edition 219GKM1 Topic H, Lesson 36S: 10. One less is 9. 9. One less is 8… (Continue through all the towers.)T: We are going to make more bracelets today. Take your 10 tower apart, and put the cubes in the last circle on your work mat. (Demonstrate.) How many are in your last circle?S: 10.T: We have 10 cubes. One less is ______. (Wait for the answer.)S: 9.T: Please show me your tower for 9. Take the cubes apart, and put them in the circle next to the 10. (Demonstrate.) How many?S: 9.T: We have 9 cubes. One less is _____. (Wait for the answer.)S: 8.T: (Continue with this sequence until the cubes of each stair are scattered in their circle on the work mat. Circulate to ensure accuracy.)T: Let’s count the cubes in our circles. Do we have to count every one of the cubes to know how many there are in each circle? Did the numbers change just because we broke apart our towers? (Discuss briey.) Let’s count just to be sure….S: 10. 1 less is 9. 9. 1 less is 8…T: We will pretend we are making bracelets now. Move the cubes to the edges of their circles so that they are like beads on a bracelet. What do you notice? (Guide students to have a comparative discussion about size, shapes, and colors similar to that in Lesson 31.)T: Do you remember what we did with our last set of bracelets? Take the cubes o the last circle, and draw red and blue beads there instead. (Demonstrate.) What would we do on the next circle?S: Take o each cube, and draw a bead instead. When we get to the smaller numbers, we will only need our blue crayons!T: Great ideas. Go ahead and carefully replace each of the cubes with a crayon bead. (Circulate to ensure accuracy.)T: Now, we need to name our bracelets. Let’s call our last bracelet 10. What should we call the bracelet with 1 less?S: 9.T: Yes, we can name each one aer its number of beads. Choose a crayon, and label all of your bracelets. Now, you can take them home.MULTIPLE MEANS OF ACTION AND EXPRESSIONHelp multilingual learners participate, and explain why they do not have to count every cube in the circles by providing sentence starters such as, “I know that we don’t have to count every one of the cubes in the circles because…”

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YOUR NOTES:ZEARN MATH Teacher Edition220GKM1Topic H, Lesson 36Independent Digital LessonLesson 36: Down the StairsStudents also learn the concepts from this lesson in the Independent Digital Lesson. The intentional balance of learning with teachers and peers and learning independently in digital lessons ensures every student has multiple opportunities to represent, engage with, and express their math reasoning.See the digital lesson notes below for a glimpse of the paper to pencil transfer of these math ideas. Go online to see the full digital lesson.Wrap-UpLESSON SYNTHESISGuide students in a conversation to process today’s lesson and surface any misconceptions or misunderstandings. The questions below may be used to lead the discussion. • What happens when you take away 1 object from a group of objects?• Did the number of cubes change when we broke apart our towers?Name: ZEARN MATH Student Notes for Digital Lessons GKM1 | Lesson 36Lesson 36M1Down the StairsDraw and write the number of the missing stair.1 3 54 6 7 8 9 10285

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YOUR NOTES:ZEARN MATH Teacher Edition 223GKM1 Topic H, Lesson 37Warm-UpFLUENCY PRACTICEBuilding 1 More and 1 less TowersMaterials: (S) 10 linking cubesGuide students through the process of building a tower while stating the pattern as 1 more. Maintain consistency in the language: “1. One more is 2. 2. One more is 3. 3. One more is 4.” Continue to 10.Disassemble the tower while stating the pattern as 1 less. Again, the language is crucial to students’ conceptual understanding: “10. One less is 9. 9. One less is 8. 8. One less is 7.” Continue to 0.5-Group Finger CountingT: Quick! Show me 5.S: (Extend an open le hand to show 5, without having to count.)T: Show me 1 more.S: (Show an open le hand for 5 and the thumb of the right hand for 6.)T: We can count from 5 like this: 5 (push out the le hand), 1 more (push out the thumb of the right hand) is... (push both the le hand and the thumb of the right hand) 6. Try it with me. Ready?Lesson 37Culminating TaskDecide how to classify the objects in your bag into two groups. Count the number of objects in each group. Represent the greater number in various ways. Next, remove the card from your pack that shows the number of objects in the smaller group. Put your remaining cards in order from smallest to greatest. Your friends have to figure out what card is missing when they visit your station!TIPThere is no Independent Digital Lesson corresponding to today’s Concept Exploration. Students should use digital time to complete other digital lessons in this mission. If a student has already completed 4 digital lessons this week, they should complete digital bonuses from this mission.

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YOUR NOTES:ZEARN MATH Teacher Edition224GKM1Topic H, Lesson 37S: 5 (push out the le hand), 1 more (push out the thumb of the right hand) is... (push both the le hand and the thumb of the right hand) 6.T: Stay there at 6. Now, show me 1 more.S: (Show an open le hand for 5 and the thumb and the index nger of the right hand for 7.)T: How many ngers are you showing on your le hand?S: 5.T: And your right hand?S: 2.T: How many ngers are you showing in all?S: 7.T: So, this time we’ll say 5 (push out the le hand), 2 more (push out the thumb and index nger of the right hand) is... (push out both the le hand and the thumb and index nger of the right hand) 7. Try it with me. Ready?S: 5 (push out the le hand), 2 more (push out the thumb and index nger of the right hand) is... (push out both the le hand and the thumb and index nger of the right hand) 7.Continue to 10 if students are ready, but do not rush–this is a challenging counting activity. As students begin to note the pattern, steadily remove the scaffold until they can state the relationship to the 5-group without guidance. It would be better for students to achieve mastery to 7 than to mimic the teacher to 10.Concept ExplorationMaterials: (S) 10 paper “mystery” bags, each containing a set of loose linking cubes such that the first bag has 1, the second, 2, and so on up to 10; materials for each station: 1 set of 5-group cards (Lesson 7 Concept Exploration Template 2), pipe cleaner, bag with 5 red and 5 white beads, 1 bag of 10 lima beans, 1 bag of 10 popsicle sticks, 2 bags of other various counters (10 each), personal white board and markers, Rekenrek, 2 work mats inscribed with a large circle, 2 5-group mats, paper plate, plastic cup, crayons, paper, other materials as desiredPrior to class, set up stations so that each has one complete set of the materials outlined above. Create a decorative, welcoming sign on the board that says Number Fair. Due to the nature of this lesson, there is no Exit Ticket. It is best to record observations of student work during the lesson.T: We are going to have a Number Fair today! Your job will be to make an exhibit for your mystery number at our fair. You will want to show your number in as many ways as you can, using anything you choose at your station. You will discover your mystery numbers in a minute.T: Look at your stations. Considering the materials at each station, do you have some ideas for ways you might show your number?

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YOUR NOTES:ZEARN MATH Teacher Edition 225GKM1 Topic H, Lesson 37S: We could nd the 5-group card for our number! à We could make a bracelet, or draw a picture. à We could use our 5-group mats. à We could make it with beans around our cup!T: Those are all good ideas. Use as many of them as you can. There is one idea you must use, though, and this will be the very rst job at your station. You will put your 5-group cards in order from smallest to greatest, and then hide the card that shows your mystery number. Your friends will have to gure out what card is missing when they visit your station!T: (Distribute mystery bags to students working singly or with a partner, depending on class size.)T: In the mystery bag, there are some objects. Shake your bag, and listen. How many do you think you have?S: (Answers vary.)T: When I give the signal, you and your partner may count how many objects are in your bag to nd out your mystery number. Are you ready to count and begin your exhibit? Go!S: (Count objects and nd a station. Begin sorting 5-group cards and creating representations of their number.)T: I will give you time to work on your exhibit. Then, I will give you a chance to visit the other exhibits in our Number Fair.Use this time as an informal assessment tool for the close of the mission. Circulate to observe student discussions and work. What representations are easiest and most familiar to the students? Are there some that might need review? What vocabulary and language do the students use in their discussions? Do they exhibit thorough understanding of the numbers?T: (When preparation time is up, allow students to rotate through the other exhibits.) Now, you may look at the rest of the Number Fair. Talk with your partner about what you see at each station. What is the number shown at the exhibit? How do you know? In what ways did your friends show the number?Suggestion: This would be a wonderful opportunity to have some other teachers, older students, parents, or administrators come into the classroom to view the exhibits at the end of class. Students could explain their work to the visitors as an extension of the lesson.MULTIPLE MEANS OF ACTION AND EXPRESSIONFor students needing support generating ideas or deciding what to create, consider creating a list or menu of ideas to read to students looking for ideas or next steps.

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YOUR NOTES:ZEARN MATH Teacher Edition226GKM1Topic H, Lesson 37Wrap-UpLESSON SYNTHESISHave the students gather on the rug to discuss the Number Fair. The following is a list of suggested questions to invite reflection and active processing of the total lesson experience. Use those that resonate while considering what best supports students’ ability to articulate the focus of the lesson.• In what ways did you decide to represent your number?• What method did you choose rst? Why?• Did you see any new ways to make numbers today?• Can you think of a way to represent your mystery number at home tonight?EXIT TICKETRather than having an Exit Ticket for this lesson, the teacher is encouraged to record observations as students work with their partners as described in the closing of the Concept Exploration section of this lesson.