# Number Sense to Twenty: Math Activity Pack

This pack includes whole group, small groups and independent resources that may be used for introducing, teaching, reviewing and assessing number sense to twenty and ordering and comparing numbers. Lesson plans with mini-lessons, center activities, and an interactive page are available for each week of instruction.

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### Learning Resources

Lesson Plans:
Follow these lesson plans or use the ideas to supplement your curriculum. There are 5 weeks or 25 lesson plan ideas that cover number sense to twenty.

Vocabulary Cards:
Post these cards on the math wall during the unit to refer to as new words are introduced.

All About the Number Pocket Chart:
Use this chart throughout the unit to learn about each number. This chart includes the number word, one-to-one correspondence, number order, tallies, ten frames, counting up and down, number bond and a number line. Laminate the pieces, place on a pocket chart and use a dry erase marker to complete.

Number Book:
Have learners complete a page of this book after the pocket chart is completed together as a whole group. This book includes rainbow writing, numeral tracing, tally, ten frames and counting for each number to 20.

Interactive Notebook:
Have learners complete an interactive notebook page each week as independent practice. These pages include 11-13, 14-16, 17-19, 20 and number order.

### Lesson Plans

Ten to Twelve:
Read the book From the Garden and use the resources to review subitizing and sorting while learning the numbers 10-12.

Thirteen to Fifteen:
Read the book Fifteen Animals and use the resources included to practice ordering numbers.

Sixteen to Eighteen:
Read the book Twenty Big Trucks in the Middle of the Street and use the resources included to practice counting and ordering numbers to 20 and showing 1 less.

Nineteen to Twenty:
Read the book 20 Hungry Pigs and use the resources included to show different ways to make groups of twenty.

Order and Compare
Read the book Balancing Bears and use the resources included to have learners compare numbers. Introduce Alvin Alligator and greater than, less than and equal to symbols.

Math Cube Mats:
Use the mats and math cubes to have learners practice making the numbers 10-20 and introduce the tens and ones place value.

Counting Mats:
Have learners count the correct number of vegetables for each number mat.

Number Order:
Have learners put the veggie cards in the correct order. Learners can count up or count down from 20.

### Learning Centers

Ten Frame Clip Cards:
Have learners clip the correct number that is shown in the ten frame.

Teen Number Match:
Have learners match the numeral, number word and picture for the numbers 10-20.

Number Order:
Have learners put the cars in the correct order.

Teen Number Mats:
Have learners complete the number mats for the teen numbers.

Missing Number:
Have learners find the missing pig for each set of numbers.

Teen Counting:
Have learners count the correct number of mud puddles for each mat.

Comparing Clip Cards
Have learners clip the symbol that will complete the number sentence.

Making 20:
Have learners use two-sided counters to find different ways to make 20.

## LEARNING STANDARDS INCLUDED IN THIS RESOURCE

### Mathematics

CCSSK.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSSK.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.CC.B.4a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSSK.CC.B.4b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSSK.CC.B.4c
Understand that each successive number name refers to a quantity that is one larger.
CCSSK.CC.B.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

### Mathematics

TEKSMA.K.1.C
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
TEKSMA.K.2.A
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count forward and backward to at least 20 with and without objects;
TEKSMA.K.2.B
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;
TEKSMA.K.2.C
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;
TEKSMA.K.2.E
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

## CONNECT WITH MJCS

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