Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Measurement Topic
This standard is reported on the report card in these quarters as follows:
Kindergarten Students Learning Kindergarten Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of addition.
About the Math
Skills and concepts below are learning goals for this standard.
Decompose (break apart) numbers to 5 using objects or drawings.
Decompose (break apart) numbers to 10 using objects or drawings.
Decompose a number (5 or 10) in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Identify an equation for a decomposed number.
In order for students to decompose numbers they must first understand the part-part whole relationships. Students see that numbers are made up of other numbers. Then they can see that a number can be broken apart into smaller quantities. Begin with numbers 4 and 5 and give students two-color counters, connecting cubes and ask them to build the number so that five can be 4 and 1, 2 and 3 and 5 and 0. Students can record their findings by drawing. Some students may be able to represent the relationships with numerals. This is a goal for the end of the year. Connect this concept to the five and ten frame. Some students may need to see the representation of the quantity.
Decomposing 5 and 10 lay the foundation for better developed number sense and computational fluency in later grades. Students should continue to practice decomposition after the standard has been taught. Also note that students should connect decomposition to equations after they show understanding of equations. Until this occurs, it is wise to record equations for students and connect the representation to the specific equation.
Progression of Standard within Kindergarten
This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.
Progression Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Decompose (break apart) numbers to 5 using objects or drawings.
Decompose a number in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Identify an equation for a decomposed five.
Decompose (break apart) numbers to 10 using objects or drawings.
Decompose a number in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1).
These tasks can be used with small group or whole group instruction.
Give students two colors of plastic links and ask them to link five together to make a chain. Have students describe the combination of colors they used. How did you know this made five? Ask students to make five again using different combinations of the two colors. Discuss with the group the different ways they each made five. How do we know we found all of the combinations? How could we arrange the chains so that we can tell if any combinations are missing? Ex. five blue, then four blue and one green, then three blue and two green, etc. Students may need prompting to show five of each color.What equations or expressions can they write to describe the chains they made? Talk about what expression would represent all one color (5 + 0 or 0 + 5). You can display sets of links on a hanger with the target number at the top and the chains hanging down labeled with each equation/expression. Work on creating chains for numbers up to ten.
Set up a pan balance scale and give students a collection of different cubes. Prepare cubes ahead of time so that some are connected (up to the value of your target number), and some are not. If five is your target number, place five connected cubes on one side of the scale and ask students how they could balance the scale out. If students are only selecting single cubes, ask if there is a way, they can use some of the connected cubes. It may also help to only leave four single cubes as an option so that students need to use combinations with connected cubes to balance the scale. Extend the activity by creating a larger target number.
Create a pattern/design using two different pattern blocks. Ask students to describe what they see. How many of each block are there? How could we use an equation to show how many of each type of block we used. Encourage students to write an addition equation that represents the two groups being used. Make a point of writing equations with the sum on both the left and the right side of the equal sign. Extend this activity by giving students an equation and asking them to build a pattern/design with two different shape blocks to represent the equation.
There are 9 cupcakes on the table. Some of them fell on the floor. How many cupcakes could be on the floor? How many cupcakes could be on the table?
Finnegan has 10 minutes of free choice. He picked going to the ipads and going to the STEM center. How many minutes could he spend at the ipads? How many minutes could he spend at the STEM center?
I baked 12 cookies last night. Some were chocolate chip cookies and some were sugar cookies. How many chocolate chip cookies could I have baked? How many sugar cookies could I have baked?
Buster the Bulldog had 8 dog toys. He had 5 chew toys and the rest were fetch toys. How many fetch toys did Buster have?
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides.These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
All kindergarten teams have been provided with the resources listed below.
Print Resources
Book Thumbnail
Title
Reference
Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin
Activity 10.13 - How Many Ways?, p. 289
Activity 10.20, p. 299
note: modify to decompose numbers less than or equal to 10
Activity 10.21, p. 300
Activity 6.1, p. 165
note: modify with numbers that decompose to less than or equal to 10
Hands-On Standards published by: Learning Resources
Lesson 12, Part-Part-Whole , p. 38
Lesson 15, Decomposing Numbers, p. 44
Lesson 9, Arranging Sets of Objects, p. 96
Math Intervention K-2 by: Jennifer Taylor-Cox
Four to Score, p. 61-63
Big Top Twelve, p. 96-97
Broken Towers, p. 117
Hundred Tic-Tac-Toe, p. 124
X Marks the Spot, p. 127-130
Funny Bunny, p. 133-136
Race to the Top, p. 139-141
Race to the Bottom, p. 144-145
Developing Number Concepts Book 1 by: Kathy Richardson
Activity 1-11: Peek and Count, p. 39
Activity 1-13: Tell Me Fast, p. 42
Developing Number Concepts Book 2 by: Kathy Richardson
Activity 1-9: Writing Equations, p. 29
Activity 1-12: Counting Boards, p. 33
Activity 1-14: Plus and Minus Train, p. 35
Activity 2-1: Snap It, p. 56
Activity 2-8: Working With Number Arrangements, p. 65
Activity 3-2: Instant Rec. of Number Arrangements, p. 115
Activity 3-3: Instant Rec. of Number Arrangements, p. 117
Tasks Connected to Literature
Suggested titles to support the standard can be found below. Check your school library or Howard County Library System for availability, or purchase using Materials of Instruction (MOI) funds. When available, select links to view activities aligned to each title.
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
Kindergarten Students Learning Kindergarten Standards by Measurement Topic