Kindergarten Mathematics Module 1, Topic G

children at school

In the previous topics students counted lots of groups of three-dimensional objects, concretely seeing that numbers represented quantities of those objects. Topic G transitions them to pictorially (two-dimensional objects) order and match numeral and dot cards (dots are in a ten-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 one greater. This important insight leads later in the year, and in Grade 1, to Level 2 counting on rather than counting all (K.CC.4c). Lesson 30 helps children to kinesethtically internalize the concept of one 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 sequences of quantities of 1 more beginning with numbers other than 1. “Susan has 3 apples. Jerry has one more apple than Susan. Draw Jerry’s apples.”

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

Common Core Learning Standards

CCLS State Standard
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

Curriculum Map