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SUMMARY	KEY INFORMATION
In the first Kindergarten math Cornerstone, students will take on the role of mathematicians, fair staff, and fair visitors. The classroom will transform into a number fair at which students will demonstrate their expertise in numbers one through ten. Following a small group instructional model, students will be challenged to apply their understanding of counting and cardinality to create a number display and set up an interactive activity for their peers. Students will have the opportunity to plan, reason, attend to precision, and choose appropriate tools to engage in multiple number-based activities and the teacher will be able to monitor students as they create their displays. This Cornerstone comes directly from Eureka Math Grade K, Module 1, Lesson 37, but the culminating task objective has been modified to exclude the classification and comparison aspect. Fluency practice has been removed and the concept development section has been revised and clarified. Additionally, a rubric has been created to track student performance on the Cornerstone.	GRADE K TOPIC Module 1 LESSONS Download Download Download	DURATION 2 - 3 Days INSTRUCTIONAL MODEL Inquiry / 5E STANDARDS View

RESOURCES

The lessons for this Cornerstone require the resources listed below. More information regarding the use of each of the resources can be located in the Cornerstone lesson plans.

TEXTS AND WEBSITES

Eureka Math, Kindergarten, Module 1 Links to an external site.

Universal Design for Learning Links to an external site.

SUPPLIES & TECHNOLOGY

Pipe Cleaners	Lima Beans
Popsicle Sticks	Empty Ten Frame
Various Counters	Unifix Cubes
Beads	Playdough

CURRICULUM INTEGRATION

Cornerstones are relevant, rigorous, and aligned to national learning standards. Use the tabs below to learn more about aligning to standards, embedding the Cornerstone in your unit of study, and preparing to teach the Cornerstones.

STANDARDS

K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.4.A: 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.

K.CC.B.4.B: 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.

K.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.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

In Pre-Kindergarten and the beginning of Kindergarten, students have worked extensively with the counting sequence from 0-20. Students have a solid understanding of the counting sequence and have worked on counting to find out how many.

PLACEMENT

BEFORE

Prior to this Cornerstone, students have engaged in multiple lessons focused on counting and cardinality. They have practiced rote counting, counting objects in different configurations, and putting numbers in order.

Students have:

examined numbers to 5 in different configurations, math drawings, and expressions (Lessons 7-11; K.CC.4a, K.CC.4b, K.CC.5, K.OA.3).
explored the concept of zero and developed their understanding of numbers 0–5 (Lesson 12-16; K.CC.4a, K.CC.4b, K.CC.5).
developed a deeper knowledge of numbers 6–10 in different configurations (Lesson 14-28; K.CC.4a, K.CC.4b, K.CC.5).

Students have:

examined numbers to 5 in different configurations, math drawings, and expressions (Lessons 7-11; K.CC.4a, K.CC.4b, K.CC.5, K.OA.3).
explored the concept of zero and developed their understanding of numbers 0–5 (Lesson 12-16; K.CC.4a, K.CC.4b, K.CC.5).
developed a deeper knowledge of numbers 6–10 in different configurations (Lesson 14-28; K.CC.4a, K.CC.4b, K.CC.5).

DURING

During the Cornerstone, students use their knowledge of counting and cardinality to count and create a number display with various representations of their respective numbers. Students also demonstrate their expertise with the number sequence.

AFTER

After the Cornerstone, students will explore two dimensional and three dimensional shapes in Eureka Math Grade K, Module 2. However, students will use the basic number sense they developed in this unit and in the Cornerstone throughout the year. In Module 3, students will compare numbers to 10, and later, students will move into composing and decomposing teen numbers. They will also use their knowledge of quantity, numbers, counting, and cardinality in order to understand the basics of addition and subtraction.

PLANNING

To plan for this Cornerstone, read the summary, consult the rubrics and lesson plans, and utilize student work provided.

ureka Math has designed this lesson as a whole group lesson. However, it is recommended that the Cornerstone be completed in small group sessions for enhanced student engagement. In addition, a small group will allow teachers to ask rigorous questions and to collect data more efficiently. See suggested work stations. Students may engage in these workstations while the teacher works with the small group to complete the Cornerstone activity.

If the Cornerstone is completed in small groups, it may take 2-3 days.

INSTRUCTIONAL APPROACH

This Cornerstone follows a small group instructional model.

BACKGROUND INFORMATION

Teachers should enter this Cornerstone with command of the subject material, specifically the information related to the unit at hand.

LESSON PACING

Each Cornerstone has been divided into several lessons. Below is a recommended pacing for this Cornerstone and the objective for each lesson. More information regarding each lesson can be located above in the Lesson Resources section.

LESSON	OBJECTIVE
Lesson 1 (2-3 Days)	Students will be able to count objects up to ten, create a number exhibit to represent their numbers in multiple ways, and put number cards in order from 1-10. Students can accurately count the number of objects in their mystery bag. Students can touch count objects. Students can put numeral cards in order from 1 to 10. Students can represent their number in at least three ways (i.e. objects, pictures, numerals, number words, or number sentences). Students can explain how they decided to represent their number.

LESSON

OBJECTIVE

Lesson 1 (2-3 Days)

Students will be able to count objects up to ten, create a number exhibit to represent their numbers in multiple ways, and put number cards in order from 1-10.

Students can accurately count the number of objects in their mystery bag.
Students can touch count objects.
Students can put numeral cards in order from 1 to 10.
Students can represent their number in at least three ways (i.e. objects, pictures, numerals, number words, or number sentences).
Students can explain how they decided to represent their number.

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