Grandma's Tiny House Kindergarten

Ready-to-teach lesson

YUKON · CURRICULUM PLACEMENT

Grandma's Tiny House

Kindergarten · Mathematics · Where This Fits in Your Year

No specific regional standard claimed.

We haven’t found a strong enough match between this plan and a specific Yukon Kindergarten mathematics standard to print a standards connection here.

Rather than stretch a standard to fit, we’ve provided the complete teaching plan without one. You can still use the placement guidance below to decide where it fits in your year.

WHERE THIS FITS IN YOUR YEAR

Use this plan when students are ready for focused work on counting, cardinality, numeral order, and sorting. The complete teaching sequence, student evidence, materials, support, and assessment guidance follow on the pages below.

This edition intentionally makes no regional standards claim. Nothing is missing from the teaching plan; the standards connection has been omitted because the match did not meet TumbleTA’s threshold.

Grandma's Tiny House

KINDERGARTEN MATH LESSON PACK

Three focused lessons in counting, cardinality, number order, and

sorting

Children build and count the groups that arrive at Grandma's house, reconstruct the book's number sequence, and sort story cards into meaningful categories. Each lesson includes a clear checkpoint and a ready-to-use printable.

Lesson 1

How Many Came Through the Door

Counting and cardinality

OBJECTIVE

Count a set accurately to 15 and state that the last number said tells how many are in the set.

STUDENT PRODUCT

A built set and an oral answer to “How many?”

page 1

TIME

20 minutes

Materials

• Doorway counting mat per pair

• 15 counters per pair

• Number cards 1-15

• Counting strip 1-15

Lesson sequence

• 1.Connect to the book · 3 min Pause after an arrival number. Show the matching number card

and ask children what the number tells us.

• 2.Build and count · 7 min Partners place one counter on the doorway mat for each number word.

One child moves; the other says the count.

Switch roles.

• 3.Answer how many · 5 min Cover the number card. A partner asks, “How many?” The child

answers with one number without beginning the count again.

• 4.Move them; count again · 5 min Spread the same counters into a new arrangement. Predict

whether the total changed, recount once, and explain what stayed the same.

Three levels

Support:

Work within 1-5 and line counters against a counting strip.

At Grade: Count sets within 15, answer how many, and confirm the total after rearranging.

Extension: Use a teen number and explain why spreading the counters does not add any.

Watch for: Children may skip or double-count counters in a heap. Have them slide each counted counter across a line.

Checkpoint: Show 12 counters in a new arrangement. The child counts each once and answers “12” without recounting.

Lesson 2

Who Comes Next Through the Door?

Number sequence

page 2

OBJECTIVE

Order numerals within 15 and identify a missing number in a short sequence.

STUDENT PRODUCT

An ordered card run and an oral missing-number explanation

TIME

20 minutes

Materials

• Number cards 1–15

• Five-space number track per pair

• Counting strip 1–15 for support

Lesson sequence

• 1.Rebuild a short run · 5 min Give each pair four consecutive number cards in mixed order.

Children arrange and read them left to right.

• 2.Hide one number · 6 min Place a five-card run, then turn one interior card face down. Children

name the missing number and the two neighbors that prove it.

• 3.Start somewhere other than one · 5 min Repeat with runs such as 7–11. Children begin with the

first visible card instead of counting from one.

• 4.Who comes next? · 4 min Hold up a number card. Children hold up or name the card that

comes next and explain, “___ comes after ___.”

Three levels

Support:

Use 1–8 and a printed track with matching numerals.

At Grade: Order four consecutive numerals and find an interior missing number within 15.

Extension: Order nonconsecutive numerals, then explain why they belong in that order.

Watch for: A child may recite from one without attending to the local sequence. Ask them to point to both neighbors.

Checkpoint: Given 10, blank, 12, the child names 11 and cites 10 and 12.

Lesson 3

People at the Door, Food on the Table

Sorting and counting

page 3

OBJECTIVE

Sort picture cards by one clear attribute, count each category, and name what each count represents.

STUDENT PRODUCT

Two sorted groups with labeled totals

TIME

20 minutes

Materials

• 15 supplied story sorting cards

• Two hoops or trays with a person picture and a food picture

• Number cards 1-15

Lesson sequence

• 1.Name the sorting rule · 4 min Show one person card and one food card. Children state the two

groups before sorting begins.

• 2.Sort the story cards · 6 min Reveal one card at a time. A child places it in a hoop and says why

it belongs there.

• 3.Count each group · 6 min Children touch and move each card once as they count. Place the

matching numeral beside each hoop.

• 4.Attach meaning to the number · 4 min Partners report, “There are ___ people cards” and “There

are ___ food cards.” Recount to settle any disagreement.

Three levels

Support:

Use six highly distinct picture cards and provide sentence frames.

At Grade: Sort all 15 cards, count both sets accurately, and name the category with each total.

Extension: Resort the cards into numbers 1-8 and numbers 9-15. Predict which cards will move before checking.

Watch for: Do not mix the quantity printed in the story with the number of cards in the hoop. Say explicitly: “Now we are counting cards.”

Checkpoint: The child gives a numeral and a category together, such as “7 food cards,” after a one-to-one count.

Printable · Doorway counting mat

Place one counter in the house for each number word. Then say how many.

page 4

Printable · Number track and counting strip

Use the five-space track for short ordered runs. Use the counting strip for matching, counting support, and checking what comes next.

Five-space number track

page 5

Printable · People and food sorting cards

Cut apart. Odd-numbered cards show people arriving; even-numbered cards show food being carried in. Children sort by the picture, then count the cards in each group.

page 6