To practice counting by 10's we made our own base-10 sticks using large popsicle sticks and the cheapest bag of dried beans I could find. We glued 10 beans to each stick and practiced counting by 10's up to 100. After he grasped the concept of each stick being worth 10 beans we added in the individual beans or the 1's. He's still in preschool so I haven't introduced place value formally yet, but that's what this is teaching him. He completed the above activity with little assistance from me. I also added a few more to the back of the sheet for extra practice and an added challenge. After making each number we looked on our large number line to find the number and compare it to the other numbers we made.
When referring to the Common Core Standards, this activity covers the first part of the mathematics standard for Kindergarten "representing, relating, and operating on whole numbers, initially with sets of objects". Below are the specific standards that are covered.
Counting and Cardinality K.CC
Know number names and the count sequence.
1. Count to 100 by ones and by tens.
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities;
connect counting to cardinality.
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.
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.
c. Understand that each successive number name refers to a quantity that is one larger.
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.
Compare numbers.
6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
Number and Operations in Base Ten K.NBT
Work with numbers 11–19 to gain foundations for place value.
1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
When referring to the Common Core Standards, this activity covers the first part of the mathematics standard for Kindergarten "representing, relating, and operating on whole numbers, initially with sets of objects". Below are the specific standards that are covered.
Counting and Cardinality K.CC
Know number names and the count sequence.
1. Count to 100 by ones and by tens.
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities;
connect counting to cardinality.
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.
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.
c. Understand that each successive number name refers to a quantity that is one larger.
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.
Compare numbers.
6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
Number and Operations in Base Ten K.NBT
Work with numbers 11–19 to gain foundations for place value.
1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.