Make Quilts with Nine
SUBJECT:
Operations and Algebraic Thinking (OA)
TEACHERS:
Houston
STANDARD:
 K.0A.3. Decompose numbers less than or equal to 10 into pairs in more than one way.
OBJECTIVE (EXPLICIT):
 The students will decompose numbers equaling nine.
EVIDENCE OF MASTERY (MEASURABLE):
BEFORE
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):

KEY VOCABULARY:
MATERIALS:
 Worksheet titled, Goodnight Bear
 Individual white boards for each
student
 Construction paper in two colors (my
samples are red and blue) cut into 1
inch squares (I recommend cutting
enough to fill half a baggie per child.)
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST)
THE TEACHER WILL:
 TTW share a story about a quilt or
blanket to gain student interest.
 Recommended book: The Quilt by
Ann Jonas.
 TTW explain to the students that
today they will be using small
squares in two colors to make mini
quilts.
 TTW show students the worksheet
titled: Goodnight! Discuss the quilts.
Ask the students, “How many
squares will each quilt need?”
Emphasize that each quilt needs
nine colored squares.
 TTW explain that each bear would
like his or her own special quilt to
sleep with. It will be their job to
create four different and special
quilts for each bear.
The teacher says, “When you make
your quilts, you must follow two
rules.”
THE STUDENT WILL:
 Share and discuss the story, The
Quilt. If you do not have the book,
allow students to make connections
to their prior knowledge by
discussing special quilts/blankets
they have at home. What pictures
and/or designs are on their blanket?

TSW count the number of squares
needed to complete each quilt.

TSW use the one-inch construction
paper squares to create four
different quilts for each bear. The
students can arrange and glue the
colored squares in any way.
However, they must fill all squares.

TSW observe as the student models

“Each box must be filled with a paper
square and each quilt must be
different.”
TTW call on a student to model one
possible way to arrange and glue the
colored paper squares to create a
design.

CO-TEACHING STRATEGY IF APPLICABLE

TTW monitor students as they begin
 TSW use the paper squares
gluing colored squares in place to
provided to design four different
create four quilts. Ensure students
quilts for each sleepy bear. Glue on
are filling each square.
paper.
TTW ask, “What strategy did you
use to create a different quilt each
 TSW cut apart their paper into four
time?”
separate pieces. TSW bring all four
“How many blues squares did you
squares, a white board, and a white
use on this quilt? How many red
board marker to the carpet. TSW sit
squares did you use? Is that the
in a carpet circle.
same or different as your other
quilts?”
TTW ask students to cut their paper
into four separate pieces (cut on the
dotted line).
TTW have students bring each of
their four quilts and their white
boards to the carpet. TSW sit in a
circle.
CO-TEACHING STRATEGY IF APPLICABLE
DURING




AFTER





TTW call on a student to share one
of their special quilts. The class will
count how many squares the student
used for each color. Example: TSW
say, “My quilt has 4 blue squares
and 5 red squares.”
TTW collect and begin sorting all
student quilts into matching piles.
Example:
Teacher: “I see you used 4 blue
squares and 5 red squares. Did
anyone else do the same?”
Teacher: Have all students that
created a quilt with the same design
place theirs on the rug in a column.
how to line-up and glue papers
squares in each box.

TSW bring their white boards, white
board marker, and quilts to the
carpet.

As a class, the students will compare
and sort their quilt squares into
similar groups









TTW call on another student with a
different design. Repeat the steps
above until all students have sorted
each of their four quilts into the
different combinations of nine.
TTW say, “Look at all of the different
ways we made our quilts!”
“Each quilt needed how many
squares?”
Teacher: “Can we write a number
sentence showing how we used
each color?”
TTW choose one quilt from the
sorted columns to hold up. Model
how to count the number of blue
squares used and the number of red
squares used.
Example: 1 blue and 8 red were
used. We write 1+8=9.
TTW record number sentences on
the board allowing students to see
how many number sentences were
written. TSW write each number
sentence on their individual white
boards.
TTW repeat the process of asking
students to write a number sentence
equaling nine for each quilt group.
Ending Question: TTW ask, “How
many different ways were we able to
make nine?”
CO-TEACHING STRATEGY IF APPLICABLE

TSW write number sentences on
their individual white boards to
represent each quilt group.

TSW determines that there are many
different ways to
compose/decompose numbers to
equal nine. Discuss their findings.