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Alicia Osborne

August 9, 2016

Apple Math (Ten Apples Up on Top)

Grade: Pre-K


Listen to and say names of numbers and recognize and name written numerals 1-10

Understand relationships between numerals and quantities up to 10

Count objects up to ten, using one-to-one correspondence

Use comparative language in describing collections of objects


In fall of Pre-K, children will be engaged in a week-long unit Apple Math unit, inspired by the Dr.

Seuss book Ten Apples Up on Top. During this unit, children will:

Engage in an interactive read-aloud of the book Ten Apples Up on Top.

Engage in a small group activity of stacking a tower of as many real apples as they can

and counting the apples as they are stacking them.

Play a roll and count game: there is a laminated game board for each child with a picture

of the inside of an apple sliced in half (with no seeds). The children take turns rolling a

die (with numerals 1-6) and count out that amount of apple seeds to put on their apple.

Apple tree counting activity with clothespins: There are 10 small treetops (laminated

green paper cut in the shape of tree tops) and each has 1-10 red stickers on it (apples).

There are 10 brown clothespins (tree trunks), each with a numeral, 1-10 on it. Children

count the number of apples on each treetop and attach the tree trunk clothespin with

the corresponding number on it.

10 frame playdough mats: Each mat will have a 10-frame and a numeral 1-10. Children

will be encouraged to make as many apples out of playdough that correspond to the

numeral on their mat and will be introduced to using a 10-frame (one apple per

square, fill up the top row first, from left to right, how many more would you need to

make 10?, etc.).

Apple graphing: 1. A large graph with three columns labeled red, green, and yellow is

laid out on the floor with a large basket of real apples. Children graph the apples by

color, learning to start at the bottom, one apple per square, and to count and record

how many of each color they have graphed (using their own choice of method of


2. Children will be able to taste the three different types of apples and vote for

the one they like best by adding a red, green, or yellow sticker to a graph. The class will

discuss the graph, e.g., How many people liked the yellow apple best? Which color has

the least amount of votes? Which has the most? Do any have an an equal amount of


Apple print number line: Each child will have a big sheet of paper with large numerals 1-

10. Using halved apples with paint or ink, each child will stamp the corresponding

number of apple prints above each numeral.


MA Common Core Math Standards: Counting and Cardinality:

Know number names and the counting sequence.

1. MA.1. Listen to and say the names of numbers in meaningful contexts.

2. MA.2. Recognize and name written numerals 010.

Count to tell the number of objects.

3. MA.3. Understand the relationships between numerals and quantities up to ten.

Compare numbers.

4. MA.4. Count many kinds of concrete objects and actions up to ten, using one-to-one

correspondence, and accurately count as many as seven things in a scattered


5. MA.5. Use comparative language, such as more/less than, equal to, to compare and

describe collections of objects.


1. Read the book Ten Apples Up on Top as a whole-class interactive read aloud using real

or plastic apples. Have a number line that goes from 1-10 that is big enough to line up

10 apples with. Start with one apple on number one, and as you are reading the book,

ask the children what number will come next and continue putting apples on the

number line up to 10.


2. After reading the book, tell children they will be split up into small groups and each

group will be given 10 real apples and a spot in the classroom to try to stack their

apples, one on top of another, to see how many apples they are able to stack. Have

each group record the highest number of apples they were able to stack on a recording

sheet (they may choose to write the numeral, draw the apples, draw circles, color in or

make marks on a 10-frame, etc.)

3. Other activities listed under Summary will be used throughout the week during large

group and choice time activities.

Differentiated Instruction:

Allow students use of various tools to help with their counting and recording, including

connecting cubes, a number chart, number lines, and 10-frames.

Extensions: How many more apples would you need to stack to have all 10 stacked up?

Encourage children that can to write the numerals.

Prompts and Discussion:

How many are there? How do you know?

How many more do we need to make 10? Show us how you figured that out.

Which group was able to stack the most apples? The least?

Time allotment:

The interactive read-aloud and small group activity should take about 30 minutes total. The

remainder of the Apple Math lessons and activities will be used throughout the week to

strengthen and build on these number concepts.


Ten Apples Up on Top by Dr. Seuss

1-10 number line

Real apples (red, green, yellow)

Apple seeds (real or pretend)

Numeral die

Laminated apple half pictures

Green paper, red stickers, wooden clothespins to make apple tree number matching


10-frame playdough mats with numerals 1-10

Playdough (red, green, yellow)

Large baskets (for apples)

Extra-large laminated graph for real apple graphing

Blank 10-frames for student recording

Graph for apple taste-test voting

Knife for halving apples


Paint and paint trays

Large sheets of paper


Connecting cubes

Number chart


Common core MA mathematics frameworks:


Apple print number line: https://www.pinterest.com/pin/45458277466143836/


The teacher can have a checklist for each child in the class, and throughout the week should be

able to observe and make notes on the following:

Is the child able to count to 10?

Is the child able to count 10 objects with 1:1 correspondence?

Strategies used for counting objects, such as lining them up, using a 10-frame, touch

each objects as they count, move each object as they count it, do they double check

their counting?, etc.

How many objects are successfully counted in a scattered configuration?

Can the child recognize and name numerals 1-10?


Can the child match numerals 1-10 with a corresponding number of objects or visual


Does the child use the terms more than, less than, equal to effectively?

How does the child record their counting? Draw pictures, make dots or lines, write

numerals, color in squares on a 10-frame, etc.?