Kindergarten Unit 3

Topic gradeletter Ten In The Bed (e.g., 1A) Big Idea(s) Every number has its own value. What enduring Counting tells us how many there are in a group regardless of the order in understandings are which the objects are counted. essential for application to new situations within The last number said when counting tells the total number of objects. or beyond this content? Numerals are the symbols we read and write to communicate numbers or quantities to others. Essential How do numbers help us understand the world around us? Question(s) How do we use numbers every day? What questions will provoke and sustain Why is writing the numbers 1-10 important? student engagement while focusing learning? How can we use objects and pictures to name and write numbers 1-10? How can we objects and pictures to name and count numbers 1-10? How can we record what we count? How can we show numbers in different ways? Why is it important to know how to put things in number order? Why do we need to be able to read number words? Enduring Enduring Understandings Standard(s) Counting (verbal sequences) Which standards Aspect of number (word, symbol, quantity) provide endurance beyond the course, leverage across multiple Standards for Mathematical Practice disciplines, and 1. Make sense of problems and persevere in solving. Students make readiness for the next sense of problems involving rote counting, recognizing counting patterns, level? and identifying quantities of items. 2. Reason abstractly and quantitatively. Students demonstrate abstract reasoning by writing numerals to represent an amount of objects counted, creating a set of objects to match a given number, and selecting the correct number card to continue a counting sequence. 3. Construct viable arguments and critique the reasoning of others. Students begin to develop the ability to reason and analyze situations by considering questions such as, “How do you know you counted correctly?” and by asking classmates to explain how they found their answer. 4. Model with mathematics. Students use objects, numbers, and drawings to represent quantities of objects and counting sequence. 5. Use appropriate tools strategically. Students will use counters, connecting cubes, ten frames, and technological materials to explore counting and cardinality. 6. Attend to precision. Students will build their mathematical vocabulary by expressing their reasoning using words with regard to quantity and cardinality. 7. Look for and make use of structure. Students will begin to look for patterns and structure in the number system by working with dot cards, number cards, and ten frames. 8. Look for and express regularity in repeated reasoning. Students will recognize repetitive actions in counting by realizing that when joining Kindergarten Unit 3

one more object to a pile, the new amount is the next number in the count sequence (4 cubes and 1 more cube is 5 cubes).

Standards for Mathematical Content K.CC.1 Count to 100 by ones and by tens (0-10). K.CC.2 Count forward beginning from a given number within the known sequence (0-10). K.CC.3 Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (0-10). K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality (0-10). 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. Supporting Standard(s) Which related standards will be incorporated to support and enhance the enduring standards? Instructional I can… Outcomes I can count to 10 (100) starting at 1. What must students I can count forward by ones beginning with a number different than 1. learn by the end of the I can count backwards by ones beginning with a number from 10 to 1. unit? I can write my numerals from 1-10 (20). I can write the number that matches a set of objects. I can show amounts of objects using numbers. I can show numbers using amounts of objects. I can match objects with number names. I can match number names to objects. I can understand that the number a group of objects is the same even if I put them in a different order. Performance Students who demonstrate understanding can… Expectations Count from 1-10 aloud. What must students be Count forward by ones, starting at a number other than 1. able to do by the end of Count backwards by ones, starting at any number from 10 to 1. the unit to demonstrate their mastery of the Write numerals 0-10. instructional outcomes? Count a set of objects and write the number that represents that set of objects. Count a group of objects with one to one correspondence and say the number names in order while matching each object with a number. Essential Essential Vocabulary Vocabulary Six What vocabulary must Seven Kindergarten Unit 3 students know to Eight understand and Nine communicate effectively about this content? Ten Zero Digit Bigger

Supporting Vocabulary Alike Before Count One Two Three Four Five Numeral Quantity Number Common Core Glossary http://www.corestandards.org/Math/Content/mathematics- glossary/glossary

Resources/Activitie Resources/Activities s What resources could we Count from 1-10 aloud use to best teach this unit?  Origo Resource “Number” book Activity

o Puppet Count (pg. 2) o Match and Count (pg. 3) o Letters in my name (pg. 4) o Number Pop (pg. 5)

 Marilyn Burns “Math and Literature” book Activity/Book o Ten Flashing Fireflies (pg. 98)

Count forwards by ones, starting at a number other than 1.

 Kathy Richardson “Developing Number Concepts: Book 1” Activity o One more, One less (pg. 45) o Counting Boards (pg. 50) Kindergarten Unit 3

o Making Towers (pg. 29) o Count and Dump (pg. 28) o Build a City (pg. 58)

 Teaching Number in the Classroom (Purple Book) Activity o Count Around (pg. 40) o Numbers on the Line (pg.40) o Stand in a Line (pg. 41) o The Counting Choir (pg. 44)

Count backwards by ones, starting at any number from 10 to 1.

 Marilyn Burns “Math and Literature” book Activity/Book o Ten Flashing Fireflies (pg. 98)

 Kathy Richardson “Developing Number Concepts: Book 1” Activity o One more, One less (pg. 45) o Counting Boards (pg. 50) o Making Towers (pg. 29) o Count and Dump (pg. 28) o Build a City (pg. 58)

 Teaching Number in the Classroom (Purple Book) Activity o Numbers on the Line (pg.40) o Count Around (pg. 40) o Stand in a Line (pg. 41)

Write numerals 0-10.

 Origo Resource “Number” book Activity

o Writing Numbers (pg. 20) o Number Sculptures (pg. 30)  Kathy Richardson “Developing Number Concepts: Book 1” Kindergarten Unit 3

Activity o Writing Numerals (pg. 32)

Count a group of objects with one to one correspondence and say the number names in order while matching each object with a number.

 Marilyn Burns “Math and Literature” book Activity/Book o Ten Black Dots (pg. 92)

 Origo Resource “Number” book Activity

o Match the Dots (pg. 23)  AVMR “Early Numeracy: Addition and Subtraction” Book Activity o Domino and Numeral Card Memory (pg. 8)  Every Day Counts: Partner Games Activity o All in a Row (pg. 26) o Quick as you can (pg. 22)