Unit 4

Number Operations: Working With Numbers

 

Kindergarten

Math

Unit Length and Description:

 

This unit should last approximately 5 weeks. The content of this unit should be taught throughout the year with activities integrated into all content areas.

 

 

This unit continues to focus on counting to 100 by ones and tens, using comparative vocabulary to describe two sets of up to 10 objects, and counting no more than 20 objects. It introduces adding and subtracting and finding number partners within 10.

 

Standards:

 

CCSS for Mathematical Content

CCSS #

CCSS Text

Counting and Cardinality

K.CC.1

Count to 100 by ones and by tens.

K.CC.2

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.3

Write numbers from 0 – 20.  Represent a number of objects with a written numeral 0 – 20 (with 0 representing a count of no objects).

K.CC.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.

K.CC. 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.

K.CC.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.

K.CC.7

Compare two numbers between 1 and 10 presented as written numerals.

Operations and Algebraic Thinking

K.OA.1

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps).

K.OA.2

Solve addition and subtraction word problems and add and subtract within 10, e.g. by using objects or drawings to represent the problem.

K.OA.3

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. by using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 2 + 3 and 5 = 4 + 1).

K.OA.4

For any number 1 to 9, find the number that makes 10 when added to the given number, e.g. by using objects or drawings, and record the answer with a drawing or equation.

Measurement and Data

K.MD.2

Directly compare two objects with a measurable attribute in common to see which object has “more of/less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

K.MD.3

Classify objects into given categories, count the number of objects in each category and sort the categories by count.

Standards for Mathematical Practice (MP)

MP.1

Make sense of problems and persevere in solving them.

MP.2

Reason abstractly and quantitatively.

MP.3

Construct viable arguments and critique the reasoning of others.

MP.4

Model with mathematics.

MP.5

Use appropriate tools strategically.

MP.7

Look for and make use of structure.

MP.8

Look for and express regularly in repeated reasoning.

CCSS for ELA Content

CCSS#

CCSS Text

Reading Standards for Informational Text

RI.K.1

With prompting and support, ask and answer questions about key details in a text.

Speaking and Listening Standards

SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

SL.K.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

 

Standards: Instructional Outcomes

K.CC.1: Count to 100 by ones and by tens.

·         I can count to 100 by ones starting at 1.

·         I can count to 100 by 10’s starting at 10.

 

K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

·         I can count forward beginning with another number other than 1.

 

K.CC.3: Write numbers from 0-20.  Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

·         I can count numbers 0 to 20.

·         I can write numbers 0 to 20.

·         I can write the number that matches a group of objects (0 to 9).

·         I can write the number that matches a group of objects (10 -20).

 

K.CC.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.

  • I can count objects one at a time (one-to-one correspondence).

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.

  • I can tell how many objects are in a group.

c. Understand that each successive number name refers to a quantity that is one larger.

·         I can tell the number that is one more.

 

K.CC.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.

·         I can count up to 20 objects (that are arranged differently).

·         I can count objects to match numbers from 1 to 20.

 

K.CC.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.

·         I can describe “equal to”.

·         I can describe “greater than”.

·         I can describe “less than”.

·         I can identify if a group of objects is greater than, less than or equal to another group.

 

K.CC.7: Compare two numbers between 1 and 10 presented as written numerals.

·         I can tell if a number is greater than, less than, or equal to another number.

 

Operations and Algebraic Thinking

K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps).

·         I can show that adding is putting groups together.

·         I can show that subtraction is taking apart or taking away.

·         I can identify the symbols for plus, minus and equal.

·         I can show addition in different ways.

·         I can show subtraction in different ways.

 

K.OA.2: Solve addition and subtraction word problems and add and subtract within 10, e.g. by using objects or drawings to represent the problem.

·         I can understand the concept of putting together = add and taking apart = subtract.

·         I can add and subtract numbers within 10 (0-10).

·         I can solve addition and subtraction word problems.

 

K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. by using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 2 + 3 and 5 = 4 + 1).

·         I can show numbers to 10 with different groups.

 

K.OA.4: For any number 1 to 9, find the number that makes 10 when added to the given number, e.g. by using objects or drawings, and record the answer with a drawing or equation.

·         I can add two numbers to make 10.

·         I can find a missing number to make 10.

 

Measurement and Data

K.MD.2: Directly compare two objects with a measurable attribute in common to see which object has “more of/less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

·         I can compare two objects and describe them using their measurable attributes – length, width, height, weight.

 

K.MD.3: Classify objects into given categories, count the number of objects in each category and sort the categories by count.

  • I can recognize attributes of size, shape and color.
  • I can identify how objects are the same and different.
  • I can sort.
  • I can group in order by number (objects in groups are 10 or less).

 

 

Enduring Understandings:

 

·         Knowing how things are alike and different is important.

·         There are many ways to “tell about” a number.

·         I can think in numbers.

·         I can show my thinking in many ways?

·         I can compare numbers.

·         I use concrete objects to add and subtract in a story problem.

 

Essential Questions:

 

·         How do we count? Why do we count?

·         Is there more than one way to count?

·         Why is it important for me to think in numbers?

·         How do I show my thinking in different ways?

·         How can I compare numbers?

·         How can I use concrete objects to add and subtract in a story problem?