Unit 1

All About Numbers

Kindergarten
Math
    

 

Unit Length and Description:

 

Length:

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

 

Description:  This unit focuses on numbers to 10 and the count sequence to 20. Students will use manipulatives as tools for math.  They will represent a number of objects with a written numeral.  Students will use one-to-one correspondence as they count objects.  They will make comparisons of different sets of objects by using greater than, less than, and equal to.

 

Standards:

 

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.CC6 – 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.

 

Standards for Mathematical Practice (MP)

MP.2 - Reason abstractly and quantitatively.

MP.7 - Look for and make use of structure.

MP.8 - Look for and express regularity in repeated reasoning.

 

CCSS for ELA Content

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).

    b. Continue a conversation through multiple exchanges.

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.

 

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 numerals 0 to 20.
  • I can write the numeral that matches a number of objects 0 to 9.
  • I can write the numeral that matches a number 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 match each object with a number when counting.

 

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.CC6: 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.

 

Enduring Understandings:

 

·   Students match groups of objects with number names, read numbers, use numbers to define more or less, and represent a number of objects with a corresponding numeral from 0 – 10.

·   Students count in sequence to at least 20 by ones, and read and write numerals 0 – 10.

·   Students apply counting to equivalences of sets, and use comparison vocabulary such as greater than, less than, or equal to compare the number of items in two sets.

 

Essential Questions:

 

·        How do we show that numbers work together?

·        How can we show and explain our thinking?