

Unit 1 All About Numbers Kindergarten 


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 onetoone 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 020. Represent a number of
objects with a written numeral 020. (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 agreedupon 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.
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 020.
Represent a number of objects with a written numeral 020. (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. ·
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? 


