Unit 2

Thinking About Numbers:  Counting and Cardinality

 

Kindergarten

Math

 

Unit Length and Description:

 

Length:

This unit should last approximately 4 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, the count sequence to 30, and counting to understand that the final number in the sequence refers to the total number of objects in the set (cardinality).

 

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” 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.

Measurement and Data

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.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

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).

    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 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.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:

 

·        Number patterns help me know about my world.

·        I can group objects in many ways.

·        Order is important in my life.

·        I can make pictures in my head to help me understand my world

 

Essential Questions:

 

·        How can number patterns be used to help me?

·        How do I use pictures in my head to help me?

·        How can I group objects?

·        How does putting things in order help me learn?