Unit 3

Counting: Numbers and Numerals 0-20

Kindergarten

Math

Unit Length and Description:

Time Frame:  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.

## Unit Description

This unit focuses on numbers to 20, the count sequence to 50 (by ones and tens), and connecting counting to cardinality (number denoting quantity).

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.

Measurement and Data

K.MD.1

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

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

RI.K.1

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.

 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. Measurement and Data K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. ·        I can describe objects using length and width. ·        I can describe objects using height and 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:

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

·     Students apply counting and cardinality to objects in a set and write the corresponding numeral 11 – 20.

·     Students identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group by using matching and counting strategies.

·     Students describe measurable attributes of objects such as length and weight and can describe several measureable attributes of a single object.

Essential Questions:

·        How do we count? Why do we count?

·        Is there more than one way to count?

·        How do we classify and group things?

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

·       How do I show my thinking in different ways?