Unit 6

Place Value: Exploring Teen Numbers

Kindergarten

Math

Unit Length and Description:

This unit should last approximately 4 weeks.

This unit focuses on working with numbers 11-19 to gain foundations for place value.

Standards:

 Standards: Instructional Outcomes Operations and Algebraic Thinking 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. Number and Operations in Base Ten K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. ·        I can make a number using a group of ten and ones. ·        I can tell how many tens and ones are in a number.

Enduring Understandings:

·        A number’s place affects its value.

·        Numbers can be broken into ten and some more.

·        Problems can be solved in different ways.

·        Problems can be modeled using objects, pictures, and words.

·       Various combinations of numbers can be used to represent the same quantity.

Essential Questions:

·        How can I represent problems using objects, pictures, and numbers?

·        How can I use different combinations of numbers to represent the same quantity?

·        How can strategies help me when playing a math game?

·        How can strategies help use solve problems?

·        How can you model a math problem with objects or pictures?

·        What is the difference between a group of ten and the leftovers?

·       What is an efficient strategy for counting teen numbers?