Kindergarten Unit 1 Counting, Understanding, Representing and Writing Numbers Mathematics

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1 Unit Goals Stage 1 Number of Days: 37 Traditional: September 2 October 23, 2015, Track B: September 2 October 23, 2015 Unit Description: Counting is started and practiced throughout the year. Students develop understanding of cardinality and one-to-one correspondence. They learn rapid visual recognition of numbers 0-5 on their fingers. This unit also focuses on children organizing objects in lines to count effectively. They move to more difficult arrangements throughout the year and connect written numerals to quantities, furthering students understanding of one-to-one correspondence. Students begin to write numerals to represent a number of objects, join groups of objects, and use concrete models and counting strategies to make sense of adding and putting together. Materials: counters, number line, number cards, 5 and 10 frames, unifix cubes, Class Name Chart, Class Name Attendance Cards & 3 ten frames chart, Pocket Chart, Clip Board/Index Cards, Cooperative Group Templates, Dot Cards, Number Game Bags/Numbers/Manipulatives, Freight Train, People Cards, Hula Hoops Transfer Goals Standards for Mathematical Practice Students will be able to independently use their learning to Make sense of never-before-seen problems and persevere in solving them. SMP.1 Make sense of problems and Construct viable arguments and critique the reasoning of others. persevere in solving them. Making Meaning SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8 Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Standards for Mathematical Content Clusters Addressed Counting and Cardinality K.CC.A Know number names and the count sequence. K.CC.B Count to tell the number of objects. K.CC.C Compare numbers. Operations and Algebraic Thinking K.OA.A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. UNDERSTANDINGS Students will understand that After counting objects in a group, comparisons can be made. Recognizing how many in a set of objects can be answered by counting the objects. Numbers can represent quantities. Addition can be modeled in many ways. KNOWLEDGE Students will know The number names from 0 to 10. Putting together and adding to are addition situations. The definitions of more, less, equal, last, first, addition, putting together, compare, count, match, pairs, sets, group, fewer, objects, numbers, larger, greater, same, model, manipulatives. Acquisition ESSENTIAL QUESTIONS Students will keep considering How can I use one-to-one correspondence to compare and order sets of objects? How do I count to 100? How can using a number line help me order numbers to 10? How do I know which number to write for a set of objects? How do models help me identify quantity? How can I model addition? How can I identify and write numbers 0-10? SKILLS Students will be skilled at and/or be able to Count numbers and objects using one-to-one Correspondence. Compare quantity of 2 or more sets. Count, recognize and order numbers and objects 1 to 10 or more. Use numbers to represent quantity. Add sets of objects. LONG BEACH UNIFIED SCHOOL DISTRICT 1 Posted 6/9/16

2 Standards for Mathematical Practice Assessed Grade Level Standards SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Standards for Mathematical Content Counting and Cardinality [m] K.CC.A Know number names and the count sequence. K.CC.1 Count to 100 by ones and by tens. (Students are not expected to count to 100 by the end of this unit.) K.CC.3 Write numbers from 0-20 (0-10). Represent a number of objects with a written numeral 0-20 (0-10) (with 0 representing a count of no objects). [m] K.CC.B K.CC.4 Count to tell the number of objects. 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 [10] things arranged in a line, rectangular array, or a circle, or as many as 10 things in a scattered configuration, given a number from 1 20 [1-10], count out that many objects. [m] K.CC.C K.CC.6 K.CC.7 Compare numbers. 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. Compare two numbers between 1 and 10 presented as written numerals. Operations and Algebraic Thinking [m] K.OA.A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations. Key: [m] = major clusters; [s] = supporting clusters; [a] = additional clusters LONG BEACH UNIFIED SCHOOL DISTRICT 2 Posted 6/9/16

3 Evidence of Learning Stage 2 Assessment Evidence Unit Assessment Students will complete selected response and constructed response items to indicate level of mastery/understanding of the unit standards as outlined in this guide. [m] K.CC.A The student writes numbers from 0 to 10. [m] K.CC.B The student counts from 1 to 10 objects or pictures of objects arranged in a line, rectangular array, or a circle, or as many as 7 things in a scattered configuration. The student circles from 1 to 10 objects. [m] K.CC.C The student uses matching or counting strategies to determine if the number of objects in one group is greater than, less than, or equal to the number of objects in another group. The student compares two numbers between 1 and 10 presented as numerals. [m] K.OA.A The student uses addition to solve word problems in situations involving putting together or adding to with sums up to 10. For selected content, students will need to solve complex problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. Other Evidence Formative Assessment Opportunities Writing Activities Creating Equal Sets Creating a Joining Set How Many More? Less Than Opening Tasks Just The Facts Sequence Freight Train Journal pages Clipboard Recorded Teacher Observations Formative Assessment Lesson Homework Access Using Formative Assessment for Differentiation for suggestions. Located on the LBUSD website M Mathematics Curriculum Documents. LONG BEACH UNIFIED SCHOOL DISTRICT 3 Posted 6/9/16

4 Daily Aprenderé a contar bien, con el transcurso del tiempo Participating in a Daily Routine of Name Attendance Pocket Chart & Name Cards &Ten Frame Chart (3 frames) Class Circle Count Special Number (use smaller numbers in unit 1) Pick 2 Names Activity, more/less /equal Number Line Count Days in School Count (forward & backwards) Rapid Finger Count Daily Agruparé los puntos para indicar cuántos puntos hay Looking at dot images. Explaining dot images. LBUSD Trimester 1 Number Talks Cards (adapted from: K 5 Number Talks by S. Parrish) 60 minutes per week (Schools/ grades with ST Math) Before the Unit (as needed) Perseveraré en la resolución de problemas para ayudarme a entender las matemáticas Puedo demonstrar lo que sé sobre números Playing ST Math interactive games on the computer. Visualizing math concepts. Completing Show What You Know ST Math Objectives Numbers and Objects to 5 Subitizing Number and Objects to 10 Greater than, Less than, Equal to Ch1 Show What You Know pg. 10 Ch2 Show What You Know pg. 58 Ch3 Show What You Know pg. 86 ST Tip Assure your login to stmath.com (Teacher Console) Utilize your STMath Start Up guide ( version) Create LBUSD/ST Math ticket to JiJi (from pdf in startup guide) *Use the Diagnostic Table if needed for intervention options: On-level, Strategic, Intensive, and Independent. LONG BEACH UNIFIED SCHOOL DISTRICT 4 Posted 6/9/16

5 1 Puedo trabajar en un grupo cooperativo Following rules. Knowing my role. Working together as a team. Refer to Cooperative Group Guide 2 Puedo explicar mis ideas y escuchar a los demás 3 Puedo utilizar objetos manipulativos de matemáticas Following rules for talking. Taking my turn to talk. Taking my turn to listen. Learning how to take them out and put them away. Following directions for each task. Refer to Cooperative Group Guide Refer to Cooperative Group Guide 4-5 Puedo contar y usar un modelo para ayudarme en la correspondencia de uno-a-uno, comparando dos conjuntos de objetos, y puedo identificar qué conjunto de objetos es igual a, mayor que, o menor que otro... Counting and placing one object directly under each object. Creating an equal number of objects to what was given. Explaining and showing that equal sets means there are the same number of things in two groups. Creating and identifying a set that is more than or less than a given set. Ch1, lessons 1.1, & 1.2: pages. 13A - 20 (use instrumental version decomposing 5) (decomposing 5) o Counting & Cardinality # 1, 21 o Operations & Algebraic Thinking # Puedo contar para determinar la cantidad que hay en un conjunto de objetos Counting up to 4 objects and know that the last number said indicates how many are in a set. Recognize and name the number represented by the numerals 1, 2, 3, and 4. Practice writing the number that Ch1, lessons 1.3, & 1.4: pages 21A - 28 o Counting & Cardinality # 6, 7, 10, 21 LONG BEACH UNIFIED SCHOOL DISTRICT 5 Posted 6/9/16

6 represents the number of objects. Given a number from 1 to 4, count out that many objects. 7-8 Puedo usar un marco base 5 para modelar los números Placing only one counter in each section of a five frame. Model numbers from 1 to 5 on a five frame. Practice writing the number that represents the number of objects. Ch1, lessons 1.5, 1.6: pages 29A - 36 After Freight Train review lesson, draw a five frame on the white board, or refer to the daily attendance frames to show/model numbers 1-5. o Counting & Cardinality # Puedo contar conjuntos de números, y puedo reconocer, descomponer y escribir los números del 0 al 5 Counting and recognizing a group of objects or pictures is a set (up to 5), regardless of how the objects are arranged. Understanding the number 0 represents a set of no objects. Writing numbers 0 to 5. Given a number from 0 to 5, counting out that many objects. Recognizing that a number is a numeral, word, and quantity. Ch1, lessons 1.7, 1.8, 1.9, 1.10: pages. 37A - 52 o Counting & Cardinality # 2, 4, 7, Puedo comparar dos conjuntos de objetos, y puedo identificar qué conjunto es igual a, mayor que, o menor que otro número Explaining and showing that equal sets means there are the same number of things in two groups. Creating and identifying a set that is more than or less than a given set. Ch2, lessons 2.1, & 2.2: pages. 61A - 68 People Numbers o Operations and Algebraic Thinking LONG BEACH UNIFIED SCHOOL DISTRICT 6 Posted 6/9/16

7 16-18 Puedo utilizar la estrategia de contar, ordenar los números y los conjuntos de objetos para ayudarme a resolver los problemas Puedo contar los objetos para determinar la cantidad de objetos sin importar la manera en que dichos objetos estén ordenados 25 Puedo contar los conjuntos de objetos y escribir los números que faltan. Ordering numbers using number cards when given a number sequence. Using manipulatives, drawings or equations to show my thinking when given a word problem. Writing missing numbers on a number line. Comparing two numbers presented as numerals. Arranging sets of objects in a variety of orientations, understanding that orientation does not affect quantity. Using a given number to count out that many objects and arrange them. Recognizing that a number is a numeral, word, and quantity. FORMATIVE ASSESSMENT LESSON Let s Count and Match Numbers Showing one to one correspondence with objects. Ch2, lessons 2.3, 2.4, 2.5: pages 69A - 80 Ch3, lessons 3.1, 3.2, 3.3: pages. 89A # 5 o Counting & Cardinality # 4, 40 o Use numbers 1-5 and hand out cards, one card to a student, asking each student to stand in the correct order of their number o Ask each student to choose friends that match their number (if they have the number 4 they should choose 3 friends because 3 plus themselves equal 4) o They ask each friend to come up and join them as a set 2,7,19 Freight Train - Decomposing 6 People Numbers Number Game 6-10 o Counting & Cardinality # 10, 11, 23, 28,41 o Operations & Algebraic Thinking # 12 Chapter 1 Performance Task Count on It from Assessment Guide page AG83-87 Chapter 2 Performance Task Draw the Set from Assessment Guide page AG88-92 LONG BEACH UNIFIED SCHOOL DISTRICT 7 Posted 6/9/16

8 26-27 Puedo utilizar las estrategias de las sumas para unir 2 conjuntos de objetos y comparar los conjuntos como mayor que, menor que o igual a otro Puedo identificar, escribir y contar los conjuntos de diez objetos Puedo formar y comparar conjuntos de objetos equivalentes a un total de 10 objetos, y puedo determinar si cada uno de dichos conjuntos es igual, mayor que o menor que los otros conjuntos Writing or labeling objects with the number. Using manipulatives, making 2 sets of objects, then joining them both together and counting the total amount of objects. Using manipulatives to show 2 sets of objects, and comparing them by explaining if the sets are more, less, or equal to each other. Matching a number sentence to sets of objects. Solving addition problems using drawings, manipulatives or equations. Using manipulatives with five and ten frames to show groups of 10. Counting and making sets of objects arranged in a variety of orientations, because orientation does not affect quantity. Writing numbers that identify the amount of objects in a set. Building sets of up to 10 objects arranged in a variety of orientations because orientation does not affect quantity. Comparing parts that when added altogether total 10, as equal to, more than or less then each other. Ch3, lessons 3.5, 3.6: pages. 105A Ch3, lesson 3.7: pages. 113A Ch3, lesson 3.8: pages. 117A 120 Chapter 3 Performance Task Marco s Animals from Assessment Guide pgs. AG93 99 Review Freight Train - Decomposing 7 After Freight Train review lesson, refer to the daily attendance frames to show/model numbers to10. Number Game 6-10 o Counting & Cardinality # s 2,5, 10, 22, 23, 28 o Operations & Algebraic Thinking # s 4, 14, 18 Freight Train Decomposing 7 Number Game to10 o Counting & Cardinality # 11, 35, 39 Freight Train Decomposing 8 Number Game to10 o Counting & Cardinality # 10, 11, 28, 39 o Operations & Algebraic Thinking LONG BEACH UNIFIED SCHOOL DISTRICT 8 Posted 6/9/16

9 Comparing two numbers between 1 and 10 presented as numerals. # s 3, Puedo contar para ordenar números y conjuntos de objetos del 1 al 10 Explaining each as being after (more than) another number, or before (less than) another number. Noticing elements of similarities and differences that change as counting number pattern progresses. Writing missing numbers on a number line or number sentence. Solving problems, using the words more than, less than, and about. Estimate if one quantity is more than, less than or equal to another without counting. Ch3, lesson 3.9: pages. 121A Freight Train Decomposing 8 Number Game to 10 o Counting & Cardinality # s 4, 5, 7, 8, 11, 17, 31, 33 o Operations & Algebraic Thinking # s 3, Unit Assessment 37 Use the unit assessment data to provide feedback and differentiation. We would appreciate feedback on the following: Unit Guide bit.ly/kinderunitguide Unit Assessment and FAL bit.ly/kinderassessment LONG BEACH UNIFIED SCHOOL DISTRICT 9 Posted 6/9/16