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In this unit, children practice the sequence of number names as they count by 1s orally. They will have opportunities to count objects in various configurations and count out sets of objects to represent a given number. The following big ideas will be covered in this unit:
- Counting tells how many things are in a set.
- When counting a set of objects, the last word in the counting sequence names the quantity for that set.
- Number concepts are tied to the real world around us.
- Counting can be a way to gather information.
- Each object being counted must be given one count and only one count.
- A number can be represented by a set of objects, then by a word, and finally by a numeral.
- Numbers are made up of different parts.
- All numbers can be composed and decomposed.
- Numbers can be compared using words such as, more, less, and fewer.
- Properties determine when shapes are alike or different.
- Five-frame can be used to represent numbers.
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K.CC.A. Know number names and the count sequence. K.CC.A.1. Count to 100 by ones and by tens. K.CC.A.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B. Count to tell the number of objects. K.CC.B.4. Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.B.4a. 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. K.CC.B.4b. 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. K.CC.B.4c. Understand that each successive number name refers to a quantity that is one larger. K.CC.B.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.C.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. Operations & Algebraic Thinking K.OA.A. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.A.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). K.MD.A. Describe and compare measurable attributes. K.MD.A.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
For example, directly compare the heights of two children and describe one child as taller/shorter. K.MD.B. Classify objects and count the number of objects in each category.
Limit category counts to be less than or equal to 10. K.G.A. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.A.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2. Correctly name shapes regardless of their orientations or overall size. K.G.B. Analyze, compare, create, and compose shapes. K.G.B.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
For example, “Can you join these two triangles with full sides touching to make a rectangle?”
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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Students will have opportunities to:
- Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects (MP. 2)
- Make sense of representations (MP. 2)
- Make connections between representations (MP. 2)
- Explain their mathematical thinking clearly and precisely (MP. 6)
- Use clear labels, units and mathematical language (MP. 6)
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Skills from Previous Experiences Supporting Unit 1:
- Verbally counts to ten.
- Accurately counts objects in a line to 5 and answers the “How many?” question with the last number counted.
- Keeps one-to-one correspondence between counting words and objects (one word for each object), at least for small groups of objects laid in a line.
- Instantly recognizes collections up to 4 briefly shown and verbally names the number of items.
- Matches a wider variety of shapes with different sizes and orientation.
- Recognizes some less typical squares and triangles and may recognize some rectangles.
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- Numbers are related to each other through a variety of relationships. For example 6 is one more than five and is four less than 10.
- Each successive number refers to a quantity that is exactly one larger.
- Problems can be modeled using objects, pictures, numbers, and words.
- Shapes can be described in terms of their location.
- Shapes can be moved or rotated without changing the shape’s properties.
- Shapes have sides and angles, which can be counted and compared.
- Some shapes are flat (2-D) while other shapes are solid (3-D).
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above, alike, angle, below, corner, count, curve, different, dot pattern, fewer, fewest, five frame, graph, group, grow, hexagon, left, length, longer, match, month, month names, more, most, next, next to, none, number, number words, on top, pattern, rhombus, right, same, same length, set, shape, shorter, side, square, straight, trapezoid, triangle, vertex, zero
Bold: Listed in teacher's EDM4 edition
Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations
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| The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. |
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| The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics. |
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