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In this unit, children will practice more advanced oral counting, including counting on from numbers other than 1 and counting by 10s. They will work flexibly with parts and wholes as they combine and take apart numbers and shapes. The following big ideas will be covered in this unit:
- There are efficient ways of counting, such as skip counting by tens.
- Written numerals are symbols that represent quantities and number words. (within 20)
- Smaller shapes can be used to compose larger shapes and larger shapes can be decomposed into smaller shapes.
- An object has several measurable attributes, such as length.
- Tools, such as a balance can be used to measure weight.
- Information can be represented in a graph to make sense of it.
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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.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. K.CC.C.7. Compare two numbers between 1 and 10 presented as written numerals. 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.OA.A.4. For any number from 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. K.OA.A.5. Fluently add and subtract within 5. 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).
© 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:
- Check whether their answer makes sense (MP. 1)
- Solve problems in more than one way(MP. 1)
- Compare their strategies with others (MP. 1)
- Choose appropriate tools (MP. 5)
- Use tools effectively and make sense of their results (MP. 5)
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- Quantities can be compared using words such as, one more, one less, and two more, two less.
- Written numerals are symbols that represent quantities and number words. (within 10)
- An object has several measurable attributes, such as length.
- Direct comparisons are made when objects are put next to each other and the ends are lined up.
- All numbers can be composed and decomposed.
- Numbers can be compared using words such as, more, less, and fewer.
- Shapes have sides and angles, which can be counted and compared.
- Triangles, rectangles, squares and circles can be defined based on their attributes.
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- Written numerals can be compared using words such as, one more, one less, and two more, two less.
- Decomposition of numbers can be recorded using pictures and number models.
- A ten can be decomposed so many different ways.
- A teen number is ten ones and some more ones.
- Some shapes are flat (2-D) while other shapes are solid (3-D).
- Objects can directly compared and ordered by length.
- If an object is moved, its length does not change.
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1’S; 10’S, above; below, all; some; none, all clear; clear, all together, attribute, attribute blocks, bar graph, beside; next to, calculator, capacity; volume, column; row, combination compare, count on, counting by 10s, curve; flat, display; key, equal, extend, fewer, graph, greater, group, heavy; heavier, higher; lower, holds less; holds more; holds the same amount, large; small, least; most, level; balance, light; lighter, medium, more; less, number grid, number words, pair, pan balance, part, Quick look, round; straight, rule; sort, same weight, shape, shape names, side, skip counting, solution, teen, ten frame, thick; thin, vertex, weight
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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