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| In this unit, children begin to build an understanding of place value by exploring the concept that teen numbers represent "ten ones and some further ones". Students continue to explore addition and learn to represent addition symbolically using the plus sign. In addition, students apply and refine their understanding of 2-dimensional shape categories. The following big ideas will be covered in this unit: - Written numerals are symbols that represent quantities and number words. (within 20) - 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. - Addition and subtraction can be used to solve word problems involving situations such as “adding to”. (within 10) - Shapes can be described in terms of their location. - Shapes can be moved or rotated without changing the shape’s properties. |
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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. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) K.OA.A.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 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. Number & Operations in Base Ten K.NBT.A. Work with numbers 11-19 to gain foundations for place value. K.NBT.A.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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.MD.A. Describe and compare measurable attributes. For example, directly compare the heights of two children and describe one child as taller/shorter. 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). K.G.B.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 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. |
Students will have opportunities to:
- Make mathematical conjectures and arguments (MP.3)
- Make sense of others’ mathematical thinking (MP.3)
- Model real world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations (MP.4)
- Use mathematical models to solve problems and answer questions (MP.4)
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- Written numerals are symbols that represent quantities and number words. (within 10)
- All numbers can be composed and decomposed.
- Numbers can be compared using words such as, more, less, and fewer.
- Direct comparisons are made when objects are put next to each other and the ends are lined up.
- Addition and subtraction can be used to solve word problems involving situations such as “adding to” and “taking from”. (within 5)
- Shapes have sides and angles, which can be counted and compared.
- Triangles, rectangles, squares and circles can be defined based on their attributes.
- Shapes can be described in terms of their location.
- Shapes can be moved or rotated without changing the shape’s properties.
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- Written numerals can be compared using words such as, one more, one less, and two more, two less.
- 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.
- Addition and subtraction can be used to solve word problems involving situations such as “taking from”. (within 10)
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add, addition symbol, all together, attributes, change, combination, combine, compare, count on, double ten frame, equal, equal sign, equal symbol, fewer, forward, greater, group, heavier, hundred, join, justify, less, lighter, longer, more, number story, part, pattern, plus, plus sign, plus symbol, prove, put together, rotate, same, same number, scroll, shorter, side, some, symbol, teen, ten, total, vertex, vertices,before, after, triangle, rectangle, square, hexagon, compose, decompose, ones, count
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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