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In this unit, children continue to explore number stories and other concrete experiences to help them develop their understanding of addition as "adding to," "putting together," or "joining" and subtraction as "taking from" or "take apart." The following big ideas will be covered in this unit:
- A number line is a tool that can be used to show your thinking when adding or subtracting.
- Addition and subtraction can be used to solve word problems involving situations such as “adding to”, “putting together”, “take from” and “take apart”. (within 10)
- Counting On/Back are strategies for addition and subtraction.
- Written numerals can be compared using words such as, one more, one less, and two more, two less.
- Referencing a known amount of objects is an estimation strategy.
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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. 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.5. Fluently add and subtract within 5. 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. 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.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:
- Make sense of their problem. (MP.1)
- Reflect on their thinking as they solve the problem. (MP.1)
- Check whether their answer makes sense. (MP.1)
- Use an appropriate level of precision for their problem. (MP.6)
- Think about accuracy and efficiency when they count, measure and calculate. (MP.6)
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- An object has several measurable attributes, such as length and weight.
- Tools, such as a balance can be used to measure weight.
- Information can be represented in a graph to make sense of it.
- Decomposition of numbers can be recorded using pictures and number models.
- Addition and subtraction can be used to solve word problems involving situations such as “adding to”. (within 10)
- Subtraction can be used to solve word problems involving situations such as “taking from”. (within 10)
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- Models of 3D shapes can be created from its components.
- An object can be described by its multiple measurable attributes.
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2-dimensional, 3 dimensional, about; estimate, add; subtract, all clear; clear, attributes, balance category, collections, combinations, compare, cone, count on/back, cube, cylinder, data, double ten frame, equal; unequal, exact, face; side, graph, groups, heavy; light, labels; title, larger; smaller, length; weight, less; more, level, much too high/low, number line, number model, number sentence, number story, pan balance, part, pattern, plus; minus, pretty close, rectangular prism, repeat, representation, round, rule, skip count, solid; flat, sphere, straight, survey, symbol, table, total, unknown, vert
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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