Topic+Six

= Topic Six: Numbers to 100 = Pacing (Duration of Unit): 1. Makes sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __ **Transfer:** __
 * 2. Reason abstractly and quantitatively. **
 * __**Established Goals:**__

**K.CC.1** Count to 100 by ones and by tens.

**K.CC.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.

__ **Student "I Can" Statements:** __
 * I can count to 100 by ones and tens.
 * I can count to tell how many.
 * I can count out objects between 1 and 20.


 * __ Prerequisite Standards: __**


 * **K.CC.2 ** Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
 * **K.CC.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.4.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.
 * **K.CC.4.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. ||
 * __**Big Ideas:**__

Numbers can be used for different purposes, and numbers can be classified and represented in different ways.
 * Number Uses, Classification, and Representation **

The base ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.
 * The Base-Ten Numeration System **

Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways.
 * Patterns, Relationships, and Functions **

Mathematics content and practices can be applied to solve problems. || __**Essential Question(s):**__
 * Practices, Processes, and Proficiencies **

How can numbers to 100 be counted using a hundred chart? ||
 * __**Students will know...**__


 * Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative.
 * Numbers are counted and written in a specific sequence on a hundred chart.
 * The decade numbers are built on groups of ten. The oral names are similar but not the same as the number of ten counted.
 * Counting patterns (numerical and visual) can be seen on a hundred chart.
 * Some problems can be solved by identifying elements that repeat in a predictable way.


 * __Vocabulary:__** about, hundred chart, row, column, count by 2s, count by 10s

[|Topic 6 Vocab Cards] || __**Students will be skilled at...**__


 * Counting 30 objects.
 * Using benchmarks to estimate quantities of groups.
 * Counting and writing numbers to 100 on the hundred chart.
 * Counting groups of 10, up to 10 tens, and write how many,
 * Using a humdred chart to recognize patterns when counting by 2s and 10s.
 * Solving problems by looking for a pattern. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__ ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 6-1** Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative.
 * 6-2** Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative.
 * 6-3** Numbers are counted and written in a specific sequence on a hundred chart.
 * 6-4** The decade numbers are built on groups of ten. The oral names are similar but not the same as the number of ten counted.
 * 6-5** Counting patterns (numerical and visual) can be seen on a hundred chart.
 * 6-6** Some problems can be solved by identifying elements that repeat in a predictable way. ||
 * __**Resources:**__

__**Problem of the month:**__

__**Centers:**__

__**SmartBoard Activities and Games:**__ ||