Topic+Three+2.0

= Topic Three: Numbers 6 to 10 = 1. Makes sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 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:**__
 * ** __Established Goals:__ **
 * **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.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.4c**: Understand that each successive number name refers to a quantity that is one larger
 * **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.
 * **K.OA.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).

__ **Student I Can Statements:** __ > ||
 * I can write numbers from 0 to 20.
 * I can write a number to tell about a group of 0 to 20 things.
 * I can name the number for each thing in a group as I count them.
 * I can understand that the last thing I count tells the number of things in a group.
 * I can understand that the next number I say when I count means that there is one more.
 * I can count up to 10 to tell how many things are in a group.
 * I can take apart any number from 1 to 10 to show that I understand that number. (5 = 2 + 3)
 * __**Big Ideas:**__

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

Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.
 * Equivalence**

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


 * How can numbers from 6 to 10 be counted, read and written? ||
 * __**Students will know...**__
 * Counting tells how many are in a set, or group, no matter which order the objects are counted. The last number said when counting in a group is the total. Counting is cumulative.
 * There is a unique symbol that goes with each number word.
 * There is more than one way to show a number.
 * Mathematicians look for patterns in math to help solve problems.

__**Vocabulary:**__

six, seven, eight, nine, ten,

|| __**Students will be skilled at...**__
 * Using objects to represent and count the quantities 6 and 7.
 * Identifying whether a particular set includes 6 or 7 objects regardless of how the objects are arranged.
 * Recognizing and writing the numerals that describe the quantities 6 and 7.
 * Using objects to represent and count the quantities 8 and 9.
 * Identifying whether a particular set includes 8 or 9 objects.
 * Recognizing and writing numerals that describe the quantities 8 and 9.
 * Using objects to represent and count the quantity 10.
 * showing multiple ways to make 10
 * using counting patterns to solve a problem ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__


 * Formative Assessment:**

||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 3-1 Count 6 and 7**: Count the numbers 6 and 7


 * 3-2 Read and Write 6 and 7**: Read and write the numbers 6 and 7


 * 3-3 Count 8 and 9**: Count to the numbers 8 and 9


 * 3-4 Read and Write 8 and 9**: Read and write the numbers 8 and 9


 * 3-5 Count 10**: Count to the number 10


 * 3-6 Read and Write 10**: Read and write the number 10


 * 3-7 Ways to Make 10**: Show how to make a group of 10


 * 3-8 Look for and Use Structure**: Use counting patterns to solve a problem ||
 * **__Resources:__**


 * Problem of the month:**

Counting & Cardinality

 * digging dinosaurs
 * once upon a time
 *  party time (See a [|video of a lesson] based on this POM. )
 * pick a pocket
 * through the grapevine

[|Once Upon A Time (Counting and Cardinality)]


 * Centers:**

[|Race to Trace 1 to 6 (K.CC.3)] [|Race to Trace 2 to 12 (K.CC.3)] [|Race to Trace 11 to 22 (K.CC.3)] [|Representing Numbers in Three Ways (K.CC.3)] [|Five Frame Flash (K.CC.4)]


 * SmartBoard Activities/Games:**

[|Complements of 10] ||||  ||