Topic+Four

= Topic Four Comparing and Ordering Numbers 0 to 10 = Pacing (Duration of Unit): 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. 5. Use appropriate tools strategically. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __**Transfer:**__
 * 4. Model with mathematics. **
 * 7. Look for and make use of structure. **
 * __**Established Goals:**__


 * **K.CC.2 ** Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
 * **K.CC.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.7 ** Compare two numbers between 1 and 10 presented as written numerals.

__ **Student "I Can" Statements:** __


 * I can count forward starting at a given number.
 * I can tell if a group of objects in one group is greater than, less than, or equal to a group of objects in another group.
 * I can compare two written numbers between 1 and 10.

__**Prerequisite Standards:**__


 * **K.CC.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. ||
 * __**Big Ideas:**__

Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.
 * Comparison and Relationships**

The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line.
 * Numbers and the Number Line**

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

How can numbers from 0 to 10 be compared and ordered? ||
 * __**Students will know...**__


 * In a pair of numbers, the number that shows more is greater. The number that shows fewer is less.
 * You can use 5 as a benchmark to compare numbers.
 * You can use 10 as a benchmark to compare numbers.
 * 1 //more than// expresses a relationship between two numbers.
 * 1 //fewer than// expresses a relationship between two numbers.
 * 2 //more than// expresses a relationship between two numbers.
 * 2 //fewer than// expresses a relationship between two numbers.
 * There is a specific order to the set of whole numbers.
 * Numbers can be shown by a unique point on the number line. The distance between any two consecutive whole numbers on a given number line in always the same.
 * Some problems can be solved by using objects to act out the actions in a problem.

greater, less, order, number line, forward, backward
 * __Vocabulary:__**


 * Topic 4 Vocab Cards:**


 * [|Vocab Cards Topic 4]** || **__Students will be skilled at...__**


 * Comparing two numbers using sets of objects and one-to-one correspondence to determine which number is greater and which is less.
 * Being given a number from 0-5, children will tell if the number is greater or less than 5.
 * Being given a number or set from 0-12, children will decide if the number is greater or less than 10.
 * Using counting to identify a number that is 1 more than another number.
 * Using counting to identify a number that is 1 fewer than another number.
 * Using counting to identify a number that is 2 more than another number.
 * Using counting to identify a number that is 2 fewer than another number.
 * Ordering numbers from 0 through 10 in sequence.
 * Using a number line to count numbers 0 to 10 in order.
 * Solving problems by using counters to show 1 more and 2 more. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || **__Other Evidence:__** ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 4-1** In a pair of numbers, the number that shows more is greater. The number that shows fewer is less.
 * 4-2** You can use 5 as a benchmark to compare numbers.
 * 4-3** You can use 10 as a benchmark to compare numbers.
 * 4-4** 1 //more than// expresses a relationship between two numbers.
 * 4-5** 1 //fewer than// expresses a relationship between two numbers.
 * 4-6** 2 //more than// expresses a relationship between two numbers.
 * 4-7** 2 //fewer than// expresses a relationship between two numbers.
 * 4-8** There is a specific order to the set of whole numbers.
 * 4-9** Numbers can be shown by a unique point on the number line. The distance between any two consecutive whole numbers on a given number line in always the same.
 * 4-10** Some problems can be solved by using objects to act out the actions in a problem. ||
 * __**Resources:**__


 * Problem of the month**


 * [|The Wheel Shop (Counting and Cardinality)]**


 * Centers**


 * [|One More on the Ten Frame (K.CC.2)]**


 * SmartBoard Activities/Games**


 * [|Two Less Than]**
 * [|Number Order 1-20]** ||