Topic+Ten

= Topic Ten Composing Numbers 11 to 19 = 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. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __ **Transfer:** __
 * 2. Reason abstractly and quantitatively. **
 * 7. Look for and make use of structure. **
 * __**Established Goals:**__
 * **K.NBT.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 (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

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


 * I can put together and take apart numbers from 11 to 19 by naming the tens and ones.
 * I can use objects, drawings or equations to show tens and ones.

__**Prerequisite Standards:**__


 * **K.OA.1** Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
 * **K.OA.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.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.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.
 * **K.OA.5** Fluently add and subtract within 5. ||
 * __**Big Ideas:**__

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**

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


 * How can you add 1 ten and some ones to make the numbers 11-19? ||
 * __**Students will know...**__

Numbers from 11-19 can be represented as the sum of 10 and some more. Patterns on the hundreds chart can be represented using number sentences and drawings.

__**Vocabulary:**__

How many more? || __**Students will be skilled at...**__

Representing 11, 12, and 13 as the composition of 10 plus 1, 2, or 3. Representing 14, 15, and 16 as the composition of a 10 plus 4, 5, or 6. Representing 17, 18, and 19 as the composition of 10 plus 7, 8, or 9. Using drawings and number sentences to identify patterns of the first two rows of the hundreds chart. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__ ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 10-1** Numbers from 11-19 can be represented as the sum of 10 and some more.
 * 10-2** Numbers from 11-19 can be represented as the sum of 10 and some more.
 * 10-3** Numbers from 11-19 can be represented as the sum of 10 and some more.
 * 10-4** Patterns on the hundreds chart can be represented using number sentences and drawings. ||
 * __**Resources:**__ ||