Topic+Five

= Topic Five Numbers to 20 = 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. 4. Model with mathematics. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __**Transfer:**__
 * 5. Use appropriate tools strategically. **
 * 6. Attend to precision. **
 * **__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.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.


 * __Student "I can" Statements:__ **


 * I can count forward starting at a given number.
 * I can name a group of objects by using a number.
 * I can understand that the last object counted tells the number of objects in a group.
 * I can understand that the number of objects in a group can be rearranged and the total number will be the same.


 * __Prerequisite Standards:__**


 * **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.
 * **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. ||
 * **__Big Ideas:__**

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

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


 * How can numbers to 20 be counted, read, and written? ||
 * **__Students will know...__**


 * There is a unique symbol that goes with each number word.
 * Some problems can be solved by reasoning about conditions in the problem.


 * __Vocabulary:__**

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty


 * __[|Topic 5 Vocab Cards]__** || **__Students will be skilled at...__**


 * Recognizing and writing the numerals that describe the quantities 11 and 12.
 * Recognizing and writing the numerals that describe the quantities 13, 14, and 15.
 * Recognizing and writing the numerals that describe the quantities 16 and 17.
 * Recognizing and writing the numerals that describe the quantities 18, 19, and 20.
 * Solving problems by applying logical reasoning to identify missing numbers in a number sequence. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__ ||
 * ~ = Learning Plan = ||
 * **__Learning Activities:__**


 * 5-1** There is a unique symbol that goes with each number word.
 * 5-2** There is a unique symbol that goes with each number word.
 * 5-3** There is a unique symbol that goes with each number word.
 * 5-4** There is a unique symbol that goes with each number word.
 * 5-5** Some problems can be solved by reasoning about conditions in the problem. ||
 * **__Resources:__**


 * Problem of the Month**


 * Centers**


 * SmartBoard Activities** ||