Transfer: 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.

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:

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

Practices, Processes, and Proficiencies Mathematics content and practices can be applied to solve problems.

Essential Question(s):

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.

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. 5-2There 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.

## Topic Five Numbers to 20

Pacing (Duration of Unit):## Desired Results

Transfer: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.

Established Goals:K.CC.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.CC.4.bUnderstand 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:Prerequisite Standards:K.CC.3Write 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.aWhen 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.bUnderstand 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.5Count 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:Number Uses, Classification, and RepresentationNumbers can be used for different purposes, and numbers can be classified and represented in different ways.

Practices, Processes, and ProficienciesMathematics content and practices can be applied to solve problems.

Essential Question(s):Students will know...Vocabulary:eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

Topic 5 Vocab CardsStudents will be skilled at...## Assessment Evidence

Performance Assessment:Other Evidence:## Learning Plan

Learning Activities:5-1There is a unique symbol that goes with each number word.5-2There is a unique symbol that goes with each number word.5-3There is a unique symbol that goes with each number word.5-4There is a unique symbol that goes with each number word.5-5Some problems can be solved by reasoning about conditions in the problem.Resources:Problem of the MonthCentersSmartBoard Activities