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.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.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.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 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 count up to 10 to tell how many things are in a group.

I can count out a group of things when someone gives me any number from 1 to 20.

Big Ideas:

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

The Base-Ten Numeration System
The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.

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

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

Patterns, Relations, and Functions
Relationships can be described and generalizations made for mathematical situations, that have numbers or objects that repeat in predictable ways. For some relationships, mathematical expressions and equations can be used to describe how members of one set are related to members of a second set.

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

Essential Questions:

How can numbers to 20 be counted, read, written, and pictured to tell how many?

Students will know...

There is a unique symbol that goes with each number word.

Numbers become greater as you count on. You use the count sequence to count from any number within 20.

Counting is cumulative. Counting tells how many are in a set, regardless of their arrangement or the order in which they were counted. The last number said when counting a set is the total.

Mathematicians know how to think about words and numbers to solve problems.

## Topic Nine: Count Numbers to 20

## 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.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.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 objectsK.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).Student I Can Statements:Big Ideas:Number Uses, Classification, and RepresentationNumbers can be used for different purposes, and numbers can be classified and represented in different ways.

The Base-Ten Numeration SystemThe base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.

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

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

Patterns, Relations, and FunctionsRelationships can be described and generalizations made for mathematical situations, that have numbers or objects that repeat in predictable ways. For some relationships, mathematical expressions and equations can be used to describe how members of one set are related to members of a second set.

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

Essential Questions:Students will know...Vocabulary:eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, row,

Students will be skilled at...## Assessment Evidence

Performance Assessment:Other Evidence:Formative Assessment:## Learning Plan

Learning Activities:9-1 Count and Write 11 and 12:Count and write the numbers 11 and 129-2 Count and Write 13, 14, and 15:Count and write the numbers 13, 14, and 159-3 Count and Write 16 and 17:Count and write the numbers 16 and 179-4 Count and Write 18, 19, and 20:Count and write the numbers 18, 19, and 209-5 Count Forward from Any Number to 20:Count forward from any number to a number within 209-6 Count to Find How Many:Count to find how many are in a group9-7 Math Practices and Problem Solving: Reasoning:Use reasoning to count and write numbers to the number 20Resources:Problem of the Month:## Operations & Algebraic Thinking

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