Topic Nine Composing and Decomposing Numbers to 10

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.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.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Student "I Can" Statements:

I can take apart numbers less than or equal to 10.

I can find the number that is added to 1 through 9 to make 10. I can use objects or drawings to show my answer.

I can place objects into categories.

I can count the number of objects in categories.

I can sort the categories by the number of objects.

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.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

K.OA.5Fluently add and subtract within 5.

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

Operation Meanings and Relationships There are multiple interpretations of additions, subtractions, multiplication, and division of rational numbers and each operation is related to other operations.

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

Essential Questions:

What are different ways to make a number?

Students will know...

There is more than one way to show a number.

Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole.

There is more than one way to show a number.

Some problems can be solved by making, reading, and analyzing a graph.

Vocabulary:

whole
part
graph

Students will be skilled at...

Using objects to show 4 and 5 in two parts.

Writing number sentences to describe the decomposition of 4 or 5 into two parts.

Using objects to show 6 and 7 in two parts.

Writing number sentences to describe the decomposition of 6 or 7 into two parts.

Using objects to show 8 and 9 in two parts.

Writing number sentences that add up to 8 and 9.

Using objects to show 10 in two parts.

Writing number sentences that show how two numbers can add to 10.

Constructing graphs using real objects or pictures to answer questions.

Assessment Evidence

Performance Assessment:

Other Evidence:

Learning Plan

Learning Activities:

9-1 There is more than one way to show a number. 9-2 Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole. 9-3 There is more than one way to show a number. 9-4 Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole. 9-5 There is more than one way to show a number. 9-6 Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole. 9-7 There is more than one way to show a number. 9-8 Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole. 9-9 Some problems can be solved by making, reading, and analyzing a graph.

## Topic Nine Composing and Decomposing Numbers to 10

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.OA.3Decompose 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.4For 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.MD.3Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.Student "I Can" Statements:Prerequisite Standards:K.OA.1Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.K.OA.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.K.OA.5Fluently add and subtract within 5.Big Ideas:EquivalenceAny number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.

Operation Meanings and RelationshipsThere are multiple interpretations of additions, subtractions, multiplication, and division of rational numbers and each operation is related to other operations.

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

Essential Questions:Students will know...Vocabulary:whole

part

graph

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

Performance Assessment:Other Evidence:## Learning Plan

Learning Activities:9-1There is more than one way to show a number.9-2Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole.9-3There is more than one way to show a number.9-4Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole.9-5There is more than one way to show a number.9-6Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole.9-7There is more than one way to show a number.9-8Joining parts to make a whole is one interpretation of addition. Addition number sentences using + and = can be used to show parts of a whole.9-9Some problems can be solved by making, reading, and analyzing a graph.Resources: