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.1 Count to 100 by ones and by tens.

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.

Student "I Can" Statements:

I can count to 100 by ones and tens.

I can count to tell how many.

I can count out objects between 1 and 20.

Prerequisite Standards:

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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.

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.

Patterns, Relationships, and Functions Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways.

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

Essential Question(s):

How can numbers to 100 be counted using a hundred chart?

Students will know...

Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative.

Numbers are counted and written in a specific sequence on a hundred chart.

The decade numbers are built on groups of ten. The oral names are similar but not the same as the number of ten counted.

Counting patterns (numerical and visual) can be seen on a hundred chart.

Some problems can be solved by identifying elements that repeat in a predictable way.

Vocabulary: about, hundred chart, row, column, count by 2s, count by 10s

Using benchmarks to estimate quantities of groups.

Counting and writing numbers to 100 on the hundred chart.

Counting groups of 10, up to 10 tens, and write how many,

Using a humdred chart to recognize patterns when counting by 2s and 10s.

Solving problems by looking for a pattern.

Assessment Evidence

Performance Assessment:

Other Evidence:

Learning Plan

Learning Activities:

6-1 Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative. 6-2 Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative. 6-3 Numbers are counted and written in a specific sequence on a hundred chart. 6-4 The decade numbers are built on groups of ten. The oral names are similar but not the same as the number of ten counted. 6-5 Counting patterns (numerical and visual) can be seen on a hundred chart. 6-6 Some problems can be solved by identifying elements that repeat in a predictable way.

## Topic Six: Numbers to 100

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.1Count to 100 by ones and by tens.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.Student "I Can" Statements:Prerequisite Standards:K.CC.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).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.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.

Patterns, Relationships, and FunctionsRelationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways.

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

Essential Question(s):How can numbers to 100 be counted using a hundred chart?

Students will know...about, hundred chart, row, column, count by 2s, count by 10sVocabulary:Topic 6 Vocab Cards

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

Performance Assessment:Other Evidence:## Learning Plan

Learning Activities:6-1Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative.6-2Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative.6-3Numbers are counted and written in a specific sequence on a hundred chart.6-4The decade numbers are built on groups of ten. The oral names are similar but not the same as the number of ten counted.6-5Counting patterns (numerical and visual) can be seen on a hundred chart.6-6Some problems can be solved by identifying elements that repeat in a predictable way.Resources:Problem of the month:Centers:SmartBoard Activities and Games: