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.4b 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 write a number for a group of 0 to 20 objects.

I can understand that the last object counted tells a 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 Questions:

How can numbers from 6 to 10 be counted, read, and written?

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.

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

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

Using objects to represent and count the quantities of 6 and 7.

Recognizing and writing the numerals that describe the quantities 6 and 7.

Using objects to represent and count the quantities of 8 and 9.

Recognizing and writing numerals that describe the quantities 8 and 9.

Using objects to represent and count the quantity of 10.

Recognizing and writing the numeral that describes the quantity of 10.

Solving problems by identifying and growing patterns and predicting what comes next.

Assessment Evidence

Performance Assessment:

Other Evidence:

Learning Plan

Learning Activities:

3-1 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. 3-2 There is a unique symbol that goes with each number word. 3-3 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. 3-4 There is a unique symbol that goes with each number word. 3-5 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. 3-6 There is a unique symbol that goes with each number word. 3-7 Some problems can be solved by identifying elements that repeat in a predictable way.

## Topic Three Six to Ten

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:Student "I Can" Statements:Prerequisite Standards: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 Questions:How can numbers from 6 to 10 be counted, read, and written?

Students will know...Vocabulary:six, seven, eight, nine, ten, growing pattern

Topic 3 Vocab Cards

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

Performance Assessment:Other Evidence:## Learning Plan

Learning Activities:3-1Counting 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.3-2There is a unique symbol that goes with each number word.3-3Counting 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.3-4There is a unique symbol that goes with each number word.3-5Counting 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.3-6There is a unique symbol that goes with each number word.3-7Some problems can be solved by identifying elements that repeat in a predictable way.Resources:Problem of the month:Once Upon A Time (Counting and Cardinality)

Centers:Race to Trace 1 to 6 (K.CC.3)

Race to Trace 2 to 12 (K.CC.3)

Race to Trace 11 to 22 (K.CC.3)

Representing Numbers in Three Ways (K.CC.3)

Five Frame Flash (K.CC.4)

SmartBoard Activities/Games:Complements of 10