Mathematics Grade K Unit 1

Possible time frame: 8 weeks Kindergarten starts out realistically with solidifying the meaning of numbers to 10 with a focus on relationships to 5. Students will investigate growth and shrinking patterns to 10 of 1 more and 1 less using models. Students will also focus on rote counting to 20. Standards Clarification Major Cluster Standards

Unit 1: Classify and Count Numbers to 10

Know number names and the count sequence. K.CC.A.1 Count to 100 by ones and by tens. K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.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). Count to tell the number of objects. K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 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. 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. c. Understand that each successive number name refers to a quantity that is one larger. K.CC.B.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 120, count out that many objects. Compare numbers. K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Limit counts to 20 for standards K.CC.A.1, K.CC.A.2, and K.CC.A.3. Students are not expected to recognize the number words, only numerals. Reading and writing the number words are reserved for 2nd grade when they are more developmentally appropriate.
For standards K.CC.B.4, and K.CC.B.5, and K.CC.C.6, limit counting to 10.

Supporting Cluster Standards

Classify objects and count the number of objects in each category. K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Review the Grade K sample year-long scope and sequence associated with this unit plan.

Standards Clarification K.MD.B.3 Limit category counts to be less than or equal to 10. 1

Mathematics Grade K Unit 1

What will students know and be able to do by the end of this unit?
Students will demonstrate an understanding of the unit focus and meet the expectations of the Common Core State Standards on the unit assessments.

Standards
The major clusters for this unit include: Know number names and the count sequence. Count to tell the number of objects.

Unit Assessment
Students will demonstrate mastery of the content through assessment items and tasks requiring: Conceptual Understanding Procedural Skill and Fluency Application Math Practices

Objectives and Formative Tasks

Objectives and tasks aligned to the CCSS prepare students to meet the expectations of the unit assessments.

Concepts and Skills

Each objective is broken down into the key concepts and skills students should learn in order to master objectives.

Mathematics Grade K Unit 1

Sample End-of-Unit Assessment: Part I: (Assess students individually) K.CC.A.1 Have student rote count from 1-20. Circle the last number said in the correct order. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

______/2

18

19

20

2 points = Student rote counts to twenty. 1 point = Student is able to rote count to at least ten. 0 point = Student is unable to rote count to at least ten. Part II: (Assess students individually) K.CC.A.1 ______/2

Give the students tongue depressors numbered from 1-10. Have them place the tongue depressors in the correct order from 1-10 as they say each number aloud. 2 points = Student successfully completes task. 1 point = Student mixed up no more than three tongue depressors. Student can successfully rote count to 10. 0 points = Student mixed up 4 or more tongue depressors sticks. Part III: (Assess students individually) K.CC.A.2 ______/2 Tell the student I want you to count forward beginning with the number _____. Stop counting when you reach 20. Choose any number between 0 and 10. Put a box around the number you tell the student to start with and circle the last number said in the correct order. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2 points = Student rote counts beginning with the number you gave them to twenty. 1 point = Student is able to rote count beginning with the number you gave them to at least ten. 0 point = Student is unable to rote count to at least ten.

Mathematics Grade K Unit 1

Part IV: (Assess students individually) K.CC.B.4a, K.CC.B.4c

______/2

Have the student choose a numeral card (1-10) and place the corresponding number of cubes on a tens frame. Then have the student predict how many cubes there would be if one more was placed on the tens frame. Ask the student to explain his/her thinking. 2 points = Student successfully predicted the number that would come next and explained his/her thinking. 1 point = Student was unable to predict the number that would come next. However, he/she was able to count and answer by placing the extra cube on the tens frame. 0 Points = Student was unable to answer which number would come next even after placing the cubes on the tens frame. Part V: (Assess students individually) K.CC.B.4, K.CC.B.5 ______/8 Have the student count out cubes for each number below. Once the student has counted out the given number of cubes, ask the student how many cubes he/she has. Place a check beside each number counted correctly. Place a check for each number conserved (credit given if student can answer how many? without recounting the objects). Each check is one point. Counted Correctly Conserved Number Possible Error Patterns: 2 ___ Student does not say number names in standard order ___ Student does not count with a 1-1 correspondence. 6 ___ Student does not understand that the last number name said tells the number of objects counted. ___ Student could not conserve numbers. The student had to recount the objects in order to answer how many? ___ Other ___________________________________ 9

Number

Mathematics Grade K Unit 1

Part VI: (Assess students individually) K.CC.A.3, K.MD.B.3, K.CC.C.6

______/4

Give the student 3 red cubes, 7 blue cubes, and 10 green cubes. Ask the student to sort the cubes by color and record how many cubes of each color in the boxes below. Ask the student to identify which group has the most cubes.

red cubes

blue cubes

green cubes

4 points = Student sorts the cubes by color and writes the correct number of cubes for each group. Student is able to identify the category of blue cubes as the one with the most cubes. (Reversals are acceptable). 3 points = Student is able to complete three of the four tasks correctly: sorting, counting correctly, writing the correct numeral (based on their count), and identifying the group with the most cubes. (Numbers written that look nothing like the actual numbers would not count as writing the correct numeral) 2 points = Student is able to only complete two of the four tasks correctly. 1 point = Student is able to only complete one of the four tasks correctly. 0 points = Student does not complete any part of the task correctly.

Mathematics Grade K Unit 1

Part VII: (Assess students individually) K.CC.B.5

______/4

Show the student a group of 7 objects arranged in a line. Ask the student to count the objects. Then, change the arrangement to an array (4 on one row, 3 on the second row). Ask the student to count the objects again. Change the arrangement to a circle and ask the student to count the objects. Finally, scatter the objects on the table and ask the student to count the objects. Place a check for each time the student counts correctly. Each check is one point. If a student responds correctly without counting, ask him/her to explain their thinking. Arrangement Line Array Circle Scattered Counted Correctly Notes on Counting Strategy

Mathematics Grade K Unit 1

Part VIII: K.CC.A.3 Students will circle the tens frame that matches each corresponding numeral.

______/3

7 10 5

Mathematics Grade K Unit 1

Part IX: K.CC.C.6 In each row, students will circle the group that has the fewer number of items.

______/2

Mathematics Grade K Unit 1

Part X: K.CC.A.3

______/1

Have students choose their favorite numeral from 1-10, write it in the designated box, and color in the corresponding squares on the tens frame.

My favorite number is .

1 point = Student attempts to write numeral. Student colors in the corresponding number of boxes on the tens frame. 0 points = Student does not attempt to make numeral and/or does not color in the corresponding number of boxes on the tens frame.

Final Score: ___________/30

Mathematics Grade K Unit 1

Possible Pacing and Sequence of Standards
Content and Practice Standards Know number names and the count sequence. K.CC.A.1 Count to 100 by ones and by tens. K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.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). Count to tell the number of objects. K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number Possible Pacing and Sequence Daily Routines Daily routines involving counting should be a part of every unit and should be used each day that students are in school. Below are some examples of daily routines that could be used. Using these routines will practice the count sequence. As the year progresses, the routines will include larger numbers so students will continue to learn and practice the count sequence through 100. Count and Move Have students count to 20 using a corresponding motion as they count. For instance, as students count they could clap their hands, tap their legs, snap their fingers, etc. Make sure there is only one motion for one number. This routine can be used as a transition to start the math class. Counting should be reinforced throughout the day, not taught in isolation. Number Rhymes and Stories Provide students with daily opportunities to sing/chant/recite number rhymes and engage in finger plays, songs, and stories using hand motions, puppets, or other objects in class. Use these activities to help connect counting to cardinality. Point to the numerals in books and rhymes and explain that these are the symbols used when writing the number. Hundreds chart or Number Path Have students look at the hundreds chart or number path as they count orally. Point to the numeral as they say the number. A student could also be the one to point to the numeral on the chart or path as the class counts chorally. This reinforces pairing the numeral with the number name said orally. Teacher note: Keep in mind that 11-20 are the most difficult numbers for Kindergarten students because 11 and 12 do not follow any pattern, and the pattern of 13-19 does not follow into 21 and beyond. Days 1-5 Objectives: Students will count to 10 orally by ones. Students will count up to 5 objects arranged in a linear pattern (horizontal or vertical) or in an array. 10

Mathematics Grade K Unit 1

name and each number name with one and only one object. 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. c. Understand that each successive number name refers to a quantity that is one larger. K.CC.B.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 120, count out that many objects. Classify objects and count the number of objects in each category. K.MD.B.3 Classify objects into given categories; count the numbers of objects in each Students will answer how many questions about as many as 5 objects in a linear or array configuration. Students will count up to 5 objects arranged in a circular or scattered pattern. Students will match numerals on cards to a group of up to 5 objects arranged in a linear, array, circular, or scattered pattern. Students will demonstrate one-to-one correspondence by saying only one number name for each object counted. Students will count out up to 5 objects when given a number name or numeral card. Concepts and Skills: Count orally from 1 to 10 saying the number names in the correct order Count up to 5 objects in a horizontal or vertical line Count up to 5 objects arranged in a circle Count up to 4 objects in a scattered arrangement. Develop a method to track objects that have been counted Say one and only one number name when each object is counted Answer how many questions about a group of objects without recounting the objects Recognize that the number of objects in a group is the same when only the arrangement is changed. Recognize the numerals 1-5 when shown them on a numeral card Match each numeral 1 to 5 with the correct set of 1 to 5 objects Count out a number of objects when given a number name or numeral card Sample Tasks: (Teacher Note: Some tasks identified in this section of the plan may be better suited as a one-on-one interview task while others may be better suited for small group or whole group settings. How these tasks are used in the classroom is based on what the teacher feels is best to gain the most knowledge about student performance prior to the administration of an end-of unit assessment.) 1) Give each student a set of 5 loose linking cubes. Have the students arrange the 5 cubes in a line. Ask students to count the 5 cubes. Students should touch, point to, or move one and only one object for each number name said. Repeat this task with different numbers of cubes and different arrangements. 11

Mathematics Grade K Unit 1

category and sort the categories by count. 2) Give each student a set of 10 loose linking cubes. Show students a numeral card. Ask them to say the name of the numeral on the card. Then ask the student to count out the correct number of cubes to match the numeral. 3) Show students a group of up to 5 objects arranged in a line. Ask them to count the objects. Then ask, How many objects are there? Change the arrangement of the objects and ask the same question. Repeat as needed. Teacher note: If students have conservation of number they will answer without recounting the objects. This is the end of year goal and should be worked on throughout the year. Days 6-10 Objectives: Students will understand the meaning of 0. Students will count orally from 1-10. Students will put the numerals 0-5 in the correct order when given cards or other materials with the numerals on them. Students will write the numerals 0-5. Students will represent a written numeral with a simple drawing or with a set of objects. Students will write the numerals 0-5 in the correct order. Students will write the numerals 0-5 when answering how many questions. Concepts and Skills: Count orally from 1 to 10 saying the number names in the correct order Show that 0 means there are no objects in the group Put the numerals 0-5 in the correct order given a set of written numerals Write the numerals 0-5 Create a simple drawing that represents a given numeral 1-5. Write the numerals 0-5 in the correct order Count groups of up to 5 objects to answer how many questions 12

Possible Connections to Standards for Mathematical Practices MP.2 Reason abstractly and quantitatively. Students are reasoning abstractly when they match the correct numeral to a set of objects or write the correct numeral for a given set of objects. Students reason quantitatively when they connect the quantity to a written symbol. MP.3 Construct viable arguments and critique the reasoning of others. Students will construct arguments when they explain how they know the number of objects in a group without counting because the arrangement changed but no objects were added or taken away.

Mathematics Grade K Unit 1

MP.6 Attend to precision. Students will say the number names in the correct sequence when counting orally. MP.8 Look for and express regularity in repeated reasoning. Students will look for the pattern in counting one more (the next number in the counting sequence). Write the numerals 0-5 when answers how many questions about a group of objects Write the numerals 0-5 when the number is said orally (pair numeral with number name)

Sample Task: 1) Give students a set of problems that has different pictures of groups of objects with no more than 5 in each group. Have students count the objects in each group and write the numeral for each group of objects.

__________

__________

__________

2) Give each pair of students a set of popsicle sticks that has the numerals 0-5 written on them. Have students work together to put the numerals in order. 3) Call out a number and have students write the numeral that corresponds to the number. 4) Have students choose a number and write the number on a piece of paper. Then have students draw simple objects to represent the number they chose. Days 11-13 Objectives: Students will analyze objects to find two objects that are exactly the same or not exactly the same. Students will analyze two objects that are similar and describe how they are the same and how they are different. Students will analyze a group of objects to find two objects with the same pattern or color.

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Mathematics Grade K Unit 1

Concepts and Skills: Identify attributes of an object (color, patterns, shape) Identify two objects that are exactly the same Identify two objects that are not exactly the same and tell why they are not exactly the same Given two similar objects, tell what attributes are different (use the phrase these are similar but) Given two similar objects, tell what attributes are the same Sample Task: 1) Use multiple sets of numeral cards or dot cards (use 1-5 only). Have the cards copied on different colored paper so that there are some that are exact matches and others that are similar (have the same number of dots but different colored paper, same number of dots but different arrangements, etc.). Have students walk around to find the student who has a card that is the exact match to the card they were given. Ask students to discuss with each other how they know the cards are an exact match. Then have students walk around to find someone who has a card that is similar. Ask students to explain how their cards are the same and how their cards are different (same number but different colored paper and arrangements of dots). Finally have students find someone that has a card that is not the same in any way and ask them to discuss how they know the cards are not the same. Days 14-16 Objectives: Students will classify items by attributes into two or three given categories. Students will count the objects in each category (up to 5 objects). Students will write the numeral which represents the number of objects in a category (up to 5 objects). Students will reason that the last number named is the total of the objects in the category (up to 5 objects). Students will sort categories by count. Concepts and Skills: Sort a group of objects by attributes into two or three pre-determined categories Analyze a set of objects to identify attributes that some objects have in common 14

Mathematics Grade K Unit 1

Count the objects in each category (up to five objects) Write the numeral (1-5) which represents the number of objects in the category Know that the last number said when counting the objects is the total number of objects in the category. Sort categories by count by identifying those categories with 1, 2, 3, 4, or 5 objects.

Sample Task: 1) Give each student a set of buttons (may be different colors)with two holes and four holes (be sure there are no more than 5 of each type of button). Tell the student Sort the buttons by number of holes. Draw a circle around each group. Label how you sorted each group. Count and write how many buttons there are in each group. (Adapted from Sorting Buttons: http://standardstoolkit.k12.hi.us/common-core/mathematics/mathematics-assessments/assessment-listing/?code=K.CC) 2) Tell students Look at the table. Color the things in groups of 2 red. Color the things in groups of 3 blue. Color the thi ngs in groups of 4 orange.

Adapted from http://www.engageny.org/sites/default/files/resource/attachments/math-gk-m1-full-module.pdf

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Mathematics Grade K Unit 1

Days 17-21 Objectives: Students will count to 20 orally by ones. Students will count 5 to 10 objects arranged in a linear pattern (horizontal or vertical) or in an array. Students will count 5 to 10 objects arranged in a circular or scattered pattern. Students will answer how many questions about 5 10 objects in a linear, array, circular, or scattered pattern. Students will match numerals on cards to a group of 5 to 10 objects arranged in a linear, array, circular, or scattered pattern. Students will demonstrate one-to-one correspondence by saying only one number name for each object counted. Students will count out up to 10 objects when given a number name or numeral card. Concepts and Skills: Count orally from 1 to 20 saying the number names in the correct order Count 5 to 10 objects in a horizontal or vertical line Count 5 to 10 objects arranged in a circle Count 5 to 10 objects in a scattered arrangement. Develop a method to track objects that have been counted Say one and only one number name when each object is counted Answer how many questions about a group of objects without recounting the objects Recognize that the number of objects in a group is the same when only the arrangement is changed. Recognize the numerals 0 to 10 when shown them on a numeral card Match each numeral 5 to 10 with the correct set of 5 to10 objects Count out a number of objects when given a number name or numeral card Sample Task: 1) Give each student a set of up to 10 objects. Have the students arrange the objects in a line. Ask students to count the objects. Students should touch, point to, or move one and only one object for each number name said. Repeat this task with 16

Mathematics Grade K Unit 1

different numbers of cubes and different arrangements. 2) Give each student a set of 15 objects. Show the student a numeral card. Ask them to say the name of the numeral on the card. Then ask the student to count out the correct number of cubes to match the numeral. 3) Show students a group of up to 10 objects arranged in a line. Ask them to count the objects. Then ask, How many objects are there? Change the arrangement of the objects and ask the same question. Repeat with different numbers. Teacher note: If students have conservation of number they will answer without recounting the objects. This is the end of year goal and should be worked on throughout the year. Days 22-26 Objectives: Students will put the numerals 0-10 in the correct order when given cards or other materials with the numerals on them. Students will write the numerals 0-10. Students will represent a written numeral with a simple drawing or with a set of objects. Students will write the numerals 0-10 in the correct order. Students will write the numerals 0-10 when answering how many questions. Students will compare two groups of up to 10 objects to determine the group which has more than, fewer than, or the same number as the other group. Concepts and Skills: Count orally from 1 to 10 saying the number names in the correct order Put the numerals 0-10 in the correct order given a set of written numerals Write the numerals 0-10 Create a simple drawing that represents a given numeral 1-10. Write the numerals 0-10 in the correct order Count groups of up to 10 objects to answer how many questions 17

Mathematics Grade K Unit 1

Write the numerals 0-10 when answers how many questions about a group of objects Write the numerals 0-10 when the number is said orally (pair numeral with number name) Use matching strategies to determine the group which has more than, fewer than, or the same number as another group (greater than, less than, and equal to are other phrases that can be used here as well).

Sample Task: 1) Tell students Count the objects in each row. Then write the number of objects on the line. If the student writes the incorrect number, have the student count the number of objects in order to determine if it was a counting error or a writing error. Directions: 1. Count the objects in each box. 2. Write the number of objects on the line.

_______________

_______________

_______________ (Adapted from 1-10 Counting: http://standardstoolkit.k12.hi.us/common-core/mathematics/mathematicsassessments/assessment-listing/?code=K.CC) 2) Give each pair of students a set of popsicle sticks that has the numerals 0-10 written on them. Have students work together to put the numerals in order. 18

Mathematics Grade K Unit 1

3) Call out a number and have students write the numeral that corresponds to the number. 4) Have students choose a number and write the number on a piece of paper. Then have students draw simple objects to represent the number they chose. 5) Give each student two groups of objects. Ask the student to count the number of objects in group A. Ask How many objects are in group A? Then have the student count the number of objects in group B. Ask How many objects are in group B? Then ask the student which group has the greater number of objects and to explain how they know. Days 27-29 Objectives: Students will classify items by attributes into two or three given categories. Students will count the objects in each category (up to 10 objects). Students will write the numeral which represents the number of objects in a category (up to 10 objects). Students will reason that the last number named is the total of the objects in the category (up to 10 objects). Students will sort categories by count. Students will compare categories to determine which has more/fewer objects, the most/least object (for three categories), or if categories have the same number of objects. Concepts and Skills: Sort a group of objects by attributes into two or three pre-determined categories Analyze a set of objects to identify attributes that some objects have in common Count the objects in each category (up to five objects) Write the numeral (1-5) which represents the number of objects in the category Know that the last number said when counting the objects is the total number of objects in the category. Sort categories by count by identifying those categories with 1, 2, 3, 4, or 5 objects. 19

Mathematics Grade K Unit 1

Sample Task: 1) Give each student a group of attribute blocks in three different colors. The attribute blocks can be different shapes and sizes. There should be no more than 10 blocks of each color. Tell the student Sort the blocks by color. Draw a circle around each group. Label how you sorted each group. Count and write how many blocks are in each group next to the circle you drew. Draw a box around the group that has the least number of objects. This can be repeated by sorting the blocks by a different attribute or by sorting other objects. Students can also be asked to identify which group has the most number of objects and if any groups have the same number of objects. (Adapted from Sorting Attribute Blocks: http://standardstoolkit.k12.hi.us/common-core/mathematics/mathematics-assessments/assessment-listing/?code=K.CC) Days 29-32 Objectives: Students will count to 20 orally by ones, starting at a number other than 1. Students will count up to 10 objects in a group and state one more than the given number in the given set. Students will identify a number that is one more than a given number. Students will draw simple objects to show 1 more up to 10 in any configuration. Students will answer how many questions about groups of up to 10 objects in any configuration. Students will write the numerals 0 10 to represent the number of objects in a group. Concepts and Skills: Count forward from any number (instead of at 1) in the count sequence to 20 Count up to 10 objects in a group Predict what 1 more will be after counting a group of objects Explain that 1 more is the next number in the count sequence Show 1 more by adding one more object to a group and recounting the objects Answer how many questions about up to 10 objects in any configuration Recognize the last number name said is the total number of objects in the group 20

Mathematics Grade K Unit 1

Draw 1 more and count the number of objects in a group of up to 10 objects Write the numeral which represents the number of items in a group of up to 10 objects

Sample Task: 1) Tell students Choose a number from 1-10. Write that number on the line. Draw simple objects to represent that number. Then point to their drawing and ask If you draw one more (name of item drawn), how many (name of item drawn) will you have? Repeat this by having students choose different numbers. (Adapted from Drawing 1 10: http://standardstoolkit.k12.hi.us/common-core/mathematics/mathematics-assessments/assessment-listing/?code=K.CC) 2) Tell students Count the clouds. How many clouds are there? Draw one more cloud. How many clouds are there now? How do you know?

Days 33-37 Objectives: Students will count backwards from 10 to 1. Students will count up to 10 objects in a group and state 1 less than the given number in the given set. Students will identify a number that is 1 less than a given number. Students will draw simple objects to show 1 less up to 10 in any configuration. Students will answer how many questions about groups of up to 10 objects in any configuration. Students will write the numerals 0 10 to represent the number of objects in a group.

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Mathematics Grade K Unit 1

Concepts and Skills: Count backward from 10 to 1 Count up to 10 objects in a group Predict what 1 less will be after counting a group of objects Explain that 1 less is the number in the count sequence that comes before the given number Show 1 less by removing one more object from a group and recounting the objects Answer how many questions about up to 10 objects in any configuration Recognize the last number name said is the total number of objects in the group Draw 1 less and count the number of objects in a group of up to 10 objects Write the numeral which represents the number of items in a group of up to 10 objects Sample Task: 1) Count the objects. Write the number in the first box. Put an X on one object. Count the number of objects without an X. Write the number in the second box.

Adapted from http://www.engageny.org/sites/default/files/resource/attach ments/math-gk-m1-full-module.pdf

2) Give students a group of objects. Have students count the objects and ask How many objects are in the group? Then ask, If there is one less, how many objects would there be? Show me how you know. Days 38-40: End of Unit Assessment (Interview Style) 22