Chapter 12:

Counting on & Counting Back

Kindergarten: Chapter 12 Outline

Week 23 - Week 24

Essential Questions:

    • What do numbers represent?
    • How do you use numbers?
    • How do you count on from a number besides one?
    • What are the number names?
    • Why would you start at a number sides one when counting?
    • How can you tell what number is greater than?
    • How can you tell what number is less than?
    • How can you tell if two numbers are equal?
    • What are numbers?
    • What is counting?
    • What is counting used for?
    • Why do I need to add?
    • Why do I need to subtract?
    • How do I take apart and recombine in a variety of ways for finding sums and differences?

Content:

Students will know and understand:

    • the relationship between numbers and quantities.
    • numbers have a sequence starting at any number
    • equal to, less than, and greater than.

Skills:

Students Will:

    • count objects in a variety of arrangements.
    • count forward from a number other then.
    • count and match objects that are less than and greater than.
    • use drawings or objects to make sets to 10 in a variety of ways.
    • use one to one correspondence when counting objects.
    • represent addition and subtraction in a variety of ways (ex. fingers, manipulatives, drawings)
    • solve addition and subtraction word problems using a variety of objects and drawings.​

Upon completion of Unit 12:

  • 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).
  • K.CC.B.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
  • K.CC.B.4a. 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.B.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.
  • K.CC.B.4c. 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 1–20, count out that many objects.
  • 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.
  • K.OA.A.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.A.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.A.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.
  • MP.1. Make sense of problems and persevere in solving them.
  • MP.2. Reason abstractly and quantitatively.
  • MP.4. Model with mathematics.
  • MP.5. Use appropriate tools strategically.