Chapter 14:

Number Facts

Kindergarten: Chapter 14 Outline

Week 25 - Week 26

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 I use place value to decompose numbers to find sums or differences?
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?

Content:

Students will know and understand:

the relationship between numbers and quantities.
Numbers have a sequence starting at any number
the idea of a ten
one to one correspondence
counting on and back from ten
equal to, less than, and greater than.
the relationship between numbers and quantities.

Skills:

Students Will:

count forward from a number other then.
use concrete material to represent the combinations of one ten and ones for each number
record the representations of 11-19 in pictures, number, or equations
count and match objects that are less than and greater than.
count to find out what is one more than any quantity.
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.

Assessment

Chapter 14 Assessment: Number Facts

Formative Test: Common

Upon completion of Unit 14:

K.CC.A.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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.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.
K.NBT.A.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.
MP.7. Look for and make use of structure.
MP.8. Look for and express regularity in repeated reasoning.

Additional Resources:

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