Unit 12 Overview:

Students started kindergarten thinking of counting as a string of words, but then were given opportunities to begin using counting as a tool for describing their world. It is important for students to see the authentic and real world connections counting has to their everyday lives. In earlier quarters students focused their counting work on sequences up to 50. Within this unit students will expand upon those skills by working within the count sequence to 100. Kindergarteners need to understand the idea of a ten so they can develop the strategy of adding onto 10 to add within 20 in Grade 1. Students need to construct their own base-ten ideas about quantities and their symbols by connecting to counting by ones. They should use a variety of manipulatives to model and connect equivalent representations for the numbers 11 to 19.

• Students will be able to rote count to 100 by ones from any given number and count by tens to 100. (K.CC.A.1 & K.CC.A.2)
• Students will recognize, write and represent a number of objects with a written numeral 0-20; understanding 0 represents a count of no objects. (K.CC.A.3)
• Students will compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects, drawings, and record each composition or decomposition by a drawing or equation (e.g., 18=10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. (K.NBT.A.1)