Unit 5 Overview:

To count successfully, students must remember the rote counting sequence, assign one counting number to each object counted, and at the same time have a strategy for keeping track of what has already been counted and what still needs to be counted. Students will develop successful and meaningful counting strategies as they practice counting and as they listen to and watch others count. The big idea is that number represents an amount and, regardless of how the items are arranged, the amount is the same. Continue to practice number sense by comparing sets of objects. Students at this age level are expected to recognize if the number of objects in one group is greater than, less than, or equal to the number in another group. This unit also incorporates what they have learned about numbers (and how to write them). However, early learners need a firm foundation of how to represent the value of a number between 1 and 10. Students need a background of experience in representing the value of a numeral with objects or drawings. Once this is established, then it makes it easier to compare numerals and know that a larger number has more than a smaller number. In this unit, students are introduced to the concept of tens and ones. Because it is the foundational basis for our number system, students’ early grasp of the number system is critical in all other areas of mathematics. Students should begin composing (making) and decomposing (breaking apart) a teen number and representing it as a bundle of ten ones and an appropriate number of remaining ones.

• Students will be able to rote count to 20. (K.CC.A.1)
• Students will be able to recognize, write and match numerals 0-20 to a set, demonstrating understanding that 0 is an empty set. (K.CC.A.3)
• Students will say the number names in the standard order when counting, pair each object with one and only one number name and each number name with one and only object. (K.CC.B.4a)
• Students will understand that the last number name said tells the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted (K.CC.B.4b)
• Students will understand that when one more is added to a number set (0-20), this new number includes all the previous objects in the set, plus the new one. (K.CC.B.4c)
• Students will count and answer “how many objects?” for sets up to 20 arranged in a line or rectangular array. (K.CC.B.5)
• Students will be able to match and count two sets of objects 0-20 and written numerals 0-10 using math vocabulary (greater/more than, fewer/less than, equal to/is the same as) to compare them. (K.CC.C.6 & K.CC.C.7)
• Students will compose numbers 11-19 by grouping objects into a ten and some more ones, to count on from 10 (as an anchor) understanding that each successive number name refers to a quantity that is one larger. (K.NBT.A.1)