Unit 8 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, seeing the authentic and real world connections counting has to their everyday lives. In earlier quarters students focused their counting work on sequences to 10 and then 20. Within this unit students will expand upon those skills by working within the count sequence to 50. Teaching the teen numbers as one group of ten and extra ones is foundational to understanding both the concept and the symbol that represent each teen number. For example, when focusing on the number “14,” students should count out fourteen objects using one-to-one correspondence and then use those objects to make one group of ten ones and four additional ones. Students should connect the representation to the symbol “14.” Students should recognize the pattern that exists in the teen numbers; every teen number is written with a 1 (representing one ten) and ends with the digit that is first stated. 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.

• Students will be able to rote count to 50 by ones from any given number and count by tens to 50. (K.CC.A.1 & K.CC.A.2)
• Students will be able to recognize, write and match numerals 0-20 to a set, demonstrating understanding that 0 represents an empty set. (K.CC.A.3)
• Students will 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 to 20, count out that many object. (K.CC.B.5)
• Students will understand that each successive number name refers to a quantity that is one larger. (K.CC.B.4c)
• Students will reason about and represent situations by using objects and drawings to decompose teen numbers into 10 ones and some ones and compose 10 ones and some ones into teen numbers. (K.NBT.A.1)
• Students will identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group by using matching and counting strategies. (K.CC.C.6)
• Students will compare two numbers between 1 and 10 presented as written numerals. (K.CC.C.7 )