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Research conducted by Dr. Jo Boaler indicates that the human brains think about mathematics visually. Students who see mathematics visually understand the concepts more deeply.
⬅️Click here to watch a video
In Kindergarten your student was taught:
In Kindergarten your student was taught:
Counting forward to 100 (K)
Counting backward from 20 (K)
Counting objects to 20 (K)
Compose (adding) and decompose (subtracting) numbers within 20 (K)
Identify and write numerals to 20 (K)
Comparing objects up to 10 (K) (greater than, less than, more than, less than)
⭐If your student has not mastered these skills, please work on these skills at home. Your student's teacher will be working on these skills with your student, but support at home will help your student be better prepared for catching up and mastering this unit.
In this Unit your student will learn:
In this Unit your student will learn:
Students count forward and backward by 1s and 10s from any number within 120. (This is a big jump from Kindergarten)
Students understand that as the counting sequence increases, the value of each number increases by one or ten. As the counting sequence decreases, the value of each number decreases by one or ten.
Students have opportunities to explore the counting sequences using a variety of tools. Students read, write, and represent a number of objects with a written numeral .
Examples:
Start at 68. Count backwards by 10s. What are the next 3 numbers you would say?
Start at 31. Count forward by 1s until you get to 45.
Michelle has 14 pencils. Her mom buys her two more packs of 10 pencils each. How can she count by 10s to find out how many pencils she has now
Strategies:
Counting on
Example: Brady picked 27 apples at the apple farm. His brother, Blake, picked 4 more. How can they count to find out how many apples they picked together?
Counting forward and backward within 120
3. Represent a number of objects with a written numeral:
Students count objects shown in images by circling groups of ten or counting on from a given number using images.
Example: Count and label the number of objects in this set.
Example: Jim saw 52 fish in a fish tank and saw this many more fish in another fish tank.
How many fish did Jim see in the fish tanks?
Other Examples:
What comes next? 24, 25, 26, _____
What comes next? 42, 41, 40, _____
Fill in the missing numbers. 38, 48, _____, 68, _____
Fill in the missing numbers. 95, 85, 75, _____, 55, _____
Count on from any given number using manipulatives:
Example: Brady picked 27 apples at the apple farm. His brother, Blake, picked 4 more. How can they count to find out how many apples they picked together?
Example: Count and label the number of objects in this set.
I circled groups of 10 to make it easier to count. There are 10, 20, 30, 40, 41, 42, 43, 44, 45, 46 objects in the set.
Making a Ten
Making a Ten
Representing two digit numbers
Representing two digit numbers
Example: Cassandra’s Girl Scout troop sold boxes of Girl Scout Cookies. They want to know which Girl Scout Cookies were the most popular. Order the number of cookies sold from greatest to least.
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