Kindergarten Math Unit 5

Big Idea:

The student will count by 1s (orally) to 100, count to 100 by 10’s, explore and understand measurement (length, height, weight), count on from any number to 100, and find differences up to 10. Student will subtract to find differences up to 10. Students will also solve word problems to find differences up to 10 and organize data into groups for graphing.

Student Expectations:

Priority TEKS

K.2(H ) [Readiness] use comparative language to describe two numbers up to 20 presented as written numerals

K.3(A) [Supporting] model the action of joining to represent addition and the action of separating to represent subtraction

K.7(A) [Supporting] give an example of a measurable attribute of a given object, including length, capacity, and weight

K.7(B) [Readiness] compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference

Focus TEKS

K.3(B) [Readiness] solve word problems using objects and drawings to find sums up to 10 and differences within 10

K.3(C) [Supporting] explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences

Ongoing TEKS

K.2(I) [Readiness] compose and decompose numbers up to 10 with objects and pictures

K.4(A) [Supporting]Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters

K.5 [Supporting] recite numbers up to at least 100 by ones and tens beginning with any given number (count orally to 100 by 1’s)

K.8(A) [Supporting] Collect, sort, and organize data into two or three categories

K.8(B) [Readiness] Use data to create real-object and picture graphs

K.8(C) [Readiness] Draw conclusions from real-object and picture grap

Student Learning Targets:

• I will count from 0-100 by saying each number out loud.
• I will count backwards out loud from 20-0.
• I will model the act of subtracting within 10.
• I will start counting by 1’s from any given number. (ex. Start with 48 and count to 60)
• I will identify which measurement tool should be used to measure a particular object.
• I will label measurement tools.
• I will compare objects using terms longer/shorter, holds more/less, heavier/lighter.
• I will solve word problems using objects and drawings to find sums up to 10 by subtracting.
• I will organize data into groups for graphing.

Essential Questions:

• Count backwards from 20
• Start at_ , count to __?
• How can you compare the length/height/weight of two objects?
• What tool could you use to measure this object?
• Is there another attribute you could measure on this object?
• What is subtraction?
• What are different tools you can use to help you subtract?
• How can you show subtraction as separating?
• How can you solve problems using different strategies?
• How can you sort objects into categories?

Extra Information:

Adopted Textbook: Go Math STEM, Houghton Mifflin Harcourt

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