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Kindergarten Math Unit 1

Numbers 1-10

Students will develop number recognition to count objects and pictures, or count out appropriate quantities of objects in real-world situations. They will gain a sense of quantity to recognize that the number of objects is the same regardless of the arrangement. For example, a group of 6 objects is the same quantity regardless of whether they are scattered or arranged in a line, circle, rectangle, die or domino pattern. In addition, students will use knowledge of numbers 0-10 to count and represent numbers up to 10 (Unit 4 – up to 20) as well as apply their counting skills to answer the question of “how many” for as many as 10 (Unit 4 – 20) objects arranged in a line, a rectangular array, or a circle, or as many as 10 things a scattered configuration given a number from 1-10, count out that many objects.

Essential Outcomes

Counting and Cardinality

Know number names and the count sequence.
  • NY-K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects)
Count to tell the number of objects.
  • NY-K.CC.4: Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.
    • When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence)
    • Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.
    • Understand the concept that each successive number name refers to a quantity that is one larger.
    • Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.
  • NY-K.CC.5:
    • Answer counting questions using as many as 20 objects arranged in a line, rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. (Ex. “How many ______ are there?”)
Compare Numbers.
  • NY-K.CC.6:
    • Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group. *Note: Include groups with up to ten objects. (Ex. Using matching and counting strategies)

Operations and Algebraic Thinking

Understand simple patterns.
  • NY-K.OA.6: Duplicate, extend, and create simple patterns using concrete objects.

Measurement and Data

Classify objects and count the number of objects in each category.
  • NY-K.MD.3: Classify objects into given categories; count the objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10.

Other Standards Addressed in this Unit

Counting and Cardinality

Count to tell the number of objects.
  • NY-K.CC.5a: Given a number from 1–20, count out that many objects.

Operations and Algebraic Thinking

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
  • NY-K.OA.3: Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition with a drawing or equation. (Ex. using objects or drawings)

Measurement and Data

Classify objects and count the number of objects in each category.
  • NY-K.MD.4: 4. Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes.

Focus Standards for Mathematical Practice

  • MP.2 Reason abstractly and quantitatively. Students represent quantities with numerals.
  • MP.3 Construct viable arguments and critique the reasoning of others. Students reason about other students’ ways of counting fingers or a scattered set of objects, the former by comparing the fingers counted and the order counted or the latter by comparing counting paths through a set of up to 10 scattered objects.
  • MP.4 Model with mathematics. Students model decompositions of three objects as math drawings and addition equations.
  • MP.7 Look for and make use of structure. Students use the 5-group to reason about numbers within 10.
  • MP.8 Look for and express regularity in repeated reasoning. Example:Students build a number stair to reason about 1 more and 1 less than each number within 10.

Essential Questions and Big Ideas

  • Why do we count?
    • Counting is used to find how many or how much a quantity represents.
    • The total number of objects is represented with a numeral.
  • How is number order helpful to us?
    • The last number said when counting a quantity of objects, is the total number of objects in that group.
    • Each successive number name refers to a quantity that is one larger.
  • What can numerals represent?
    • Relationships between numbers and quantities; connect counting to cardinality.
    • Written numerals represent an amount and each numeral represents a different amount.
  • How does knowing numbers 0-10 help you in counting other numbers?
    • Identifying numerical patterns from 0-10 helps students to apply counting sequences to 100 (NY-K.CC.1).

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