Primary Standards:
MAFS.K.NBT.1.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
MAFS.K.CC.1.3 Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
MAFS.K.CC.2.5 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 1-20, count out that many objects.
Connecting Standards:
MAFS.K.CC.2.4 Understand the relationship between numbers and quantities; connect counting to cardinality. (This includes all sub-standards K.CC.2.4a, K.CC.2.4b, and K.CC.2.4c)
Content Knowledge:
In this Unit, kindergarteners will extend their previous work with counting of objects, including recognizing the number of objects is the same regardless of the configuration (conservation of number), recognizing the number names in the counting order 1-20, maintaining a one-to-one correspondence between number name said and object counted, and understanding the last number name said tells how many objects are in a group.
Students will also extend their work in reading and writing numerals beyond 10 to include the teen numbers and 20. Along with this, students will also extend their work with rote counting to recognize the patterns in the 2-digit number system.
Kindergarteners in prior Units have experienced rote counting with numbers through and beyond 20, but will now explore the “teen” numbers with emphasis on their association with ten. Understanding the numbers 11-19 as 10 and some more ones is a foundational understanding that leads to the place value concepts that students explore later in 1st grade. Students should experience creating “bundles” of 10 ones, (e.g. by using a ten frame) with remaining objects left over. This gives them concrete experience with the new notion that ten can simultaneously represent both a plural (10 ones) and a singular (a ten as a group).
GCG 1 – Learning Goal: As a Mathematician, I will be able Count and Represent Numbers to 20
- Step 1: Students can recognize numerals 0-20
- Step 2: Students can represent numerals 0-20 with objects and/or pictures
- Step 3: Students can write numerals 0-20
- Step 4: Students can count out up to 20 objects when asked verbally or given a written numeral
- Step 5: Students can count up to 20 objects in lines, circles, arrays, and scattered configurations
GCG 2 – Learning Goal: As a Mathematician, I will be able Model Ten and Some More Ones
- Step 1: Students can use numbers 1-9 to make 10 using objects and/or drawings
- Step 2: Students can use tools to compose numbers 11-19 using a ten and some ones
- Step 3: Students can use tools to decompose numbers 11-19 into a ten and some more ones
- Step 4: Students can show their concrete models pictorially
- Step 5: Students can match model and/or drawings with a given equation or expression