Kindergarten Unit 7
Topic gradeletter
(e.g., 1A)
Big Idea(s)
What enduring
understandings are
essential for
application to new
situations within or
beyond this content?
Essential
Question(s)
What questions will
provoke and sustain
student engagement
while focusing
learning?
Enduring
Standard(s)
Which standards
provide endurance
beyond the course,
leverage across
multiple disciplines,
and readiness for the
next level?
We Are the Greatest!
We can count and match to compare two groups of objects to
see if they are more than, less than, or the same as another group.
Counting tells how many things are in a set.
Counting objects in a different order does not change the quantity.
Each successive number name refers to a quantity that is one
larger.
How can we tell if one group is greater than, less than, or equal to
another group?
Why wouldn’t we count something more than once?
What is an efficient way to count an amount greater than ten?
How do you know if a group has more than another group without
counting?
How do you know if a group has less than another group without
counting?
How do you know if you have more than or less than someone
else?
Enduring Understandings
Counting (verbal sequences)
Aspect of number (word, symbol, quantity)
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving. Students
make sense of problems involving rote counting, recognizing
counting patterns, and identifying quantities of items.
2. Reason abstractly and quantitatively. Students demonstrate
abstract reasoning by writing numerals to represent an amount of
objects counted, creating a set of objects to match a given
number, and selecting the correct number card to continue a
counting sequence.
3. Construct viable arguments and critique the reasoning of others.
Students begin to develop the ability to reason and analyze
situations by considering questions such as, “How do you know you
counted correctly?” and by asking classmates to explain how they
found their answers.
4. Model with mathematics. Students use objects, numbers, and
drawings to represent quantities of objects and counting
sequence.
5. Use appropriate tools strategically. Students will use counters,
connecting cubes, ten frames, and technological materials to
explore counting and cardinality.
6. Attend to precision. Students will build their mathematical
vocabulary by expressing their reasoning using words with regard to
Kindergarten Unit 7
quantity and cardinality.
7. Look for and make use of structure. Students will begin to look for
patterns and structure in the number system by working with dot
cards, number cards, and ten frames.
8. Look for and express regularity in repeated reasoning. Students
will recognize repetitive actions in counting by realizing that when
joining one more object to a pile, the new amount is the next
number in the count sequence (4 cubes and 1 more cube is 5
cubes).
Standards for Mathematical Content
K.NBT.1 Compose and decompose numbers from 11 to 19 into tens
and some further ones, e.g. by using objects and 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 others.
K.CC.5 Count to answer “how man?” 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.
K.CC.6 Identify whether the number of objects in one group is
greater than, less than, or equal to the number of objects in
another group, e.g., by using matching and counting strategies
(include groups with up to ten objects).
K.CC.7 Compare two numbers between 1 and 10 presented as
written numerals.
Supporting
Standard(s)
Which related
standards will be
incorporated to
support and enhance
the enduring
standards?
Instructional
Outcomes
What must students
learn by the end of
the unit?
K.CC.3 Write numbers from 0-20. Represent a number of objects
with a written numeral 0-20 (0-20).
K.CC.4 Understand the relationship between numbers and
quantities; connect counting to cardinality (0-20).
a. 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.
b. Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a
quantity that is one larger.
I can…
I can show that numbers 11-19 are composed of 10 ones and
some more ones.
I can compose numbers by drawing an equation.
I can decompose numbers by drawing an equation.
Kindergarten Unit 7
Performance
Expectations
I can count up to 20 objects that have been arranged in
different ways.
I can count up to 10 objects when they are scattered around.
I can match objects with a number name.
I can match a number name with objects.
I can conclude that the last number I say shows how many
objects are in a collection.
I can count a number of objects when someone tells me a
number.
I can describe greater than.
I can describe less than.
I can describe equal to.
I can tell is a group of objects is greater than, less than, or equal
to another group of objects.
I know the quantity of each numeral.
I can tell if a written number is greater than, less than, or equal
to another written number.
Students who demonstrate understanding can…
What must students
be able to do by the
end of the unit to
demonstrate their
mastery of the
instructional
outcomes?
Essential
Vocabulary
What vocabulary
must students know to
understand and
communicate
effectively about this
content?
Essential Vocabulary
Equal
Equal to
Greater than
Less than
Row
Equation
Supporting Vocabulary
Common Core Glossary
Tens
Ones
Compose
Decompose
Numeral
http://www.corestandards.org/Math/Content/mathematicsglossary/glossary
Resources/Activities Resources/Activities
What resources could
we use to best teach
Kindergarten Unit 7
this unit?
Everyday Math:
Tens and Ones with Craft Sticks teaching cards # 9 pg. 113
Origo: Number Book
Number jumping crickets pg 31
My Track, Your Track pg 60
Origo: Beginning Processes Book
Winner Takes All pg. 58
Every Day Counts:
Clip collection activities
Daily Depositor activities
K-5 Teaching Resources Website:
K.CC.5
Picture, Numeral Word Match Cards (0-10)
Domino Jigsaws
Number Jigsaws
Counting Cup
Playdough Numbers
K.CC.6
Greater Than/Less Than
K.CC7
Greater Than
Less Than
Teaching Number Sense by Chris Confer
Chapter 13- The pocket game pg. 64