math Plan a standard and research-based curriculum.
standard:
K.CC Counting and Cardinality
K Know number names and the count sequence.
K.CC.1 Count to 100 by ones and by tens. Numbers and counting up to 3: Count to 3 (Kindergarten– A.1)
Numbers and counting up to 3: Count by typing – up to 3 (Kindergarten – A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten – B.1)
Numbers and counting up to 5: Count by typing – up to 5 (Kindergarten – B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten – C.1)
Numbers and counting up to 10: Count by typing – up to 10 (Kindergarten – C.4)
Numbers and counting up to 20: Count to 20 (Kindergarten – D.1)
Numbers and counting up to 20: Count by typing – up to 20 (Kindergarten – D.4)
Numbers and counting up to 20: Count tens and ones – up to 20 (Kindergarten – D.14)
Numbers and counting beyond 20: Count to 30 (Kindergarten – E.1)
Numbers and counting beyond 20: Count to 100 (Kindergarten – E.2)
Numbers and counting beyond 20: Count groups of ten (Kindergarten – E.3)
Skip-counting: Skip-count by tens (Kindergarten – F.3)
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Numbers and counting up to 5: Count up – up to 5 (Kindergarten – B.4)
Numbers and counting up to 10: Count up – with pictures (Kindergarten – C.5)
Numbers and counting up to 10: Count up – with numbers (Kindergarten – C.6)
Numbers and counting up to 10: Count forward – up to 10 (Kindergarten – C.12)
Numbers and counting up to 20: Count up – up to 20 (Kindergarten – D.5)
Numbers and counting up to 20: Count forward – up to 20 (Kindergarten – D.10)
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). Numbers and counting up to 10: Count dots – 0 to 10 (Kindergarten – C.2)
Numbers and counting up to 20: Count dots – 0 to 20 (Kindergarten – D.2)
K Count to tell the number of objects.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.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. Numbers and counting up to 3: Count to 3 (Kindergarten – A.1)
Numbers and counting up to 3: Count by typing – up to 3 (Kindergarten – A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten – B.1)
Numbers and counting up to 5: Count by typing – up to 5 (Kindergarten – B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten – C.1)
Numbers and counting up to 10: Count by typing – up to 10 (Kindergarten – C.4)
Numbers and counting up to 10: Names of numbers – up to 10 (Kindergarten – C.14)
Numbers and counting up to 20: Count to 20 (Kindergarten – D.1)
Numbers and counting up to 20: Count by typing – up to 20 (Kindergarten – D.4)
Numbers and counting up to 20: Names of numbers – up to 20 (Kindergarten – D.12)
K.CC.4.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. Numbers and counting up to 3: Count to 3 (Kindergarten – A.1)
Numbers and counting up to 5: Count to 5 (Kindergarten – B.1)
Numbers and counting up to 10: Count to 10 (Kindergarten – C.1)
Numbers and counting up to 20: Count to 20 (Kindergarten – D.1)
K.CC.4.c Understand that each successive number name refers to a quantity that is one larger. Numbers and counting up to 5: Count up – up to 5 (Kindergarten – B.4)
Numbers and counting up to 10: Count up and down – with pictures (Kindergarten – C.7)
K.CC.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. Numbers and counting up to 3: Count to 3 (Kindergarten – A.1)
Numbers and counting up to 3: Represent numbers – up to 3 (Kindergarten – A.2)
Numbers and counting up to 3: Count by typing – up to 3 (Kindergarten – A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten – B.1)
Numbers and counting up to 5: Represent numbers – up to 5 (Kindergarten – B.2)
Numbers and counting up to 5: Count by typing – up to 5 (Kindergarten – B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten – C.1)
Numbers and counting up to 10: Represent numbers – up to 10 (Kindergarten – C.3)
Numbers and counting up to 10: Count by typing – up to 10 (Kindergarten – C.4)
Numbers and counting up to 20: Count to 20 (Kindergarten – D.1)
Numbers and counting up to 20: Represent numbers – up to 20 (Kindergarten – D.3)
Numbers and counting up to 20: Count by typing – up to 20 (Kindergarten – D.4)
K Compare numbers.
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. Comparing: Fewer, equal, and more (Kindergarten – G.1)
Comparing: Fewer and more – comparing groups (Kindergarten – G.2)
Comparing: Fewer and more – with charts (Kindergarten – G.3)
Comparing: Fewer and more – mixed (Kindergarten – G.4)
K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Comparing: Compare numbers up to 10 (Kindergarten – G.5)
Established Goals
What content standards and program-or mission-related goal(s) will this unit address?
What habits of mind and cross-disciplinary goal(s)-for example, 21st century skills, core competencies-will this unit address? Transfer
Students will be able to use their learning to…
What kinds of long-term independent accomplishments are desired?
Meaning
UNDERSTANDINGS
Students will understand that…
What specifically do you want students to understand? What inferences should they make?
ESSENTIAL QUESTIONS
Students will keep considering…
What thought-provoking questions will foster inquiry, meaning-making, and transfer?
Acquisition
Students will know…
What facts and basic concepts should students know and be able to recall?
Students will be skilled at…
What discrete skills and processes should students be able to use?
Stage 2-Evidence
Code Evaluative Criteria
Are all desired results being appropriately assessed? What criteria will be used in each assessment to evaluate attainment of the desired results?
Regardless of the format of the assess-ment, what qualities are most important?
PERFORMANCE TASK(S):
Students will show that they really understand by evidence of…
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by…
What other evidence will you collect to determine whether Stage 1 goals were achieved?
Stage 3-Learning Plan
Code Pre-Assessment
What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions?
What’s the goal for (or type of) each learning event? Learning Events
Student success at transfer, meaning, and acquisition depends upon…
• Are all three types of goals (acquisition, meaning and transfer) addressed in the learning plan?
• Does the learning plan reflect principles of learning and best practices?
• Is there tight alignment with Stages 1 and 2?
• Is the plan likely to be engaging and effective for all students? Progress Monitoring
• How will you monitor students’ progress toward acquisition, meaning and transfer, during lesson events?
• What are potential rough spots and student misunderstandings?
• How will students get feedback they need?
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