kyrene school district

5/31/16

Grade K Focus Unit 5: Applying Number Concepts to Addition and Subtraction Within 10, and Introduction to Place Value / Suggested Duration: 5 weeks
In this focus students apply counting strategies and their experience with addition to begin to develop understanding of subtraction as they encounter problems involving taking apart and taking from situations. Exposure to composing and decomposing teen numbers will begin towards the end of this focus unit but mastery of K.NBT.A.1 is not expected.Additionally, counting should be continually practiced.
Stage 1 Desired Results
Enduring Understandings / Essential Questions
  • Developing strategies for accurately counting a set of objects by one
  • Making sense of and developing strategies to solve addition and subtraction problems with small numbers
  • Using manipulatives, drawings, tools, and notation to show strategies and solutions

STANDARDS ASSESSED IN THIS UNIT:
Major content standards listed in BOLD, Supporting content standards in italics
K.CC.A.3 / Write numbers from 0–20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).
K.CC.B.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 outthat many objects.
K.CC.C.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.C.7 / Compare two numbers between 1 and 10 presented as written numerals
K.OA.A.1 / Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps),acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problems. This applies wherever drawings are mentioned in the Standards.)
K.OA.A.2 / Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem
K.OA.A.3 / Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.4 / For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by usingobjects or drawings, and record the answer with a drawing or equation.
K.OA.A.5 / Fluently add and subtract within 5.
K.NBT.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.
Embedded Standards
K.CC.A.1 Count to 100 by ones and by tens.
K.CC.A.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
  1. 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.
  2. 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.
  3. Understand that each successive number name refers to a quantity that is one larger.

Learning Goals and Scales (Hyperlinked)

Stage 2: Assessment Evidence
Assessment Suggestions (Hyperlinked) / Annotated Assessment Responses (Hyperlinked)
Stage 3: Plan for Learning
Sequenced Learning Targetsand Suggested Resources
IDS Unit 6: How Many Do You Have?
*Investigation 1- Sessions 1.1-1.7, Investigation 2- Sessions 2.1-2.6, Investigation 3- Sessions 3.1-3.7, and Investigation 4- Sessions 4.1-4.6
*Include Common Core additional sessions 5A.1-5A.5. The end of IDS unit 6 common core lessons 5A.3-5A.5 are intended to provide a brief exposure to place value to give students an opportunity to start working with teen numbers. K.NBT.A.1 will be addressed in-depth during focus unit 7.
Teacher-developed problem solving should take place during this focus. Refer to the problem types table link for suggestions.(link coming soon)
Math Routines:
  • IDS Classroom Routines (substitute routines if needed for your individual population especially when routine is focused on patterning)
  • Mini-Lessons for Early Addition and Subtraction: Quick Images on the Arithmetic Rack pp. 23-43,
  • Quick Images: Ten-Frames
Fluency Standards By End Of Year
K.OA.A.4For any number from 1 to 9, find the number that makes 10 when added to the given number by using objects or drawings, and record the answer with a drawing, number or equation.
K.OA.A.5 Fluently add and subtract within 5 / Academic Vocabulary
Difference- the amount by which one number is greater or less than another number. The difference can be found by subtracting, comparing, or finding a missing addend.
Equal (=) - same as in value or size
Fewer- less than
Greater- more than
Missing addend- given an equation in which the total (sum) and one addend is known, the unknown addend. 5+?=8 In this equation, ? has a value of 3. It is the missing addend
Subtract-to take one number away from another; to find the difference between two numbers (related words- subtract, minus, take from, take apart, -)
Ten- a group or bundle of 10 ones
Ten frame-a graphic representation that is useful to help students count, see number relationships, and learn basic facts
Meeting the Needs of All Students
Resources for Enrichment and Intervention (Hyperlinked)
Teaching Student-Centered Mathematics Activity 2.9: p. 44 Dot Plate Flash
Developing Number Concepts, Book 2
Internalizing Number Combinations to 10 (pp.42-160). There are many learning opportunities centered on OA standards in this resource that can be utilized for small group instruction as needed.
Games for Early Number Sense (Fosnot) / Possible Universal Design for Learning for This Unit
  • UDL Guidelines 2.0 with links to examples
  • UDL Learning Wheel – scroll through the interactive tool to find examples for providing UDL supports

Multiple Means of Representation (WHAT)
Recognition--the ways information is presented
Multiple Means of Action and Expression (HOW)
Strategic--participation or demonstration of knowledge and skills
Provide options for...
Multiple Means of Engagement (WHY)
Affective--How students are engaged and motivated