Topic 4: Comparing and Ordering Numbers 0 to 10
Weeks: 9-10
Domain: Counting and Cardinality
Cluster: Know number names and the count sequence
K.CC.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Knowledge Targets / “I Can” Statements / Standard Interpretations
Count forward by 1’s beginning with another number other than 1 (verbal sequence only) /
- I can start counting at a different number.
Reasoning Target
Performance Target
Make sense of problems and preserver in solving them. / Reason abstractly and quantitatively / Construct viable arguments and critiques the reasoning of others / Model with mathematics / Use appropriate tools strategically / Attend to precision / Look for and make use of structure / Look for and express regularity in repeated reasoning
Cluster: 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.
Knowledge Targets / “I Can” Statements / Standard Interpretations
Describe greater than, less than, or equal to. /
- I can tell which set has more.
- I can tell which set has a greater number of objects.
- I can tell which set has less.
- I can identify equal sets.
Other strategies:
- Matching: Students use one-to-one correspondence, repeatedly matching one object from one set with one object from the other set to determine which set has more objects.
- Counting: Students count the objects in each set, and then identify which set has more, less, or an equal number of objects.
- Observation: Students may use observation to compare two quantities (e.g., by looking at two sets of objects, they may be able to tell which set has more or less without counting).
- Observations in comparing two quantities can be accomplished through daily routines of collecting and organizing data in displays. Students create object graphs and pictographs using data relevant to their lives (e.g., favorite ice cream, eye color, pets, etc.). Graphs may be constructed by groups of students as well as by individual students.
- Benchmark Numbers: This would be the appropriate time to introduce the use of 0, 5 and 10 as benchmark numbers to help students further develop their sense of quantity as well as their ability to compare numbers.
Reasoning Target
Determine whether a group of 10 or fewer objects is greater than, less than, or equal to another group of 10 or fewer objects.
Performance Target
Make sense of problems and preserver in solving them. / Reason abstractly and quantitatively / Construct viable arguments and critiques the reasoning of others / Model with mathematics / Use appropriate tools strategically / Attend to precision / Look for and make use of structure / Look for and express regularity in repeated reasoning
Cluster: Compare Numbers
K.CC.7- Compare two numbers between 1 and 10 presented as written numerals.
Knowledge Targets / “I Can” Statements / Standard Interpretations
Know the quantity of each numeral. /
- I can tell which number is greater.
- I can tell which number is less than the other.
Reasoning Target
Determine whether a written numeral is greater than, less than, or equal to another written number.
Performance Target
Make sense of problems and preserver in solving them. / Reason abstractly and quantitatively / Construct viable arguments and critiques the reasoning of others / Model with mathematics / Use appropriate tools strategically / Attend to precision / Look for and make use of structure / Look for and express regularity in repeated reasoning
Vocabulary
Greater
Less
Order
Number line
Forward
Backward