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ESSENTIAL QUESTION

How does counting help us in our everyday lives? Why is understanding place value important? How can you use tens and ones to make a number?

Common Core Standards 2017-2018 Common Assessments Print Unit 6
Primary - Math - Kindergarten - Unit 6
Numbers to 20/Place Value (revised 2019)
A unit focusing on numbers to 20. Students will also count to 100 by ones and tens, compose and decompose numbers 11-19, count on, use tens and ones to make a number, and identify numbers by looking at the number of tens and ones.
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A unit focusing on rote counting, counting objects, writing, and identifying numbers 0-20. Students will count to 100 by ones and tens, compose and decompose numbers 11-19, count on, use tens and ones to make a number, and identify numbers by looking at the number of tens and ones.

Resources: The following Kindermath units can serve as resources for this unit:
Unit 6 – Numbers 10-19, Unit 8 – Numbers to 100, Unit 9 – Comparing Sets to 20

Youtube Jack Hartman song-Numbers in the teens have a group of tens, Dr. Jean song -exercising to 100, interactive hundreds chart on abcya, mystery numbers-highlight number and children tell you what it is, ten frames to make the numbers 11-19, cover up a number on hundreds chart and ask "what number is missing?", I have who has cards with ten frame.

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COMMON CORE STANDARDS Show All | Hide All | Top

Priority Standards:

KY.K.CC.1 Count

a.     Count to 100 by ones and by tens.

b.    Count backwards from 30 by ones.

KY.K.CC.2 Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1).

KY.K.CC.3 Represent Numbers

a.     Write numbers from 0 to 20.

b.    Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

KY.K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

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.

 

KY.K.CC.5 Given a number from 1-20, count out that many objects.

a.     Count to answer "how many?" questions with as many as 20 things arranged in a line, a rectangular array, or a circle.

b.    Count to answer “how many?” questions with as many as 10 things in a scattered configuration.

KY.K.NBT.1 Compose and decompose numbers from 11 to 19 using quantities (numbers with units) of ten ones and some further ones. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

 

 

 

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STUDENT LEARNING TARGETS Show All | Hide All | Top

Priority Targets:

KY.K.CC.3 a. I can write numbers 0-20. 

KY.K.CC.3 b. When I count objects, I can write the number to show how many. (to 20)

KY.K.CC.4 a. I can count to tell how many objects are in a group. (to 20)

KY.K.CC.4 c. I can count up. This means for each number I say, I will add one. (to 20)

KY.K.CC.5 I can count to show the number of objects it takes to make a number. (to 20)

KY.K.CC.5 a. I can count to show the number of objects in a group (one-to-one correspondence). (to 20)

KY.K.NBT.1 I can use tens and ones to make a number. (numbers 11-19)

KY.K.NBT.1 I can identify a number by looking at the number of tens and ones. (numbers 11-19)

KY.K.NBT.1 I can write an equation using the tens and ones in a number.  (numbers 11-19)

KY.K.CC.1 a. I can count to 100 by ones.

KY.K.CC.1 a. I can count to 100 by tens.

KY.K.CC.1 b. I can count backwards from 30 by ones.

KY.K.CC.2 I can count on from any number. (within 100)

 

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CRITICAL VOCABULARY Show All | Hide All | Top

count

tens

ones

digit

least

greatest

order

pairs

twos

fives

tally

 

 

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