Transfer: 1. Makes sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically.
6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Established Goals:

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.2.b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT.2.c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Student "I Can" Statements:

I can count to 120.

I can tell how many tens and how many ones are in a number.

Prerequisite Standards:

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.

K.CC.1 Count to 100 by ones and by tens.

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

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).

Big Ideas:

Number Uses, Classification, and Representation Numbers can be used for different purposes, and numbers can be classified and represented in different ways.

The Base-Ten Numeration System The base ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.

Patterns, Relations, and Functions
Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways. For some relationships, mathematical expressions and equations can be used to describe how members of one set are related members of a second set.

Practices, Processes, and Proficiencies Mathematics content and practices can be applied to solve problems.

Essential Questions:

What number patterns are there when counting to 120?

Students will know...

Numbers can be used to tell how many. Numbers 11 through 19 can be shown as a group of 10 and up to 9 more.

Numbers can be used to tell how many.

The decade numbers are built on groups of ten. The oral names are similar, but not the same as the number of tens counted.

Counting and place-value patterns can be seen on a hundred chart. A hundred chart shows numbers in order in rows and columns.

Skip counting can be used to find the total number of objects in a collection of equal groups.

Some problems can be solved by identifying elements that repeat in a predictable way.

Vocabulary:

digit
row
column
skip count

Students will be skilled at...

Reading, counting, and writing number 11 to 19.

Showing numbers 11 to 19 as 1 or 2 more or fewer than another number.

Counting groups of 10, up to 12 tens, and write how many.

Counting on a hundred chart.

Skip counting to find the total number of items arranged in sets of 2s, 5s, and 10s.

Solving problems by finding patterns in a table of related number pairs.

Assessment Evidence

Performance Assessment:

Other Evidence:

Learning Plan

Learning Activities:

7-1 Numbers can be used to tell how many. Numbers 11 through 19 can be shown as a group of 10 and up to 9 more. 7-2 Numbers can be used to tell how many. 7-3 The decade numbers are built on groups of ten. The oral names are similar, but not the same as the number of tens counted. 7-4 Counting and place-value patterns can be seen on a hundred chart. A hundred chart shows numbers in order in rows and columns. 7-5 Skip counting can be used to find the total number of objects in a collection of equal groups. 7-6 Some problems can be solved by identifying elements that repeat in a predictable way.

## Topic Seven Counting and Number Patterns to 120

Pacing (Duration of Unit):## Desired Results

Transfer:1. Makes sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Established Goals:1.NBT.1Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.1.NBT.2.bThe numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.1.NBT.2.cThe numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).Student "I Can" Statements:Prerequisite Standards:K.NBT.1Compose 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.K.CC.1Count to 100 by ones and by tens.K.CC.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.CC.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).Big Ideas:Number Uses, Classification, and RepresentationNumbers can be used for different purposes, and numbers can be classified and represented in different ways.

The Base-Ten Numeration SystemThe base ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.

Patterns, Relations, and FunctionsRelationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways. For some relationships, mathematical expressions and equations can be used to describe how members of one set are related members of a second set.

Practices, Processes, and ProficienciesMathematics content and practices can be applied to solve problems.

Essential Questions:Students will know...Vocabulary:digit

row

column

skip count

Students will be skilled at...## Assessment Evidence

Performance Assessment:Other Evidence:## Learning Plan

Learning Activities:7-1Numbers can be used to tell how many. Numbers 11 through 19 can be shown as a group of 10 and up to 9 more.7-2Numbers can be used to tell how many.7-3The decade numbers are built on groups of ten. The oral names are similar, but not the same as the number of tens counted.7-4Counting and place-value patterns can be seen on a hundred chart. A hundred chart shows numbers in order in rows and columns.7-5Skip counting can be used to find the total number of objects in a collection of equal groups.7-6Some problems can be solved by identifying elements that repeat in a predictable way.Resources:Hundreds Chart Activities Website