Envision+2.0+Topic+Seven

= Topic 7: Extending the Counting Sequence = Pacing (Duration of Unit): 7 Lessons 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. ||
 * ~ = Desired Results = ||
 * __**Transfer:**__
 * __**Established Goals:**__
 * ** 1.NBT.2 ** 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.1 ** Understand that 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 up to 120 starting at any number under 120.
 * I can show that I understand the numbers I use when I count by tens, have a certain number of tens and 0 ones.

__**Prerequisite Standards:**__


 * **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).
 * **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. ||
 * **__Big Ideas:__**

Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.
 * Equivalence **

The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line.
 * Numbers and the Number Line **

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

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

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 to members of a second set.
 * Patterns, Relations, and Functions **

Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * Practices, Processes, and Proficiencies **


 * How can you use what you already know about counting to count past 100? ||
 * __**Students will know...**__


 * The decade numbers are built on groups of 10. The oral names are similar, but not the same as the number of tens counted.
 * Counting forward by 1s to 120 follows the same place-value counting rules as counting forward by 1s to two-digit numbers.
 * Counting and place-value patterns can be seen on a number chart.
 * An open number line can be used to show counting by tens and ones.
 * The number of objects in a group is determined by the lat number said when they are counted. A written numeral represents the number of objects in a group. Counting objects by tens and then ones can help you count objects faster than counting by just ones.
 * Mathematicians look for things that repeat in a problem. They use what they learn from one problem to help them solve other problems.

__**Vocabulary:**__

tens digit, row, ones digit, column,hundred chart || __**Students will be skilled at...**__


 * Counting by 10s to 120.
 * Counting by 1s to 120
 * Counting on a number chart to 120.
 * Finding number patterns on a number chart.
 * Counting to 120 using an open number line.
 * Writing numerals to show how many objects are in a group. ||
 * ~ = Assessment Evidence = ||
 * **Performance Assessment:** || **Other Evidence:**


 * Formative Assessments:** ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 7-1 ** The decade numbers are built on groups of 10. The oral names are similar, but not the same as the number of tens counted.
 * 7-2 ** Counting forward by 1s to 120 follows the same place-value counting rules as counting forward by 1s to two-digit numbers.
 * 7-3 ** Counting and place-value patterns can be seen on a number chart.
 * 7-4 ** Counting and place-value patterns can be seen on a number chart.
 * 7-5 ** An open number line can be used to show counting by tens and ones.
 * 7-6 ** The number of objects in a group is determined by the lat number said when they are counted. A written numeral represents the number of objects in a group. Counting objects by tens and then ones can help you count objects faster than counting by just ones.
 * 7-7 ** Mathematicians look for things that repeat in a problem. They use what they learn from one problem to help them solve other problems. ||
 * __**Resources:**__


 * Problem of the Month:**


 * Centers:**




 * SmartBoard Resources/Games:**