Kindergarten Unit 3 Outline Overview 2017

Kindergarten Unit 3: Comparing Numbers
6 weeks
In this unit students will:
 Students will count to 100 by ones
 Students will write numbers up to 20
 Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set up to 20
 Students will count out a given number of objects
 Students will quickly recognize the cardinalities of small sets of objects
 Students will compare sets of objects and numerals to determine more than, fewer than, or equal to.
Unit Resources:
Unit 3 Overview Video Parent Letter (Spanish) Parent Guides Number Talks Calendar
Vocabulary Cards Prerequisite Skills Assessment Sample Post Assessment Concept Map
Student-Friendly Standards
Topic 1: Know Number Names and the Count Sequence
Big Ideas/Enduring Understandings:
 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
 Develop a sense of whole numbers and represent and use them in flexible ways.
 Develop understanding of the relative magnitude and position of whole numbers.
Essential Questions:
 How can numbers be represented?
 How do we use numbers every day?
 What is a numeral?
 Why do we need to be able to count forwards and backwards?
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections
that exist among mathematical topics.
Know number names and the count sequence.
 MGSEK.CC.1 (EM80Q) Count to 100 by ones.
 MGSEK.CC.3 (80Q) 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).
Vertical Alignment
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Kindergarten Unit 3 4/6/2018
First Grade Standards Second Grade Standards
 MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this  MGSE2.NBT.3 Read and write numbers to 1000 using base-ten
range, read and write numerals and represent a number of objects with a numerals, number names, and expanded form.
written numeral.
Report Card Quarter 2 Standards-Based Grading

The report card is not able to assess students on all standards being taught in third grade. The following standards are the priority for mastery for this quarter:
 Count to 100 by ones
 Counts as many as 20 objects arranged in a line or array
 Compares 2 sets up to 10 objects and identifies greater or equal
 Describes and directly compares two objects with a measurable attribute
 Classifies and sorts objects into categories
Instructional Strategies
Number Sense Trajectory –Putting It All Together
Subitizing Comparison Counting One-to-One Cardinality Hierarchical Number
Being able Being able to Rote procedure Correspondence Tells how many things Inclusion Conservation
to visually compare of counting. The Students can are in a set. When Numbers are nested The number of
recognize a quantities by meaning connect one counting a set of objects, inside of each other objects remains
Trajectory
quantity of identifying attached to number with the last word in the and that the number the same when
5 or less. which has counting is one object and counting sequence grows by one each they are
more and developed then count names the quantity for count. 9 is inside 10 rearranged
which has less. through one-to- them with that set. or 10 is the same as 9 spatially. 5 is 4&1
one understanding. + 1. OR 3&2.
correspondence.
Each concept builds on the previous idea and students should explore and construct concepts in such a sequence
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Number Relationships Spatial Relationship One and Two-More or Less Understanding Part-Part-Whole
Patterned Set Recognition Students need to understand the relationship of number as it Anchors Relationship
Students can learn to recognize relates to +/- one or two. Here students should begin to see that Students need to see Students begin to
sets of objects in patterned 5 is 1 more than 4 and that it is also 2 less than 7. the relationship conceptualize a
arrangements and tell how between numbers and number as being
many without counting. how they relate to 5s made up from two
and 10s. 3 is 2 away or more parts.
from 5 and 7 away
from 10.
CC.1
The emphasis of this standard is on the counting sequence. When counting by ones, students need to understand that the next number in the sequence is
one more. Students are to rote count (verbal saying of numbers in sequence) by starting at one and count to 100. This objective does not require recognition
of numerals. It is focused on the rote number sequence.
Provide settings that connect mathematical language and symbols to the everyday lives of kindergarteners. Support students’ ability to make meaning and
mathematize (the process of seeing and focusing on the mathematical aspects and ignoring the non-mathematical aspects).
Mathematizing in Kindergarten: Solving problems, Communicating or showing their thinking, Connecting and Representing Ideas) the real world. Help them
see patterns, make connections and provide repeated experiences that give students time and opportunities to develop understandings and increase fluency.
Encourage students to explain their reasoning by asking probing questions such as “How do you know?” “How did you figure that out?”
Instruction on the counting sequence should be scaffold (e.g. 1-10, then 1-20, etc.)
Accurate in counting depends on three things:
1. Knowing the patterns in the number-word list so that a correct number-word list can be said
2. Correctly assigning one number word to one object (one-to one-correspondence)
3. Keeping track of which objects have already been counted so that they are not counted more than once.
Keeping tract—differentiating counted from uncounted entities—is more easily done by moving objects into a counted set. Doing so is not possible with
things that cannot be moved, such as pictures in a book. Strategies for keeping track of messy, large sets continue to develop for many years.
Regularity and rhythm are important aspects of counting. Activities that increase these aspects can be helpful to children making lots of correspondence
errors.
Errors in Counting
Four factors strongly affect accuracy in counting correspondence:
 Amount of counting experiences (more experience leads to fewer errors)
 Size of set (children become accurate on small sets first)
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 Arrangements of objects (objects in rows make it easier to keep track of what has been counted and what has not)
 Effort
Counting should be reinforced throughout the day, not in isolation. (Meaningful Counting)
Examples:
 Count the number of chairs of the students who are absent
 Count the number of stairs, shoes, etc.
 Count the number of students in a group.
 Count the number of specific object they have in their desk (e.g. crayons)
When counting orally, students should recognize the patterns that exist from 1 to 100. Have students verbalize the patterns they see.
Help them see patterns, make connections and provide repeated experiences that give students time and opportunities to develop understandings and
increase fluency. Have students say number words as a chant or a rote procedure plays a part in students constructing meaning for the conceptual idea of
counting. They will learn how to count before they understand cardinality, i.e. that the last count word is the amount of the set.
Games that require students to add on to a previous count to reach a goal number encourage developing this concept. Frequent and brief opportunities
utilizing counting on and counting back are recommended. These concepts emerge over time and cannot be forced. Like counting to 100 by ones, writing
numbers from 0 to 10 is a rote process. Initially, students mimic the actual formation of the written numerals while also assigning it a name.
Over time, children create the understanding that number symbols signify the meaning of counting. Practice count words and written numerals paired with
pictures, representations of objects, and objects that represent quantities within the context of life experiences for kindergarteners.
For example, dot cards, dominoes and number cubes all create different mental images for relating quantity to number words and numerals.
One way students can learn the left to right orientation of numbers is to use a finger to write numbers in air (sky writing). Children will see mathematics as
something that is alive and that they are involved.
As with many physical activities, counting will improve with practice and does not need to be perfect each time. It is much more important for all children to
get frequent counting practice and watch and help one another, with occasional help and corrections from the teacher.
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CC.3
This standard asks for students to represent a set of objects with a written numeral. The number of objects being recorded should not be greater than 20.
Students can record the quantity of a set by selecting a number card/tile (numeral recognition) or writing the numeral. Students can also create a set of
objects based on the numeral presented. Like counting to 100 by ones, writing numbers from 0 to 20 is a rote process. Initially, students mimic the actual
formation of the written numerals while also assigning it a name. Over time, children create the understanding that number symbols signify the meaning of
counting.
Students should be given multiple opportunities to count objects and recognize that a number represents a specific quantity. Once this is established,
students begin to read and write numerals (numerals are the symbols for the quantities). The emphasis should first be on quantity and then connecting
quantities to the written symbols.
A sample unit sequence might include:

1. Counting up to 20 objects in many settings and situations over several weeks.
2. Beginning to recognize, identify, and read the written numerals, and match the numerals to given sets of objects.
3. Writing the numerals to represent counted objects.
Since the teen numbers are not written as they are said, teaching the teen numbers as one group of ten and extra ones is foundational to understanding both
the concept and the symbol that represents each teen number.
For example, when focusing on the number “14,” students should count out fourteen objects using one-to-one correspondence and then use those objects to
make one group of ten and four extra ones. Students should connect the representation to the symbol “14” and say, “Ten and four”.
One way students can learn the left to right orientation of numbers is to use a finger to write numbers in air (sky writing). Children will see mathematics as
something that is alive and that they are involved.
They need to know that 0 is the number items left after all items in a set are taken away. Do not accept “none” as the answer to “How many items are left?”
for this situation.
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Common Misconceptions
CC.1
Some students might not see zero as a number. Ask students to write 0 and say zero to represent the number of items left when all items have been taken
away. Avoid using the word none to represent this situation. Find instances for which the response would be zero in real-world settings to provide
experiences with the concept of zero.
As long as children understand that correct counting requires one point and one word for each object and are trying to do that, parents and teachers do not
need to correct errors all the time.
CC.3
This standard addresses the writing of numbers and using the written numerals (0-10) to describe the amount of a set of objects. Recognize varied
development of fine motor and visual development, a reversal of numerals will occur in a majority of the students. While reversals should be pointed out to
students, the emphasis is on the use of numerals to represent quantities rather than the correct handwriting formation of the actual numeral itself.
Differentiation
Increase the Rigor
CC.1
 Count backwards from 100 by 10s and 1s
 Count to 100 by 5s
 Count to 100 by 2s
 Count beyond 100 (count to 120 is 1st grade standard)
CC.3
 Represent numbers greater than 20 with written numerals. Move from decade to decade through 50 and beyond.
Acceleration Intervention
The Intervention Table below provides links to interventions specific to this unit. The interventions support students and teachers in filling foundational gaps
revealed as students work through the unit. All listed interventions are from New Zealand’s Numeracy Project.
Name of Snapshot of summary or

Cluster of Standards Materials Master
Intervention Student I can statement. . .
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MM 4-1
Birthday Cake Count, identify and form groups of items to 20.
Working with numbers 11-19 MM5-8
to build a foundation of place Identify numbers 0-20. Count, order and form MM 4-1
Caterpillar Legs
value groups of items to 10. MM 5-6
MGSEK.NBT.1 Feed the Count, identify and form a set of objects in the
MM 5-7
Elephants range 1-20.
MM 4-1
Birthday Cake Count, identify and form groups of items to 10.
MM5-8
Identify numbers 0-20. Count, order and form MM 4-1
Caterpillar Legs
groups of items to 10. MM 5-6
Say the forwards and backwards number word
Counting and cardinality Know Clapping
sequence in the range 0-10, 0-20, 0-100
number names and count
Counting as We Form a set of objects and identify all the numbers
sequence
Go in the range 0-10.
MGSEK.CC.1
Count, form and identify all the numbers of a set of MM 4-1
MGSEK.CC.2 Flower Petals
objects in the range 0-10.
MGSEK.CC.3
Number Line Order and say the forwards and backwards
MM 4-2
Flips number word sequences in the range 0-10, 0-20.
Arrow Cards Order numbers in the range 0-100. MM 4-4
Say the forwards and backwards number word
Before and After MM 5-4
sequences in the range 0-20.
Kindergarten Focused Math Intervention Kit for EIP:
Lessons 4-6: Count to 100 by ones and by tens
Lesson 8: Write numbers from 0-20; represent a number of objects
Evidence of Learning
By completion of this lesson, students should be able to:
 Students will count to 100 by ones
 Students will write numbers up to 20
Additional Assessments
 Shared Assessments: See formative assessment file.
Purchased Resources Purchased Online Resources Think Math (previous adoption):
My Math: My Math (Review from Quarter 1)
Chapter 1: Counting numbers to 5 http://connected.mcgraw- Chapter 1: Numbers to Ten
1.1 Count 1, 2 and 3 hill.com/connected/login.do 1.1 Number One
1.2 Read, and write 1, 2, and 3 Teacher User ID: ccsde0(enumber) 1.2 Number Two
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1.3 Count 4 and 5 Password: cobbmath1 1.3 Number Three
1.4 Read and write 4 and 5 Student User ID: ccsd(student ID) 1.4 Number Four
1.5 Read and write zero Password: cobbmath1 1.5 Number Five
Chapter 2 Numbers to 10 1.6 Working with Five
2.1 Numbers 6 and 7 Exemplars 1.7 Number Six
2.2 Number 8 http://www.exemplarslibrary.com/ 1.8 Working with Six
2.3 Read and write 6 and 7 User: Cobb Email 1.9 Number Seven
2.4 Number 9 Password: cobbmath 1.10 Number Eight
2.5 Number 10 1.11 Number Nine
2.6 Read and write 9 and 10 1.12 Number Zero
Chapter 3: Numbers Beyond 10 1.13 Number Ten
3.8 Count to 50 by Ones
3.9 Count to 100 by Ones
*These lessons are not to be completed in seven days as

it is way too much material. They are designed to help
support you as you teach your standards.
Web Resources
K-5 Math teaching Resources http://www.k-5mathteachingresources.com/kindergarten-math-activities.html
CC.1
Number Puzzles (1-10)
Counting Cards (Set 1)
CC.3
Writing Numerals (1-10)
Missing Numbers 1-10
Dice Race (1-6)
My Counting Book
Show It Three Ways (ver. 1)
Illustrative Mathematics provides instructional and assessment tasks, lesson plans, and other resources. https://www.illustrativemathematics.org/
CC.1
Counting Circles
Choral Counting
CC.3
Rainbow Number Line
Race to the Top
Number Tic Tac Toe
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Mathematics TEKS Toolkit http://www.utdanacenter.org/mathtoolkit/instruction/lessons/k_numbers.php
Estimation 180 is a website of 180 days of estimation ideas that build number sense. http://www.estimation180.com/days.html
Greg Tang http://www.gregtang.com
Suggested Manipulatives Vocabulary Suggested Literature

number lines zero One Gorilla
five frames one Ten Black Dots
ten frames two Grey Rabbit’s 1,2,3
hundred chart three Feast for Ten
Dot cards (subitizing) four Roll Over- a Counting Song
dice five Ten Flashing Fireflies
dominos six Anno’s Counting Book
rekenreks seven Ten Red Apples
objects to count (counters, snap/unifix cubes, bears, eight Ten Little Bears
pattern blocks, plane shapes) nine Afro-Bets
Pennies ten Rooster’s Off to See the World
eleven George’s Store at the Shore
twelve Five Little Monkeys Jumping on a Bed
thirteen Five Silly Fisherman
fourteen Mouse Count
fifteen Only One
sixteen Five Little Ducks
seventeen Five Little Monkeys Sitting in a Tree
eighteen Let’s Go Visiting
nineteen Count and See
twenty One Duck Stuck
Puppies in the Snow
Videos:
Snap/Unifix Cubes
Bears
Pennies
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Task Descriptions
Scaffolding Task Tasks that build up to the learning task.
Constructing Task Constructing understanding through deep/rich contextualized problem solving tasks.
Practice Task Tasks that provide students opportunities to practice skills and concepts.
Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to
give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of
mathematical reasoning.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical
Lesson (FAL) ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of
the standards.
3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information
and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for
3-Act Tasks may be found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki.
State Tasks
Task Name Standards Task Type/ Content Addressed Brief Description
Grouping Strategy
Numeral, Picture, MGSEK.CC.1-4 Scaffolding Task Counting, Numeral recognition, Students engage in numerous
Word (11-20) Whole/Small Group Number relationships, Recognizing activities to connect numerals,
Partner/Individual number words picture representations and
words.
The Cardinal Cup MGSEK.CC.2,4 Constructing Task Counting and number sequence Students practice counting
(revisited 11-19) Whole Group/partner forwards and backwards.
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Topic 2: Count to Tell the Number of Objects
 Use multiple models to develop initial understandings of the base-ten number system.
 Connect number words and numerals to the quantities they represent, using various physical models and representation
 Counting tells how many things are in a set.
 The last number word, when counting, names the quantity in a set.
 A number can be represented by a set of objects, then by a word, and finally by a numeral.
 Numbers are related to each other through a variety of relationships. For example, 6 is one more than 5, and is 4 less than 10.
 Count with understanding and recognize “how many” in a set of objects.
 Why do we need to be able to count objects?
 How do we know if a number is more or less than another number?
 How can we use counting in our everyday lives?
 What is the difference between “more” and “less”?
Content Standards
Count to tell the number of objects.
 MGSEK.CC.4 (10Q) 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. (one-to-one correspondence)
b. Understand that the last number name said tells the number of objects counted (cardinality). 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.
 MGSEK.CC.5 (10Q) Count to answer “how many?” questions
a. Count to answer “how many?” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many
as 10 things in a scattered configuration.
b. Given a number from 1-20, count out that many objects.
c. Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.)
Vertical Alignment
First Grade Counting Standards
 MGSE1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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CC.4
This standard asks students to count a set of objects and see sets and numerals in relationship to one another, rather than as isolated numbers or sets. These
connections are higher-level skills that require students to analyze, to reason about, and to explain relationships between numbers and sets of objects. This
standard should first be addressed using numbers 1-5 with teachers building to the numbers 1-10 later in the year. The expectation is that students are
comfortable with these skills with the numbers 1-10 by the end of Kindergarten.
K.CC.4a reflects the ideas that students implement correct counting procedures by pointing to one object at a time (one-to-one correspondence) using one
counting word for each object (one-to-one touching/synchrony), while keeping track of objects that have and have not been counted. This is the foundation
of counting.
K.CC.4b calls for students to answer the question “How many are there?” by counting objects in a set and understanding that the last number stated when
counting a set (…8, 9, 10) represents the total amount of objects: “There are 10 bears in this pile” (cardinality).
It also requires students to understand that the same set counted three different times will end up being the same amount each time. The idea is to develop a
purpose for counting as keeping track of objects is developed. Therefore, a student who moves each object as it is counted recognizes that there is a need to
keep track in order to figure out the amount of objects present.
Conservation of number, (regardless of the arrangement of objects, the quantity remains the same); conservation of number is a developmental milestone
which some Kindergarten children will not have achieved. The goal of this objective is for students to be able to count a set of objects; regardless of the
formation those objects are placed.
K.CC.4c represents the concept of “one more” while counting a set of objects. Students are to make the connection that if a set of objects was increased by
one more object then the number name for that set is to be increased by one as well.
Students are asked to understand this concept with and without objects. For example, after counting a set of 8 objects, students should be able to answer the
question, “How many would there be if we added one more object?”; and answer a similar question when not using objects, by asking hypothetically, “What
if we have 5 cubes and added one more. How many cubes would there be then?”
This concept should be first taught with numbers 1-5 before building to numbers 1-10. Students should be expected to be comfortable with this skill with
numbers to 10 by the end of Kindergarten.
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One of the first major concepts in a student’s mathematical development is cardinality. Cardinality, knowing that the number word said tells the quantity you
have and that the number you end on when counting represents the entire amount counted. The big idea is that number means amount and, no matter how
you arrange and rearrange the items, the amount is the same. Until this concept is developed, counting is merely a routine procedure done when a number is
needed.
To determine if students have the cardinality rule, listen to their responses when you discuss counting tasks with them. For example, ask, “How many are
here?” The student counts correctly and says that there are seven. Then ask, “Are there seven?” Students may count or hesitate if they have not developed
cardinality. Students with cardinality may emphasize the last count or explain that there are seven because they counted them. These students can now use
counting to find a matching set.
Students develop the understanding of counting and cardinality from experience. Almost any activity or game that engages children in counting and
comparing quantities, such as board games, will encourage the development of cardinality. Frequent opportunities to use and discuss counting as a means of
solving problems relevant to kindergarteners is more beneficial than repeating the same routine day after day. For example, ask students questions that can
be answered by counting up to 10 items before they change and as they change locations throughout the school building. As students develop meaning for
numerals, they also compare numerals to the quantities they represent. The models that can represent numbers, such as dot cards and dominoes, become
tools for such comparisons.
Students can concretely, pictorially or mentally look for similarities and differences in the representations of numbers. They begin to “see” the relationship of
one more, one less, two more and two less, thus landing on the concept that successive numbers name quantities that are one larger. In order to encourage
this idea, children need discussion and reflection of pairs of numbers from 1 to 10. Activities that utilize anchors of 5 and 10 are helpful in securing
understanding of the relationships between numbers. This flexibility with numbers will build students’ ability to break numbers into parts. Provide a variety of
experiences in which students connect count words or number words to the numerals that represent the quantities. Students will arrive at an understanding
of a number when they acquire cardinality and can connect a number with the numerals and the number word for the quantity they all represent.
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CC.5
This standard addresses various counting strategies. From the research in early childhood mathematics, students go through a progression of four general
ways to count (Kathy Richardson).
These counting strategies progress from least difficult to most difficult:
1. students move objects and count them as they move them,
2. students line up the objects and count them,
3. students have a scattered arrangement and they touch each object as they count
4. students have a scattered arrangement and count them by visually scanning without touching them.
Since the scattered arrangements are the most challenging for students, K.CC.5 calls for students to only count 10 objects in a scattered arrangement, and
count up to 20 objects in a line, rectangular array, or circle. Out of these 3 representations, a line is the easiest type of arrangement to count.
Students should develop counting strategies to help them organize the counting process to avoid re-counting or skipping objects.
Note it is not appropriate to use number lines for Pre-K through first grade. One of the first major concepts in a student’s mathematical development is
cardinality. Cardinality, knowing that the number word said tells the quantity and that the number said last represents the entire amount counted.
The big idea is that number means amount and, no matter how you arrange and rearrange the items, the amount is the same. Until this concept is developed,
counting is merely a routine procedure done when a number is needed.
To determine if students have the cardinality rule, listen to their responses when you discuss counting tasks with them. For example, ask, “How many are
here?” The student counts correctly and says that there are seven. Then ask, “Are there seven?” Students may count or hesitate if they have not developed
cardinality. Students with cardinality may emphasize the last count or explain that there are seven because they counted them.
Students can concretely, pictorially or mentally look for similarities and differences in the representations of numbers. They begin to “see” the relationship of
one more, one less, two more and two less, thus landing on the concept that successive numbers name quantities that are one larger.
Students should develop counting strategies to help them organize the counting process to avoid re-counting or skipping objects.
Suggestions:
 If items are placed in a circle, the student may mark or identify the starting object.
 Some students may choose to use grouping strategies such as placing objects in twos, fives, or tens (note: this is not a kindergarten expectation).
Students develop the understanding of counting and cardinality from experience. Almost any activity or game that engages children in counting and
comparing quantities, such as board games, will encourage the development of cardinality.
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Students should have frequent opportunities to use and discuss counting as a means of solving problems relevant to kindergarteners. This is more beneficial
than repeating the same routine day after day. For example, ask students questions that can be answered by counting up to 10 items before they change and
as they change locations throughout the school building.
As students develop meaning for numerals, they also compare numerals to the quantities they represent. The models, such as dot cards and dominoes that
represent numbers become tools for such comparisons.
In order to encourage this idea, children need discussion and reflection of pairs of numbers from 1 to 10. Activities that utilize anchors of 5 and 10 are helpful
in securing understanding of the relationships between numbers. This flexibility with numbers will build students’ ability to break numbers into parts. Provide
a variety of experiences in which students connect count words or number words to the numerals that represent the quantities.
Engage NY Lessons are included in the activity file:

Lessons 10, 18, 20, 22, 24, 27, 33-37
When counting objects student may think the last object counted represents the quantity last “said” When seven chips are lined up and student counts (one-
to-one) until s/he gets to seven, when asked to “show” the quantity 7, the student picks up the last chip. Students may think that the count word used to tag
an item is permanently connected to that item. So when the item is used again for counting and should be tagged with a different count word, the student
uses the original count word. For example, a student counts four geometric figures: triangle, square, circle and rectangle with the count words: one, two,
three, four. If these items are rearranged as rectangle, triangle, circle and square and counted, the student says these count words: four, one, three, two.
Students count objects without seeing sets and numerals in relationship to one another. They see a set of objects as isolated numbers or sets.
Differentiation
Increase the Rigor
CC.4
 Count two sets of different sized objects with the same total and discuss how the number is the same although the size of the objects is different
 Count backwards
 Connect counting to equations
 Connect counting to hundred chart activities
 Count beyond 100 (count to 120 is 1st grade standard)
CC.5
 Count beyond 20
 Count objects in irregular patterns or arrangements
 Connect counting to addition/subtraction equations
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Feed the Count, identify and form a set of objects in the range 1-
MM 5-7
Elephants 10.
Count to tell the number of
How Many
objects Count a set of objects in the range 1-10.
Cubes?
MGSEK.CC.4
MGSEK.CC.5 Count, form and identify all the numbers of a set of
Match it up MM 5-11
objects in the range 0-10.
Ten Frames Know groupings of five, within ten, and with ten. MM 4-6
Lessons 9-12: count to tell the number of objects
 Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set
 Students will count out a given number of objects
 Students will quickly recognize the cardinalities of small sets of objects
Additional Assessment
 Shared Assessments: See formative assessment folder.
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Purchased Resources Purchased Online Resources Think Math (previous adoption)
My Math: My Math Chapters 1: Numbers to Ten
Chapter 1: Counting numbers to 5 http://connected.mcgraw-hill.com/connected/login.do 1.1 Number One
1.10 One More Teacher User ID: ccsde0(enumber) 1.2 Number Two
Chapter 2: Numbers to 10 Password: cobbmath1 1.3 Number Three
2.9 One More With Numbers to 10 Student User ID: ccsd(student ID) 1.4 Number Four
Password: cobbmath1 1.5 Number Five
Hands On Standards Kindergarten: 1.6 Working with Five
Comparing Numbers: Exploraction pg. 62 Exemplars 1.7 Number Six
Comparing Numbers Lesson 1: pg. 64 http://www.exemplarslibrary.com/ 1.8 Working with Six
Numbers to 20 Lesson 5: pg. 46 User: Cobb Email 1.9 Number Seven
Numbers to 20 Lesson 6: pg. 50 Password: cobbmath 1.10 Number Eight
1.11 Number Nine
1.12 Number Zero
1.13 Number Ten
Web Resources
National Council of Teachers of Mathematics https://illuminations.nctm.org/
CC.4
How Many Buttons
CC.4
Playdough Numbers
Five Frame Flash
Five Frame Match
Five Frame Numeral Match
Five Frame Concentration
CC.5
Counting Cup
CC.4
Goody Bags
The Napping House
Counting Mat
CC.5
Finding Equal Gifts
Mathematics TEKS Toolkit http://www.utdanacenter.org/mathtoolkit/instruction/lessons/k_numbers.php
17
Estimation 180 is a website of 180 days of estimation ideas that build number sense. http://www.estimation180.com/days.html
Greg Tang http://www.gregtang.com
number lines zero One Gorilla
five frames one Ten Black Dots
ten frames two Grey Rabbit’s 1,2,3
hundred chart three Feast for Ten
Dot cards (subitizing) four Roll Over- a Counting Song
dice five Ten Flashing Fireflies
dominos six Anno’s Counting Book
rekenreks seven Ten Red Apples
objects to count (counters, unifix cubes, bears, eight Ten Little Bears
pattern blocks, plane shapes, snap cubes) nine Afro-Bets
Pennies ten Rooster’s Off to See the World
count George’s Store at the Shore
number Five Little Monkeys Jumping on a Bed
Five Silly Fisherman
Mouse Count
Only One
Five Little Ducks
Five Little Monkeys Sitting in a Tree
Let’s Go Visiting
Count and See
One Duck Stuck
Puppies in the Snow
Videos
SEDL for CC.4abc
Unifix Cubes
Bears
Pennies
Snap Cubes
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
18
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
Lesson (FAL) mathematical ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.
State Tasks
Grouping Strategy
One More/Less Than MGSEK.CC.4a Scaffolding Task Comparing sets, Number Students work with one more and
Dominoes MGSEK.CC.5a,b Small Group/Individual relationships one less when completing the
MGSEK.CC.6 task.
19
Topic 3: Compare Numbers
 Sets of objects can be compared to determine more than, fewer than or equal.
 Numbers are related to each other through a variety of number relationships. For example, 6 is one more than 5 and 4 less than 10, is composed of 3 and
3 as well as 4 and 2, and can be recognized quickly in patterned arrangements of dots.
 The numbers 5 and 10 are benchmark numbers. (Is a number closer to 5 or 10? How close?)
 How do we compare sets of objects and numbers?
 Is a set of objects more than, less than, or equal to another set of objects?
 Is a number more than, less than, or equal to another number?
Content Standards
Compare numbers
 MGSEK.CC.6 (EM150Q) 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. (Limit category counts to be less than or equal to 10)
 MGSEK.CC.7 (10Q) Compare two numbers between 1 and 10 presented as written numerals.
Vertical Alignment
First-Grade Standards Second-Grade Standards
 MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the  MGSE2.NBT.4. Compare two three-digit numbers based on meanings of
tens and ones digits, recording the results of comparisons with the the hundreds, tens, and ones digits, using >, =, and < symbols to record
symbols >, =, and <. the results of comparisons.
CC.6
This standard expects mastery of up to ten objects. Students can use matching strategies (Student 1), counting strategies or equal shares (Student 3) to
determine whether one group is greater than, less than, or equal to the number of objects in another group (Student 2) – see the figure below.
20
As children develop meaning for numerals, they also compare these numerals to the quantities represented and their number words.
Modeling numbers with manipulatives such as dot cards and five- and ten-frames are tools for such comparisons. Children can look for similarities and
differences in these different representations of numbers.
They begin to “see” the relationship of one more, one less, two more and two less, leading to the concept that successive numbers name quantities where
one is larger.
In order to encourage this idea, children need discussion and reflection of pairs of numbers from 1 to 10.
Children demonstrate their understanding of the meaning of numbers when they can justify why their answer represents a quantity just counted. This
justification could merely be the expression that the number said is the total because it was just counted, or a “proof” by demonstrating a one-to-one match,
by counting again or other similar means (concretely or pictorially) that makes sense.
An ultimate level of understanding is reached when children can compare two numbers from 1 to10 represented as written numerals without counting.
Students should develop a strong sense of the relationship between quantities and numerals before they begin comparing numbers.
Students state whether the number of objects in a set is more, less, or equal to a set that has 0, 5, or 10 objects.
Activities that utilize anchors of 5 and 10 are helpful in securing understanding of the relationships between numbers. (Five-Frame and Ten Frame) This
flexibility with numbers will greatly impact children’s ability to break numbers into parts.
21
Students need to explain their reasoning when they determine whether a number is greater than, less than, or equal to another number. Teachers need to
ask probing questions such as “How do you know?” to elicit their thinking. For students, these comparisons increase in difficulty, from greater than to less
than to equal. It is easier for students to identify differences than to find similarities.
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.
There are 3 yellow bunnies and 5 pink bunnies.

There are less yellow bunnies than pink bunnies.
CC.7
This standard asks students to apply their understanding of numerals 1-10 to compare one from another. Thus, looking at the numerals 8 and 10, a student
must be able to recognize that the numeral 10 represents a larger quantity than the numeral 8. Students should begin this standard by having ample
experiences with sets of objects (K.CC.3 and K.CC.6) before completing this standard with just numerals. Based on early childhood research, students should
not be expected to be comfortable with this skill until the end of Kindergarten.
As children develop meaning for numerals, they also compare these numerals to the quantities represented and their number words.
Children demonstrate their understanding of the meaning of numbers when they can justify why their answer represents a quantity just counted. This
justification could merely be the expression that the number said is the total because it was just counted, or a “proof” by demonstrating a one to-one match,
by counting again or other similar means (concretely or pictorially) that makes sense. An ultimate level of understanding is reached when children can
compare two numbers from 1 to10 represented as written numerals without counting.
22
Modeling numbers with manipulatives such as dot cards and five- and ten-frames are tools for such comparisons. Children can look for similarities and
differences in these different representations of numbers. They begin to “see” the relationship of one more, one less, two more and two less, thus landing on
the concept that successive numbers name quantities where one is larger.
In order to encourage this idea, children need discussion and reflection of pairs of numbers from 1 to 10.
Activities that utilize anchors of 5 and 10 are helpful in securing understanding of the relationships between numbers. This flexibility with numbers will impact
children’s ability to break numbers into parts.
Engage NY Lessons is the file:

Lessons 25-28
One misconception is the relationship between sets and the numbers. Children who are not conservers of number will experience difficulties. Also, It is easier
for students to identify differences than to find similarities.
Differentiation
Increase the Rigor
CC.6
 Compare larger numbers beyond 20
 Compare more than 2 numbers up to 20
CC.7
 Read, write, and compare numbers from 10-20 (eventually to 30).

Compare numbers
Who is the
MGSEK.CC.6 Order numbers in the range 0-100 MM 4-9
Richest
MGSEK.CC.7
My Math Triumphs Intervention Resource
Chapter 2 Lesson 1: Before & After
Chapter 2 Lesson 6: Greater Than and Less Than
23
Chapter 8 Lesson 2: Equal or Unequal

Lessons 13-14: Compare numbers
 Students will determine whether one set of objects is greater than, less than, or equal to another set of objects.
 Students will determine whether one numeral is great than, less than, or equal to another numeral.
Additional Assessment
 Shared Assessments: See formative assessment folder.
Purchased Resources Purchased Online Resources Think Math (previous adoption)
My Math: My Math
Chapter 1: Counting numbers to 5 http://connected.mcgraw-
1.6 Equal to hill.com/connected/login.do
1.7 Greater than Teacher User ID: ccsde0(enumber)
1.8 Less than Password: cobbmath1
1.9 Compare Numbers 0 to 5 Student User ID: ccsd(student ID)
Chapter 2: Numbers to 10 Password: cobbmath1
2.7 Problem Solving
2.8 Compare Numbers 0-10 Exemplars
http://www.exemplarslibrary.com/
Hands on Standards Kindergarten: User: Cobb Email
Comparing Numbers Lesson 2: pg. 68 Password: cobbmath
Comparing Numbers Lesson 3: pg. 72  Counting Corners (CC.7)
Web Resources
CC.6
Who Has More?
Making Sets (ver.1)
CC.7
Greater Than
Less Than
CC.6
24
Which Number is Greater? Which Number is Less? How Do You Know?
CC.7
Guess the Marbles in the Bag
These three websites are for students to practice counting and comparing objects and numbers:
http://www.primarygames.com/science/spacestation/index.htm
http://www.kidport.com/GradeK/Math/MeasureGeo/MathK_Same.htm
http://gamequarium.com/
number lines Greater than Double the Ducks
five frames More Than Quack and Count
ten frames Less than Math for All Seasons
100 chart Equal to Napping House
Dot cards (subitizing) Compare Good Night One
dice and dominos Monster Math Picnic
rekenreks Let’s Count it Out
Sorting Circles Jessie Bear
Number generators such as: dice, dominos, dot Rooster’s Off to See the World
cards Fat Frogs on a Skinny Log Counting Crocodiles
Objects to count and sort (counters, snap/unifix
cubes, bears, pattern blocks, plane shapes, attri-
links, coins)
Videos
SEDL for CC.6
CC.6 Colored Counters
CC.7 Numerals
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
Lesson (FAL) mathematical ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.
25
State Tasks
Grouping Strategy
Got Dots Revisited MGSEK.CC.5a,b Scaffolding Task Number relationships, Comparing Students engage in numerous
MGSEK.CC.6 Whole/Small Group sets, One to one correspondence activities to count quantities of
MGSEK.CC7 Partner/Individual objects greater than ten.
26

Kindergarten Unit 3 Outline Overview 2017

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Kindergarten Unit 3: Comparing Numbers

Report Card Quarter 2 Standards-Based Grading

A sample unit sequence might include:

Name of Snapshot of summary or

*These lessons are not to be completed in seven days as

Suggested Manipulatives Vocabulary Suggested Literature

Engage NY Lessons are included in the activity file:

There are 3 yellow bunnies and 5 pink bunnies.

Engage NY Lessons is the file:

Name of Snapshot of summary or

Kindergarten Focused Math Intervention Kit for EIP:

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