Rose Wagner

Math- Unit 2
Stage 1Desired Results
Established Goals: (Standards, Benchmarks, and Rationale)
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 0-20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects)
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality
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 from a variety of cultural contexts, including those of Montana Native American Indians
K.CC.6 Identify whether the number of objects in one group is greater than or equal to the number of objects
in another group
K.CC.7 Compare two numbers between one and ten presented as written numerals
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out
situations, verbal explanations, expressions, or equations
K.OA.2 Solve addition and subtraction word problems from a variety of cultural contexts, including those
Montana American Indians, and add and subtract within 10, e.g., by using objects or drawing to represent the
problem
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects
or drawings, and record each decomposition by a drawing or equation
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by
using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5
K.G.1 Describe objects, including those of Montana American Indians, in the environment using, shapes, and
describe the relative positions of these objects using terms such as above, below, beside, in front of, behind,
and next to.
K.G.2 Correctly name shapes regardless of their orientation or overall size
K.G.4 Analyze and compare 2- and 3-dimensional shapes, in different sizes and orientations, using
informational language to describe their similarities, differences, parts (e.g. number of sides and vertices) and
other attributes (e.g. having sides of equal length)
Understandings:
Essential Questions:
1. Why do we use numbers, what are their
Students will understand that(learner
properties, and how does our number system
outcomes)
1. Students will know that 2-dimensional
function?
shapes are flat
2. How do numbers relate and compare to one
2. That components of a shape are used to
another?
create a shape
3. How are geometric figures relevant and
3. The patterns of numbers help when
important?
counting
4. How can geometry be used to solve problems
4. Being able to count is necessary in all
about real-world situations, spatial
mathematics
relationships, and logical reasoning?
5. That groups of objects can be compared to
5. How do we use patterns to understand
one another to determine whether they are
mathematics and model situations?
greater than, less than, or equal to each
6. How do algebraic representations relate and
other
compare to one another?
6. Objects can be joined (addition) and
separated (subtraction) by representing
addition and subtraction situations in
various ways

Students will know(goal)

1. Number names
2. Numerals represent a quantity of objects
3. What a rote number sequence is
4. Each number is matched to an object
5. How to do addition to 10
6. How to do subtraction from 10
7. Greater than, less than or equal to
8. Names and attributes of shapes

Performance Tasks:
1. Unit 2 test
2. Lesson Assessments 1-20

Students will be able to(objectives)

Use subitizing to see that numbers from 6-10
are composed of a 5-group and more ones
Order and identify numbers from 1-10 and use
the information to create and answer questions
about objects
Understand that a number is 1 greater than the
number before it and 1 less than the number
after it
Identify and create different triangles and
hexagons
Stage 2Assessment Evidence
Other Evidence:
1. Responses to discussion
2. Participation in whole group and partner
activities
3. Worksheet pages for each lesson
Stage 3Learning Plan

Day 1- Unit 2 Lesson 1_Find Numbers 1-10: Neighborhood Scene

Day 2- Unit 2 Lesson 2_Relate Objects and Numbers 6-10
Day 3- Unit 2 Lesson 3_Family Math Stories
Day 4- Unit 2 Lesson 4_5-Groups in Numbers 6-10
Day 5- Unit 2 Lesson 5_Add and Subtract with Family Math Stories
Day 6- Unit 2 Lesson 6_Addition and Subtraction Stories: Playground Scenario
Day 7- Unit 2 Lesson 7_Numbers 6-10
Day 8- Unit 2 Lesson 8_Numbers 1-10
Day 9- Unit 2 Lesson 9_Practice with 5-Groups
Day 10- Unit 2 Lesson 10_Numbers 6,7, and 8
Day 11- Unit 2 Lesson 11_Addition and Subtraction Stories: Garden Scenario
Day 12- Unit 2 Lesson 12_Numbers 1 Through 10: The +1 Pattern
Day 13- Unit 2 Lesson 13_Identify Triangles
Day 14- Unit 2 Lesson 14_More Numbers 1 Through 10: The +1 Pattern
Day 15- Unit 2 Lesson 15_Additions and Subtraction Stories: Family Experiences
Day 16- Unit 2 Lesson 16_Numbers 1 Through 10 The -1 Pattern
Day 17- Unit 2 Lesson 17_Identify Hexagons
Day 18- Unit 2 Lesson 18_Number Writing Practice
Day 19- Unit 2 Lesson 19_More Numbers 1 Through 10: The -1 Pattern
Day 20- Unit 2 Lesson 20_Focus on Mathematical Practices
Day 21- Unit 2 Test Review
Day 22- Unit 2 Test
Unit Reflection:
This was a long unit with a lot of redundancy. I do like how it reinforces skills, but there should be some
variety in review activities from lesson to lesson. In the future I would probably come up with some different
activities to enhance this unit. The text is easy to follow and there is an assessment ant the end of each lesson.
I had students keep a math journal and complete the assessments at the end of each lesson in the journal.
Please see student samples for a look at math journals.