![]() ![]() Relate number symbols to other representations. Represent numbers to 10 and to 20 with objects and pictures. How do students progress toward this learning? What does this look like in the classroom? What are some examples? What are the learning outcomes for students? How do you know these parts are the same as the number you started with?.How do we know the parts/representations are equal (the same)?.Which representations show the same amount?.How many ways can you compose/decompose this number?.How can we combine numbers to make bigger numbers?.What are the ways we know to represent numbers?.Guiding Questions What are some important questions that frame the learning? MP2 Reason abstractly and quantitatively.MP1 Make sense of problems and persevere in solving them. ![]() In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.1 Count to 120, starting at any number less than 120.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.0A.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 (e.g., 5 = 2 + 3 & 5=4 + 1).Representing numbers to 20 as tens and ones (with objects, symbols, pictures, and familiar anchor images*)Ĭommon Core State Standards Which standards are addressed in this unit?.Using objects, pictures, and number symbols to demonstrate how numbers to 10 are composed and decomposed.Reviewing the ways we represent numbers to 10 and 20 (with objects, symbols, pictures, and familiar anchor images*). ![]() Unit Summary What are the central ideas in this unit? ![]()
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