Spreadsheet: 223804d1364321309-extracting-from-giant-all-text-ss-to-google-doc-kindergarten-math-first-six-weeks-sample
Sheet: K.CC.4b

Content Area:  Mathematics |  |  |  |  |  |  |  |  |  |  |  |  |  | Domain:  Counting and Cardinality |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | Grade Level:  [NAME]
Common Core Cluster: |  |  |  |  |  |  | Count to tell the number of objects.
Common Core Standard: K.CC.4: |  |  |  |  |  |  |  |  |  | Understand the relationship between numbers and quantities; connect counting to cardinality.
Mathematical Practice Focus: |  |  |  |  |  |  |  |  | Reason abstractly and quantitatively.
 |  |  |  |  |  |  |  |  | Attend to precision.
 |  |  |  |  |  |  |  |  | Construct viable arguments and critique the reasoning of others.
Essential Questions: |  |  |  |  |  | 1. | What strategies can I use to organize objects for counting?
 |  |  |  |  |  | 2. | How many objects?
 |  |  |  |  |  | 3. | How can I represent the total number of objects in a set?
 |  |  |  |  |  | 4. | How can I compare different arrangements of the same number of objects?
 |  |  |  |  |  | 5. | Does the arrangement matter?
 |  |  |  |  |  | 6. | What does the last number named tell me?
Pacing Guide: WKS 1-6 | '1st Six Weeks Pacing'!A1 | '1st Six Weeks Pacing'!A1 | '1st Six Weeks Pacing'!A1 | '1st Six Weeks Pacing'!A1 | '1st Six Weeks Pacing'!A1 | '1st Six Weeks Pacing'!A1
Instructional Task Analysis (TLW) |  |  |  |  |  |  |  |  |  |  |  | Vocabulary |  |  |  |  |  | Resources |  |  |  |  |  |  |  |  |  |  |  |  | Assessment Prompts
 |  |  |  |  |  |  |  |  |  |  |  | Click to Link to
 |  |  |  |  |  |  |  |  |  |  |  | Word Web
4b: | Understand that the last number name said tells the number of objects counted.  The number of objects is the same regardless of their arrangement or the order in which they were counted. |  |  |  |  |  |  |  |  |  |  | Primary |  |  |  |  |  | Text |  |  |  |  |  |  |  |  |  |  |  |  | * | Counting Jar
 |  |  |  |  |  |  |  |  |  |  |  | * | ones |  |  |  |  | * | Investigations |  |  |  |  |  |  |  |  |  |  |  | * | Grab and Count
 |  |  |  |  |  |  |  |  |  |  |  | * | tens |  |  |  |  |  | Session Units: |  |  |  |  |  |  |  |  |  |  |  | * | [NAME]
 |  |  |  |  |  |  |  |  |  |  |  | * | number words |  |  |  |  |  | 1: | S1.1, S1.2, S1.3, S1.4, S1.6, S2.1, S2.2, S2.5, S3.1, S3.2, S3.3, S3.4, S3.5, S3.6 |  |  |  |  |  |  |  |  |  |  | * | [NAME]:
 |  |  |  |  |  |  |  |  |  |  |  | * | 1-100 (orally) |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | ~ | How Many Are We?
 |  |  |  |  |  |  |  |  |  |  |  | * | group/set |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | ~ | Counting Around the Circle
 | 1. | Identify strategies to organize objects in order to count objects in a set (rows, touching, etc.). |  |  |  |  |  |  |  |  |  | * | two |  |  |  |  |  | 2: | S1.1, S1.2, S1.3, S1.5, S1.6, S1.7, S1.8, S1.9, [NAME], S2.3, S2.4, S2.5, S2.6, S2.7, S2.8
 |  |  |  |  |  |  |  |  |  |  |  | * | three
 |  |  |  |  |  |  |  |  |  |  |  | * | four
 | 2. | Demonstrate "how many" objects are in a set (of 1-20 obj.) by using one-to-one correspondence. |  |  |  |  |  |  |  |  |  | * | five |  |  |  |  |  | 3: | S1.3, S2.1, S2.9, S3.2, S3.3, S3.4
 |  |  |  |  |  |  |  |  |  |  |  | * | six |  |  |  |  |  | 4: | S1.2, S1.3, S1.5, S2.1, S2.2, S2.3, S3.1, S4.8
 |  |  |  |  |  |  |  |  |  |  |  | * | seven
 | 3. | Identify a total number of objects in a set (regardless of arrangement) orally or written by recalling the last number said when counting the objects using one-to-one correspondence. |  |  |  |  |  |  |  |  |  | * | eight |  |  |  |  |  | 5: | S2.4, S2.5, S2.6, S3.2, S3.3, S3.4, S3.5
 |  |  |  |  |  |  |  |  |  |  |  | * | nine
 |  |  |  |  |  |  |  |  |  |  |  | * | ten |  |  |  |  |  | 6: | S1.4, S1.5, S1.6, S1.7, S1.8, S2.1, S2.2, S2.3, S2.4, S2.5, S2.6, S3.2, S3.3, S3.4, S3.5
 |  |  |  |  |  |  |  |  |  |  |  | * | total
 | 4. | Compare different arrangements of the same number of objects.
(CONTINUED ON PAGE 2) |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | (CONTINUED ON PAGE 2)
Counting and Cardinality - Kindergarten
Common Core Standard - K.CC.4b
Page 2
Instructional Task Analysis (TLW) |  |  |  |  |  |  |  |  |  |  |  | Vocabulary |  |  |  |  |  | Resources |  |  |  |  |  |  |  |  |  |  |  |  | Assessment Prompts
 |  |  |  |  |  |  |  |  |  |  |  | Click to Link to
 |  |  |  |  |  |  |  |  |  |  |  | Word Web
 | 5. | Explain that different arrangements of the same number of objects results in the same value of the set. |  |  |  |  |  |  |  |  |  | Primary |  |  |  |  |  | Electronic (Continued)
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | Quantile Resources
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | Capture the Number
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | [NAME]
 | 6. | Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | Counting and cardinality activities aligned with the CCSS.
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | http://nsdl.org/browse/commcore/math/?id=K.CC
 |  |  |  |  |  |  |  |  |  |  |  | Secondary |  |  |  |  |  | [NAME]