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

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: |  |  |  |  |  |  |  | Attend to precision.
 |  |  |  |  |  |  |  | Model with mathematics.
 |  |  |  |  |  |  |  | Look for and make use of structure.
Essential Questions: |  |  |  |  |  | 1. | Which number is one more?
 |  |  |  |  |  | 2. | How many objects?
 |  |  |  |  |  | 3. | What does adding one more object to  my set?
 |  |  |  |  |  | 4. | Where is "one more" on the number line?
 |  |  |  |  |  | 5. | How are the counting numbers related?
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
4c: | Understand that each successive number name refers to a quantity that is one larger. |  |  |  |  |  |  |  |  |  | Primary |  |  |  |  |  | Text |  |  |  |  |  |  |  |  |  |  |  |  | 1. | Have students roll a number cube (or choose a number card) and tell/ demonstrate with counters what comes next.
 |  |  |  |  |  |  |  |  |  |  | * | ones |  |  |  |  | * | Investigations
 |  |  |  |  |  |  |  |  |  |  | * | tens |  |  |  |  |  | Session Units:
 | 1. | Recall what number comes next after a given number between 1-100. |  |  |  |  |  |  |  |  | * | 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
 |  |  |  |  |  |  |  |  |  |  | * | 1-100 (orally) |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 2. | Using a number line, students will show what comes next.
 |  |  |  |  |  |  |  |  |  |  | * | group/set
 | 2. | Demonstrate "how many" objects are in a set (of 1-20 obj.) by using one-to-one correspondence. |  |  |  |  |  |  |  |  | * | 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
 | 3. | Demonstrate with manipulatives that adding one object to a set increases the amount in the set by one. |  |  |  |  |  |  |  |  | * | 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
 |  |  |  |  |  |  |  |  |  |  | * | 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
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 7: | S1.1, S1.2, S1.4, S1.6
 | 5. | Explain that each successive number name refers to a quantity that is one larger.
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | (CONTINUED ON PAGE 2)
Counting and Cardinality - Kindergarten
Common Core Standard - K.CC.4c
Page 2
Instructional Task Analysis (TLW) |  |  |  |  |  |  |  |  |  |  | Vocabulary |  |  |  |  |  | Resources |  |  |  |  |  |  |  |  |  |  |  |  | Assessment Prompts
 |  |  |  |  |  |  |  |  |  |  | Click to Link to
 |  |  |  |  |  |  |  |  |  |  | Word Web
 |  |  |  |  |  |  |  |  |  |  | Primary |  |  |  |  |  | Electronic
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | Quantile Resources
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | Capture the Number
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | [NAME]
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | Counting and cardinality activities aligned with the CCSS.
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | * | http://nsdl.org/browse/commcore/math/?id=K.CC
 |  |  |  |  |  |  |  |  |  |  | Secondary
 |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | [NAME]