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