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Common Core: Math
CCLS  Math: K.CC.3
 Category
 Counting And Cardinality
 SubCategory
 Know Number Names And The Count Sequence.
 State Standard:
 Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects).
28 Results

 Welcome to “Math Studio Talk” a video series that provides games, activities and models to help students develop flexible thinking and deep understanding of math concepts from kindergarten to Grade 5...

 In Topic B, students advance to a more abstract level, representing the decomposition of teen numbers first with Hide Zero cards (Place Value cards) and in Lesson 2 with number bonds. They then work...

 In this module, counting becomes more complex as the numbers get bigger. Throughout the module, the students learn to be flexible with numbers to 10. Students represent, count, and compare different...

 In Topic E, students’ engage in counting numbers above 5, namely 6, 7, and 8, in varied configurations. The students use their growing skill and knowledge of counting up to five to reason about...

 At this point in the module, students have been engaged in meaningful, varied counting, learning that quantities of objects have a numerical value. Topic D opens with beginning to understand the...

 Objective: Draw teen numbers from abstract to pictorial.

 Objective: Model and write numbers 10 to 20 as number bonds.

 Objective: Model with objects and represent numbers 10 to 20 with place value or Hide Zero cards.

 Objective: Order and match numeral and dot cards from 1 to 10. State 1 more than a given number.

 Objective: Act out result unknown story problems without equations.

 Objective: Count 10 objects and move between all configurations.

 Objective: Count 10 objects in linear and array configurations (5 and 5). Match with numeral 10. Place on the 5group dot mat. Dialogue about 9 and 10 on the mat. Write numeral 10.

 Objective: Count 10 objects in linear and array configurations (5 and 5). Match with numeral 10. Place on the 5group dot mat. Dialogue about 9 and 10 on the mat. Write numeral 10.

 Objective: Strategize to count 9 objects in circular (around a paper plate) and scattered configurations printed on paper. Write numeral 9. Represent a path through the scatter count with pencil....

 Objective: Organize and count 9 varied geometric objects in linear and array (3 threes) configurations. Place counts on 5group dot mat. Match with numeral 9.

 Objective: Arrange and strategize to count 8 beans in circular (around a cup) and scattered configurations. Write numeral 8. Find a path through the scatter set and compare paths with a partner.

 Objective: Compare counts of 8 in linear and array configurations. Match with numeral 8.

 Objective: Reason about sets of 7 varied objects in circular and scattered configurations. Find a path through the scattered configuration. Write numeral 7. Ask, "How is your seven different than...

 Objective: Count 5─7 linking cubes in linear configurations. Match with numeral 7. Count on fingers from 1 to 7 and connect to 5group images.

 Objective: Count 4–6 objects in circular and scattered configurations. Count 6 items out of a larger set. Write numerals 1–6 in order.

 Objective: Count 4–6 objects in vertical and horizontal linear configurations and array (i.e., 3 and 3, 3 twos) configurations. Match 6 objects to the numeral 6.

 Objective: Write numerals 1–5 in order. Answer and make drawings of decompositions with totals of 4 and 5 without equations.

 Objective: Order and write numerals 4 and 5 to answer how many questions in categories; sort by count.

 Objective: Write numerals 1–3. Represent decompositions with materials, drawings, and equations, 3 = 2 + 1 and 3 = 1 + 2.