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UnitDaysStandard(s)Resources/NotesVocabularyAssessmentExtra MaterialsTeacher Notes
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Aug. 13 - Oct. 11
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Module 1: Numbers to 10 (43 days)
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Routines/Exploration3*Happy Numbers needs to be used 30-45 minutes weekly.**Prior to lesson 1 model the structure of a math lesson as you "teach" the fluency of counting with the counting glove and/or counting the beans to 3. Begin with your floor routine and Fingers to 3 (Counting with number glove) and then move to desks for counting with beans.

**Teach Seesaw taking a picture and voice recording! Have students practice sorting!
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Module 1 Topic A
Lesson 1
Lesson 2
Lesson 3 (skip this lesson)		2MA 0.1.1.a Perform the counting sequence by counting forward from any given number to 100, by ones. Count by tens to 100 starting at any decade number.


MA 0.1.1.b Demonstrate cardinality (i.e. the last number name said indicates the number of objects counted), regardless of the arrangement or order in which the objects were counted.

MA 0.1.1.c Use one-to-one correspondence (pairing each object with one and only one spoken number name, and each spoken number name with one and only one object) when counting objects to show the relationship between numbers and quantities of 0 to 20.

MA 0.1.1.d Demonstrate the relationship between whole numbers, knowing each sequential number name refers to a quantity that is one larger.

MA 0.1.1.e Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20.

MA 0.1.1.f Write numbers 0 to 20 and represent a number of objects with a written numeral 0 to 20.


MA 0.4.2.a Identify, sort, and classify objects by size, shape, color, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.
If pacing is a challenge, consider the following modifications. Consider consolidating Lessons1and2 if students are competent in recognizing and discussing subtle differences in the attributes of objects.

Lessons 12, 13, 15, 18, 20, 22, 24, and 26 include numeral formation along with counting and cardinality concepts.

In prioritizing a focus within each lesson (e.g.,if reducing the instructional time for numeral writing), take care not to inadvertently omit the teaching of math concepts within the same lesson (e.g., cardinality, conservation, and counting in varied configurations).
Exactly the same, not exactly the same, and the same, but…
Match
Sort
How many?
Hidden partners
Counting path
Number story
Zero
Number sentence
5-group (5 frame)
Rows and columns
Number path
1 more
1 less 		Lesson 1
*glove (can be written on fingers)
 *pairs of socks (enough for each student to have one sock from the pair & socks need to have some similarities as well)		We are NOT sending home homework!

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Module 1 Topic B
Lesson 4
Lesson 5
Lesson 6		3
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Module 1 Topic C5
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Module 1 Topic D5
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MID-MODULE
ASSESSMENT		1Use attribute blocks or any other manipulative set and have students sort them into groups. After student sorts objects, they take a picture in Seesaw and voice record why they sorted the way they did.
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Module 1 Topic E6
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Module 1 Topic F6
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Module 1 Topic G4
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Module 1 Topic H5
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END OF MODULE
ASSESSMENT		1Students should identify and write numbers 0-10.

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writing numbers assessment
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