2015-2016 Curriculum Blueprint
Grade: Kindergarten
Course: Mathematics
Flexible Time
Line
7 days
Topic 11 – Count Numbers to 100
Topic Overview
Topic 11 concludes the development of the count sequence. This topic focuses on extending the number names and counting to 100. Students learn about
verbal and written patterns in the counting sequence, and they count by ones, by tens, and by both tens and ones beginning from any number.
Vertical Progression
1st grade Students will begin at any number less than 120, count to 120, and read and write numbers to 120.
Learning Goal
Students will be able to count to 100 by ones and tens.
Topic 11 Scale
Textbook Correlation
*Be selective in choosing problems aligned to the standards
within the topic. Lessons and problems used for instruction
and assessment should be determined through collaborative
unit planning.
Topic 11: Count numbers to 100
Lesson 11-1: Count to Using Patterns to 30
Lesson 11-2: Count Using Patterns to 50
Lesson 11-3: Count By Tens to 100
Lesson 11-4: Count By Tens and Ones
Lesson 11-5: Count Forward From Any Number to 100
Lesson 11-6: Count Using Patterns to 100
Lesson 11-7: Math Practices And Problem Solving: Look For
and Use Structure
Essential Question
How can numbers to 100 be counted using a hundred chart?
Recommended Instructional Sequence
Step 1: Problem-Based Learning “Solve and Share”
Problem-Based Learning Lesson Flow Map
Conceptual understanding is developed when mathematics is
introduced in the context of solving a real problem in which
ideas related to the new content are embedded. Conceptual
understanding results because the process of solving a problem
requires students to connect their prior knowledge with the new
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Each lesson in the book begins with a Solve and Share. See the
links below for additional tasks to be used as needed:
Math Formative Assessment System (MFAS) Tasks by Standard
Illustrative Mathematics Tasks by Standard
Step 2: “Visual Learning Bridge”
Enhance student learning by connecting student thinking and
solutions from the Solve and Share to the new ideas of the
lesson through the use of the worked-out problem in the
textbook.
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Essential Vocabulary
column
ones
pattern
tens
decade
hundred chart
Recursive Standards to be Embedded in Instruction
*Grade level PLCs should determine when recursive standards will be embedded in their instruction.
K.CC.1.1
K.OA.1.1
Counting to 100 by ones and tens.
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or equations.
*This standard becomes a focus in Topic 6 and throughout the remainder of the school year to prepare
students for success in first grade.
Deconstructed Standards
MAFS.K.CC.1.1 (DOK 1) Count to 100 by ones and by tens.
 Know numerals 0-100
 Count to 100 by ones starting at 0
 Count to 100 by tens
MAFS.K.CC.1.2 (DOK 1) Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
 Count forward verbally by ones
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.7.1 Look for and make use of structure.
Additional Resources & Links
Georgia Units
Unit 1 Frameworks
Strategies for teaching and learning page 9-10
EngageNY – Module 5
Topic D: Lessons 15-19
EngageNY Math Studio Talk: Common Core Instruction for K.CC
This video shows strategies for counting to tell the number of objects. (Beginning
of video through 12:10)
* YouTube must already be opened on your browser before clicking the link.
www.pearsonrealize.com
Home-School Connection Page
Reteaching Pages
Marzano Proficiency Scales Bank
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
*Question stems should be utilized to foster a deep, conceptual
understanding of the topic. Encouraging students to express their
mathematical thinking in writing helps them solidify their learning.
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What ways can I count?
What are some ways to represent the quantities?
What is the real world application of being able to count to 100 in
different ways?
Write about something of which you would want 100.
Make a class book by having students draw a collection of ten items
on each page and write the number at the bottom (10, 20, 30 etc.).
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS: MFAS includes tasks and rubrics that the teacher can implement with
their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
Common Core Flip Books: Provides additional information and sample problems
for every standard.
FSA Test Item Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and
procedures.
www.pearsonrealize.com
Daily Review 11-1 through 11-7
Report Card Specifications (Kindergarten)
Kindergarten Readiness Plan Video (Safari Montage)
*Grade level PLCs should determine a minimum of 4 points of measurement for each nine weeks. At least one point of measurement should reflect student
understanding of this unit.
Suggested Points of Measurement
Vocabulary Review
Topic Assessment
Performance Assessment