In Module 5, 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 from the abstract to the concrete and pictorial in Lessons 8 and 9 as they are directed to “show (and in Lesson 9 draw) me this many cubes (as teacher displays 13).” Application problems in Topic B are experiences with decomposition and composition of teen numbers (K.NBT.1) rather than word problems (1.OA.2). For example, in Lesson 6, the problem reads, “Gregory drew 10 smiley faces and 5 smiley faces. He put them together and had 15 smiley faces. Draw his 15 smiley faces as 10 smiley faces and 5 smiley faces.” In this instance, there is no unknown. We do not ask, “How many in all?” or “How many?” within a word problem setting. The students represent 15 with their Hide Zero cards both when the zero is hiding and when it is not hiding as they apply all their experiences from Topic A to deeply understand the meaning of the digit 1 in the tens place in teen numbers.

Content Standard(s):

Mathematics MA2019 (2019) Grade: K

3. Write numerals from 0 to 20.

a. Represent 0 to 20 using concrete objects when given a written numeral from 0 to 20 (with 0 representing a count of no objects).

Unpacked Content

Evidence Of Student Attainment:

Students:

Write numerals correctly from 0 to 20.

Represent numbers using concrete objects when given a written numeral from 0 to 20.

Teacher Vocabulary:

Numeral

Number

Knowledge:

Students know:

how to match numeral name with sets of objects.

Skills:

Students are able to:

write numerals from 0 to 20.

Represent numbers from 0 to 20.

Understanding:

Students understand that:

a written numeral represents a number of objects.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.K.3.1: Write numbers 0 to 10.
M.K.3.2: Match numerals to quantity 11 to 20.
M.K.3.3: Match numerals to quantity 0 to 10.
M.K.3.4: Recognize written numerals 0 to 20.
M.K.3.5: Demonstrate one to one correspondence for a group of objects 6 to 20.
M.K.3.6: Demonstrate one to one correspondence for a group of objects 0 to 5.
M.K.3.7: Trace numerals 0 to 20.
M.K.3.8: Make purposeful marks such as lines and circles.

Prior Knowledge Skills:

Count to 20 and above.

Mimic counting by ones.

Recognize numbers from one to ten.

Become interested in how many objects she/he has.

Continue to have an interest in counting.

Understand the concept of size and amount.

Notice same/different and some/all.

Understand that words can label sameness and differences.

Understand that some have more, and some have less.

Become more interested in the concept of some and all.

Make purposeful marks.

Given a set number of objects one through ten, answer the question "How many?"

Pair the number of objects counted with "how many."

Understand that the last number name tells the number of objects counted.

Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.

Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).

Count objects one-by-one using only one number per object (up to ten objects).

Recognize that numbers and numerals have meaning.

Recognize numerals 0 (zero) through 10.

Identify the difference between written numbers and other written things.

Identify the difference between written numbers and objects.

Rote count to ten.

Communicate some number words.

Recognize after.

Recognize before.

Enjoy playing with all kinds of objects.

Point to matching or similar objects.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.K.1 Using vocalization, sign language, augmentative communication, or assistive technology, count to 15 by ones starting with one.

Mathematics MA2019 (2019) Grade: K

14. Compose and decompose numbers from 11 to 19 by using concrete objects or drawings to demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Unpacked Content

Evidence Of Student Attainment:

Students:

Given any two-digit number from 11 and 19, use drawings or concrete objects to show and explain the decomposition of the number into one group of 10 and the correct number of ones.

Teacher Vocabulary:

Compose

Decompose

Knowledge:

Students know:

the number sequence to 19.

Strategies to decompose a number into tens and ones.

Skills:

Students are able to:

Use objects to compose and decompose numbers.

Understanding:

Students understand that:

ten things can be represented as one ten or as ten ones.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.K.14.1: Define ones and tens.
M.K.14.2: Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
M.K.14.3: Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks.
M.K.14.4: Count objects up to 10.

Prior Knowledge Skills:

Notice same/different and some/all.

Recognize numbers from zero to ten.

Add one to a set of objects (up to 10 objects).

Given small groups of objects, create larger groups by combining the small groups.

Subtract one from a set of objects (up to five objects).

Put together two small groups of objects to create a larger group.

Given a group of objects (ten or less), divide the group into smaller groups in various ways.

Take away objects from a large group to create two smaller groups.

Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.

Rote count to ten.

Understand number words.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.K.14 Compose numbers from 11-15 by using concrete objects or drawings to demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, or five ones.