## Weekly Overview

Weekly Topics

The focus of this week’s instruction is to deepen students’ understanding of:

• Draw teen numbers from abstract to pictorial.
• Show, count, and write to answer how many questions with up to 20 objects in circular configurations.
• Represent teen number compositions and decompositions as addition sentences.
• Represent teen number decompositions as 10 ones and some ones, and find a hidden part.
• Reason about and represent situations, decomposing teen numbers into 10 ones and some ones and composing 10 ones and some ones into a teen number.

Materials Needed

• Student Print Packets for each day
• Kindergarten Templates
• End of Week Assessment
• Dry Erase Markers
• Sheet Protectors
• Ten-Frame and double ten-frame
• Beans, bears, counters (20 per student)
• Linking cubes (2 different colors)
• Centimeter cubes

Standards Covered

K.OA.A.4 Find the number that makes 10, when added to any given number, from 1 to 9 using objects or drawings. Record the answer using a drawing or writing an equation.

K.CC.A.1 Count to 100 by ones, fives, and tens. Count backward from 10.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

1. When counting objects, say the number names in the standard order, using one-to-one correspondence.
2. Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
3. Recognize that each successive number name refers to a quantity that is one greater.

K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1- 20, count out that many objects.

KN BT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some more ones by using objects or drawings. Record the composition or decomposition using a drawing or by writing an equation.

Representations

• Ten- Frame/ Double Ten- Frame
• Dot Mats
• 5-group dot cards
• Number bonds
• Showing fingers the Math Way

• Number bond (mathematical model)
• 5-group
• 10-frame
• 10 and
• 10 ones and some ones
• 10 plus
• Regular counting by ones from 11 to 20 (eleven, twelve, thirteen, etc.)
• Regular counting by tens to 100 (e.g., ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred)
• Say Ten counting by tens to 100 (e.g., 1 ten, 2 tens, 3 tens, 4 tens, 5 tens, 6 tens, 7 tens, 8 tens, 9 tens, 10 tens)
• Teen numbers
• Circle 10 ones
• Circular count
• Count 10 ones
• Dot path, empty path, number path
• Linear count
• Number bond
• Number tower
• Part, whole, total
• Say Ten counting (e.g., 11–20 is spoken as “ten one, ten two, ten three, ten four, ten five, ten six, ten seven, ten eight, ten nine, two tens”)
• Scatter count

## Materials List

The following materials list will be used for the entire four weeks: Materials List.