This unit connects studentsâ€™ experience with counting to joining groups of objects. Students begin by modeling addition situations using concrete models and counting strategies to make sense of adding to and putting together. Students will need strong knowledge of how to represent the numbers 05 in multiple ways. They may use their fingers or other representations to keep track of the addends. When possible, teachers are encouraged to use equations to model situations. However, students are not expected to write equations independently until Grade 1.
Key Concepts:
 Each successive number name refers to a quantity that is one greater.
 Addition can be understood as putting together.
 Addition can be understood as adding to.
Prior Knowledge Needed:
 When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (K, Unit 1 and Unit 2; K.CC.4a)
 The last number represents the number of objects in the group (K, Unit 1; K.CC.4b)
 The number of objects in a group remains the same despite size, arrangement or orientation (K, Unit 1; K.CC.4b)
 Write numbers and represent numbers from 0 to 20. (K, Unit 2; K.CC.3)
 Count to answer "how many?" questions about as many as 20 things arranged in many ways (K, Unit 2; K.CC.5)
Units on the Horizon:
 Adding and Subtracting within 5; (K, Unit 6, K.OA.1, K.OA.2, and K.OA.3)
 Rote Counting to 50 and representing up to 20 objects; (K, Unit 7, K.CC.1 and K.CC.2)
 Comparing measurable attributes and numbers; (K, Units 8 and 9, K.MD.1, K.MD.2, K.CC.6, and K.CC.7
Lessons

Lesson objective: Understand that when we find one more, it is the next number name we say when we're counting by ones. Students bring prior knowledge of onetoone correspondence from K.CC.1. This prior knowledge is extended to counting to find one mor...

Lesson objective: Understand that when we find one more, it is the next number name we say when we're counting by ones. Students bring prior knowledge of one more using pictures as a support. This prior knowledge is extended to counting to find one more...

Lesson objective: Find one more than the number of objects in a set using numbers within 5. This lesson helps to build procedural knowledge with finding one more than a given set or number. A 5frame is used here because it supports students' ability to...

Lesson objective: Connect knowledge of counting and written numerals to finding one more than a given number. This lesson provides an opportunity for students to apply their knowledge and understanding of one more to a reallife situation. Students are ...

Lesson objective: Understand that one way to perform addition is to put groups together and count to find the total amount. Students bring prior knowledge of counting by ones to find how many, and finding one more from K.CC.1 and K.CC.4b. This prior kno...

Lesson objective: Add within 5 by putting groups together. This lesson helps to build procedural knowledge with addition. Number cubes are used here because they help support students in having two separate groups that can be physically put together. Th...

Lesson objective: Appy knowledge about putting groups together to correctly add two groups and find a total amount. This lesson provides an opportunity for students to apply their knowledge and understanding of addition within 5 by putting groups togeth...

Lesson objective: Understand that one way to perform addition is to add on to an already existing group to find the total amount. Students bring prior knowledge of finding one more by counting on and adding by putting groups together from K.CC.4b and K....

Lesson objective: Play a game to practice adding to a group within 5. This lesson helps to build procedural knowledge with addition within 5. A number path is used here because it supports the concept that counting is directly connected to addition, esp...

Lesson objective: Apply knowledge of counting, one more, and addition to solve a problem. This lesson provides an opportunity for students to apply their knowledge and understanding of onetoone counting, the concept of "one more," and addition as comb...
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