## Contents

Connections to the 3 Curriculum Threads

Featured Standards for Mathematical Practice

## Connections to the 3 Curriculum Threads

Learn more about the 3 Curriculum Threads

**Operations: **Through counting, interpreting values of (written and spoken) numbers, and exploring relationships among numbers, students develop a visualization of the base ten number system and the relationships therein.

**Number: **In our base ten number system, ones are organized in tens and multiples of ten. Our written numerals and most of our spoken numbers reflect this organization. As students develop their understanding of the sequence of ones, they also begin to make sense of how our written and spoken numbers are structured.

**Equivalence: **Using the structure of ten, students begin to see the various ways to compose ten. Students will develop a sense of the magnitude of various numbers through the counting and grouping experiences. This will develop their relational understanding of numbers.

## Content Standards Addressed

### Cluster K.CC.A: Know number names and the count sequence.

**K.CC.A.1: **Count to 100 by ones and by tens.

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

## Featured Standards for Mathematical Practice

**S.MP.7. Look for and make use of structure.**

**S.MP.8. Look for and express regularity in repeated reasoning.**

## Major Representations Used

Counters, including buttons, etc., support students in developing one-to-one correspondence and cardinality.

Ten frame cards have the same structure as our place value system because every time the frame is filled, a ten is composed and are also used in this unit.

The 100s chart organizes counting by tens; as you navigate down one row, it is ten more than the previous number.

## Common Misconceptions

- Omitting numbers in the counting sequence indicates that the student does not understand the stable-order principle (the order of the number names is the same every time a set of objects is counted).
- Incorrectly beginning to count from one or more given number indicates that the student does not understand the stable-order principle.
- Counting the same object twice points to a breakdown in one-to-one correspondence.
- Bridging across decades can be difficult. For example, counting from 29 to 30 is a difficult transition and students often follow twenty-nine with twenty-ten, because they are following the sequence of counting from 1 to 10.