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Building Number Sense in Young Learners: Counting and Comparing

Prepare students for future success by focusing on K.CC counting and cardinality skills. Identify familiar concepts, new challenges, and areas needing emphasis, while guiding students through counting, number comparison, and essential questions. Utilize resources like "Common Core Mathematics in a PLC" to support collaborative implementation of standards.

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Building Number Sense in Young Learners: Counting and Comparing

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  1. Unpacking Unit 1 Kindergarten – 4th Grade Unit 1 Garden City, KS Schools

  2. You are preparing your students for success in future grades.

  3. K.CC Counting and Cardinality *Know number names and the count sequence. *Count to tell the number of objects. *Compare numbers.

  4. Know number names and the count sequence. What’s Familiar? What's New? What's Challenging? What needs unpacking? What topics need emphasizing?

  5. Count to tell the number of objects. What’s Familiar? What's New? What's Challenging? What needs unpacking? What topics need emphasizing?

  6. Compare numbers. What’s Familiar? What's New? What's Challenging? What needs unpacking? What topics need emphasizing?

  7. Next Steps • What should students know and be able to do at the end of this part of unit 1. • What are the essential questions for understanding?

  8. What do we expect students to learn? How will we know when they have learned it? How will we respond when they don’t learn? How will we respond when they already know it? Checking For Understanding

  9. Information in this slide show is taken from “Common Core Mathematics in a PLC at Work Grades K-2; 3-5, and 6-8” by Matthew Larson, etc. It is suggested that teachers read this book in its entirety to really get the picture it presents of the CCSSM and the collaborative work implementing these standards involves.

  10. Thank you for your consideration and time!

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