In This Unit of Study…

Students will count, read, write, and represent numbers up to 10 with or without objects and pictures. They will learn the concept of cardinality by counting sets up to 10 and understanding that the final number represents the total number of objects in the given set. They will explore how the same number of objects can be arranged differently.

B.E.S.T. Benchmarks:

• MA.K.NSO.2.1 Recite the number names to 100 10 by ones and tens. Starting at a given number, count forward within 100 10 and backward within 20. 
• MA.K.NSO.1.1 Given a group of up to 20 10 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting. 
• MA.K.NSO.1.2 Given a number from 0 to 20 10, count out that many objects. 

Overarching Key Concepts:

• Count and represent 0-10 objects 
• Identify and write numerals 0-10

In This Unit of Study…

Students will identify positions of objects in a sequence from first to fifth (including when objects are rearranged). They will also count, locate, and order numbers 0-10 on a number line. Students will create concrete and pictorial sets to show they understand the concept of greater than or less than and the exact same amount as a given set of objects up to 10. They will extend this concept to written numerals. Students will demonstrate that they can utilize comparative language when comparing sets or numerals up to 10.

B.E.S.T. Benchmarks:

• MA.K.NSO.2.1 Recite the number names to 100 20 by ones. Starting at a given number, count forward within 20
• MA.K.NSO.1.3 Identify positions of objects within a sequence using the words “first”, “second”, “third”, “fourth”, or “fifth”. 
• MA.K.NSO.1.4 Compare the number of objects from 0 to 20 10 in two groups using the terms less than, equal to, or greater than. 
• MA.K.NSO.2.3 Locate, order, and compare numbers from 0 to 20 10, using the number line and terms less than, equal to, or greater than. 

Overarching Key Concepts:

• Fluency: Count to 20 by ones 
• Locate and order numbers to 10 
• Compare numbers to 10 

In This Unit of Study…

Students will identify two-dimensional figures, including circles, triangles, rectangles, and squares, and they will recognize squares as special rectangles. They will use formal and informal geometric language to identify the attributes of two-dimensional figures. In addition, students will find real-world objects that can be modeled by a given two-dimensional figure. Students will begin identifying three-dimensional figures, including spheres, cubes, cones, and cylinders, in the real world. They will take notice of examples of these figures that they are exposed to in everyday life to determine how each of these types of figures have common attributes. They will use their knowledge of two-dimensional figures to identify the components of three-dimensional figures.

B.E.S.T. Benchmarks:

• MA.K.NSO.2.1 Recite the number names of 40 by ones and by tens. 
• MA.K.GR.1.1 Identify two- and three-dimensional figures regardless of their size or orientation. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones, and cylinders. 
• MA.K.GR.1.4 Find real-world objects that can be modeled by a given two- or three-dimensional figure. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones, and cylinders. 

Key Concepts:

• Build fluency when counting to 40 by ones and tens 
• Identify, Name, Describe, and Classify 2D Shapes   
• Identify, Name, Describe, and Classify 3D Shapes  

In This Unit of Study…

Students will determine if two quantities (0-5) are the same value and recognize that the equal sign is a symbol for “the same as.”

B.E.S.T. Benchmarks:

• MA.K.NSO.2.1 Recite the number names to 100 50 by ones and by tens.
• MA.K.AR.2.1  Explain why addition or subtraction equations are true using objects or drawings.  

Overarching Key Concepts:

• Build fluency when counting to 50 by ones and tens 
• Develop an understanding of the equal sign 

In This Unit of Study…

Students will compose and decompose numbers 1-10 using objects, pictures, and diagrams (number bonds, ten frames, number lines). They will find all the ways the numbers 6-10 can be represented as the sum of two numbers using equations. Students will use tools/drawings to prove an equation is true. When given 1 addend, students will be able to make a ten using manipulatives, models, and equations.

B.E.S.T. Benchmarks:

• MA.NSO.2.1 Recite the number names of 60 100 by ones and by tens.
• MA.K.AR.1.1 For any number from 1 to 9, find the number that makes 10 when added to the given number.  
• MA.K.AR.1.2 Given a number from 0 to 10, find the different ways it can be represented as the sum of two numbers.  
• MA.K.AR.2.1 Explain why addition or subtraction equations are true using objects or drawings. 

Key Concepts:

• Building fluency when counting to 60 by ones and tens 
• Compose and decompose numbers 1-10 
• Make a Ten (when 1 addend is provided) using manipulatives, models, and equations.

In This Unit of Study…

Students collect and sort objects into categories by their attributes, and they compare the categories by counting the objects in each category. Students explain a sorted collection verbally, with a written numeral, or with drawings.

B.E.S.T. Benchmarks:

• MA.K.NSO.2.1 Recite the number names to 70 by ones and by tens. 
• MA.K.DP.1.1 Collect and sort objects into categories and compare the categories by counting the objects in each category. Report the results verbally, with a written numeral or with drawings. 

Key Concepts:

• Build fluency when counting to 70 by ones and tens
• Collect, sort, compare, and report data

In This Unit of Study…

Students will compare and sort a variety of regular and irregular two-dimensional and three-dimensional figures based on their similarities, differences, and positions, regardless of their orientation or size. They will also combine two-dimensional figures to form a given composite figure by using a variety of materials and pictures. In addition, students will find real-world objects that can be modeled with a given two-dimensional or three-dimensional figure.

B.E.S.T. Benchmarks:

• MA.K.NSO.2.1 Recite the number names of 100 by ones and by tens. Starting at a given number, count forward within 100 and backward within 20 
• MA.K.GR.1.1 Identify two- and three-dimensional figures regardless of their size or orientation. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones, and cylinders. 
• MA.K.GR.1.2 Compare two-dimensional figures based on their similarities, differences, and positions. Sort two-dimensional figures based on their similarities and differences. Figures are limited to circles, triangles, rectangles, and squares. 
• MA.K.GR.1.3 Compare three-dimensional figures based on their similarities, differences, and positions. Sort three-dimensional figures based on their similarities and differences. Figures are limited to spheres, cubes, cones, and cylinders. 
• MA.K.GR.1.4 Find real-world objects that can be modeled by a given two- or three-dimensional figure. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones, and cylinders. 
• MA.K.GR.1.5 Combine two-dimensional figures to form a given composite figure. Figures used to form a composite shape are limited to triangles, rectangles, and squares. 

Key Concepts:

• Build fluency when counting to 100 by Ones and Tens
• Sort and compare 2D and 3D shapes
• Combine 2D shapes and find shapes in the real world

In this Unit of Study…

Students will model the action of put together to represent addition. They will solve contextual word problems (put together total unknown and both addends unknown) involving familiar scenarios with sums up to 10 and differences up to 10. By the end, students will be able to explain the strategies they used to solve addition problems by using spoken words, concrete, and pictorial models, and expressions/equations.

B.E.S.T. Benchmarks:

• MA.K.NSO.2.1 Recite the number names to 100 by ones and tens. Starting at a given number, count forward within 100 and backward within 20. 
• MA.K.NSO.3.1 Explore addition of two whole numbers from 0 to 10, and related subtraction facts. 
• MA.K.NSO.3.2 Add two one-digit whole numbers with sums from 0 to 10 and subtract using related facts with procedural reliability. 
• MA.K.AR.1.3 Solve addition and subtraction real-world problems using objects, drawings, or equations to represent the problem. 

Key Concepts:

• Fluency: Count to 100 by ones and tens
• Solve real-world addition problems (put together result unknown)
• Solve real-world addition problems (put together both addends unknown)

In this Unit of Study…

Students will count, read, write, and represent numbers up to 20 with or without objects and pictures. They will learn the concept of cardinality by counting sets up to 20 and understanding that the final number represents the total number of objects in the given set. They will explore how the same number of objects can be arranged differently. Students will match and write numerals for numbers 0-20.

B.E.S.T. Benchmarks:

• MA.K.NSO.2.1 Starting at a given number, count backward within 20. 
• MA.K.NSO.1.1 Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. State the number of objects in a rearrangement of that group without recounting. 
• MA.K.NSO.1.2 Given a number from 0 to 20, count out that many objects. 

Key Concepts:

• Fluency: Count backwards within 20
• Count and represent 11-20
• Identify and write numerals 11-20

In this Unit of Study…

Students will compose and decompose numbers 10-20 using objects, pictorial representations, and equations/expressions. First, students will represent numbers 10-20 as ten ones and some more (i.e.: 13= ten ones and 3 ones make 13). Students will represent this using objects, double ten frames, number bonds, and equations. Then, students will represent numbers 0-10 as a unit of ten and some ones (i.e.: 13= 1 ten and 3 ones make 13).

B.E.S.T. Benchmarks:

• MA.K.NSO.2.2 Represent whole numbers from 10 to 20, using a unit of ten and a group of ones, with objects, drawings and expressions or equations. 
• MA.K.AR.2.1 Explain why addition or subtraction equations are true using objects or drawings. 

Key Concepts:

• Represent numbers 10-20 as ten ones and some more (ten ones and 3 ones make 13)
• Represent numbers 10-20 as a unit of ten and some ones (1 ten and 3 ones make 13)

In this Unit of Study…

Students will count, locate, and order numbers 0-20 on a number line. Students will create concrete and pictorial sets to show they understand the concept of greater than or less than and the exact same amount as a given set of objects up to 20. They will extend this concept to written numerals. Students will demonstrate that they can utilize comparative language when comparing sets or numerals up to 20.

B.E.S.T. Benchmarks:

• MA.K.NSO.1.4 Compare the number of objects from 0 to 20 in two groups using the terms less than, equal to, or greater than. 
• MA.K.NSO.2.3 Locate, order, and compare numbers from 0 to 20, using the number line and terms less than, equal to, or greater than. 
• MA.K.NSO.2.1 Recite the number names to 100 10 by ones and tens. Starting at a given number, count forward within 100 10 and backward within 20. 

Key Concepts:

• Fluency: One more/ one less, zero more/less
• Locate and order numbers 0-20
• Compare numbers to 20

In This Unit of Study…

Students will begin by giving examples of measurable attributes of an object, including length, volume, and weight. They will use this knowledge to compare two objects with a common measurable attribute to see which object has more or less of the attribute and to describe the difference in two ways. Students will also measure the length of objects up to 20 units long by laying non-standard objects end to end with no gaps or overlaps.

B.E.S.T. Benchmarks:

• MA.K.NSO.3.2 Add two one-digit whole numbers with sums from 0 to 5 10 and subtract using related facts with procedural reliability.  
• MA.K.M.1.1 Identify the attributes of a single object that can be measured such as length, volume, or weight. 
• MA.K.M.1.2 Directly compare 2 objects that have an attribute in common that can be measured. Express the comparison using language to describe the difference.  
• MA.K.M.1.3 Express the length of an object, up to 20 units long, as a whole number of lengths by laying non-standard objects end to end with no gaps or overlaps.  

Key Concepts:

• Building fluency with related facts 0-5
• Identify measureable attributes for weight, volume, and length
• Compare and describe measurable attributes for weight, volume, and length

B.E.S.T. Benchmarks:

• MA.K.AR.1.1 For any number from 1 to 9, find the number that makes 10 when added to the number. 
• MA.K.AR.1.2 Given a number from 0 to 10, find the different ways it can be represented as the sum of two numbers. 
• MA.K.AR.1.3 Solve addition and subtraction real-world problems using objects, drawings, or equations to represent the problem. 
• MA.K.NSO.3.1 Explore addition of two whole numbers from 0 to 10, and related subtraction facts. 

Key Concepts:

• Add and subtract using various strategies to build fluency