All Lessons

(B) Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

(C) Use objects, pictures, and expanded and standard forms to represent numbers up to 120

(Y1) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

K.CC.1 Count to 100 by ones and by tens.

(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

(F) Subitise small collections of objects (ACMNA003)

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

(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

(F) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures

(F) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

(F) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

(F) Subitise small collections of objects (ACMNA003)

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

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

(A) Count forward and backward to at least 20 with and without objects

(F) Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

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

(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

(F) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

(F) Subitise small collections of objects (ACMNA003)

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

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

(A) Count forward and backward to at least 20 with and without objects

(F) Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)

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

K.CC.4.C Understand that each successive number name refers to a quantity that is one larger.

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

(F) Generate a number that is one more than or one less than another number up to at least 20

(F) Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)

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

(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

(F) Subitise small collections of objects (ACMNA003)

K.CC.4.B Understand 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.

L.K.1.F Produce and expand complete sentences in shared language activities.

L.K.1.B Use frequently occurring nouns and verbs.

L.K.1.B Use frequently occurring nouns and verbs.

K.S10.I-3 Produce and expand simple sentences in shared language activities.

L.K.2.B Recognize and name end punctuation.

K.S2.I-1 Answer and ask questions about the meaning of words and phrases in grade-appropriate oral presentations and read-alouds about a variety of topics, experiences, or events.

L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

L.K.5.B Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

K.S10.B-3 Produce simple sentences.

L.K.4.B Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.