Unit 3 Topic 4: Counting Larger Amounts

Curriculum & Pacing              Topic 1        Topic 2        Topic 3        Topic 4

Standards
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​4.1 How Big Are Our Feet?
How Big Are Our Feet? 
  • Considering attributes that can be measured (i.e. length, perimeter, area)
  • Measuring area by covering an outline with same-sized objects
  • Estimating and counting sets of objects
  • Recording, organizing, and interpreting numerical information
Classroom Routine - Start With/Get To: Counting Backward
4.2 Assessment: Covering and Counting
Assessment: Covering and Counting 
  • Measuring area by filling an outline with same-sized objects
  • Accurately counting a set of objects by 1s, up to 60
  • Recording, organizing, and interpreting numerical information
​Classroom Routine - Start With/Get To: Counting Backward
4.3 Counting to Higher Numbers
Counting to Higher Numbers 
  • Practicing the oral counting sequence from 1 to 100
  • Writing the sequence of numbers (as high as students know)
  • Identifying and using patterns in the sequence of numbers to 100
  • Accurately counting a set of objects by 1s, up to 60
Classroom Routine - Quick Images: Squares 
​4.4 More Couting
More Counting 
  • Identifying and using patterns in the sequence of numbers to 100
  • Recording, organizing, and interpreting numerical information
  • Considering the relationship between the size of an object with the number of objects it takes to cover a shape
Classroom Routine - Morning Meeting: Time of Day
4.5 Counting to 100
Counting to 100 
  • Practicing the oral counting sequence from 1 to 100
  • Identifying and using patterns in the sequence of numbers to 100
  • Seeing the 100 chart as a representation of the counting numbers to 100
  • Accurately counting a set of objects by 1s, up to 60
Classroom Routine - Quick Images: Squares
​4.6 Missing Numbers
Missing Numbers 
  • Identifying and using patterns in the sequence of numbers to 100
Classroom Routine - Start With/Get To: Counting Backward
4.7 Assessment: Counting Strips
Assessment: Counting Strips 
  • Writing the sequence of numbers (as high as students know)
  • Identifying and using patterns in the sequence of numbers to 100
  • Practicing the oral counting sequence from 1 to 100
Classroom Routine - Morning Meeting: Discussing the Monthly Data
​4.8 End-of-Unit Assessment
End-of-Unit Assessment 
  • Solving subtraction story problems
  • Recording strategies for solving story problems by using numbers and equations, pictures, and/or words
  • Generating equivalent expressions for a number
Classroom Routine - Start With/Get To: Counting Backward