# Math: Introducing Unitizing

### Suggested Time Frame: 15 Instructional Days

##### Focus TEKS

Unitizing

• 1.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
• 1.1E create and use representations to organize, record, and communicate mathematical ideas;
• 1.1F analyze mathematical relationships to connect and communicate mathematical ideas;
• 1.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
• 1.2B  Use concrete and pictorial models to compose and decompose numbers up to 120 [up to 99 in this unit] in more than one way as so many hundreds, so many tens, and so many ones
##### Numeracy TEKS

Counting Patterns and Quantities (Suggested: 4 days)

• 1.4A  Identify U.S. coins including pennies, nickels, dimes and quarters by value and describe the relationships between them
• 1.4B Write a number with the cent symbol to describe the value of a coin
• 1.4C  Use relationships to count by twos, fives, and tens- to determine the value of a collection of pennies, nickels and/or dimes
• 1.5C  Use relationships to determine the number that is 10 more and 10 less than a given number up to 120

Developing Strategies for Adding and Subtracting (Suggested: 8 days)

• 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
• 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
##### Spiral Review TEKS

Revisiting Shapes and Fair Shares (Suggested: 12 days)

• 1.6A  Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language
• 1.6B Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape
• 1.6C  Create two-dimensional figures, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons
• 1.6D Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles, rhombuses, and hexagons, and describe their attributes using formal geometric language
• 1.6E Identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms [including cubes], and triangular prisms, and describe their attributes using formal geometric language
• 1.6F  Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible
• 1.6G  Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words
• 1.6H  Identify examples and non-examples of halves and fourths

Counting Quantities (Suggested: 3 days, using both numeracy and spiral review time)

• 1.5A recite numbers forward and backward from any given number between 1 and 120;
• 1.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
• Counting Coins (Make this the focus on 1 day of Counting Collections)

• 1.4A  Identify U.S. coins including pennies, nickels, dimes and quarters by value and describe the relationships between them
• 1.4B Write a number with the cent symbol to describe the value of a coin
• 1.4C  Use relationships to count by twos, fives, and tens- to determine the value of a collection of pennies, nickels and/or dimes

Telling Time (Ongoing)

• 1.7E  Tell time to the hour and half hour using analog and digital clocks