Unit 2: Number Relationships
Learning Goal: we are learning to deepen our understanding of number relationships, counting and place value.
Success Criteria: we know we are successful when we can...
Success Criteria: we know we are successful when we can...
 read and print numbers to 20
 build numbers with concrete materials
 estimate the number of objects and check
 count forward to 100 and backward from 20 using a number line, and a 100chart
 Count by 1s, 2, 5s, 10s, and 25s.
 Develop strategies for adding and subtracting
Read and PRint Numbers to 20
1  One
2  Two 3  Three 4  Four 5  Five 
6  Six
7  Seven 8  Eight 9  Nine 10  Ten 
11  Eleven
12  Twelve 13  Thirteen 14  Fourteen 15  Fifteen 
16  Sixteen
17  Seventeen 18  Eighteen 19  Nineteen 20  Twenty 
Build numbers with concrete materials
It is important that student understand how to build numbers using concrete materials which can be found both within in the classroom and their daily lives. Furthermore, it is important that students know how to EFFECTIVELY demonstrate their counting with pictures in their written answers. Please see the following three examples as to how students can show value of a number.
In the picture above, we can clearly see that the student has demonstrated an understanding of the numbers involved by using pictures. This is extremely beneficial for ESL students.

In the picture above, we can see that the student can clearly organize a group of similar objects. This will help with creating groups for counting and checking estimates of large numbers.

In the picture above, the students has demonstrated an EFFECTIVE way to show understanding of value using tenframes. 12 is one ten and two ones.

estimate the number of objects and check
An estimate is... finding a number that is close enough to the right answer

We estimate because...

Step 1: Make an Estimate!
Step 3: Makes Groups and Find Left Overs!

We are going to look at the question to our left and follow the 4steps learned in class to help us with estimation and counting to check our answer.
The 4 Steps: 1) First, make an estimate! 2) Next, decide how you want to count! 3) Then, make groups and find left overs. 4) Last, find your answer! Step 2: Decide how you want to count!
Step 4: Find your Answer!

After you are done the 4 steps, write them down in sequence using the words First, Next, Then, and Last to structure your ideas.
First, I estimated that there were 15 dogs. Next, I decided to count by 5s. Then, I made 3 groups of 5 with 3 left over. Last, I found that there are 18 dogs in all. This uses all the communication words necessary for a Level 4. 
Using a number line
Number lines are used to show how we count. These are great visual tools to demonstrate the patterns of counting. You can use them to count by any number! Let's look at some numbers and their answers. Students should be able to use number lines to count by 1s, 2s, 5s, 10s, and 25s. Make your own at home for extra practice!
Example #1:
Example #1:
Example #2:
using a 100chart
100Charts are great tools which students can use during class and on assessments. It provides a visual which allows them to count with their fingers or in their head. It also really helps with addition and subtraction! Try it out!
Addition: "What is the sum (answer) of 34 + 18?" First, put your finger on 34 to start. Next, count 18 spaces to the right. Then, look at the number your finger is resting on. Last, you have found the sum of 34 + 18 is 52. Subtraction: "What is the difference (answer) of 34  18?" First, put your finger on 34 to start. Next, count 18 spaces to the left. Then, look at the number your finger is resting on. Last, you have found the difference of 34 + 18 is 16. 
Below is an example of how to ask questions related to 100 charts and show their thinking using pictures, numbers and words.
Fact Families
Word Problems
Word problems are the trickiest part of Math for most students. We have to carefully read the question to understand the important information necessary to make an addition or subtraction sentence. What you are looking for should ALWAYS come AFTER the equal sign. Follow these four steps to be successful!
Question: There are 9 people on a train. At the next station, 4 more people get on the train. How many will be on the train?
Question: There are 9 people on a train. At the next station, 4 more people get on the train. How many will be on the train?
Step 1: What do you already know?
Find the information already provided! Step 3: What do you need to find out?
Find what the question what's you do! 
Step 2: Is it an addition or subtraction sentence?
Is the question adding more or taking away? Step 4: Put it all together!
Put all of this together to find the answer! 