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K.CC Assessing Reading NumbersAlignment 1: K.CC.ADomain CC: Counting and CardinalityCluster Know number names and the count sequence.

The teacher will need numeral cards 1–10 and 10–20.

In a one-to-one setting, a student is shown the numbers from 1–10, one number at a time, in random order. The teacher asks, “what number is this?"

If a student is not able to identify all of the numbers 1–10, there is no need to continue with the teen numbers; the area for instruction is identified. The number that is shown and the student's responses to that number should be carefully recorded. Note hesitations, sub-vocal counting, and false starts as well as errors. This information can be used to distinguish between numbers the student knows, numbers the student almost knows, and numbers the student does not know. This information can then be used to provide the appropriate amount of emphasis during instruction.

If a student is able to identify all of the numbers 1–10 accurately, the teacher should repeat the same steps using the set of cards with the numbers 11–20. Again, be sure to record successes, hesitations, and mistakes to target instruction.

Commentary:

Students should be able to identify numbers when they are given numerals in random order. Identification of numerals when they are sequenced does not necessarily indicate facility with reading numbers because the sequence of the numbers offers students support for identification.

A long pause when identifying a number may indicate that a student is counting in order to get a “running start” to help identify a target number. The student may use “sub-vocal” counting (like counting under their breath) from another number to arrive at the correct number name. This is a common student strategy that should be noted as this indicates that additional practice with this number is needed before they can be considered facile.

This are other ways to check for number recognition. It is demonstrated when:1. A student can point out a 6 from a group of numbers when he or she is asked, “Where is the 6?”2. A student says, "That is 6," when asked, “What number is this?”

The second of these two approaches is slightly harder for a student and suggests a more sophisticated understanding of number recognition. In the first, the teacher has supplied the number name and the student has only to recognize the numeral. In the second, the student must recall the number name.

Some students will confuse particular numerals. Two pairs of numbers that are commonly confused are (a) 6 and 9 and (b) 6 and 8. If the student doesn't correctly identify (recall) a randomly presented number, it may be useful to re-pose the question so that is only necessary for the student to recognize it. (For example, quickly turn several of the number cards - including the problem number - face up, and ask, "Where is the 8.")

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Common confusions for the set of numbers 11–20 include (a) confusing 12 with 20 or with 21, (b) identifying thirteen as “three-teen”, or fifteen as “five-teen,” and (c) confusing teen numbers from (13 to 19) with decade numbers (30 to 90).

Solution:Solution

If a student is unable to identify the numbers 0–10 in the first part of the task you may want to re-pose the task as a number recognition task by laying out all the cards from 0–10 in random order on the table and then asking “what number is the __?” Ask the question for each of the numbers that the student missed in the identification task. While each of these variations will not indicate that a student is proficient or facile in this area it will give the teacher an idea of what knowledge about the number the student has to help drive additional instruction for them.

If a student can read numbers 0–10, continue on to check the numbers 11–20. Students may have trouble with the “teen” numbers as noted in the commentary. Make note of any additional support that you give the student when assessing; ultimately students should be able to read numbers without hesitation. The inability of a student to do so simply indicates that additional instruction is needed in that area.

K.CC Assessing Sequencing NumbersAlignment 1: K.CC.ADomain CC: Counting and CardinalityCluster Know number names and the count sequence.

The teacher will need numeral cards 1–10 and 11–20.

This task can be used with a single student or a small group of students. Each student needs his or her own set of numeral cards.

The teacher asks student(s) to put the numbers in order from the smallest number to the biggest number or in the order they would say them if they were counting. Next, students read the numbers in their arranged order (one student at a time). The teacher records each student’s sequence. Students who have numerals out of order may be able to self-correct as they read what they have done. This, too, should be noted.

If students are able to sequence 1–10, trade sets with them so they have only the 11–20 cards. Use the process described above to have students order the cards and read their results, again, recording the responses. To be clear, some students will have a 1–10 set of cards and other students will have a 11–20 set. This lets students struggling with 1–10 to practice and lets the teacher gather information on those students ready for the "teen" numbers.

Commentary:

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Students may be able to identify numbers in sequence although they missed those numbers when randomly posed. (See K.CC Assessing Reading Numbers). They still need additional instruction with those numerals.

The goal is for students to be able to identify numbers when they are given numerals in random order. Identification of numerals when they are sequenced does not necessarily indicate facility with reading numbers because the sequence of the numbers offers students support for identification.

Solution:Solution

The student should be able to sequence the set of cards from 1–10 or use the oral counting sequence when prompted to “read them” to correct the sequence on his or her own.

Students may have a hard time starting the “teen” sequencing task from 11. In this case you could give the student the 10 card from the first part of the task as a new starting point, or, if that is not enough support, give them the whole set from 1–20. Ultimately students should be able to sequence a group of numbers from various starting points so make a note if a student is unable to do so.

K.CC Find The Numbers 0-5 or 5-10Alignment 1: K.CC.ADomain CC: Counting and CardinalityCluster Know number names and the count sequence.

The teacher will need to create 2-3 sets of six number cards (0,1,2,3,4,5) and a matching number die (0,1,2,3,4,5) for each set of students. Materials can be made from index cards and blank wooden cubes.

Students can play in pairs or trios. Each student places a set of the number cards 0-5 face up, in sequence, in front of him or herself. The students will take turns rolling the 0-5 die. After rolling he or she needs to find the matching number in the row of cards, say the number name out loud to the other student(s) and turn it face down. If a student rolls a number that they have already turned over they lose that turn. Students continue to roll until one student has no cards left face up. The student with all cards turned over first wins the game. Students may use a number line to help set up the cards in sequence.

Commentary:

It is sometimes helpful to use cards that include a pictorial representation of the quantity on them so students can count to identify a number (while also associating a quantity with a numeral). If you are making the cards, organize the quantities with tally marks or familiar dot patterns from dice so students begin to recognize groups.

Students should be able to identify numbers when they are given numerals in random order. Identification of numerals when they are sequenced does not necessarily indicate facility with reading numbers because the sequence of the numbers offers students support for identification. Sequence is a great support during instruction and is the reason that students should sequence the cards for this activity but is a support that should be removed for assessment.

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This game can be helpful with another common confusion for students, 12 with 20 or 21. If students have mastered other numbers but still have trouble with these, this game can be modified to include only the numbers 12, 20, 21 on the cards and die. In this variation the teacher would make 2-3 copies of each number and a die with 12,20,21. Students should arrange the cards in pairs rather than in a line.

Another approach for students struggling to identify numbers is sorting. Students can sort numeral cards into categories such as 6 and not 6, 12 and not 12 or “teen number” and not a teen if they are having trouble identifying certain numerals. For example 6 vs. 9 or 12 vs. 21.

Solution:Solution

Cards can be numbered from 0-5 or 1-6 with a matching die, 5-10 with a matching die, 10-15 with a matching die, then 16-20 with a matching die.

The whole class can work on the same range initially but as students progress you may have some students still working on 0-5 but others who can move on to 5-10 or 10-15. In this way all students can be doing the same activity but it is differentiated for individual student needs.

K.CC Five by TwoAlignment 1: K.CC.ADomain CC: Counting and CardinalityCluster Know number names and the count sequence.

MATERIALS

The students will need a deck of playing cards including some of the face cards. It is a good idea to remove the extra symbols from the 2-10 cards with whiteout and change the Ace to a 1. Alternatively, the teacher can make cards 1-10 using 3 by 5 index cards; four of each numeral will be needed.

RULES OF PLAY

a. Player One passes out 10 cards to each player; the remaining cards go face down in the middle of the table for a draw pile.

b. Without looking at the cards, each student arranges their 10 cards face down in two rows of five cards, one above the other (in a 5 by 2 array).

c. Player One draws a card from the draw pile. If it is a face card, the student discards it next to the draw pile. If it is a number card from 1-10, they replace one of the cards in their array of cards by placing it in the correct sequential place. The card that was removed from the array is placed face-up in the discard pile.

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From that point on, that player is collecting whatever color of card (red or black) they drew in the first pick.

d. The student turns over the card he or she just replaced and plays it in the correct sequential place (if that space is available) or discards it next to the draw pile. The student continues trying to place cards until he or she can’t, and then it is the next player's turn.

e. Player Two draws a card or picks one up from the discard pile and places that card if possible, that card tells the color they are now collecting. Player Two continues placing cards in the same way as Player One did until he/she cannot. Play continues on until one player has all ten cards in order with the correct color face up in front of them.

This game is best played with 2-3 players and only 2 people can select red or 2 people can select black. With 3 players two can be red and one can be black or vice versa.

Commentary:

This game will reinforce number before and after as well as reading and sequencing numbers. This is good to do initially as a committee activity in a small group until students get the hang of the set

up and rules. It is also fun to teach to parents or siblings so it can be played at home. Another version of this game is to lay the cards out in a line like a number line instead of a ten-frame. For an extended version the teacher can make cards 10-20 using 3 by 5 index cards; four of each

numeral will be needed.

Solution:Solution

One player will have either all red or all black cards in order from 1-10 in two rows (1-5, 6-10), face up in front of them.

For example, suppose three students are playing the game. Player One draws a red 5 and places it in the 5th spot in his first row of cards. The card he picks up from that spot is a red 3 so he places it in the 3rd spot of his first row of cards. The card he picks up from that spot is a red Queen so he places that face up in a discard pile next to the draw pile and his turn is over. Player Two draws a card and gets a red 8 so places it in the eighth spot in her second row of cards. The card she picks up is a black 9 so she discards the 9 and her turn is over. Player Three can draw a card or pick up the black 9. Both other players are already red so the third person will have to be black. Player Three picks up the black 9 from the discard pile and places it in the 9th spot of the second row of her cards. The card she picks up is a black 4 so she places it in the fourth spot of her first row of cards. The

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card she picks up is a red 2 so she places it in the discard pile. Play continues until one player has all ten cards of one color in the correct order.

K.CC More and Less HandfulsAlignment 1: K.CC.A, K.CC.B, K.CC.CDomain CC: Counting and CardinalityCluster Know number names and the count sequence.Cluster Count to tell the number of objects.Cluster Compare numbers.

MATERIALS

A variety of manipulatives for counting

Student recording sheet (see setup)

SETUP

On a sheet of plain paper write the following sentence frame at the bottom; I have ____ counters. I have _____ (more than/less than/ the same as) my partner. My partner has _____ counters. Copy one sheet per student.

Set out a variety of math manipulatives at each table group.

Have students work in pairs.

ACTION

Each student grabs two handfuls of counters. The student combines his/her handfuls into one collection and then counts them. The student then draws and records the quantity on a student-recording sheet. Student partners then complete the sentence frame at the bottom of the page together, stating how many each person had and if they have more or less than their partner.

Commentary:

If students are having a hard time with the quantity generated from two handfuls have them only grab one handful of counters to start with.

Watch the student’s counting strategies. Students should have an organized method for keeping track of items they have already counted. They may use a “pull-off” strategy, moving items from one side of the table to the other, or line them up in a straight line. If students are struggling give them a large paper

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plate and have them count the items by moving them onto the plate and check it by moving them off the plate.

Have the students’ progress to grabbing one handful each of two different types of counters in order to ensure they can combine unlike groups into a single collection.

Solution:Solution

Students should have a pictorial representation of the collection of counters as well as a completed sentence frame such as; “I have 9 counters. I have more than my partner. My partner has 7 counters.”

Begin with larger types of manipulative such as counting bears, cubes etc so that the handfuls do not contain as many items. Have students grab two handfuls from the same type of counters and then vary it so that they grab one handful each from two different types of counters. Progress to smaller counters like buttons or two color counters to increase the quantity that they are dealing with because students will be able to grab larger amounts.

K.CC Teen Go FishAlignment 1: K.CC.ADomain CC: Counting and CardinalityCluster Know number names and the count sequence.

MATERIALS

One deck of cards with the “teen” numerals (11-19), 4 of each number.

PLAY

The students play in small group of 4 or 5. The cards are shuffled then dealt 6 to each player and the rest of deck is placed face down in center of the group.

Each student will try to make pairs of same numbers. If they have a pair in their hand, they place it face up in front of them.

Play starts when the first player asks another player if they have one of the numbers in their hand, for example: “Do you have any 14’s?” If so, that player gives the card to the player who asked for it. If the players gets a pair, s/he places it face up in front them. If not, the player asked replies, “Go Fish”. The player who asked then takes one card from the middle stack.

Play goes around the circle in same manner. Once a player discards all his/her cards, s/he draws a card from the middle pile during their next turn and is allowed to ask another player of they have a matching card.

Play continues until all cards are used and paired up.

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The winner is the person with the most pairs.

Commentary:

The “teen” numbers are usually hard for Kindergarten students to learn, especially 11, 12, 13, and 15. It is important to practice these numbers daily by choral counting and pointing to a number chart or writing them together.

English Language Learners will need to have a picture representation with the numeral on the card so that they can count the objects if they do not yet know the numeral name. It is also important to stress the “teen” ending as English Language Learners often have trouble with pronunciation and say the teens as decade numbers. For example, they would say 40 for 14 or 60 for 16.

Solution:Solution

The winning student will have the most pairs of teen numbers for example, 14/14, 15/15, 17/17, 19/19, 13/13 and while the other student has only 16/16, 11/11, 12/12.

After students are experienced and fluent with the “teens”, they can play this game with higher number cards.

K.CC Assessing Counting Sequences Part I Alignment 1: K.CC.A.2, K.CC.A.1Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard Count forward beginning from a given number within the known sequence (instead of having to begin at 1).Standard Count to 100 by ones and by tens.

This activity is designed to determine the appropriate instructional level for a student in a one-on-one interaction with the teacher.

The teacher needs paper and pencil to record the student's reactions. It is important to find a time and place where the student is comfortable and not distracted. Record the exact language of the student's counting, including hesitations, substitutions, and errors, to help identify specific objectives for future lessons. If a student makes an error on a counting sequence, it is not necessary to continue; this is the place where the student needs instruction.

Say,

“Start counting at 1 and I will tell you when to stop” (stop the student at 22)



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Commentary:

Many students, especially English Language Learners, have trouble with the articulation of the “teen” numbers and say 50 for fifteen, 60 for sixteen, or 70 for seventeen. Related to this, students may shift from the teen number to counting by tens with some variation of this type of counting sequence: “13, 14, 50, 60, 70...”

Students often run into a trouble spot while counting forward when crossing from one family into the next family (i.e., “crossing the decade”). For example, a student may get stuck at 29 and not be able to continue or may continue inappropriately saying something like "28, 29, 90, 91..."

Solution:Solution


A student may not be able to count from 1-22 without skipping numbers. Another possibility is that a student will begin strong and then resort to calling out any number he or she can recall in a random list.


Students who can count from 1 to 22, without problem, may have trouble when asked to begin at 10. Common errors include:

o having trouble getting started, but able to continue without errors when prompted with "11";

o being unable to cross the decade from 29 to 30, perhaps saying something like "29, 40, 41" or "29, 20, 21" or “29, 90” or “29, 31”.


A student may be able to count from 1-22 and from 10-35, but be unable to cross the decade from 59 to 60. They may also omit numbers like 55 or 66 from the counting sequence.


A student may be able to do all of the above, but have trouble with larger numbers. They may leave out 88 or be unable to cross from 89 to 90 or 99 to 100. Many students have trouble beyond 100.

K.CC Assessing Counting Sequences Part IIAlignment 1: K.CC.A.2Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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This activity is designed to determine the appropriate instructional level for a student in a one-on-one interaction with the teacher.

The teacher will need paper and pencil to record the student's reactions. It is best to find a time and place where the student is comfortable and not distracted. Record the exact language of the student's counting, including hesitations, substitutions, and errors, to help identify specific objectives for future lessons. If a student makes an error on a counting sequence, it is not necessary to continue; this is the place where the student needs instruction.

Say,

“Tell me the number after 2, after 5, after 8”




Note: The teacher may have to prompt a student if he or she gives the number before the target rather than the number after the target number with language like, “That is the number before. What number comes after?”

Commentary:

Students may benefit from visualizing a number line when attempting these tasks. The teacher can point to an empty tabletop and say, “Pretend the numbers are here, 1,2,3,4,5,6,7,8,9,10.” Then when asking, “Tell me the number after,” point to the approximate location on the imaginary number line that the number would be. This can be helpful for students who do not seem to understand the language of number after or number before.

Sub-vocalization is a common student strategy that should be noted when assessing a student’s facility with number after; if students need to count quietly under their breath to get a “running start” in order to come up with the number after they are not yet totally flexible with the number sequence and need additional practice. For the number after 8 this might sound like whispered “1,2,3,4,5,6,7,8,9” then more loudly “9.” Long pauses before a student gives an answer with number after tasks may also indicate extra counting “in my head” used to figure out the number after. This also indicates a need for additional practice.

When students are ready to solve problems using a strategy other than count from one, flexibility with number after and before will support the ability to count on from various places.

It is important to also assess student knowledge related to number before. The teacher can give tasks using the number ranges similar to those listed above by just asking what number comes before another number.

Solution:Solution

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In addition to errors and omissions, the teacher will want to record any sub-vocal counting or long pauses on the part of the student; this indicates when the student is unsure or working at the edge of his or her understanding.

Be sure to note any support given to the student such as before/after prompting or imaginary number line reference that is necessary to help the student move forward. Students who can continue, with cues, are again, working at the edge of what they know.

The task is broken into number ranges 1-10, 10-20, 20-30 and 30-100. These number ranges are chosen because, generally, as students progress to larger numbers they have control over the counting sequence and can apply it to a broader range of numbers. Put another way, students who are secure between 50 and 60 are also secure between 60 and 70. For this reason, the last range of numbers is a category that covers a broader range as well.

A student may not be able to give the number after a given number at all or may need to use sub-vocal counting.

K.CC Choral CountingAlignment 1: K.CC.A.1Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard Count to 100 by ones and by tens.

The teacher will need a 100 chart or large number line and a pointer.

As a whole group, have students chant the counting sequence starting with one to thirty, using the pointer to follow the number sequence. Over time, increase the range to one to fifty and then one to one hundred. Eventually have a student take over the job of pointing out the numbers in the sequence. Highlight the multiples of ten using a marker or a colored screen and have students chant the counting sequence by 10s. This should be done daily.

Commentary:

Counting the days in the month every day is another great place to practice the counting sequence; first count the number of days total, and then count from the current date to the end of the month to get practice starting at numbers other than one.

Daily transitions are another great opportunity to practice oral counting; for example, the teacher can say, "Clean up by the time I count to twenty, count with me," or "Meet me in the meeting area before I count backward from 10."

Individual student number lines can be made using two 0-99 charts copied on two different colors of paper. Cover the back of each paper with masking tape and leave a short piece hanging off the edge of the paper on the right side. Make sure the left side of the paper is cut flush with the edge of the chart. Cut each 0-99 chart into strips, ie. 0-9 into one strip, 10-19 into another and so on, then connect the 0-9 of one color to the 10-19 of the other color, alternating until you have a complete number line from 0-99 that alternates colors for each different number family. This will make two complete number lines. Students can be given individual number lines and practice counting on their own or in pairs. Multiples of ten can be highlighted with a marker and students can practice counting by 10s.



Once students have been introduced to counting by tens, a large foam place value die (00-90) can be used to practice counting by tens from whatever multiple of ten is rolled to give students practice starting from various points.

Solution:Examples

Start the counting sequence with one to thirty, then over time increasing to one to fifty and then one to one hundred.

Count by tens: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

K.CC Counting CirclesAlignment 1: K.CC.A.1Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard Count to 100 by ones and by tens.

Have students stand and form a circle facing in toward each other.

Select a counting sequence to be practiced with no more than 8-10 numbers in the sequence.

Have the students start counting around the circle one by one until the last number in the sequence is reached.

When the last number is reached all students clap and that student is out and sits down on the floor in the middle of the circle.

Start the counting sequence over again until another student reaches the number at the end of the sequence; everyone claps and that student sits in the center with the first student.

Continue repeating the sequence until only one child is left standing and the rest are seated in the center of the circle. For example: for the counting sequence 1-10: the first student says "one," the next student says "two" and so on until the 10th students gets to "ten" at this point everyone claps and the tenth child sits in the center of the circle. The eleventh student starts over with "one" and so on.

Commentary:

It is important to keep the counting moving quickly and smoothly, thus keeping the sequence to only ten numbers is key. If a student struggles, he or she will need support; either the teacher can give the number name to the student or can provide a written record that students can refer to. The idea is not for the student to figure out the counting sequence but to hear it and practice it repeatedly in a facile manner.



English Language Learners will often have trouble with the articulation of the "teen" numbers saying 50 for fifteen, 60 for sixteen, 70 for seventeen, etc. so practice within this specific range is useful to emphasize the proper articulation of these number names.

Practicing counting sequences going backward is a particularly important skill to develop that later supports student development with subtraction and often cause difficulty for children. It is critical to play this and other such games using backward number sequences after students have developed facility going forward.

A trouble spot students often run into when counting forward is crossing from one family into the next family, i.e. "crossing the decade." Students will leave out the decade number for example, "27, 28, 29, 31" or will give an entirely different family for example, "27, 28, 29, 90." Focusing on these short sequences to help them cross the decade can be helpful.

Solution:Examples

Possible counting sequences for forward counting: the ones (1-10), the teens (10, 11, 12, 13, 14, 15, 16, 17, 18, 19), and "crossing the decade" (15, 16, 17, 18, 19, 20, 21, 22, 23, 24, or similarly 26-34, 35-44 etc.).

Possible counting sequences for backward counting: the ones (10, 9, 8, 7, 6, 5, 4, 3, 2, 1) or similarly the teens, 20-11 or any crossing the decade sequences going backward.

K.CC Counting by TensAlignment 1: K.CC.A.1

Domain CC: Counting and Cardinality

Cluster Know number names and the count sequence.

Standard Count to 100 by ones and by tens.

Practice 7

ACTION

This activity can be done several times a day as it is quick and requires no materials. The objective of this lesson is to gain automaticity counting to 100 and to establish the importance of multiples of ten. The final goal of this lesson is for students to be able to count by tens and articulate the term for this.

For the first week of this activity have students count to 100 chorally. On each number students clap with their hands in front of them (a normal clap) and whisper the number. For each multiple of ten (10, 20, 30, etc) have students clap above their heads and say the number loudly.



After students are very comfortable with this routine and can effortlessly count to 100 ask students what would happen if you only counted the numbers where they clap above their heads. Students can try this out. Ask the students what we might call this (you will get answers such as “ten counting”) guide students by asking appropriate/ leading questions until they come up with the term “counting by tens” on their own.

Once students have graduated to counting by tens practice this skill often and quickly.

Commentary:

If the class masters counting by tens the teacher could move on to counting by fives. However s/he should introduce counting by fives with a different physical movement so as to differentiate the two.

K.CC Number After Bingo 1-15Alignment 1: K.CC.A.2Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Each student will need a different Number After Game Board (a 5x5 grid with numbers from 2 through 15 randomly arranged, one in each square), 15 each of two different color counting chips and a set of 2-3 each of number cards with the numbers 1 through 15 on them.

Begin whole group by discussing what "number after" means. Next have the students identify and point out on a large number line the number after various numbers selected by the teacher. Initially keep these numbers in the range of 1-15. After the group seems to have an understanding of what "number after" means and how to locate them on the number line, have students play Number After bingo on the 5x5 bingo board in pairs. Students will



take turns drawing a number card, stating the number after and placing his/her counter on that number on the game board. The first student with 3 counters in a row on the grid is the winner. As students progress the practice range should be increased by changing the numbers on the grid and the corresponding numbers on the cards.

Commentary:

Student work with number after is important because it increases student flexibility with the number sequence and the ability to start counting sequences at various points.

Initially students may need a number line to locate the number after; students may also do some "sub-vocal" counting (sort of like counting under their breath) from another number to give them a "running start" which helps them carry on the sequence.

Sub-vocalization is a common student strategy that should be noted when assessing a student’s facility with number after. The students should reach a point when they "just know" the number after orally and do not need the number line support or the additional counting. This should occur naturally through targeted and repeated exposure and practice.

Repeating the initial whole group activity daily by having students identify the number after a given number as a sponge activity will be very supportive for students.

Once students have become facile with the number after, it is important to work on number before following a similar process.

If the students have not played games much, they may need the teacher to model what "3 in a row" on the game board looks like. If students are struggling with the "3 in a row" concept, they can also play blackout and just cover the board completely, which is often easier for young students to understand initially.

Solution:1

Possible ranges for practice identifying the number after: 1-15, then 1-21, then 10-31, then 20-40 and 50-80. Initially, the whole class can work on the same range, but over time some students may still need to work on 1-15 while others will be ready to move on to 1-21 etc. In this way, all students can be doing the same activity but it is differentiated for individual student needs.

Possible ranges for practice identifying the number before: 1-10, then 1-15, then 1-21, then 10-31, then 20-40 and 50-80.

This game can also be modified to support crossing into the next family or "crossing the decade" forward or backward by doing the number after "_9" numbers or number before "_0" numbers. You would need to have 19, 29, 39, 49, 59, 69, 79, 89, 99 on cards and 20, 30, 40, 50, 60, 70, 80, 90, 100 on the 5x5 grid to practice crossing the decade forward. The teacher would need to have 20, 30, 40, 50, 60, 70, 80, 90, 100 on cards and 19, 29, 39, 49, 59, 69, 79, 89, 99 on the 5x5 grid to practice crossing the decade backward.

K.CC Number Line Up Alignment 1: K.CC.A.2Domain CC: Counting and CardinalityCluster Know number names and the count sequence.



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

The teacher will need a set of number cards (easily created using large index cards) that begin with 1 and end with the number of students in the class. So for a class of 22, the teacher would need 22 cards numbered from 1-22. Remove the card(s) with the largest number(s) to adjust for absent students.

Shuffle the cards until they are in random order in preparation of handing one care to each student. Ask students not to look at their card until the teacher says, “GO.” The teacher should identify where "1" should stand and the direction the line should form.

When the teacher says, “GO,” students work together to order themselves from 1 to the largest number. Each student should hold his or her number card face out, so that it is visible to others. When students are satisfied with their line up, ask them to read their numbers, beginning with "1." In other words, the student holding the card with a number 1 says “one,” followed by the student with the 2 card who says “two,” until the class counts through the sequence. This is ideal as a weekly routine, giving students the opportunity to develop systems that make make lining up easy for them to do.

Commentary:

The first time students do this activity, the teacher may have to lead students through by actually saying, “who has 1, who has 2, who has 3,” and so forth, but doing this once helps students understand what is needed and they will be able to work together as a group without much direction. If a group really struggles, try working with a smaller group and a fewer number of cards. Or divide the class into two teams and give each team an identical set of cards, numbered 1 to 11 (for a class of 22) if the class isn’t ready to deal with numbers up to 20. It may be worth a class discussion about efficient approaches students use to line up. Students might suggest larger-numbered students go to the end of the line far away from 1. More sophisticated would be for student to divide themselves into decades.

Other variations:

Turning this activity into a race can be very motivating for students. The students can race against the clock and the teacher keeps track to see if they can improve their time. The class can also be divided into teams and each team works on the numbers 1-10 or 10-20 or whichever sequence will support the number of students in the class divided into two groups.

The counting sequence does not always need to start with "1" (although that certainly would be necessary in the beginning). Over time students may be able to use the number sequences like 2 - 23 or 5 - 27.

Draw an empty number line across the bottom of the chalk or whiteboard and mark 0 on the left end and 25 on the right end. Have a student come up and draw a number card and place the card in order along the number line using the ledge of the whiteboard to prop up the cards (students can also hold the cards if there is no ledge). The next student comes up and draws a card and places that card in relationship to the previous card. For example, if the first card selected is 12 it would go in the middle of the number line, if the next card was 5 it would go in between the 0 and the 12 and so on. This continues until all cards are in the correct order, although it is doubtful the spacing between the cards will be completely



regular since kindergartners' perceptions of numbers as evenly-spaced locations on a number line may be underdeveloped. Students can assist each other as needed with placement of the cards.

Draw an empty number line across the bottom of the chalk or whiteboard and mark 0 on the left end, 10 in the middle, and 20 on the right end. Call a student to stand in front of the number line in the center at 10 and place a number written on a sticky note on the student’s back (the student will be facing the board). The student tries to guess the number on his back. The other children take turns to help him identify his number as quickly as possible by getting him to move to the left or the right. Emphasize the use of math vocabulary such as more, less etc. For example, if a student has 7, the other students might say, “your number is less” or “move left a small amount.”

Solution:Solution

The students will be standing in a line in the correct order from 1 to whatever the number of students participating is.

K.CC Pick a Number, Counting OnAlignment 1: K.CC.A.2Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

ACTION

The teacher puts multiple numbers in a hat or on sticks from the known counting sequence. S/he randomly picks one number and asks the class to count on ten numbers from that number. The class does this chorally.

Commentary:

This activity should be done with the whole group. It could be played a few times a week with just one number, or multiple times at once. The teacher will change the numbers in the hat or on the sticks as the class is able to count higher (as the

known sequence increases). The teacher can have the class count more then ten numbers on from the chosen number as the class

gains higher levels of counting fluency. The teacher can use a 100's chart or a number line to point to the numbers as students count to scaffold

and create an association between the written numeral and the spoken number name.

K.CC Start-Stop CountingAlignment 1: K.CC.A.2Domain CC: Counting and CardinalityCluster Know number names and the count sequence.



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

Have students form a circle and sit facing in toward each other. The teacher selects a range of the number sequence to practice. Start with the teacher walking around the outside of the circle while counting aloud starting at the beginning of the selected counting sequence.

After a few moments the teacher taps a student on the head and sits in the student's spot. The student then gets up from the circle and continues the counting at the point that the teacher left off while walking around the outside of the circle.

At the teacher’s signal the student who is counting selects the nearest student to them by tapping them on the head to take over counting and sits in that student’s spot. The next child then continues the counting sequence until the teacher indicates a change and so on until each child has had a turn. If the class reaches the end of the counting sequence before each child has participated simply start the sequence over again.

This is similar to Duck, Duck, Goose but without the chasing to get to a spot.

Commentary:

It is important to keep the counting moving quickly and smoothly, thus keeping the sequence to only ten numbers is key. If a student struggles, he or she will need support; either the teacher can give the number name to the student or can provide a written record that students can refer to. The idea is not for the student to figure out the counting sequence, but to hear it and practice it repeatedly in a facile manner.

English Language Learners will often have trouble with the articulation of the "teen" numbers saying 50 for fifteen, 60 for sixteen, 70 for seventeen, etc. so practice within this specific range is useful to emphasize the proper articulation of these number names.

Practicing counting sequences going backward is a particularly important skill to develop that later supports student development with subtraction and often cause difficulty for students. It is critical to play this and other such games using backward number sequences after students have developed facility going forward.

A trouble spot students often run into when counting forward is crossing from one family into the next family, i.e. "crossing the decade." Students will leave out the decade number for example, "27, 28, 29, 31" or will give an entirely different family for example, "27, 28, 29, 90" so may need support in this area. Teaching students to count by tens and then use that strategy to find the next family can be helpful.

Any signal used in classroom routines (such as clapping, snapping, or using a clicker or a maraca/shaker) can be helpful to indicate to the student that it is time to tap the next student. Also students often enjoy playing this game with a play microphone that magnifies the voice and can be passed off to the next player.

Solution:Examples



Any counting sequence can be selected depending on student abilities. In a kindergarten class 1-20 or 30 might be a starting point but this can easily be extended to 1-100 going forward and 50-1 going backward.



K.CC “One More” ConcentrationAlignment 1: K.CC.A.2Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

This game is a version of the traditional memory or concentration game.

MATERIALS

One set of number cards from 1 to 9 in one color (say blue). These are the "one less" cards. Another set of number cards from 2 to 10 in another color (say red). These are the "one more" cards.

ACTIONS

Students work in pairs or trios. The students place all the number cards that are "one less" face down in an 3x3 array on the left and all the number cards that are "one more" face down in a 3x3 array on the right.

The first student selects a card from the left array, stating the number name and the counting number that follows. For example, if the student selects the number 2, s/he would say, “I have 2 so I need 3."

S/he then picks one card from the array on the right (the "one more" numbers), hoping to find the target number. If the student finds a matching pair, s/he keeps that pair of cards. If the student does not find a pair, both cards are replaced face down in their original spots.

It is now the second student's turn to choose a card from the “one less” array and to try to find the appropriate “one more” card. Students should try to remember where each number is located. (The game is called "Concentration" not "Guessing.")

Play continues until all cards have been matched. The student with the most matched pairs wins.

Commentary:

This game can be introduced whole group on the board by making slightly larger cards and using a sentence pocket chart (or magnetic tape on a magnetic board) to arrange the cards in two arrays face down against the board. The teacher then plays against the rest of the class, modeling the process of picking from the left to begin, stating the number name and the number after and then picking from the right.

To simplify this task, the teacher could use large cards and display the array on the board with cards FACE-UP. Then students choose a number (which they can see), name it, and state the number that is 1 more. Then they choose/find that number in the other array. Practice identifying "1 more" (or "1 less") with numbers revealed may give needed practice to students struggling with this concept.

It is very important for the students to draw a card from the left and state what they need before they draw from the right. This will encourage them to think about and work to figure out the number that is



"one more." When the students get in the habit of picking up two cards simultaneously the game become much more about luck (although they do have to confirm that it is a pair, so do get some practice) and students are less likely to internalize the information and use it when counting.

Students who become proficient with playing the game to support counting forward can gain experience in backward counting by picking from the right array first (the one more numbers) and then looking for the correct number that is "one less."

K.CC Assessing Writing NumbersAlignment 1: K.CC.A.3Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard 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).

In a small group or whole group setting, give each student a piece of paper. It may be useful to use 1 inch graph paper and have the student write each number in a different box to help with spacing.

Ask students to write the number that is spoken, and then say, “Write (number name)”. Give the numbers from 0-10 in random order.

Students who have trouble writing certain numbers can then get targeted practice. It is also important to assess students writing of the numbers 11-20; perhaps after students are able to write 0-10.Commentary:

Students may reverse numbers when writing them, such as the number 3 or 5 as well as 6 and 9. Writing teen numbers can pose challenges for students because of the way they sound when spoken.

Teen numbers (13-19) are read/spoken from right to left while other numbers are not. When “16” is spoken one hears the sound of “6” before the “teen” part and so students will often start writing with a “6” and then pause and add the “1,” sometimes in front of the “6” but often behind it because they hear the “teen” part second when speaking the number name.

This task is presented to the students orally to ensure that students are associating the symbol they write with a number name. Although it may seem like a way to modify this assessment you should not show the number “10” and then say “write 10” when giving this task. This presentation will make it hard to determine if a student is copying a visual image they have seen or actually is associating a number name with a symbol. It is also important to assess a student’s ability to read and sequence numbers prior to or at least along with, the ability to write a number. In general, we should see some level of facility with reading numbers prior to writing them.

Solution:Solution

The student should be able to write the numbers from 0-10 and then from 10-20. Students may make errors in the teen numbers as noted in the commentary.



K.CC Number TIC TAC TOEAlignment 1: K.CC.A.3Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard 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).

The teacher will need a 3x3 grid with the numerals 1-9 arranged randomly (one in each box in the grid) and 2 different colored crayons, one for each child.

Two students each select a different color crayon and one number grid.

a. Player A chooses and reads a number name on the grid out loud to Player B. If Player B agrees that is the correct number name, then Player A may trace the numeral with his/her crayon.

b. Players switch roles and Player B reads a number name on the grid. If Player A agrees it has been correctly identified, then Player B traces the numeral with his/her crayon color.

c. Repeat steps (a) and (b) until one player has three numerals traced with his/her color in a row.

The object is to identify 3 numbers in a row – horizontally, vertically or diagonally. The winning student must confirm with the teacher by being able to read to the teacher the 3 winning numbers. This will allow for autonomy during the task but provide a check that students are actually identifying the numerals correctly in conjunction with tracing them.

Commentary:

It is important for students to name the number out loud and have a partner confirm as a way to ensure students are focused on number identification, not just tracing numerals without a connection to the number name.

Students may need a number line to assist them in identifying a number name; you may also see students doing some “sub-vocal” counting (sort of like counting under their breath) from another number to arrive at the correct number name. This is a common student strategy that should be noted when assessing a student’s facility with number identification. Students should eventually be able to identify a numeral without having to count sub-vocally and may need targeted instruction to move away from this support.

Eventually students can write the numbers in the grids to create game boards for each other. Number writing stamps can be found at teacher material stores and can be used to students write numerals neatly. Students can stamp them and then trace them to create their own game boards. At some point students can create their own game boards without tracing, just by looking at written numbers and copying them.

Laminating the grids and having the students use dry erase markers or crayons to write will allow the game to be re-used and not require as many copies.

Solution:Solution



Game boards can be made for 1-9, then 5-12, then 10-18 and finally 12-20. They can also be tailored specifically to a student’s difficult numbers or repeat a smaller collection of numerals multiple times on a board.

Students can also play blackout and just cover the board completely. This is often easier for young students to understand initially than the "3 in a row to win" concept. If you play blackout, teams can bring the board to the teacher for verification and each student reads the numbers traced with his/her color.

K.CC Race to the TopAlignment 1: K.CC.A.3Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard 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).

The teacher will need a sheet of 1 inch graph paper turned sideways (horizontally) with the numbers 0-9 written one in each box in the bottom row along the 11” side of the paper (one copy per student) and a 10 sided number die (0-9) or a 0-9 spinner.

The student rolls a number using the die or spinner and writes that number in the next box of the corresponding column. Students start at the bottom of the page and work to the top. Each time the student rolls/spins a number he/she will write the number on the paper in the next corresponding box. The winning number is the first to make it to the top of the paper. Students can also work in pairs.

Commentary:

If students need more support in writing the numerals initially, number writing stamps can be found at teacher material stores and can be used. These stamps can be found with dotted spacing that allows students to trace the numbers. Tracing numbers can be stamped from the bottom of the board to mid-way up the game board, leaving only the last couple of squares blank so students can write the numerals on their own.

To ensure students are focused on number identification along with numeral formation, be sure to question students as they play the game about which number is winning and what number they rolled. Take care not to give the number name, for example “which number is winning?” rather than “I see 4 is winning.”



Papers can be laminated; have the students use dry erase markers or crayons to write so that the game board may be re-used.

Solution:Solution

Numbers are rolled and written down until one of the numbers has been rolled enough times to fill in all the boxes in a column on the graph paper going from one of the 11” sides to the other (bottom to top).

A variety of numbers 0-20 that need to be practiced can be targeted by changing the numbers on the paper and making a new spinner to match. Suggested ranges are 0-9, 6-15, 12-21. A larger version can also be made on 1"inch graph chart paper with the numbers 0-20 and played in a small group.

The game can also incorporate quantity by having 2-12 on the game board and rolling two 1-6 dot dice. In this version, students wold add the two quantities shown on the dice. When students are ready, a number die and a dot die can be used. For a simpler game leave the paper vertical and only work with the numbers 1-6 with a regular dot die.

K.CC Rainbow Number LineAlignment 1: K.CC.A.3

Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard 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).

The teacher will need a package of regular sentence strips and a medium point black permanent marker. Write the numbers from 1-20 on a sentence strip, one per student. Indicate the starting point for tracing each number with a dot.

As an alternative, the teacher could print out number strips on card stock using the computer. Teacher fonts are available free on-line with traceable number formations.

Give each student five or six different colored crayons (any color but black). Starting at the dot, have them trace over each number with each of the colored crayons. Laminate each number strip and tape it to the student's desk



or table area for future reference. Students can also cut the number strip into separate cards to use for sequencing activities.

Commentary:

A rainbow number strip is a colorful tool with a personal connection to the student that may increase its use as a reference over a pre-produced number line. It should be in a readily available place like on the student's desk or table area. It will serve as a visual and motor reminder when reading and writing numbers because the student has gone through the tracing motion.

It is useful for teachers of young children to acknowledge the difference between number recognition and number identification. Students demonstrate recognition when asked, for example, “Where is the 6?” and they point out the 6. Students demonstrate identification when asked, for example, “what number is this?” and they can say, “That is 6.” The difference is that with identification, a student has to come up with the number name on his or her own, whereas with recognition, the teacher has supplied the number name and the student just has to “recognize” the numeral. Number identification indicates a more sophisticated understanding than number recognition, so teachers must ensure they are posing tasks that support number identification and not just recognition.

Writing teen numbers can pose challenges for students because of the way they sound when spoken. Teen numbers (13-19) are read/spoken from right to left, while other numbers are not. When “16” is spoken, one hears the sound of “6” before the “teen” part and so students will often start writing with a “6” and then pause and add the “1,” sometimes in front of the “6” but often behind it because they hear the “teen” part second when speaking the number name. This right-to-left sound-pattern can complicate things further when students begin reading larger two-digit numbers. Students will often reverse numbers; for example they might read "27" as "72" based on the pattern they have learned for reading “teen” numbers.

Another important area to focus on when working with numerals is sequencing tasks. Give each child a set of small number cards 1-10 or 1-20 and have them sequence the cards. They can use the number line to match, or they can cut and sequence the number line they made. Students need to repeat these types of activities until they can do it without support.

The number line can also be used to support forward counting, “number before” or “number after” activities as well as numeral recognition, identification and writing.

Solution:Solution

Number lines can be made for numerals 1-20 or from 1-10 as a starting point or for students who are struggling.

The final product will be colorful but not an actual "rainbow" shape.

K.CC,OA Dice AdditionAlignment 1: K.CC.A.3, K.OA.A.2Domain CC: Counting and CardinalityCluster Know number names and the count sequence.Standard 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).



Domain OA: Operations and Algebraic ThinkingCluster Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.Standard Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Action:

Teacher gives each pair of students one worksheet, two markers of different colors and a pair of dice. Student A rolls the two dice, finds the sum, and traces the number on the worksheet which corresponds to the answer with his/her marker. Student A then passes the dice to Student B who rolls both the dice, finds the sum and traces the correct number on the worksheet with his/her marker. Play continues this way until one of the numbers “wins” (i.e. all of the numbers of that quantity have been traced).

Please see attached blackline master for game board.



Commentary:

This task supports students in correctly writing numbers. Because students have to trace the number, instead of coloring in a bubble with the number in it or circling the correct number, they gain handwriting practice as well as counting and addition practice.

The standard for kindergarten is addition to 10. This game uses two commercially available six sided dice, and because of this students will practice addition to 12. If a teacher feels his/her class is not ready for addition to 12 they can use two spinners of 1-5 (or even 0-5) or use non-standard dice which go 0-5 or 1-5.

The teacher can start this game with dot dice so that students can count the dots to determine the sum. If the teacher would like to differentiate for students that need more of a challenge s/he can change the dice so that one die has written numbers and once die has dots. This will encourage students to practice counting on. The teacher could also give students two dice with written numbers. Teachers can strategically give different students different types of dice as a way of differentiating. This activity is an excellent independent center which students can play from the time they have been introduced to addition until the end of the school year.

As an extension, after students have played this game several times the teacher can take a few completed game boards and the class can talk about trends they see and why. For example, no one ever gets the sum of one, why is that? Also if many games boards are compared students will probably find that numbers 6, 7, 8 and 9 win more often then numbers 2 and 12. The class could discuss this finding and why they believe it happens.

Solution:Game played by the rules

There is no one solution for this task. Students have correctly solved the task when they have taken turns, counted the dots on their dice and recorded the sum until one number is the "winner."



K.CC Counting MatAlignment 1: K.CC.B.4Domain CC: Counting and CardinalityCluster Count to tell the number of objects.Standard Understand the relationship between numbers and quantities; connect counting to cardinality.

MATERIALS:

Counting Mats



Small objects to count, such as bears or tiles.

ACTION:

The teacher gives students the counting mat and many small objects to count with. Some students will automatically read the numbers and assemble the correct number of object then match them to the dots on the counting mat to verify they counted correctly. Other students who need more scaffolding will match each object to a dot. Students who do it this way should be guided to count the objects once they have assembled them on the dots. Once a student is done with each number they can move on to the next number. The teacher should do a quick check of a student's work before the student begins working on the larger numbers.

Commentary:

The teacher can print the counting mats, copy them as double-sided copies with 1-6 on the front and 7-12 on the back, and then laminate them so they can be reused. The mats can also be copied onto larger paper (such as 11x17 paper). This task will probably be used at the start of the kindergarten year and some children may benefit from the larger size mat as their fine-motor skills are still developing.

This task gives students another way to practice counting and gain fluency with connecting a written number with the act of counting. This task should be introduced by the teacher and would then be a good independent center. The number mat could be made with a different counting sequence if the teacher desires.

Solution:Dots and Objects Matched

Students must correctly match up the number of objects to the dots and the number.

K.CC Goody BagsAlignment 1: K.CC.B.4Domain CC: Counting and CardinalityCluster Count to tell the number of objects.



Standard Understand the relationship between numbers and quantities; connect counting to cardinality.

MATERIALS

Many small ziplock bags of counting objects (the “goodies”). Each bag should contain a number of objects in the counting sequence students are working on, between 1 and 20.

Post-it notes and pencils.

ACTIONS

Students count the objects, record the number on the post-it note and stick the post-it note onto the outside of the bag.

Students can work in pairs to scaffold their counting, and teachers should take care that at least one student in each pair is a confident counter and at least one student is a confident writer. Students can be provided with a number line to aid in writing the numbers. If the teacher is concerned that students cannot write the numbers independently s/he can write the quantities on post-it notes ahead of time and let the students choose the post it note that goes with each goody bag.

Commentary:

Like “K.CC Color Week” and "K.CC Number Rods," this task aims to give students practice counting and recording the given number on quantities up to 20.

Teachers should take care to provide a variety of different sized objects in assorted quantities. For example, some bags should contain a larger number of smaller objects while others contain a smaller number of larger objects so that students have experiences that show them small doesn’t always equal less/big doesn’t always equal more.

This activity can be done without direct teacher supervision. It would be well suited to a math stations time where an adult (teacher, parent, classroom aid) is in close proximity to provide corrective feedback but does not need to be led by the teacher.

If the teacher would like to extend the activity s/he can ask the students to line the bags up in order from the least number to the greatest number once they have finished labeling them. Care must be taken to make sure the students understand what we mean by least and greatest. There are many ways they could confuse the issue, for example, least in size, or least in weight. It must be made clear that what is meant is least in number.

K.CC Biggest Number WinsAlignment 1: K.CC.CDomain CC: Counting and CardinalityCluster Compare numbers.



MATERIALS

Students play in pairs and each will have their own deck of cards. Each deck should have cards that show one of the numerals 0-10 that is accompanied by a picture that represents the corresponding quantity, and each deck should contain four of each number. Each deck should be a different color so they can be easily separated at the end.

ACTIONS

The students sit side-by-side. The cards are shuffled and the students place their deck face down in front of them. Each student flips over one card.

Together, the students decide which of the two numbers shown has the greater value. The student with the card with the greatest number keeps both cards.

In the event that both cards show the same number, each student places another card directly on top of the first card and the new cards are compared. The student with the greater number shown on top takes all four cards.

The game continues in the same way until all cards are used. The student with the most cards wins.Commentary:

The pictures on the cards that represent the quantities should consist of objects arranged in regular spatial patterns such as dice patterns, ten frames, or finger patterns. It is important for students to have had previous experience recognizing the patterns. This can be done by quickly flashing the cards, one at a time, to the students as a whole group and saying the number or having pairs of students flash the cards to each other. The cards should be index card size (3"x5") or larger so they can be seen by whole group.

It is important to associate the written numeral with the quantity. This will help students later when combining numbers.

Practicing using domino dot, 10-frame, or finger pattern cards is an excellent way to scaffold the particularly important concept of grouping numbers and counting on that will be needed in first grade. This game should not be played with cards only showing numerals until students have had experiences with counting items and comparing quantities.

Students should be able to recognize most of the numbers from 1-10 before playing this game. A challenging variant of this game would be "Number Golf" where the smallest number wins each

round.



Solution:Solution

After students are familiar with the domino dot, 10-frame, and finger pattern cards, a mixture of the cards could be used in the game. For example, one student has a deck of finger pattern cards and the other student has a deck of 10-frame cards.

K.CC More and Less HandfulsAlignment 1: K.CC.A, K.CC.B, K.CC.CDomain CC: Counting and CardinalityCluster Know number names and the count sequence.Cluster Count to tell the number of objects.Cluster Compare numbers.

MATERIALS

A variety of manipulatives for counting

Student recording sheet (see setup)

SETUP

On a sheet of plain paper write the following sentence frame at the bottom; I have ____ counters. I have _____ (more than/less than/ the same as) my partner. My partner has _____ counters. Copy one sheet per student.

Set out a variety of math manipulatives at each table group.

Have students work in pairs.

ACTION

Each student grabs two handfuls of counters. The student combines his/her handfuls into one collection and then counts them. The student then draws and records the quantity on a student-recording sheet. Student partners then complete the sentence frame at the bottom of the page together, stating how many each person had and if they have more or less than their partner.

Commentary:

If students are having a hard time with the quantity generated from two handfuls have them only grab one handful of counters to start with.

Watch the student’s counting strategies. Students should have an organized method for keeping track of items they have already counted. They may use a “pull-off” strategy, moving items from one side of the



table to the other, or line them up in a straight line. If students are struggling give them a large paper plate and have them count the items by moving them onto the plate and check it by moving them off the plate.

Have the students’ progress to grabbing one handful each of two different types of counters in order to ensure they can combine unlike groups into a single collection.

Solution:Solution

Students should have a pictorial representation of the collection of counters as well as a completed sentence frame such as; “I have 9 counters. I have more than my partner. My partner has 7 counters.”

Begin with larger types of manipulative such as counting bears, cubes etc so that the handfuls do not contain as many items. Have students grab two handfuls from the same type of counters and then vary it so that they grab one handful each from two different types of counters. Progress to smaller counters like buttons or two color counters to increase the quantity that they are dealing with because students will be able to grab larger amounts.

K.CC Which number is greater? Which number is less? How do you know?Alignment 1: K.CC.C.6Domain CC: Counting and CardinalityCluster Compare numbers.Standard Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

ACTION:

This task should be done as a whole group.

The teacher will show the class two groups of objects or drawings of objects.



The class will chorally count the two groups and the teacher or a student can record the number below the group.

The teacher will then ask the class to chorally say which number is greater and which number is less. The teacher will then instruct students to turn to their talking partner and tell them how they know which

number is greater or less than the other number.

It can be helpful if students have preassigned "talking partners." This is not necessary but will make the lesson go more smoothly as students will quickly know who they should turn and talk with.

Commentary:

The goal of this task is for students to explain how they know one quantity is greater or less than another quantity. Students will easily be able to identify which number is greater or less. However, explaining their reasoning will help them solidify their number sense skills.

The teacher should sometimes ask "which number is greater?" and sometimes "which number is less?" so that students gain skill with the concept of less than. Greater than is an easier concept to master for young children, as it connects to their very intrinsic sense of "more," but less than can be tricky.



Solution:Six is less than nine because...

“When I count it goes 1, 2, 3, 4, 5, 6, 7, 8, than 9. I know that six is less than nine because I say six before I say nine.”

“I know that nine is greater than six because my brother is nine years old and he’s older than me. I’m five and that is less than six.”

“Okay, you have six. One more is seven. One more is eight. One more is nine. So nine is greater than six. Okay?”

“Well, when I see the number line I see six comes before nine.”

“This many fingers is six (shows six fingers). This many fingers is nine (shows nine fingers). I have to put up more to show you nine.”

Any answer which includes the child correctly explaining why one number is greater or less than the other is acceptable. The teacher should encourage students to use the words greater than/less than.

The first few times this activity is done the answers may be long and full of extra information that is not relevant to the problem such as, “You know my brother Jayovanni. He’s in third grade. He used to be in kindergarten with you Mrs. Wood. He loved kindergarten! Well now he’s in Ms. Martin’s class. My mama got him new blue Jordans, but I didn't get new ones because my feet are still the same size as when I got these shoes. Well Jayovonni is nine. And I’m five. Five is less then six. Jayovonni is older then me. I know that nine is more then six because Jayovonni is nine and he is older then me.” If this happens the teacher should paraphrase the relevant math information back to the student.

The answer of “nine is bigger than six” is not a sufficient answer. The students need to explain why they know nine is greater than six, or six is less than nine. If students use the words bigger/smaller, the teacher should help the students connect this language to the more precise words (greater than/less than) and help the students use this language.

K.CC Guess the Marbles in the BagAlignment 1: K.CC.C.7Domain CC: Counting and CardinalityCluster Compare numbers.Standard Compare two numbers between 1 and 10 presented as written numerals.

This activity can be done as an entire class or in small groups.

MATERIALS



Paper bags and marbles (or some other counter, as long as it is relatively noisy).

ACTIONS

(Whole-class version) The teacher secretly places between 1 and 10 marbles in a paper bag, then shows the bag to the class. After shaking it enough times for students to hear the marbles inside, and 4 or 5 students guess how many marbles are in the bag. The teacher writes the guesses on the board. Afterwards the contents of the bag are revealed and counted out. The teacher writes the number representing the total on the board, and the students then help sort their guesses into less than, greater than, or equal to the number of marbles in the bag. The game repeats until everyone has had a chance to guess at least once.

(Small group version) This works like the class version but one student in a group fill the bag with marbles themselves and the rest of the group tries to guess the number. With this variation it is practical to allow the students to both hear and feel the marbles inside the bag before they make their guess.

Commentary:

The iteration of greater than, less than, and equal to with a specific "target number" will help strengthen the concept. It is important that all the numerals used in the game are written down both to aid in comparison and to meet the standard.

For an even more physical experience with the whole-class version, the students can write their answers on index cards and line up on one or the other side of the teacher depending if they were greater than or less than the target number.

K.OA What’s Missing? Alignment 1: K.OA.A.2Domain OA: Operations and Algebraic ThinkingCluster Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.Standard Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Show the student 6 counters (small, flat objects). Ask the student to close his/her eyes. Hide some of the counters under a sheet of heavy paper. When the student opens his/her eyes, s/he determines how many were hidden based on the number of counters still showing.

Commentary:

Repeat the task 4-5 times per student. This task may be repeated with a different number of counters. Students should eventually be able to recognize the number of counters that are showing and/or hidden

without counting.



The words compose and decompose are used to describe actions that young students learn as they acquire knowledge of small numbers by putting them together and taking them apart. This understanding is a bridge between counting and knowing number combinations. It is how instant recognition of small numbers develops and leads naturally to later understanding of fact families.

Solution:Observation

Students should look at how many counters are showing and determine how many objects are hidden.

K.OA Bobbie Bear's ButtonsAlignment 1: K.OA.A.3

Domain OA: Operations and Algebraic ThinkingCluster Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.Standard Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or

drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1 ).

Bobbie Bear has a box of red and blue buttons. She takes 4 buttons out of the box. How many of each color button might she have?

Ask students to draw pictures and write the number for each color. Students may represent their solution using drawings, equations, or both. Not all possible pairs that total 4 are required to meet this standard, but students should be encouraged to include more than one.

Commentary:

Because of the limited reading skills of kindergarten students, this task should be introduced by the teacher, followed by the student carrying out the activity. It would be appropriate to have a box of blue and red buttons on hand. Students can try to imagine a solution, and then they could reach into the box and actually see a solution (they would have to pick buttons out without looking at the colors to ensure that all the possible combinations might be found). The greater the number of students who get a chance to select out four buttons, the more likely it will be that all the possible combinations will come up. If students don't write equations, teachers should so that students can begin to see symbolic representations of these mathematical concepts.

As with several other tasks in the set, any number between 2 and 10 can be used in place of 4 to address K.OA.3. However, if students are actually picking buttons out of the box, they are less likely to pick out all possible combinations with a larger number.

Solution:0 K.OA.3 Bobbie Bear's Buttons



Solutions for this task will vary, depending on which numbers students start with and how they represent their work. Students may represent their solutions in various ways, including drawings, equations, or both.

Possible equations: 0+4=4; 1+3=4; 2+2=4; 3+1=4; 4+0=4 Note that the total (4) may appear on either side of the equation (e.g., 4=2+2).

K.OA Christina's CandiesAlignment 1: K.OA.A.3Domain OA: Operations and Algebraic ThinkingCluster Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.Standard Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1 ).

This task is meant to be presented as a sequence of questions posed by the teacher to the students.

Christina has 7 candies. Some of them are chocolate, and some of them are lemon. a. If she has one chocolate candy, how many lemon candies does she have if the rest are lemon?

b. If she has two chocolate candies, how many lemon candies does she have if the rest are lemon?

c. If she has 3, (4, 5, 6) chocolate candies, how many lemon candies does she have if the rest are lemon?

Once a student finds one answer, ask him/her to find another. Ask the student to use objects, pictures, or equations to demonstrate his/her thinking. Not all pairs that total 7 are required to meet this standard, but students must include more than one.

Commentary:

As with several other tasks in the set, any number between 2 and 10 can be used in place of 7 to address K.OA.3. Although not necessary to meet this standard, listing the possible pairings of chocolate and lemon candies in a systematic way might help the student show that s/he has found all of the possible pairings.

Solution:0 K.OA.2 Christina's Candies

Solutions for this task will vary, depending on which numbers students start with and how they represent their work. Students may represent their solutions as drawings or equations.

Possible equations: 1+6=7; 2+5=7; 3+4=7; 4+3=7; 5+2=7; 6+1=7 Note that the total (7) may appear on either side of the equation (e.g., 7=2+5).



The specific wording of this question suggests that Christina had some of each flavor, thus eliminating the 7 chocolate and 0 lemon and the 0 chocolate and 7 lemon possibilities.

K.OA Make 9Alignment 1: K.OA.A.3Domain OA: Operations and Algebraic ThinkingCluster Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.Standard Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or

drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1 ).

Make 9 in as many ways as you can by adding two numbers between 0 and 9.

Commentary:

Because of the limited reading skills of kindergarten students, this task should be introduced by the teacher, followed by the students carrying out the activity. Teachers should have counters on hand for students to use.

There are two other tasks that are very similar to this but which have contexts. As with several other tasks in the set, any number between 2 and 10 can be used in place of 9 to address K.OA.3.

Some students may notice or be ready to appreciate the observation that each possibility has a "companion" where the order of numbers is switched. Students who make this observation are engaging in Standard for Mathematical Practice 7 Look for and make use of structure; the structure they are detecting will later be called the commutative property of addition.

Although not necessary to meet this standard, listing the possible pairs of numbers in a systematic way might help the student show that s/he has found all of the possible number pairs that make 9.

Solution:0 K.OA.3 Make 9

Students may use objects or drawings to find the decompositions and then should record each decomposition by drawing pictures or writing equations. Students should include two or more of the following possible decompositions. Note that the “9” may appear on either side of the equal sign.

Possible equations:0+9 = 9; 1+8 = 9; 2+7 = 9; 3+6 = 9; 4+5 = 9; 5+4 = 9; 6+3 = 9; 7+2 = 9; 8+1 = 9; 9+0 = 9



K.OA Pick TwoAlignment 1: K.OA.A.3Domain OA: Operations and Algebraic ThinkingCluster Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.Standard Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1 ).

For each set of numbers below, pick two numbers that add to make six. Write an equation that shows that those two numbers add to make 6.

a. 3, 5, 3

b. 6, 0, 2

c. 1, 6, 5

d. 3, 2, 4

e. 4, 2, 6

Commentary:

Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required. This task could be used by teachers as an opportunity to gauge their students' ability to write equations and whether they may be ready to begin a discussion about what the equal sign means.

Because of the limited reading skills of kindergarten students, this task should be introduced by the teacher, followed by the students carrying out the activity.

Although this task asks for totals that make “6,” it may be repeated using any number through 10 to address K.OA.3.

Solution:All solutions

Note that “6” may be on either side of the equation. Students should include one of the following solutions for each part of the task.

a. 3 + 3 = 6 or 6 = 3 + 3

b. 6 + 0 = 6; 0 + 6 = 6; 6 = 6 + 0; or 6 = 0 + 6

c. 1 + 5 = 6; 5 + 1 = 6; 6 = 1 + 5; or 6 = 5 + 1



d. 2 + 4 = 6; 4 + 2 = 6; 6 = 2 + 4; or 6 = 4 + 2

e. 4 + 2 = 6; 2 + 4 = 6; 6 = 4 + 2; or 6 = 2 + 4

K.OA Shake and SpillAlignment 1: K.OA.A.3Domain OA: Operations and Algebraic ThinkingCluster Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.Standard Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1 ).

a. Give each student 5 two-color counters (e.g., red and yellow).

b. Ask each student to “shake and spill” the counters using a cup or their hands.

c. Next, ask the students to determine how many of each color is showing.

d. Finally, ask the student to record the sum using drawings or equations.

e. Repeat several times to show pairs that sum to 5.

Commentary:

Two-color counters may be purchased commercially or created by spray-painting one side of objects such as dried lima beans.

Because of the limited reading skills of kindergarten students, this task should be introduced by the teacher, followed by the students carrying out the activity.

The word "sum" is easily confused with "some," especially for young children. Take care to use language that the students understand. However, make sure that they understand that they are representing, for example, 3+2, not just 3 and 2 separately. Language like, "How many red? How many yellow? How many all together?" might be appropriate.

Although this task uses 5 counters, it can be repeated using any number through 10 to address K.OA.3.

Solution:All possible solutions



Solutions for this task will vary, depending on the colors that are showing each time the counters are spilled. Students may represent their solutions with drawings or equations.

Possible equations: 0+5=5; 1+4=5; 2+3=5; 3+2=5; 4+1=5; 5+0=5Note that the total (5) may appear on either side of the equation (e.g., 5=2+3).

K.MD Longer and Heavier? Shorter and Heavier? Alignment 1: K.MD.ADomain MD: Measurement and DataCluster Describe and compare measurable attributes.

Materials

• Several pairs of objects (see below for how to choose the pairs)

• balance scale

Action: The teacher finds several pairs of objects for the class to compare. The class will compare the length and weight of each pair of objects. Some pairs should be set up so that object A is both longer and heavier then object B and some pairs should be set up so that object A is is heavier but shorter then object B. In other pairs object A should be lighter but longer then object B, and for at least one pair, objects A and B should appear about the same, but differ in weight. This will show students that weight and length are separate measurements, and not always related.

The teacher will select the first pair and ask the students which is longer. The teacher can hold them side by side for comparison. Have students explain why they know one is longer.

Once students have established which object is longer the teacher will ask them to predict which object will be heavier. Ask students to explain why they predict this. Students can use the sentence frame “I predict ____ will be heavier because_____.” Any prediction which is explained with reasoning is an excellent prediction!

The teacher will then place each item in one side of the balance scale and the class will watch to see which is heavier. Students can discuss if their predictions were correct.

The teacher will then repeat the activity with a new pair of objects. The teacher will take care to vary the sets so that there is a mix of heavier/shorter, lighter/longer, heavier/longer and lighter/shorter.

Prerequisite skill: understanding how a balance scale works.

This activity should be repeated on several occasions throughout the study of measurement. If a class does Boardmath this activity would be a good one for inclusion in the Measurement and Geometry section.

Commentary:



At first this concept is difficult for kindergartners because many 5 year olds believe simply in big vs. little. For example a five year old is little, a mommy is big. The five year old is smaller then the mommy in every way (shorter, lighter, etc). Because the concept is difficult to the five year old mind this activity should be a whole group/teacher led activity.

Once students have become familiar with this task the teacher can ask students which object is shorter (instead of which is longer) and ask which object is lighter (instead of heavier).

Once students are fluently comparing weight vs length, another variation of this is to select objects and compare them by two other different measurable attributes such as width vs. length, capacity vs. weight, etc.

Solution:Sophisticated Reasoning

The activity should be presented so that there are multiple solutions and the pairs do not follow a predictable pattern.

As students practice this task several times their reasoning as to which object is heavier should become more sophisticated. For example the first time the task is presented a student might say “I predict object B will be heavier because it is bigger.” However as they continue to practice students might say “I predict object B will be heavier because it is made of wood and wood is heavy. Object A is a stuffed animal and I know stuffed animals are not very heavy.”

K.MD.1 How HeavyAlignment 1: K.MD.A.1Domain MD: Measurement and DataCluster Describe and compare measurable attributes.Standard Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

You will need various items to measure and weigh, a balance scale, a large set of cubes such as unifix or snap cubes, and a recording sheet with 4 sections. In each section would be the words: _______ cubes heavy, with enough space for a small drawing.

The students work in pairs. They choose an item to measure. Using the balance scale, they put the item on one side of the balance scale. They then put enough cubes on the other side of the scale to make it balance. They remove the cubes, count them, and record the number. They draw a picture of the item they measured. They continue same routine 3 more times with different items.

See attached blackline master.

Commentary:



If the students are not facile with number formation, then a number chart can be used for reference when they need to record the number.

Working in pairs supplies support to those students who may be struggling with number names or writing numbers. The main focus is to weigh the object.

After this activity has established the routine of measuring, then as a variation, different manipulatives, such as chip counters, chain links, cuisenaire rods, or bear counters can be used to measure the items. You could also measure one item only using 4 different manipulatives.

Solution:Solution

The students should become familiar with the word, “heavy”, and its reference to weight.

The students should become aware that an item can have different weights depending on what you use as a measuring tool.

K.MD.1 How LongAlignment 1: K.MD.A.1Domain MD: Measurement and DataCluster Describe and compare measurable attributes.Standard Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

You will need various items to measure, a large set of cubes such as unifix or snap cubes, and a recording sheet with 4 sections. In each section would be the words: _______ cubes long with enough space for a small drawing.

The students work in pairs. They choose an item to measure. First they line up the cubes along the longest side of the item. They count and record the number on the first line in the first section. They draw a picture of the item they measured. They continue same routine 3 more times with different items.

Commentary:

The students may need to first be shown how to measure length correctly by starting at one end and going to the other end.

If the students are not facile with number formation, then a number chart can be used for reference when they need to record the number.

Working in pairs supplies support to those students who may be struggling with number names or writing numbers. The main focus is to do the measuring the object.

After this activity has established the routine of measuring, then as a variation, different manipulatives, such as chip counters, chain links, cuisenaire rods, or bear counters can be used to measure the items. You could also measure one item only using 4 different manipulatives.



Solution:Solution

The students should become familiar with the word, “long”, and its reference to length.

The students should become aware that an item can have different weights depending on what you use as a measuring tool.

K.MD Size ShuffleAlignment 1: K.MD.A.2

Domain MD: Measurement and Data

Cluster Describe and compare measurable attributes.

Standard Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Materials:

Sets of card pairs with the words: “taller” and “shorter” written on them in two different colors (the colors help students who cannot yet read).

Setup:

The students stand in a circle with the cards in their hands.

Action:

When the teacher says “GO,” the students find a partner and stand face to face. Each student holds up the card that indicates if they are taller or shorter than the person they are face to face with. When the teacher calls out a student’s name, they respond in a complete sentence, “I am shorter/taller than __________.” The teacher calls three or four students and then says “GO” again. The teacher calls on three or four different students each time until all the students have had a turn to respond.

Commentary:



It is important to have the students understand the concept of and use the words “taller” and “shorter” when describing height. Kindergarten students usually will use the words “bigger” and “littler” when they compare themselves, but this could be weight rather than height.

If there is concern that some students might feel self-conscious because they are taller or shorter than everyone else, then one option is to read the book It's Okay To Be Different by Todd Parr before doing this activity.

Solution:Solution

Students should become familiar with the words, “taller/shorter”, and that they refer to height.

Other possible variations are; having each student hold a number of items, different sizes of items or containers. The responses would then be: more/less, bigger/littler, hold more/hold less, or heavier/lighter.

K.MD Which weighs more? Which weighs less?Alignment 1: K.MD.A.2Domain MD: Measurement and DataCluster Describe and compare measurable attributes.Standard Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Materials:

Sheets of paper for each student that are folded in half with the words "Heavier" and "Lighter" written at the top of each side.



A box of large blocks.

A box of different objects with different weights to compare with a block from the first box. Some should be lighter than a single block and some should be heavier. The weight differences should be fairly pronounced.

Action:

The students begin by choosing a block that they will use to compare with other objects.

Students will then choose an item from the second box and compare its weight to their block. They then draw a picture of it under "Heavier" or "Lighter" depending which applies. They continue to choose objects from the box to measure against their block until they have two or three drawings on each side of their sheet.

Commentary:

The students should be told just to make a quick drawing instead of trying to trace the item on their sheet.

This activity can be done during a whole group lesson, but might be easier in a small group or at a center.

The students should also be encouraged to explain their findings to a partner so as to be given an opportunity to use the math vocabulary of heavier/lighter.

Some students may need to work in pairs to help support those that are struggling or slow in completing the task.

Solution:Solution

The students explain their findings to the teacher using the terms heavier and lighter.

K.MD Sort and Count IIAlignment 1: K.MD.B.3Domain MD: Measurement and DataCluster Classify objects and count the number of objects in each category.Standard Classify objects into given categories; count the numbers of objects in each category and sort the categories by

count.Limit category counts to be less than or equal to 10.

ACTION

Students will get a bag of small objects. Each bag should contain objects that can be sorted in multiple ways. An example of this is a bag of buttons where a student could sort by color, size or number of holes in each button. Another example of this would be a bag of shapes in different colors which could be sorted by color or shape.



Students take their bag and spill it onto a large sheet of paper. Students then begin sorting. When they have sorted, students can then count the number of objects in each group. The teacher can also ask the students which group has the most and which group has the least and if any of the groups have the same number. The teacher can also extend the task by asking the student to name each group and tell why they choose to sort the objects in that particular way.

Commentary:

For students who are struggling with the concept of categorizing, the teacher could provide bags of objects which can only be sorted one way. An example of this would small counting bears with only two or three colors of bears in each bag.

For students who are ready for more of a challenge they can record their sorted groups onto the paper. Students can draw or sketch the objects, record the number of objects in each group and can record the name for each group. Because kindergarteners are learning to sound out and write, the teacher should accept any way that the students record the name of each group. A student might write simply “r” for rectangle or “s” for circle.

This task builds on to the other Sort and Count task. This task could be introduced after the students have played that whole class sorting game.

Teachers should ensure that the number of objects that are in the sorting bags are within the known counting sequence for students.

Solution:Solution

The teacher should accept any way the child wants to sort the objects, so long as the child can explain their reasoning. For example a student might sort by “buttons I think are pretty” vs “buttons I don’t think are pretty.”

K.MD.3 Sort and CountAlignment 1: K.MD.B.3Domain MD: Measurement and DataCluster Classify objects and count the number of objects in each category.Standard Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

You will need sorting cards or items, for example: colors, shapes, animals, foods, etc. Cards should be able to be sorted multiple ways (example, foods could be sorted by color, then sorted by fruit vs. veggie vs. grain). Another example is animals could first be sorted by pet vs. wild animal vs. farm animal and next be sorted by number of legs and finally be sorted by furry animals/skin animals/scale animals.

First have students look at the cards and decide two or three different ways to sort. Next each student can randomly choose a card or item. Then when all class has one, they sort themselves into categories according to color, shape, type of animal or food they have. Then the teacher can ask the questions:



“Which group has the most?”

“Which group has the least?”

“Do any groups have the same number?”

The students count the groups and answer the teacher’s questions.

Commentary:

English Language Learners would benefit from verbally naming the item they chose and also the other items of the rest of the class.

It would benefit all students to be taught to respond in complete sentences to the teacher’s questions. For example they can say, “There are more triangles.”

As one variation, each student chooses an Attribute Block. The teacher can then sort the students using 1 attribute and have the students “Guess the Rule” by how they are sorted.

Another variation would use a Venn Diagram, in a whole group setting, to sort the attribute blocks the students chose.

Solution:Solution

The students should become familiar with the math vocabulary more/less/same and most/least.

The students should be able to count and compare small groups.

K.G Shape Hunt Part 1Alignment 1: K.G.ADomain G: GeometryCluster Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

This game is a scavenger hunt. It can be played indoors or outdoors.

In the play area, the teacher should scatter 6 shapes cut out of construction paper attached to whatever appropriate surfaces are nearby. The shapes should be clearly numbered.

Students go out to the play area with a blank paper with 6 empty slots. When the student finds a shape they should copy it to their own paper in the appropriate spot.



Commentary:

Any kind of scaling in the student drawings should be strictly informal. It can be avoided altogether by making the designated shapes fit into the student papers, although to meet the standard the students should not be able to just trace.

One possible modification: instead of having every shape explicitly made out of construction paper, have some (or all) shapes be items in the world that are labeled with the appropriate number tag. For example, a square bulletin board marked with a number would require the students to copy a square onto their paper.

K.G Shape Hunt Part 2Alignment 1: K.G.ADomain G: GeometryCluster Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).Practice 1

Practice 2

This game is a scavenger hunt. It can be played indoors or outdoors and can be played after students play Shape Hunt Part 1.

Students go out to the play area with a blank paper with 6 empty slots (same as the paper used for Shape Hunt Part 1). When the student finds a shape they can copy it onto their paper and attempt to label it (this maybe as simple as “r” for rectangle, or “s” for square depending on how advanced students writing skills are). Students can color it in to match the real world item of that shape.

Commentary:

The main difference between this task and part 1 is that students are now given the task of finding and identifying real-world shapes in their environment.



Teachers can give students a list of shapes they want them to be able to find (such as find at least one circle, one triangle, one square and one rectangle) or could ask students to find four circles or six rectangles. Obviously teachers will need to ensure that there are in fact four circles or six rectangles (or whatever combination they are asking for) visible in the space.

Teachers may wish to have students work in pairs to find the shapes, but each child should have their own recording sheet.

Solution:Multiple Solutions!

There are many possible solutions to this task. Teachers should accept all shapes which are drawn to the best ability of the student. Most five year olds will struggle to draw a perfect circle, and will have slightly crocked lines for a square, rectangle, rhombus, hexagon, triangle, etc. The objective of this game is for students to FIND and identify shapes, not perfectly draw them.

K.G Shape Sequence SearchAlignment 1: K.G.AGrade KDomain G: GeometryCluster Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Find the row or column that contains each sequence.



a. triangle-rectangle-rectangle-circle

b. triangle-circle-rectangle-triangle

c. hexagon-triangle-triangle-circle

d. square-hexagon-rectangle-triangle

e. square-triangle-square-rectangle

Commentary:

The use of repeated patterns emphasizes the possible change in size and orientation.

It is possible to present the puzzle as a full "word search" style puzzle where the sequences don't span the entire row or column. For instance, on the puzzle above, the student could be asked to find the sequence "hexagon-triangle-triangle" or "triangle-square-rectangle". (It may even be easier in this case; when given orally for preliterate students, sequences of 3 are easier to remember than sequences of 4.)


k.cc assessing reading numbers - common core web viewbeing unable to cross the ... and traces the...

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