Math

[|Tenn CC Math Lessons]

Kindergarten Unit for Addition and Subtraction for Common Core:

[|Addition/ Subtraction Unit]

Review for 2012:  **[|KidsNumber Addition]** **KINDERGARTEN MATH ACTIVITIES: NUMBER** Number Puzzles (1-10): Laminate each puzzle and cut into 10 vertical strips. Students order numbers 1-10 to create picture. [|Dinosaur Puzzle 1] [|Dinosaur Puzzle 2] [|Fire Engine Puzzle] [|Double Decker Bus Puzzle] [|School Bus Puzzle] [|Taxi Puzzle] [|Zoo Puzzle] [|Missing Number Game] [|Missing Number Before, After, Between] [|Counting Rhymes] [|Counting Read Alouds]
 * **COUNTING AND CARDINALITY** ||
 * **Know number names and the count sequence**
 * K.CC1** Count to 100 by ones and by tens.
 * Possible Activities:**

[|Counting on Cup] [|Count on Two More] [|Show One More] [|One More on the Ten Frame] [|Nearby Teens Game] [|Nearby Teens Gameboard]
 * K.CC2** Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
 * Possible Activities:**

[|Representing Numbers in 3 Ways] [|Missing Numbers 1-10] [|Race to Trace (1-6)] [|Race to Trace (2-12)] [|Race to Trace (11-22)] [|Dice Race] [|Numeral Handwriting Sheets 1-10] [|More Handwriting 1-9] [|Handwriting Sheets 11-20]
 * K.CC3** 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).
 * Possible Activities:**

a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. [|Counting Cards 1-10] [|My Counting Book (print double sided)] [|Five Frame Match] [|Five Frame Flash] [|Five Frame Numeral Match] [|Five Frame Concentration] [|Blank Five Frame] [|Ten Frame Dice Match] [|Ten Frame Flash] [|Ten Frame Numeral Match] [|Fill the Frame (1-10)] [|Fill the Frames (1-20)]
 * Count to tell the number of objects**
 * K.CC4** Understand the relationship between numbers and quantities; connect counting to cardinality.
 * Possible Activities:**
 * Blank 5 and 10 frames and enlarged frames with dots can be found on the Math Resources page.

[|Domino Jigsaws] [|Number Jigsaws] [|Playdough Numbers] [|Counting Cup]
 * K.CC5** Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
 * Possible Activities:**

[|Greater Than/Less Than]
 * Compare numbers**
 * K.CC6** Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group
 * Possible Activities:**

[|Greater Than] [|Less Than] ||
 * K.CC7** Compare two numbers between 1 and 10 presented as written numerals.

**KINDERGARTEN MATH ACTIVITIES: NUMBER**

[|Addition Plate] ***new!** [|How Many Bears in the Cave?] ***new!** [|Unifix Towers] [|Make 5 on the Five Frame]
 * **OPERATIONS AND ALGEBRAIC THINKING** ||
 * **Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from**
 * K.OA1** Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
 * Possible Activities:**

[|Dot Card Addition] [|Dot Cards 1-12] [|Domino Addition] [|Make 10 on the Ten Frame] [|My Ten Frame Riddle] [|Part Whole Mats]
 * K.OA2** Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem.
 * Possible Activities:**

[|Addition Bag] ***new!** [|Hide the Cubes] - Mouse Count - 10 Flashing Fireflies
 * K.OA3** 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)
 * Possible Activities:**
 * Possible Read Alouds:** (see task cards in right hand column)

[|Facts of Ten] [|Make 10] [|Making Apple Ten Packs]
 * K.OA4** For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
 * Possible Activities:**

[|Sums of Five] [|Five Squares] [|Facts of Five] [|Shake 5 and Spill] ||
 * K.OA5** Fluently add and subtract within five

**KINDERGARTEN MATH ACTIVITIES: NUMBER** [|Teens on the Ten Frame] [|Teens on the Ten Frame Book] [|Tens and Ones with Unifix Cubes] [|My Double Ten-Frame Riddle] || **__IXL:__**
 * **NUMBERS AND OPERATIONS IN BASE TEN** ||
 * **Work with numbers 11-19 to gain foundations for place value**
 * K.NBT1** Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
 * Possible Activities:**
 * Large Ten Frames (11-20) can be found on the Math Resources page.

K.NO Number and Operations


 * **K.1 The learner will recognize, model, and write whole numbers through 30.**
 * **K.1.01 Develop number sense for whole numbers through 30.**
 * **K.1.01.a Connect model, number word (orally), and number, using a variety of representations.**
 * [|Count to 3: Represent numbers (up to 3) (Pre-K - B.4)]
 * [|Count to 5: Represent numbers (up to 5) (Pre-K - C.4)]
 * [|Count to 10: Represent numbers (up to 10) (Pre-K - D.4)]
 * [|Count to 20: Represent numbers (up to 20) (Pre-K - E.4)]
 * [|Numbers and counting up to 3: Represent numbers - up to 3 (Kindergarten - A.2)]
 * [|Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)]
 * [|Numbers and counting up to 5: Represent numbers - up to 5 (Kindergarten - B.2)]
 * [|Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)]
 * [|Numbers and counting up to 10: Represent numbers - up to 10 (Kindergarten - C.2)]
 * [|Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.3)]
 * [|Numbers and counting up to 10: Number lines - up to 10 (Kindergarten - C.7)]
 * [|Numbers and counting up to 10: Before, after, and between - up to 10 (Kindergarten - C.8)]
 * [|Numbers and counting up to 20: Represent numbers - up to 20 (Kindergarten - D.2)]
 * [|Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.3)]
 * [|Numbers and counting up to 20: Tally marks - up to 20 (Kindergarten - D.5)]
 * [|Numbers and counting up to 20: Number lines - up to 20 (Kindergarten - D.6)]
 * [|Numbers and counting up to 20: Before, after, and between - up to 20 (Kindergarten - D.7)]
 * [|Numbers and counting up to 20: Count tens and ones - up to 20 (Kindergarten - D.11)]
 * [|Numbers and counting beyond 20: Count groups of ten (Kindergarten - E.3)]
 * [|Numbers and counting beyond 20: Number lines - up to 30 (Kindergarten - E.4)]
 * [|Numbers and counting beyond 20: Count tens and ones - up to 30 (Kindergarten - E.5)]
 * **K.1.01.b Count objects in a set.**
 * [|Count to 3: Count dots (up to 3) (Pre-K - B.1)]
 * [|Count to 3: Count shapes (up to 3) (Pre-K - B.2)]
 * [|Count to 3: Count objects (up to 3) (Pre-K - B.3)]
 * [|Count to 5: Count dots (up to 5) (Pre-K - C.1)]
 * [|Count to 5: Count shapes (up to 5) (Pre-K - C.2)]
 * [|Count to 5: Count objects (up to 5) (Pre-K - C.3)]
 * [|Count to 10: Count dots (up to 10) (Pre-K - D.1)]
 * [|Count to 10: Count shapes (up to 10) (Pre-K - D.2)]
 * [|Count to 10: Count objects (up to 10) (Pre-K - D.3)]
 * [|Count to 20: Count dots (up to 20) (Pre-K - E.1)]
 * [|Count to 20: Count shapes (up to 20) (Pre-K - E.2)]
 * [|Count to 20: Count objects (up to 20) (Pre-K - E.3)]
 * [|Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)]
 * [|Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)]
 * [|Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)]
 * [|Numbers and counting up to 10: Count up and down - with pictures (Kindergarten - C.4)]
 * [|Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)]
 * [|Numbers and counting beyond 20: Count to 30 (Kindergarten - E.1)]
 * [|Skip-counting: Skip-count by twos (Kindergarten - F.1)]
 * [|Skip-counting: Skip-count by fives (Kindergarten - F.2)]
 * [|Skip-counting: Skip-count by tens (Kindergarten - F.3)]
 * [|Skip-counting: Skip-count by twos, fives, and tens (Kindergarten - F.4)]
 * **K.1.01.c Read and write numerals.**
 * [|Numbers and counting up to 10: Names of numbers - up to 10 (Kindergarten - C.10)]
 * [|Numbers and counting up to 20: Names of numbers - up to 20 (Kindergarten - D.9)]
 * **K.1.01.d Compare and order sets and numbers.**
 * [|Comparing: Compare groups (fewer or more) (Pre-K - F.1)]
 * [|Comparing: Compare in a chart (fewer or more) (Pre-K - F.2)]
 * [|Comparing: Compare in a mixed group (Pre-K - F.3)]
 * [|Classify: Same (Pre-K - H.1)]
 * [|Classify: Different (Pre-K - H.2)]
 * [|Classify: Same and different (Pre-K - H.3)]
 * [|Numbers and counting up to 5: Count up (Kindergarten - B.4)]
 * [|Numbers and counting up to 5: Count down (Kindergarten - B.5)]
 * [|Numbers and counting up to 10: Count up and down - with numbers (Kindergarten - C.5)]
 * [|Numbers and counting up to 10: Count forward and backward - up to 10 (Kindergarten - C.9)]
 * [|Numbers and counting up to 20: Count up and down (Kindergarten - D.4)]
 * [|Numbers and counting up to 20: Count forward and backward - up to 20 (Kindergarten - D.8)]
 * [|Comparing: Fewer, equal, and more (Kindergarten - G.1)]
 * [|Comparing: Fewer and more - comparing groups (Kindergarten - G.2)]
 * [|Comparing: Fewer and more - with charts (Kindergarten - G.3)]
 * [|Comparing: Fewer and more - mixed (Kindergarten - G.4)]
 * [|Sorting, ordering, and classifying: Same (Kindergarten - N.1)]
 * [|Sorting, ordering, and classifying: Different (Kindergarten - N.2)]
 * [|Sorting, ordering, and classifying: Same and different (Kindergarten - N.3)]
 * [|Sorting, ordering, and classifying: Put numbers up to 10 in order (Kindergarten - N.6)]
 * [|Sorting, ordering, and classifying: Put numbers up to 30 in order (Kindergarten - N.7)]
 * **K.1.01.e Use ordinals (1st-10th).**
 * **K.1.01.f Estimate quantities fewer than or equal to 10.**
 * **K.1.01.g Recognize equivalence in sets and numbers 1-10.**
 * **K.1.02 Share equally (divide) between two people; explain.**
 * [|Fractions: Identify halves, thirds, fourths (Kindergarten - L.1)]
 * [|Fractions: Equal parts (Kindergarten - L.2)]
 * **K.1.03 Solve problems and share solutions to problems in small groups.**

K.MEA Measurement


 * **K.2 The learner will explore concepts of measurement.**
 * **K.2.01 Compare attributes of two objects using appropriate vocabulary (color, weight, height, width, length, texture).**
 * [|Size: Long and short (Pre-K - I.1)]
 * [|Size: Tall and short (Pre-K - I.2)]
 * [|Size: Light and heavy (Pre-K - I.3)]
 * [|Size: Holds more or less (Pre-K - I.4)]
 * [|Size: Compare height, weight, and capacity (Pre-K - I.5)]
 * [|Size: Wide and narrow (Pre-K - I.6)]
 * [|Measurement: Long and short (Kindergarten - Q.1)]
 * [|Measurement: Tall and short (Kindergarten - Q.2)]
 * [|Measurement: Light and heavy (Kindergarten - Q.3)]
 * [|Measurement: Holds more or less (Kindergarten - Q.4)]
 * [|Measurement: Compare size, weight, and capacity (Kindergarten - Q.5)]
 * **K.2.02 Recognize concepts of calendar time using appropriate vocabulary (days of the week, months of the year, seasons).**
 * [|Time: Seasons (Kindergarten - M.5)]

K.GEO Geometry


 * **K.3 The learner will explore concepts of geometry.**
 * **K.3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes.**
 * [|Shapes: Identify circles, squares, and triangles (Pre-K - A.1)]
 * [|Shapes: Identify squares and rectangles (Pre-K - A.2)]
 * [|Shapes: Identify cubes and pyramids (Pre-K - A.3)]
 * [|Geometry: Identify shapes I (Kindergarten - S.1)]
 * [|Geometry: Identify shapes II (Kindergarten - S.2)]
 * [|Geometry: Identify solid figures (Kindergarten - S.3)]
 * [|Geometry: Geometry of everyday objects (Kindergarten - S.7)]
 * **K.3.02 Compare geometric shapes (identify likenesses and differences).**
 * [|Geometry: Relate planar and solid figures (Kindergarten - S.4)]
 * [|Geometry: Count sides and corners (Kindergarten - S.5)]
 * [|Geometry: Compare sides and corners (Kindergarten - S.6)]
 * **K.3.03 Model and use directional and positional vocabulary.**
 * [|Positions: Inside and outside (Pre-K - G.1)]
 * [|Positions: Left and right (Pre-K - G.2)]
 * [|Positions: Left, middle, and right (Pre-K - G.3)]
 * [|Positions: Above and below (Pre-K - G.4)]
 * [|Positions: Top and bottom (Pre-K - G.5)]
 * [|Positions: Inside and outside (Kindergarten - K.1)]
 * [|Positions: Left, middle, and right (Kindergarten - K.2)]
 * [|Positions: Top, middle, and bottom (Kindergarten - K.3)]
 * [|Positions: Above and below (Kindergarten - K.4)]
 * [|Positions: Location in a three-by-three grid (Kindergarten - K.5)]
 * **K.3.04 Complete simple spatial visualization tasks and puzzles.**

K.DAP Data Analysis and Probability


 * **K.4 The learner will collect, organize and display data.**
 * **K.4.01 Collect and organize data as a group activity.**
 * [|Data and graphs: Making graphs (Kindergarten - O.1)]
 * **K.4.02 Display and describe data with concrete and pictorial graphs as a group activity.**
 * [|Sorting, ordering, and classifying: Venn diagrams (Kindergarten - N.5)]

K.ALG Algebra


 * **K.5 The learner will model simple patterns and sort objects.**
 * **K.5.01 Sort and classify objects by one attribute.**
 * [|Classify: Classify by color (Pre-K - H.4)]
 * [|Sorting, ordering, and classifying: Classify by color (Kindergarten - N.4)]
 * **K.5.02 Create and extend patterns with actions, words, and objects.**
 * [|Numbers and counting up to 10: Complete a sequence - up to 10 (Kindergarten - C.11)]
 * [|Numbers and counting up to 20: Complete a sequence - up to 20 (Kindergarten - D.10)]
 * [|Patterns: Similar patterns (Kindergarten - H.1)]
 * [|Patterns: Complete missing parts of patterns (Kindergarten - H.2)]
 * [|Patterns: Growing patterns (Kindergarten - H.3)]

__**Math Common Core:**__

> [|10 Little Peas] > > [|One Two Chocolate Goo] > > [|Sing a Song of Numbers] > > [|Moo!] > > [|1, 2, 3, 4 Mary's knocking at the door] > > [|One Potato] > > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|One Two Tie My Shoe] > > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Show me 5 Fingers] > > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Ten Little Fingers] > > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Three Little Witches] > > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|1, 2, 3, 4, 5] [|Template for innovating on text] > <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|5 Little Bees]
 * <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 130%;">__**K.CC Counting and Cardinality**__ ||
 * * **K Know number names and the count sequence.**
 * **K.CC.1 Count to 100 by ones and by tens.**
 * ===<span style="background-color: #ffffcc; color: #006666; font-family: arial,san-serif; font-size: 17px;">Counting/Numeral Recognition 1-10 ===
 * [|Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)]
 * [|Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)]
 * [|Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)]
 * [|Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)]
 * [|Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)]
 * [|Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.3)]
 * [|Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)]
 * [|Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.3)]
 * [|Numbers and counting up to 20: Count tens and ones - up to 20 (Kindergarten - D.11)]
 * [|Numbers and counting beyond 20: Count to 30 (Kindergarten - E.1)]
 * [|Numbers and counting beyond 20: Count to 100 (Kindergarten - E.2)]
 * [|Numbers and counting beyond 20: Count groups of ten (Kindergarten - E.3)]
 * [|Skip-counting: Skip-count by tens (Kindergarten - F.3)]
 * **K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).**
 * ===<span style="background-color: #ffffcc; color: #006666; font-family: arial,san-serif; font-size: 17px;">Counting Up ===
 * [|Numbers and counting up to 5: Count up (Kindergarten - B.4)]
 * **K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).**
 * [|Numbers and counting up to 3: Represent numbers - up to 3 (Kindergarten - A.2)]
 * [|Numbers and counting up to 5: Represent numbers - up to 5 (Kindergarten - B.2)]
 * [|Numbers and counting up to 10: Represent numbers - up to 10 (Kindergarten - C.2)]
 * [|Numbers and counting up to 20: Represent numbers - up to 20 (Kindergarten - D.2)]
 * **K Count to tell the number of objects.**
 * **K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.**
 * **K.CC.4.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.**
 * [|Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)]
 * [|Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)]
 * [|Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)]
 * [|Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)]
 * [|Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)]
 * [|Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.3)]
 * [|Numbers and counting up to 10: Names of numbers - up to 10 (Kindergarten - C.10)]
 * [|Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)]
 * [|Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.3)]
 * [|Numbers and counting up to 20: Names of numbers - up to 20 (Kindergarten - D.9)]
 * **K.CC.4.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.**
 * [|Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)]
 * [|Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)]
 * [|Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)]
 * [|Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)]
 * **K.CC.4.c Understand that each successive number name refers to a quantity that is one larger.**
 * [|Numbers and counting up to 5: Count up (Kindergarten - B.4)]
 * [|Numbers and counting up to 10: Count up and down - with pictures (Kindergarten - C.4)]
 * **K.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.**
 * [|Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)]
 * [|Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)]
 * [|Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)]
 * [|Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)]
 * [|Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)]
 * [|Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.3)]
 * [|Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)]
 * [|Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.3)]
 * **K Compare numbers.**
 * **K.CC.6 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.**
 * [|Comparing: Fewer, equal, and more (Kindergarten - G.1)]
 * [|Comparing: Fewer and more - comparing groups (Kindergarten - G.2)]
 * [|Comparing: Fewer and more - with charts (Kindergarten - G.3)]
 * [|Comparing: Fewer and more - mixed (Kindergarten - G.4)]
 * **K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.**
 * [|Comparing: Comparing numbers up to 10 (First grade - G.2)] ||
 * <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 130%;">__**K.OA Operations and Algebraic Thinking**__ ||
 * * **K Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.**
 * **K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.**
 * [|Adding: Addition with pictures - sums up to 5 (Kindergarten - I.1)]
 * [|Adding: Add two numbers - sums up to 5 (Kindergarten - I.2)]
 * [|Adding: Addition sentences - sums up to 5 (Kindergarten - I.3)]
 * [|Adding: Addition with pictures - sums up to 10 (Kindergarten - I.4)]
 * [|Adding: Add two numbers - sums up to 10 (Kindergarten - I.5)]
 * [|Adding: Addition sentences - sums up to 10 (Kindergarten - I.6)]
 * [|Subtracting: Subtract with pictures - numbers up to 5 (Kindergarten - J.1)]
 * [|Subtracting: Subtraction - numbers up to 5 (Kindergarten - J.2)]
 * [|Subtracting: Subtraction sentences - numbers up to 5 (Kindergarten - J.3)]
 * [|Subtracting: Subtract with pictures - numbers up to 10 (Kindergarten - J.4)]
 * [|Subtracting: Subtraction - numbers up to 9 (Kindergarten - J.5)]
 * [|Subtracting: Subtraction sentences - numbers up to 10 (Kindergarten - J.6)]
 * **K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.**
 * [|Adding: Addition with pictures - sums up to 5 (Kindergarten - I.1)]
 * [|Adding: Addition sentences - sums up to 5 (Kindergarten - I.3)]
 * [|Adding: Addition with pictures - sums up to 10 (Kindergarten - I.4)]
 * [|Adding: Addition sentences - sums up to 10 (Kindergarten - I.6)]
 * [|Subtracting: Subtract with pictures - numbers up to 5 (Kindergarten - J.1)]
 * [|Subtracting: Subtraction sentences - numbers up to 5 (Kindergarten - J.3)]
 * [|Subtracting: Subtract with pictures - numbers up to 10 (Kindergarten - J.4)]
 * [|Subtracting: Subtraction sentences - numbers up to 10 (Kindergarten - J.6)]
 * [|Addition: Addition word problems - sums to 10 (First grade - B.3)]
 * [|Subtraction: Subtraction word problems - one-digit numbers (First grade - D.3)]
 * **K.OA.3 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).**
 * [|Addition: Ways to make a number using addition (First grade - B.5)]
 * [|Addition: Ways to make a number - addition sentences (First grade - B.6)]
 * [|Subtraction: Ways to make a number using subtraction (First grade - D.5)]
 * [|Subtraction: Ways to make a number - subtraction sentences (First grade - D.6)]
 * [|Subtraction: Ways to subtract from a number - subtraction sentences (First grade - D.7)]
 * [|Mixed operations: Addition and subtraction - ways to make a number (First grade - F.1)]
 * **K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.**
 * **K.OA.5 Fluently add and subtract within 5.**
 * [|Adding: Addition with pictures - sums up to 5 (Kindergarten - I.1)]
 * [|Adding: Add two numbers - sums up to 5 (Kindergarten - I.2)]
 * [|Adding: Addition sentences - sums up to 5 (Kindergarten - I.3)]
 * [|Subtracting: Subtract with pictures - numbers up to 5 (Kindergarten - J.1)]
 * [|Subtracting: Subtraction - numbers up to 5 (Kindergarten - J.2)]
 * [|Subtracting: Subtraction sentences - numbers up to 5 (Kindergarten - J.3)] ||
 * <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 130%;">__**K.NBT Number and Operations in Base Ten**__ ||
 * * **K Work with numbers 11-19 to gain foundations for place value.**
 * **K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.**
 * [|Numbers and counting up to 20: Count tens and ones - up to 20 (Kindergarten - D.11)] ||
 * <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 130%;">__**K.MD Measurement and Data**__ ||
 * * **K Describe and compare measurable attributes.**
 * **K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.**
 * [|Measurement: Long and short (Kindergarten - Q.1)]
 * [|Measurement: Tall and short (Kindergarten - Q.2)]
 * [|Measurement: Light and heavy (Kindergarten - Q.3)]
 * [|Measurement: Holds more or less (Kindergarten - Q.4)]
 * [|Measurement: Compare size, weight, and capacity (Kindergarten - Q.5)]
 * **K.MD.2 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.**
 * [|Measurement: Long and short (Kindergarten - Q.1)]
 * [|Measurement: Tall and short (Kindergarten - Q.2)]
 * [|Measurement: Light and heavy (Kindergarten - Q.3)]
 * [|Measurement: Holds more or less (Kindergarten - Q.4)]
 * [|Measurement: Compare size, weight, and capacity (Kindergarten - Q.5)]
 * **K Classify objects and count the number of objects in each category.**
 * **K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.**
 * [|Sorting, ordering, and classifying: Same (Kindergarten - N.1)]
 * [|Sorting, ordering, and classifying: Different (Kindergarten - N.2)]
 * [|Sorting, ordering, and classifying: Same and different (Kindergarten - N.3)]
 * [|Sorting, ordering, and classifying: Classify by color (Kindergarten - N.4)]
 * [|Sorting, ordering, and classifying: Venn diagrams (Kindergarten - N.5)]
 * [|Sorting, ordering, and classifying: Put numbers up to 10 in order (Kindergarten - N.6)]
 * [|Sorting, ordering, and classifying: Put numbers up to 30 in order (Kindergarten - N.7)] ||
 * <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 130%;">__**K.G Geometry**__ ||
 * * **K Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).**
 * **K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.**
 * [|Positions: Inside and outside (Kindergarten - K.1)]
 * [|Positions: Left, middle, and right (Kindergarten - K.2)]
 * [|Positions: Top, middle, and bottom (Kindergarten - K.3)]
 * [|Positions: Above and below (Kindergarten - K.4)]
 * [|Positions: Location in a three-by-three grid (Kindergarten - K.5)]
 * [|Geometry: Geometry of everyday objects (Kindergarten - S.7)]
 * **K.G.2 Correctly name shapes regardless of their orientations or overall size.**
 * [|Geometry: Identify shapes I (Kindergarten - S.1)]
 * [|Geometry: Identify shapes II (Kindergarten - S.2)]
 * [|Geometry: Identify solid figures (Kindergarten - S.3)]
 * **K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").**
 * [|Geometry: Relate planar and solid figures (Kindergarten - S.4)]
 * **K Analyze, compare, create, and compose shapes.**
 * **K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).**
 * [|Geometry: Identify shapes I (Kindergarten - S.1)]
 * [|Geometry: Identify shapes II (Kindergarten - S.2)]
 * [|Geometry: Identify solid figures (Kindergarten - S.3)]
 * [|Geometry: Relate planar and solid figures (Kindergarten - S.4)]
 * [|Geometry: Count sides and corners (Kindergarten - S.5)]
 * [|Geometry: Compare sides and corners (Kindergarten - S.6)]
 * [|Geometry: Symmetry I (Kindergarten - S.8)]
 * [|Geometry: Symmetry II (Kindergarten - S.9)]
 * **K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.**
 * **K.G.6 Compose simple shapes to form larger shapes.** ||

<span style="background-color: #ffffcc; color: #006666; font-family: arial,san-serif; font-size: 17px;">Counting Back
<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|5 Fat Sausages]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Five Little Turkeys]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Four Little Fish]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Five Little Snowmen]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Five Little Blue Birds]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Five Enormous Dinosaurs] <span style="background-color: #ffffcc; font-family: arial,san-serif;">[|,]

<span style="background-color: #ffffcc; color: #006666; font-family: arial,san-serif; font-size: 17px;">Ordinal Numbers
<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|5 Little Pumpkins]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|5 Little Fish]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|5 Little Squirrels]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|5 Little Tadpoles]

<span style="background-color: #ffffcc; color: #006666; font-family: arial,san-serif; font-size: 17px;">Complements of 5
<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|5 Little Puppies]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Fruit Salad]

<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|5 Chocolate Cookies]

<span style="background-color: #ffffcc; color: #006666; font-family: arial,san-serif; font-size: 17px;">Complements of 10
<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Fly Away]

<span style="background-color: #ffffcc; color: #006666; font-family: arial,san-serif; font-size: 17px;">Other
<span style="background-color: #ffffcc; font-family: arial,san-serif;">[|Even Odd Song]

<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">One possible way to use counting rhymes in your classroom is to choose one per week as a Shared Reading text:
 * <span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">A Counting Rhyme a Week **

<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">On **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Mondays, **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;"> revisit favorite counting rhymes from previous weeks, then introduce the new rhyme. Chant the rhyme and work on its rhythm.

<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">On **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Tuesdays, **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;"> have students take turns to act out the rhyme as it is read.

<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">On **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Wednesdays, **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;"> read the rhyme in different ways: slow, fast, loud, soft voices etc. Focus in on rhyming or sight words.

<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">On **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Thursdays, **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;"> revisit the rhyme and complete either the cloze or sentence block activities.

<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">On **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">Fridays, **<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;"> revisit the rhyme and have students paste a copy into their Counting Rhymes Book to take home and share with their family. Place laminated copies of the rhyme activities in the Counting Rhymes Math Center for students to revisit throughout the year.