Kindergarten Math Domain: Counting and Cardinality Cluster: Know number names and the count sequence.

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Kindergarten Math

Domain: Counting and Cardinality Cluster: Know number names and the count sequence.

Common Core Standard: K.CC.1 Count to 100 by ones and by tens.

Essential Vocabulary Task Analysis Learning Activities/Assessments

Resources

- Count from 0 to 10. - Count from 0 to 20. - Count from 0 to 30. - Count from 0 to 40. - Count from 0 to 50. - Count from 0 to 60. - Count from 0 to 70. - Count from 0 to 80. - Count from 0 to 90. - Count from 0 to 100.

- Count by 10s to 100.

Take a picture of an object and write the numbers 1-10 on the bottom. Cut the paper into strips with each strip having one number. Have children out the puzzle together. This can be done with any picture to match the theme that you are using. (this same concept can be done when teaching how to count to 100 by tens) Have students fill in a blank 100s board. Use Harry Kindergarten youtube channel to sing and count to 100.

Take number cards and make a hole punch in each one. Have students link the cards together in order.

Text Resources:

Anno’s Counting

The Cheerio Counting Book Counting Crocodiles Kindergarten Count to 100 From 1 to 100

Chicka Chicka 1-2-3

Electronic Resources:

http://www.youtube.com/user/HarryKindergarten

http://www.youtube.com/watch?v=S4rhzjD5ohw (count to 100 exercise)

http://www.youtube.com/watch?v=uYRTtwZGwj8

(count by 10s)

http://www.youtube.com/watch?v=k1AWPRuNkco

(transition numbers)

http://www.youtube.com/watch?NR=1&feature=endscreen&v=WGa2cVluGnU

(numbers in the teens)

Explicit

number count ones tens

number words: 0-100

Introductory

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Kindergarten Math

Domain: Counting and Cardinality Cluster: Know number names and the count sequence.

Common Core Standard: K.CC.2 Count forward beginning from a given number within the known sequence (instead of

having to begin at 1).

Resources

Explicit

number words:

0-100

count

begin

stop

forward

before

Count by ones to

100. -Start with a given

number

between 1 and

10 and count to a

given number (less

Write a number on the board and have students write the numbers that follow. Ex: 23, ___, ____, ____

Have strips of paper cut out with different

Text Resources:

Fancy Nancy’s 100

th

_{Day of School}

The Cheerio Counting Book

Counting Crocodiles

Kindergarten Count to 100

From 1 to 100

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after

Introductory

sequence

before

backwards

than 20).

-Start with a given

number

between 11 and 20

and

count to a given

number

(less than 30).

-Start with a given

number

between

21 and 50 and

count to a given

number

(less than 100).

-Count forward to a

given

number from a

number

other than one.

numbers written on them. Students will count the numbers to find the missing number. Ex: 41, 42, 43, ____, 45, 46, 47

Have strips of paper cut out and on each write numbers but leave the last number blank. Have paper chips for students to look through and find the answer.

Electronic Resources:

www.ixl.com/math/standar

ds/north-carolina/kindergarten (games by math standard)

www.k-5mathteachingresources.com

(Transition numbers)

Kindergarten Math

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Common Core Standard: K.CC.3 Write numbers from 0-20. Represent a number of objects with a written numeral 0-20

(with 0 representing a count of no objects).

Resources

Explicit

how many

numeral

number

counting

set

number words:

0-20

objects

Introductory

quantity

Count to 20.

Identify numbers

0-20.

Write numbers

0-20.

Count using one to

one

correspondence.

Make a set to

represent

the value of 0.

Make a set for a

given

numeral

(0-20)

.

Have students count objects and write the amount below it. Have students match written numbers to a set of objects.

Text Resources:

Anno’s Counting

The Cheerio Counting

Book

Counting Crocodiles

Kindergarten Count to

100 From 1 to 100

Chicka Chicka 1-2-3

Electronic Resources:

http://nlvm.usu.edu/

(virtual manipulatives) www.glencoe.com/sites/co mmon_assets/mathematics/ eboo

k_assets/vmf/VMF

-Interface.html

(virtual manipulatives) www.readwritethink.org/file s/resources/interactives/flip book/

(flip books)

www.ixl.com/math/standar ds/north

-carolina/kindergarten

(games by math standard) www.k

-5mathteachingresources.co m

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0Resources/kindergarten.ht m#

(sources by envision math unit

Kindergarten Math

Domain: Counting and Cardinality Cluster: Count to tell the number of objects.

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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.

Resources

a.

Explicit

Count

point

each

objects

Introductory

One to one

correspondence

b.

Explicit

count

number names

objects

set

how many

first/ last

Introductory

One -to-one

Correspondence

c. Explicit

count

a.

Count to twenty.

-Point to one object

at a

time, using one

counting

word for every

object.

b.

-Count to 20.

-Count up to 20

objects

,

pointing to one

object at a

time (using one to

one

correspondence)

-State the number

that tells

how many objects

were

counted.

Have students match pictures of objects with the written number as well as the numeral. Touch and count: students will complete a worksheet where they will touch each object as they count it and then say the last number they counted and write it Write a number on a index card and have students link that many pieces together (this can be done with unifix cubes as well)

http://www.youtube.com/watch?v=S4rhzjD5ohw (count to 100 exercise)

(count by 10s)

(transition numbers)

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number names

objects

set

how many

add

one more

greater/ more

less

c.

Count to 20.

Count a set of

objects, and

tell how many

would be one

more (0-20).

Identify the number

that is

one more than a

given

number (0-20.)

Kindergarten Math

Domain: Counting and Cardinality Cluster: Count to tell the number of objects.

Common Core Standard: 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.

Resources

Explicit

count

how many

sets

number names

Introductory

array

circle

rectangle

scattered

Count to 20.

-Count as many as

20 objects in a straight

line..

-Count as many as

20 objects in a

rectangular

Have objects scattered out in each child’s

workstation, students will count objects and write the number. Students can then arrange the objects into a different pattern or into a straight line and recount.

http://www.youtube.com/watch?v=S4rhzjD5ohw (count to 100 exercise

(count by 10s)

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straight line

array.

-Count as many as

20 objects in a circle.

-Count as many as

10 objects in a

scattered

configuration.

-Make a set of a

given

number (0-20).

-Count objects in

various

arrangements.

Given a

number from 1-20,

count

out that many

objects

Have index cards with objects drawn on them. Have students go through index cards and put all the cards that have the same amount of objects on then in a pile.

(numbers in the teens)

Text Resources:

Fancy Nancy’s 100

th

_{Day of School}

The Cheerio Counting Book

Counting Crocodiles

Kindergarten Count to 100

From 1 to 100

Chicka Chicka 1-2-3

Kindergarten Math

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Common Core Standard: 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.

Resources

Explicit

count

pair/ match

sets/ group

number names

more

/ greater

than

less than

equal to

compare

-Count objects in a

set up to

ten.

-Pair/match objects

in two

sets up to ten.

-Pair/match objects

in two

sets up to ten and

describe

sets as greater

than

.

-Pair/match objects

in two

sets up to ten and

describe

sets as less than.

-Pair/match objects

in two

sets up to ten and

de

scribe

sets as equal.

-Count objects in

Have students divide paper into two sides. Have them roll a dice and put that many

manipulatives on each side. They will then determine which number is more or less.

Have students create 2 groups. First ask them to create the first group using manipulatives. (kids can pick the number they want) Then you can ask them to create a group that is less than or more than the first group. Provide students with a piece of paper that has different groups of pictures. Have students identify the group that is greater or less than.

Greater than or less than songs

http://www.youtube.com/watch?v=NPqT6JBxKCo

http://www.youtube.com/watch?v=S0anH3L2iBM

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two sets

up to ten and

describe sets

as greater than,

less than, or

equal to each

other.

-Identify whether the

number of objects

in one

group is greater

than, less

than, or equal to

the

number of objects

in

another group.

Kindergarten Math

Domain: Counting and Cardinality Cluster: Compare numbers.

Common Core Standard: K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

Resources

count

pair/ match

sets/ group

number names

more/ greater than

less than

equal to

-Recognize

numbers 1-10.

-Using sets of

objects,

compare two

numbers

between 1 and 10.

Create cards that say, “less than __” “greater than __” and “equal to __” and have students put the written numbers into the correct category. This activity can be done with any number.

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compare

-Compare two

written

numerals between

1 and 10.

Create a worksheet that has three columns. Have a number in the first and second column and leave the last column empty. Ask the students to compare the first two numbers. They can tell whether they are more than, less than or equal to.

Write a number on the board. Have students use a blue crayon to write a number or numbers that are less than the given number. Then have students use a red crayon to write a number or numbers that are greater than the given number.

www.k-5mathteachingresources.com (resources by objective)

http://www.techcoachcorne r2.org/Envision%20Math%2 0Resources/kindergarten.htm# (sources by envision

math unit)