Counting
and Cardinality (K.CC) |
Know
number names and the count sequence.
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Count
to 100 by ones and by tens.
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Count
forward beginning from a given number within the known sequence (instead
of having to begin at 1). |
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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). |
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Count
to tell the number of objects. |
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Understand
the relationship between numbers and quantities; connect counting
to cardinality. |
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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. |
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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. |
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Understand
that each successive number name refers to a quantity that is one
larger. |
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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. |
Count
1-10 (Sheppard)
Fruit
Shoot (Sheppard) |
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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. |
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| K.CC.7
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Compare
two numbers between 1 and 10 presented as written numerals.
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Balloon
Pop (Sheppard) |
Operations
and Algebraic Thinking (K.OA) |
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.
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| 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.
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Build
a Train
NCTM
Five Frame (click 'add')
NCTM
Ten Frame (click 'add') |
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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). |
Catch
Ten
Move
the Sheep
Save
The Whale |
| K.OA.4
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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.
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| K.OA.5
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Fluently
add and subtract within 5.
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Number
Bonds (pick 'to 5')
NCTM
Five Frame (click 'fill') |
Number
and Operations in Base Ten (K.NBT) |
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. |
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Measurement
and Data (K.MD) |
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. |
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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. |
Measure
with Clifford
Which
is Bigger?
Compare
Water Jugs
Lecky
Compares |
Classify
objects and count the number of objects in each category. |
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Classify
objects into given categories; count the numbers of objects in each
category and sort the categories by count. |
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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. |
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| K.G.2
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Correctly
name shapes regardless of their orientations or overall size. |
I
Spy Shapes
Play
Rats!
Shapes
Shoot (with rotation) |
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Identify
shapes as two-dimensional (lying in a plane, “flat”) or
three dimensional (“solid”). |
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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). |
Put
It On The Shelf |
| K.G.5 |
Model
shapes in the world by building shapes from components (e.g., sticks
and clay balls) and drawing shapes. |
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Compose
simple shapes to form larger shapes. For example, “Can you
join these two triangles with full sides touching to make a rectangle?” |
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