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Common Core: Math
Subject: Math
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 Kindergarten Mathematics Module 5: Numbers 10─20; Count to 100 by Ones and Tens Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek...

 Students practice counting 1019 objects by first making a group of 10. They then count the objects the Say Ten way and the regular way.

 Students count 1019 sticks by first making a group of 10, then counting them the Say Ten and the regular way.

 Students use choral response in a fluency activity as they recognize and say the number of dots on each 10frame, then "count on" from 10 the Say Ten way and the regular way.

 Students are introduced to counting 1019 objects by sorting them into 10 ones and some more ones. They count out 10 objects and circle the group. Then they "count on" from 10 to find the total...

 Kindergarten Module 1: Numbers to 10 Curriculum in A Story of Unit Module 1 of the Kindergarten curriculum in A Story of Units. In Topics A and B, classification activities allow students to...

 Grade K Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10 After students observed, analyzed, and classified objects by shape into predetermined categories in Module 2, they now...

 Updated Modules and Curricular Resources The tables below reflect Mathematics and English Language Arts curricular materials and resources that have been updated. As additional materials are updated...

 Grade K Module 6: Analyzing, Comparing, and Composing Shapes Kindergarten comes to a close with another opportunity for students to explore geometry in Module 6. Throughout the year, students have...

 This Mathematics Common Core video features Kindergarten students from Watervliet Elementary School in Watervliet, New York. This lesson focuses on Focus Standard K.CC.2: Count forward beginning from...

 Objective: Classify items into three categories, determine the count in each, and reason about how the last number named determines the total.

 Objective: Sort categories by count. Identify categories with two, three, and four within a given scenario.

 Objective: Sort by count in vertical columns and horizontal rows (linear configurations to 5). Match to numerals on cards.

 Objective: Answer how many questions to 5 in linear configurations (5group) with 4 in an array configuration. Compare ways to count 5 fingers.

 Objective: Within linear and array dot configuration of numbers 3, 4, and 5 find hidden partners.

 Objective: Understand the meaning of zero. Write the numeral 0.

 Objective: Order and write numerals 0–3 to answer how many questions.

 Objective: Write numerals 1–3. Represent decompositions with materials, drawings, and equations, 3 = 2 + 1 and 3 = 1 + 2.

 Objective: Order and write numerals 4 and 5 to answer how many questions in categories; sort by count.

 Objective: Write numerals 1–5 in order. Answer and make drawings of decompositions with totals of 4 and 5 without equations.

 Objective: Count 4–6 objects in vertical and horizontal linear configurations and array (i.e., 3 and 3, 3 twos) configurations. Match 6 objects to the numeral 6.

 Objective: Count 4–6 objects in circular and scattered configurations. Count 6 items out of a larger set. Write numerals 1–6 in order.

 Objective: Count 5─7 linking cubes in linear configurations. Match with numeral 7. Count on fingers from 1 to 7 and connect to 5group images.

 Objective: Reason about sets of 7 varied objects in circular and scattered configurations. Find a path through the scattered configuration. Write numeral 7. Ask, "How is your seven different than...