Embedded Files
Number Bracelets
Number Bracelets
Goal:
Number bracelets provide concrete practice for determining all the combinations of each number from 1 to 10. This ability to compose and decompose numbers in a variety of ways lays the foundation for fluency with addition and subtraction facts.
Standards:
TK.OA.A.1: I can represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations.
TK.OA.A.2: I can solve addition and subtraction word problems, and add and subtract, e.g., by using objects or drawings to represent the problem.
TK.OA.A.3: I can break down numbers into pairs in more than one way.
Materials:
Pipe cleaners
Pony beads
Pencil
Crayons
Activity:
Number Bracelets
Use a number bracelet to show different ways to make numbers. Write the number in the box.
Draw beads on either side of the box to show the different combinations for the number.
Number Poem Posters
Number Poem Posters
Goal:
Students will properly form numbers 0-10.
Standards:
TK.CC.A.3: I can write numbers from 0 to 20.
Materials:
Paper
Pencil
Activity:
Print and display 0-10 Posters in your classroom. Provide paper and pencil and learn each number with the fun saying that goes along with it!
Apple Patterns
Apple Patterns
Goal:
Students will sort colors and create patterns on apples.
Standards:
TK.MD.A.3: I can put objects into categories; count the number of objects in each category and sort the categories by count.
Materials:
Crayons
Activity:
Students will continue color patterns and create their own color patterns on apples. Students can also draw their own apples or use real apples as an extension to this color patterning activity. Ask, “What other fruits can you make patterns with?”
Counting Stews and Brews
Counting Stews and Brews
Goal:
Counting STEWS are a fun, hands on game to help students develop one to one correspondence and number identification.
Standards:
TK.G.A.1: I can describe objects in my environment using names of shapes.
TK.G.B.1: I can describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
TK.G.2: I can correctly name shapes.
TK.G.A.2: I can analyze, compare, create, and compose shapes.
Materials:
Sorting Tray
Pot from the kitchen
Crayons
Foam Shapes or Pattern Blocks
Activity:
There are many different activities in this bundle.
• Number Stew
• Color Stew
• Shape Stew (basic 2D shapes)
• Shape Stew (pattern block shapes)
How Many Are There?
How Many Are There?
Goal:
Counting up to 5 Objects.
Standards:
TK.CC.A.5: I can count to answer “how many?” questions about things arranged in a line, a rectangle array, or a circle, things in a scattered configuration; and given a number, count out that many objects.
TK.OA.A.1: I can represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations.
Materials:
Pencil or crayon
Up to 5 objects to count
Printed out "How Many Are There?" worksheet
Time:
Varies. You may need to break up this lesson into more than one day depending on your child’s attention span.
Activity:
1. Gather similar items around the house that your TK student can count. For example, gather a small group (up to 5) of blocks, pencils, leaves, shells, plastic spoons, books, etc.
2. First, model counting a group up to 5 and then have your student count them. Practice with various items and groups until your student is able to correctly tell how many in a group.
3. Print out and complete the "How Many Are There?" worksheet
Circle the Number
Circle the Number
Goal:
Circle the Number of Objects up to 10 in a Group.
Standards:
TK.CC.A.4: I can count to tell the number of objects. I understand the relationship between numbers and quantities.
TK.CC.A.4.A: I can, 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.
TK.CC.A.4.B: I can understand that the last number name says the number of objects counted.
TK.CC.A.4.C: I can understand that each successive number refers to a quantity that is one larger.
Materials:
Pencil or crayon
Up to 10 objects to count
Printed out "Circle the Number" worksheet
Activity:
1. Gather similar items around the house that your TK student can count. For example, gather a small group (up to 10) of blocks, pencils, leaves, shells, plastic spoons, books, etc.
2. First, model counting a group up to 10 and then have your student count them. Practice with various items and groups until your student is able to correctly tell how many in a group.
3. Write the number 1 to 10 on a piece of paper or a whiteboard and have your student point to the corresponding number.
4. Print out and complete the “Circle the Number” worksheet.
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