Domain: Counting and Cardinality

Strand: Know number names and the count sequence .

Standard:

• • • (K.CC.1) Count to 100 by ones and by tens.

    • (K.CC.2) Count forward beginning from a given number within the known sequence.

    • (K.CC.3) Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-2- (with 0 representing a count of no objects).

Examples & Resources:

Use:

• • • counters

    • number line

    • 100’s chart

    • manipulatives

    • songs

    • rhymes

Literature Connections:

• 12 Ways to 11 by Eve Merriam

• 3 Little Firefighters by Stuart J. Murphy

• Animals on Board by Stuart J. Murphy

Strand: Count to tell the number of objects.

Standard:

• (K.C C.4) Understand the relationship between numbers and quantities; connect counting to cardinality.

a. When counting objects, say the number names in 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.

• (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.

Examples & Resources:

• Changes, Changes by Pat Hutchins

Strand: Compare numbers.

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 counting, or estimating strategies).

    • (K.CC.7) Compare and order two numbers between 1 and 10 presented as written numerals.

Examples & Resources:

Literature Connections:

• Mouse Count by Ellen Stoll Walsh

Domain: Number and Operations in Base Ten

Strand: Work with numbers 11-19 to gain foundations for place value.

Standard:

• (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 and 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.

Examples & Resources:

Use:

• counters

• unifix cubes

• snap cubes

• drawing

Literature Connections:

• The Button Box by Margarette Reid

• The April Rabbits by David Cleveland

Domain: Geometry

Strand: Identify and describe shapes.

Standard:

• • • (K.G.1) Describe objects in the environment using names of shapes and describe their relative positions (e.g., above, below, beside, in front of, behind, next to).

    • (K.G.2) Name shapes regardless of their orientation or overall size.

    • (K.G.3) Identify shapes as two-dimensional (flat) or three-dimensional (solid).

Examples & Resources:

• Shapes include squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.

Literature Connections:

• • • I Spy books by Jean Marzollo & Walter Wick

    • Splash! by Ann Jonas

Strand: Analyze, compare, create, and compose shapes.

Standard:

• • • (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), and other attributes (e.g., having sides of equal lengths).

    • (K.G.5) Build shapes (e.g., using sticks and clay) and draw shapes.

    • (K.G.6) Put together two-dimensional shapes to form larger shapes (e.g., join two triangles with full sides touching to make a rectangle).

Examples & Resources:

Use:

• • • geo solids

    • shape manipulatives

    • geo boards

    • blocks

    • straws

    • K’NEX™

    • popsicle sticks

    • clay/playdough