Math 1

Lesson 1 • the number 1
Learning objectives Classroom activities

Children will: Make it!
• identify the numeral 1 and the word one. Use a variety of materials to create the numeral 1.
• recognize groups of 1. • Mold it out of playdough.
• write the numeral 1. • Write it with paint, crayons or markers.
• Use glue and sand to make the number 1 on paper.
Common Core State Standards
Collage
Counting & Cardinality
Provide students with a piece of paper that has a large
Know number names and the count sequence. numeral 1 in the middle.
K.CC.A.3 Write numbers from 0 to 20. Represent a • Trace over the numeral with pencils or crayons.
number of objects with a written numeral 0–20 (with 0
• Find pictures of single things to cut out of magazines
representing a count of no objects).
and glue on.
Count to tell the number of objects.
• Gather natural materials such as twigs and leaves.
K.CC.B.4 Understand the relationship between numbers Tape on one of each.
and quantities; connect counting to cardinality.
Compare numbers.
K.CC.C.7 Compare two numbers between 1 and 10
presented as written numerals.
Key vocabulary
1, one, number, word, count, counting, match, different
ESL/ELL
The letter l and the numeral 1 can be confusing as they
look similar. Be sure to differentiate for students the
difference between the two. When writing one or the
other for students make it clear which one is being used.
Mathseeds Lesson TEACH Practice APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word one and identify the numeral 1 and Worksheet 1
Recognize and count the numeral 1. Counting starts recognize groups of 1. Counting
with 1. Recognize groups of 1. Understand that one is the
Songs: I, 2, 3, 4, 5 and There beginning of the counting
is Only One of You sequence.
Write: Reinforce correct formation of write the numeral 1. Worksheet 2

Number Dot to Dot the numeral 1. Handwriting
Find: Visual discrimination: select the numeral 1 from Worksheet 3

Butterflies, Clownfish, Number identify the numeral 1 and the amongst other numerals. Number sense
Grid, Number Word Clouds, word one. Select the word one from
Flowers, Ice the Cakes amongst other number words.
Count: Counting skills: match the numeral, word and Worksheet 4
Find the Match, Odd One Out recognize the numeral 1, the image cards. Find the odd one Check
word one and images of 1. out in 9 pictures of objects.
Match pictures of items.
Read: Read aloud book. listen, follow the reading and Mathseeds book 1:
Book read along. One
2
1 Lesson 1 • Worksheet 1 Counting
one Name
1 Which pictures have 1? Match and color.
2 Draw.
1 flower 1 cherry
4 Copyright © Mathseeds and Blake eLearning 2015
1 Lesson 1 • Worksheet 2 Handwriting
one Name
Trace and write.
one sun
1 1 1 1 1 1
one moon
one
one
Find and tick your best writing. ✓ one cat
Copyright © Mathseeds and Blake eLearning 2015 5

1 Lesson 1 • Worksheet 3 Number sense
one Name
Which box has 1 thing? Color it.
1
1
1
1
1
6
1 Lesson 1 • Worksheet 4 Check
one Name
1 Circle every 1.
123101417
2 Which picture has 1? Color it.
1
3 Give each cat 1 fish.
4 Write the number 1.
1 1 1 Copyright © Mathseeds and Blake eLearning 2015 7

Learning objectives Key vocabulary
Children will: 2, two, 1, one, number, word, count, counting, match,
• identify the numeral 2 and the word two. different
• count and recognize groups of 2. ESL/ELL
• write the numeral 2.
The homophones two, too and to can be confusing for
Common Core State Standards early learners. Be sure to address this, explaining the
Counting & Cardinality differences between their spellings and meanings. Give
Know number names and the count sequence. students opportunities to identify which spelling is used
K.CC.A.3 Write numbers from 0 to 20. Represent a for which meaning, particularly focusing on matching two
number of objects with a written numeral 0–20 (with 0 with the numeral 2 and groups of 2 items.
representing a count of no objects). Classroom activities
Count to tell the number of objects. Decorate the Number
K.CC.B.4 Understand the relationship between numbers Provide students with a piece of paper that has a lot
and quantities; connect counting to cardinality. of number 2s on it, both numerals and words – some
K.CC.B.4.A When counting objects, say the number dotted, some in bubble writing, some solid writing.
names in the standard order, pairing each object with one • Trace over the dotted ones with different colored
and only one number name and each number name with pencils, markers or crayons.
one and only one object.
• Glue collage materials such as paper bits, leaves or
K.CC.B.4.B Understand that the last number name said wool to the solid writing.
tells the number of objects counted. The number of
• Color in the bubble writing with dots, stripes or
objects is the same regardless of their arrangement or the
shapes.
order in which they were counted.
Brainstorm
K.CC.B.4.C Understand that each successive number name
refers to a quantity that is one larger. Ask the class to think of things that can come in groups of
2. Write a list and discuss the choices. Each student then
K.CC.B.5 Count to answer “how many?” questions about
illustrates one example and the pictures are put together
as many as 20 things arranged in a line, a rectangular
to make a class book about the number 2.
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.
Animated Lesson: Introduce the word two and the identify the numeral 2. Count Worksheet 1
Recognize and count numeral 2. Counting continues pairs of items. Recognize and Counting
with 1, 2. Recognize groups of 2. make groups of 2. Understand
Songs: 1, 2 Buckle my Shoe and that the counting sequence
2 Friends Together continues with 1, 2.
Write: Reinforce correct formation of the write the numeral 2. Worksheet 2

Number Dot to Dot numeral 2. Handwriting
Find: Visual discrimination: select the numeral 2 amongst Worksheet 3

Dinosaurs, Polar Bear, Number identify the numeral 2 and the other numerals. Select the Number sense
Grid, Number Word Clouds, word two. word two from amongst other
Flying Carpets number words.
Count: Counting skills: move a given number of items Worksheet 4

Boxes and Balls, Eggy Nests, recognize numerals and number into the boxes. Count and Check
Odd One Out words and count out items. select the groups of two. Find
Recognize groups of two items. the odd one out in 9 pictures
Match pictures of items. of objects.
Book read along. Two
8
two Name
1 Which pictures have 2? Match and color.
2 Draw.
1 dot 2 dots
two Name
Trace and write.
two eyes
222222
two ears
two
two Circle your best 2 . two hands

two Name
Which box has 2 things? Color them.
2
2
2
2
2
12
two Name
1 Circle every 2.
210223829
2 Which picture has 2? Color them.
2
3 Give each rabbit 2 ears.
222 Copyright © Mathseeds and Blake eLearning 2015 13

Learning objectives configuration; given a number from 1–20, count out that
many objects.
Children will:
• identify the numeral 3 and the word three. Key vocabulary
• count and recognize groups of 3. 3, three, 1, 2, one, two, number, word, count, match
Extra assistance
When first encountering numbers many students learn
Counting & Cardinality the numerals and can name them, but do not really
Know number names and the count sequence. understand counting and one-to-one correspondence.
K.CC.A.3 Write numbers from 0 to 20. Represent a Give them plenty of practice counting groups of objects.
number of objects with a written numeral 0–20 (with 0 Ensure that they touch, point to or move each item as
representing a count of no objects). they count aloud, and emphasize that they must say
the numbers in the correct sequence. They should learn
that the last number said on the last item counted is the
K.CC.B.4 Understand the relationship between numbers answer to “How many?” questions.
Classroom activities
K.CC.B.4.A When counting objects, say the number
names in the standard order, pairing each object with one Trace it!
and only one number name and each number name with Repeat the word three while tracing the numeral 3.
one and only one object. • In the air, on the floor or on someone’s back with a
K.CC.B.4.B Understand that the last number name said finger.
tells the number of objects counted. The number of • On paper using finger paint.
objects is the same regardless of their arrangement or the • In a tray of sand.
order in which they were counted. • On a tablet using a drawing app.
K.CC.B.4.C Understand that each successive number name Which Hat?
refers to a quantity that is one larger. Place three hats on the floor with the labels 1, 2 and 3.
K.CC.B.5 Count to answer “how many?” questions about Have a set of pictures displaying groups of items. Each
as many as 20 things arranged in a line, a rectangular student chooses one and counts the items to work out
array, or a circle, or as many as 10 things in a scattered which hat it must go in.

Animated Lesson: Introduce the word three identify the numeral 3. Worksheet 1
Recognize and count and the numeral 3. Counting Recognize and make groups Counting
continues with 1, 2, 3. of 3. Understand that the
Recognize groups of 3. counting sequence continues
Songs: Mango Caught 3 Fleas with 1, 2, 3.
and Three Little Ducks

Number Fish, Bird Hops, Ball identify the numeral 3 and the other numerals. Select the Number sense
Pit, Number Grid, Number word three. word three from amongst
Word Clouds, Pizza Sauce other number words.
Count: Counting skills: count and select the groups Worksheet 4

Cupcakes, Find the Match recognize groups of three of three. Match the numeral, Check
items. Recognize the numeral word and image cards.
3, the word three and images
of 3.
Book read along. Three
14
three Name
1 Join the kittens to the pictures that have 3.
2 Draw.
3 bugs 3 stars 3 hats

three Name
Trace and write.
three wheels
333 3 3 3
three legs
three
three Find and tick your best writing. ✓
three leaves

three Name
Which box has 3 things? Color them.
3
3
3
3
3
18
three Name
1 Circle every 3.
132133123
2 Which picture has 3? Color them.
3
3 Give each cake 3 candles.

Lesson 4 • the circle
Children will: circle, shape, round, no corners, different, matches, word,
• identify circles. number, count, 1, 2, 3, one, two, three
• recognize the word circle. Extra assistance
• count and recognize groups of 1, 2 and 3.
When teaching math concepts to children, it is important
Common Core State Standards to be mathematically correct but still work at their level.
Explain that a circle is perfectly round. This means it is the
Counting & Cardinality same length from the centre point to the edge all the way
Count to tell the number of objects. around. Draw a large circle with a centre point and allow
K.CC.B.4 Understand the relationship between numbers them to use a piece of string to check the length from
and quantities; connect counting to cardinality. the centre to the edge in a number of places. Then do
Geometry the same with an oval shape to show that not all round
shapes are circles.
Identify and describe shapes.
K.G.A.1 Describe objects in the environment using names Classroom activities
of shapes.
Brainstorm
K.G.A.2 Correctly name shapes regardless of their
Ask the class to think of things that are a circle shape or
orientations or overall size.
have circles in them. Write a list and discuss the choices.
Analyze, compare, create, and compose shapes. Each student then illustrates one example and the pictures
K.G.B.4 Analyze and compare two- and three-dimensional are put together to make a class book about the shape.
shapes, in different sizes and orientations, using informal What is it?
language to describe their similarities, differences, and
Provide the students with a piece of paper that has a
other attributes.
lot of dotted circles on it and the word circle in dotted
K.G.B.5 Model shapes in the world by building shapes writing at the top. They should trace over the word circle
from components and drawing shapes. and the circle outlines with different colored pencils or
crayons. Then they can use each circle to draw an object
that has a circle shape, eg a button, wheel, clock, ring
and so on.

Animated Lesson: Introduce the circle. Define a understand that circles have Worksheet 1
Recognize shapes circle. Identify circles. no corners. Select circles Shape recognition
Song: The Circle Song amongst other shapes and in
a setting.
Writing: Identify the word circle. choose the word circle from Worksheet 2
Buses amongst other words. Handwriting
Find: Visual discrimination: choose the circles from Worksheet 3

Shape Monster, Boats, Odd identify circles. Recognize the amongst other shapes. Find Sorting shapes
One Out, Beavers object which is different. the odd one out in 9 pictures
of objects.

Stripey Snakes, Boxes and recognize a given number which match the given Check
Balls, Monkeys Go Bananas, of objects. Identify numerals number. Move a given number
Three Clowns and number words and count of items into the boxes or
out items or select matching baskets.
groups.
Book read along. Circles
20
Lesson 4 • Worksheet 1 Shape recognition
circle Name
circle
1 Trace.
2 Color the circles.
3 Trace the circles.
Color your best circle.

Lesson 4 • Worksheet 2 Handwriting
circle Name
1 Trace the words and match to a symbol.
circle 1
2
two
3
three one
2 What is a circle? Circle the correct answers.
a curved line
a straight line
0 1 2 3 corners
3 Draw the shapes. Color the circles.

Lesson 4 • Worksheet 3 Sorting shapes
circle Name
1 Can you see the circles? Match.
circle
2 Find all the circles. Color them in.

Lesson 4 • Worksheet 4 Check
circle Name
1 Finish the wheels.
2 How many wheels? _______
3 Draw your own funny faces.
4 How many did you draw? _______

Learning objectives as many as 20 things arranged in a line, a rectangular
Children will: configuration; given a number from 1–20, count out that
• identify the numeral 4 and the word four. many objects.
• count and recognize groups of 4.
• write the numeral 4. Key vocabulary
Common Core State Standards 4, four, 1, 2, 3, one, two, three, number, word, count, match
Counting & Cardinality ESL/ELL

Know number names and the count sequence.
The homophones four and for can be confusing for early
K.CC.A.3 Write numbers from 0 to 20. Represent a learners. Be sure to address this, explaining the differences
number of objects with a written numeral 0–20 (with 0 between their spellings and meanings. Give students
representing a count of no objects). opportunities to identify which spelling is used for which
Count to tell the number of objects. meaning, particularly focusing on matching four with the
K.CC.B.4 Understand the relationship between numbers numeral 4 and groups of 4 items.
names in the standard order, pairing each object with one Make it!
and only one number name and each number name with Give each student some playdough, plasticine or clay to
one and only one object. make the number 4. They could also collect natural items
K.CC.B.4.B Understand that the last number name said such as leaves and twigs to combine with their modeling
tells the number of objects counted. The number of material to make the series of numbers from 1–4.
objects is the same regardless of their arrangement or the Match Up!
order in which they were counted. Give half the class a numeral and the other half a number
K.CC.B.4.C Understand that each successive number name word from 1–4. Give them a time limit to find a matching
refers to a quantity that is one larger. partner and sit together. Then ask them to draw that
K.CC.B.5 Count to answer “how many?” questions about number of an item or the matching die face.

Animated Lesson: Introduce the word four and identify the numeral 4. Worksheet 1
Recognize and count the numeral 4. Counting Understand that the counting Counting
continues with 4. Recognize sequence continues with 1,
groups of 4 and items which 2, 3, 4. Recognize and make
come in 4s. groups of 4.
Songs: One Potato and The
4-Legged Parade


Butterflies, Jumping Lions, identify the numeral 4 and other numerals. Select the Number sense
Number Grid, Number Word the word four. Match the word four amongst other
Clouds, Build the Robots, Ice numerals and the number number words. Select the
the Cakes words. numerals and words for each
number.
Count: Counting skills: count out 1 gift to each child. Worksheet 4
Give a Gift, Flower Petals one-to-one correspondence. Move a given number of Check
Recognize numerals and count items.
out items.
Book read along. Four
26
four Name
1 Which pictures have 4? Match.
2 Draw.
4 legs 4 petals
four Name
Trace and write.
four corners
4 4 4 4 4 4
four legs
four
four Find and tick your best writing. ✓
four flowers

four Name
1 How many fish in each bowl?
2 Which box has 4 things? Color them.
4
4
30
four Name
4
2 Give each chair 4 legs.
3 Color. 1 red, 2 blue, 3 green, 4 yellow.
3
3
4 1
2 4 1 2
2
3
3

Lesson 6 • the square
Children will: square, shape, sides, corners, straight, sort, rectangle,
• identify squares. pattern, match, word, number, 1, 2, 3, 4, one, two, three,
four
• recognize the word square.
• draw squares. Extra assistance
• count and recognize groups of 1, 2, 3 and 4. The definition of a square is easily confused with that of a
rectangle: 4 corners and 4 straight sides. Students need to
be aware that a square is different to a rectangle because
Counting & Cardinality it has 4 straight and equal sides. If the sides are not the
Count to tell the number of objects. same length it is not a square. Give them sorting activities
K.CC.B.4 Understand the relationship between numbers using rectangles and squares to reinforce the form of a
and quantities; connect counting to cardinality. square.
Geometry Classroom activities
Collage
K.G.A.1 Describe objects in the environment using names
Provide students with a piece of paper that has a dotted
of shapes.
square in the middle.
• Trace over the square with a pencil or crayon.
• Find pictures of square things to cut out of magazines
Analyze, compare, create, and compose shapes.
and glue on.
K.G.B.4 Analyze and compare two- and three-dimensional
• Gather natural materials such as twigs and leaves and
shapes, in different sizes and orientations, using informal
tape them on to make squares.
other attributes. Match Up!
K.G.B.5 Model shapes in the world by building shapes Give half the class a square or circle image and the other
from components and drawing shapes. half the word square or circle on cards. Give them a time
limit to find a matching partner and sit together. Then ask
them to draw that shape and also draw an item in the real
world that has that shape.

Animated Lesson: Introduce the square. Define a understand that squares have Worksheet 1
Recognize shapes square. Identify squares. 4 corners and 4 straight sides. Shape recognition
Song: The Square Rap Select squares amongst other
shapes and in a setting.
Draw: Reinforce correct formation of draw squares using a set of Worksheet 2

Dotty Shapes a square. dots as corners. Writing and drawing
Find: Visual discrimination: choose the given shape Worksheet 3

Shape Monster, Elephants, identify a given shape. Identify from amongst other shapes. Sorting shapes
Shape Sort, Beavers, Rockets the word square. Choose the word square from
amongst other words.
Match: Counting skills: complete the pattern of colors Worksheet 4

Color a Pattern, Three Clowns identify shapes and colors in a and shapes. Count and select Check
pattern. Recognize numerals the groups which match the
and number words and select given number.
matching groups.
Book read along. Squares
32
square
square Name
1 Trace.
2 Color the squares.
3 Draw the squares.
Color in your best square.

Lesson 6 • Worksheet 2 Writing and drawing
square Name
1 Write the word. Draw the shape.
square circle
2 A square has straight sides.

How many sides? _______
How many corners? _______
3 Finish the pattern.
_____________________________
4 Put a square
frame around
each picture.

square Name
1 Which pictures are squares? Match.
square
2 Find all the squares. Color them in.

square Name
1 Finish the window.
2 How many squares did you draw? _______

3 Color the squares to make a pattern.
4 Draw your own shape pictures in the frames.
How many frames? _______

Learning objectives array, or a circle, or as many as 10 things in a scattered
Children will: many objects.
• identify the numeral 5 and the word five.
• count and recognize groups of 5. Key vocabulary
• write the numeral 5. 5, five, 1, 2, 3, 4, one, two, three, four, number, word,
Common Core State Standards count, how many, match
Counting & Cardinality ESL/ELL

Know number names and the count sequence. The letter S and the numeral 5 can be confusing as they
K.CC.A.3 Write numbers from 0 to 20. Represent a look similar. Be sure to differentiate for students the
number of objects with a written numeral 0–20 (with 0 difference between the two – the S is rounded and the 5
representing a count of no objects). has straight lines at the top. Also point out that the way
we write them is different – the S is all one movement
but the 5 has two movements as the line across the top is
K.CC.B.4 Understand the relationship between numbers done last.
names in the standard order, pairing each object with one Trace it!
and only one number name and each number with one Repeat the word five while tracing the numeral 5.
and only one object. • In the air, on the floor or on someone’s back with a
K.CC.B.4.B Understand that the last number name said finger.
tells the number of objects counted. The number of • On paper using finger paint.
objects is the same regardless of their arrangement or the • In a tray of sand.
order in which they were counted. • On a tablet using a drawing app.
K.CC.B.4.C Understand that each successive number name Say it Right!
refers to a quantity that is one larger. Have a set of flashcards for the numerals 1–5. Hold one
K.CC.B.5 Count to answer “how many?” questions about up and say the wrong number word, eg three for 5.
as many as 20 things arranged in a line, a rectangular Students need to call out the right word.

Animated Lesson: Introduce the word five and identify the numeral 5. Worksheet 1
Recognize and count the numeral 5. Counting Understand that the counting Counting
continues with 5. Recognize sequence continues with 1, 2,
groups of 5. 3, 4, 5. Recognize and make
Song: Bees in a Hive groups of 5.

Find: Visual discrimination: recognize the numeral 5 Worksheet 3

Dinosaurs, Number Grid, identify the numeral 5. amongst other numerals. Number sense
Number Word Clouds, Pizza Recognize the word five. Select the word five from
Sauce, Load the Trucks Match the numerals and the amongst other number words.
number words. Match the numerals and
words for each number.
Dotty Cubes, Counting Bees, recognize a given number which match the given Check
Pegs of objects. Use one-to-one number. Count the bees and
correspondence to find out select the matching numeral.
how many.
Book read along. Five
38
five Name
1 How many? Join Doc to the pictures that have 5.
2 Draw a ring on
each finger.
How many rings?

_______

five Name
Trace and write.
✩
five points
5 5 5 5 5 5
five toes
five
five Find and tick your best writing. ✓
five petals

five Name
1 Circle the hives that have the number 5.
2
5 3 5
4 1
5
5
42
five Name
5
2 Put 5 petals on each flower.
3 Circle every 5.
154852553
4 Count the dots. Write the numbers.

Lesson 8 • Colors
Learning objectives ESL/ELL
Children will: Most languages have a similar concept of red, blue and
• identify the colors red, yellow and blue. yellow with correlating words. A lesson spent matching
• recognize the words red, yellow and blue. terms for these colors in home languages as well as in
• count and make groups from 1 to 5. English can be helpful for the English Language Learner.
Put both sets of words on the board with their matching
Common Core State Standards colors and then play a game such as Memory with
Counting & Cardinality flashcards, do a coloring in activity where parts are labeled
in color words, or ask students to label the colors in a
picture.
K.CC.B.4.B Understand that the last number name said
tells the number of objects counted. The number of Classroom activities
Which Color?
Put students in small groups. Give each group sheets of
paper with the word red, blue or yellow. Ask the students
to think of as many things as they can that are red, blue
or yellow, then draw and label them. Bring the groups
together to compare lists.
many objects.
Run to it!
Measurement & Data
This is best done in a hall or on the playground. Label 3
Classify objects and count the number of objects in each
areas with signs for blue, yellow and red. The students
category.
stand in the middle and the teacher calls out an item
K.MD.B.3 Classify objects into given categories; count which comes in one of those colors. Students must run to
the numbers of objects in each category and sort the the matching corner. Use items which are one color, such
categories by count. as strawberries (red), and occasionally try an object which
could be two colors, eg apples (green and red).
Key vocabulary
red, yellow, blue, 1, 2, 3, 4, 5, one, two, three, four, five,
word, how many

Animated Lesson: Introduce the primary colors identify the colors red, yellow Worksheet 1
Recognize colors red, yellow and blue, and and blue. Mix the primary Color recognition
the concept of mixing them colors to make orange, purple
together to make secondary and green. Identify the colors
colors. orange, purple and green.
Song: I Can Make a Rainbow
Vocabulary: Identify the words red, blue match each color to its word. Worksheet 2
Let’s Paint, Buses, Ice the and yellow. Choose the given word from Handwriting
Cakes amongst other words.
Find: Visual discrimination: select the objects which have Worksheet 3
Camels, Boats Identify the given color. the given color. Color mixing
Count: Counting skills: count the items and select the Worksheet 4
How Many?, Boxes and Balls, use one-to-one matching numeral. Move a Check
Give a Gift correspondence to find how given number of items.
many. Recognize numerals and
number words and count out
items.
Book read along. Red, Blue and Yellow
44
Lesson 8 • Worksheet 1 Color recognition
colors Name
1 Match the items to their colors. Color them in.
red
yellow
blue
2 Color the picture. yellow red blue

colors Name
red
1 Trace and write.
red
blue blue
yellow yellow
2 Draw the picture and write the color underneath.
blueberries cherry banana

Lesson 8 • Worksheet 3 Color mixing
colors Name
1 Color the paint pots. Then color the answer.
blue
+ red =
yellow + blue
=
red + yellow =
2 Color. 2 red sheep, 2 blue sheep, 3 orange sheep,
3 green sheep, 1 yellow sheep, 2 purple sheep.

colors Name
1 Color the fruit. Use red, yellow, orange, and green.
2 How many fruits?

red ______
green ______
yellow ______
orange ______
3 3
3 Color by numbers. 3 2
4
3 5 3
2
1 = red 2
2 = blue 5 4
5
3 = yellow 4 3
4
3 3
4 = orange 1
4 4
1
5 = green 3
5
3 1
5
6
3 1
6 = purple 5
3 1 6 6
3
5 6 6

Lesson 9 • the triangle
Children will: triangle, shape, straight, sides, corners, word, sort, color,
• identify triangles. match, line, number, 1, 2, 3, 4, 5, one, two, three, four,
• recognize the word triangle. five
• draw triangles.
• order and match numbers from 1 to 5. Extra assistance
Triangles can vary quite a bit in their shape. The sides can
Common Core State Standards be varying lengths, they don’t have to be equal, which
Counting & Cardinality leads to a degree of variation in the form of a triangle.
Know number names and the count sequence. Draw lots of different triangles on the board and stress to
students that triangles always have 3 straight sides and 3
K.CC.A.1 Count to 100 by ones and by tens.
corners, no matter what the space between them looks
K.CC.A.3 Write numbers from 0 to 20. Represent a like.
Geometry Make it!
Identify and describe shapes. Use a variety of materials to create triangles.
K.G.A.1 Describe objects in the environment using names • Mold them out of playdough or plasticine.
of shapes. • Use natural materials such as twigs, leaves and flower
K.G.A.2 Correctly name shapes regardless of their petals.
orientations or overall size. • Draw a triangle with a glue stick and cover with glitter
Analyze, compare, create, and compose shapes. or confetti.
K.G.B.4 Analyze and compare two- and three-dimensional Which Hat?
shapes, in different sizes and orientations, using informal Place three hats on the floor with the labels circle, square
language to describe their similarities, differences, and and triangle. Have a set of pictures of items which are a
other attributes. distinct shape. Each student chooses one and works out
K.G.B.5 Model shapes in the world by building shapes which hat it must go in.
from components and drawing shapes.
K.G.B.6 Compose simple shapes to form larger shapes.

Animated Lesson: Introduce the triangle. Define understand that triangles have Worksheet 1
Recognize shapes a triangle. Identify triangles. 3 corners and 3 straight sides. Shape recognition
Song: The Triangle Song Select triangles amongst other
shapes and in a setting.
Draw: Reinforce correct formation of draw shapes using a set of Worksheet 2

Dotty Shapes shapes. dots as corners. Writing and drawing
Find: Visual discrimination: choose the given shape Worksheet 3

Elephants, Shape Monsters, identify a given shape. Identify from amongst other shapes. Sorting shapes
Shape Sort, Shape Color, the word triangle. Choose the word triangle from
Flying Carpets amongst other words.
Number: Counting skills: put numerals into a number Worksheet 4

Out of Line, Number Word ordering numerals. Identify line. Select the word four from Check
Clouds, Build the Robots the word four. Match the amongst other words. Match
numerals and the number the numerals and their words.
words.
Book read along. Triangles
50
triangle Name
triangle
1 Trace.
2 Finish Ruby’s kites. Color.
3 Color the triangles.

triangle Name
1 Trace the words and match to the shape.
triangle
circle
square
2 What is a triangle?
_______ sides _______ corners
3 Draw the triangles.
4 Put hats on
the witches
and wizards.

triangle Name
1 Which pictures are triangles? Match.
triangle
2 Find all the triangles. Color them in.

triangle Name
1 Color the triangles.
How many triangles? _______
2 Color the flags.
How many triangles? _______
3 Color the shapes you know.

Lesson 10 • Numbers 1 to 5
Children will: 1, 2, 3, 4, 5, one, two, three, four, five, number, order,
• identify the numerals and words 1 to 5. count, match
• count and recognize groups from 1 to 5.
• order the numbers 1 to 5. Extra assistance
Subitising is the ability to quickly identify the number of
Common Core State Standards objects in a small group. It is not counting or one-to-one
Counting & Cardinality correspondence, but a visual recognition that is done
Know number names and the count sequence. rapidly. It is used in recognising the numbers displayed on
dice faces and dominoes in games, as an example. Play
K.CC.A.1 Count to 100 by ones and by tens.
dice games, dominoes and flash card games with dot
K.CC.A.3 Represent a number of objects with a written patterns for the numbers. Match dot patterns, numerals
numeral 0–20. and words for numbers.
K.CC.B.4 Understand the relationship between numbers Classroom activities
and quantities; connect counting to cardinality. Bingo!
K.CC.B.4.A When counting objects, say the number Give students a laminated board with 10 squares on it.
names in the standard order, pairing each object with one Ask them to write a numeral, number word or dot pattern
and only one number name and each number name with in each square for the numbers 1 to 5 (use whiteboard
one and only one object. markers). Have a set of flashcards with the numeral,
K.CC.B.4.B Understand that the last number name said number word and dot pattern for the numbers 1 to 5.
tells the number of objects counted. The number of Hold them up one at a time. Students put a cross on that
objects is the same regardless of their arrangement or the representation of the number on their board if it is there.
order in which they were counted. First one to 10 calls out bingo and wins!
K.CC.B.4.C Understand that each successive number name Make it!
refers to a quantity that is one larger. Give each student some playdough, plasticine or clay and
K.CC.B.5 Count to answer “how many?” questions about some pipe-cleaners, toothpicks or pop sticks. They could
as many as 20 things arranged in a line, a rectangular also collect natural items such as leaves and twigs. They
array, or a circle, or as many as 10 things in a scattered combine the items with the modeling material to make
configuration; given a number from 1–20, count out that the series of numbers from 1 to 5.
many objects.

Animated Lesson: Review numerals 1–5 and identify numerals 1 to 5. Worksheet 1
Recognize and count count out numbers of objects Count out a given number of Counting
up to 5. objects.
Order: Ordering numerals. put numerals into a number Worksheet 2

Trains line in correct order. Handwriting
Find: Visual discrimination: select the correct numeral Worksheet 3
Happy Dogs identify the numerals 1–5. amongst other numerals. Number sense
Count: Counting skills: identify the number of dots Worksheet 4

Flash Cards, Flower Petals, subitise small collections. quickly. Move a given number Check
Counting Bees, Monkeys Go Recognize numerals and count of items. Count the items and
Bananas, Pegs, Toy Box, Three out items. Use one-to-one select the matching numeral.
Clowns correspondence to find out
how many.
Book read along. One to five
56
Lesson 10 • Worksheet 1 Counting
12345 Name
1 Trace and match.
2 Count each group. Write the number.

12345 Name
1 Trace and match.
one
two
three
four
five
Lesson 10 • Worksheet 3 Number sense
12345 Name
1 Circle the box that matches.
1
2
3
4
5
2 Fill in the missing numbers.
1 3 5
12345 Name
1 Trace. Draw lines to match.
2 Draw candles on the cakes.
1 2 3
4 5
Children will: 6, six, number, word, count, match, numerals 1–5,
• identify the numeral 6 and the word six. number words one to five
• count and recognize groups of 6. Extra assistance
To help develop understanding of and fluency in the
Common Core State Standards counting sequence, use rhymes and songs which count
Counting & Cardinality up and down. Students can watch a video, listen to the
Know number names and the count sequence. song, act it out, draw a series of illustrations for it, use
K.CC.A.3 Write numbers from 0 to 20. Represent a fingers to count along, and sing it! Many counting down
number of objects with a written numeral 0–20 (with 0 songs start with 5 but can just as easily start with another
representing a count of no objects). number. Try these songs: 1, 2, 3, 4, 5; One Potato, Two
Potato; 1-2 Buckle My Shoe; Five Little Ducks; Five Little
Monkeys; Five Little Speckled Frogs.
K.CC.B.4 Understand the relationship between numbers
and quantities; connect counting to cardinality. Classroom activities
K.CC.B.4.A When counting objects, say the number Decorate the Number
names in the standard order, pairing each object with one Provide the students with a piece of paper that has a
and only one number name and each number name with lot of number 6 on it, both numerals and words – some
one and only one object. dotted, some in bubble writing, some solid writing.
K.CC.B.4.B Understand that the last number name said • Trace over the dotted ones with different colored
tells the number of objects counted. The number of pencils, markers or crayons.
objects is the same regardless of their arrangement or the • Glue collage materials such as paper bits, leaves or
order in which they were counted. wool to the solid writing.
K.CC.B.4.C Understand that each successive number name • Color in the bubble writing with dots, stripes or shapes.
refers to a quantity that is one larger. Match Up!
K.CC.B.5 Count to answer “how many?” questions about Give half the class a numeral and the other half a number
as many as 20 things arranged in a line, a rectangular word from 1–6. Give them a time limit to find their
array, or a circle, or as many as 10 things in a scattered matching partner and sit together. Then ask them to draw
configuration; given a number from 1–20, count out that that number of an item or the matching die face.
many objects.
Animated Lesson: Introduce the word six and the identify the numeral 6. Count Worksheet 1
Recognize and count numeral 6. Understand that the to 6. Count out 6 items. Counting
counting sequence continues with Recognize groups of 6.
6. Songs: 6 Little Ducks and Insects
Have 6 Legs

Number Fish, Number Word identify the numeral 6. Identify the other numerals. Select the Number sense
Clouds, Number Grid, Beavers, word six. word six from amongst other
Ice the Cakes number words.
Count: Counting skills: move a given number of Worksheet 4
Boxes and Balls, Eggy Nests, recognize numerals and number items. Select the groups which Check
Find the Match words and count out items. match the given number.
Recognize a given number of Match the numeral, word and
objects. image cards.
Book read along. Six
62
six Name
1 How many? Join Mango to the pictures that have 6.
2 Draw.
6 legs 6 leaves
Copyright © Mathseeds and Blake eLearning 2015
64
six Name
Trace and write.
six legs
6 6 6 6 6 6
six points
six
six Find and tick your best writing. ✓
six eggs

six Name
1 Color the balls that show 6.
2 6 5
3 6
6 6
6
6
66
six Name
6
2 Give each ladybug 6 spots.
3 Draw a dot pattern for each number.
1 2 3 4 5 6

Children will: 7, seven, number, word, count, match, numerals 1–6,
• identify the numeral 7 and the word seven. number words one to six
• count and recognize groups of 7. ESL/ELL
The numeral 1 and the numeral 7 can be confusing as
Common Core State Standards they look similar when the 1 is written with a serif at the
Counting & Cardinality top. This can be confusing for ESL students learning a
Know number names and the count sequence. new set of glyphs. Be sure to differentiate between the
two – either use a single vertical line for 1 (as for the letter
K.CC.A.3 Write numbers from 0 to 20. Represent a
l) or add the horizontal line at the bottom to make it clear
it is not a 7. Remind students to write their 1s and 7s
clearly as well.
and quantities; connect counting to cardinality. Trace it!
K.CC.B.4.A When counting objects, say the number Repeat the word seven while tracing the numeral 7.
names in the standard order, pairing each object with one • In the air, on the floor or on someone’s back with a
and only one number name and each number name with finger.
one and only one object. • On paper using finger paint.
K.CC.B.4.B Understand that the last number name said • In a tray of sand.
tells the number of objects counted. The number of • On a tablet using a drawing app.
objects is the same regardless of their arrangement or the Make it!
order in which they were counted. Give each student some playdough, plasticine or clay and
K.CC.B.4.C Understand that each successive number name some pipe-cleaners, toothpicks or pop sticks. They could
refers to a quantity that is one larger. also collect natural items such as leaves and twigs. They
K.CC.B.5 Count to answer “how many?” questions about as combine the items with the modeling material to make
many as 20 things arranged in a line, a rectangular array, or the series of numbers from 1 to 7.
a circle, or as many as 10 things in a scattered configuration;
given a number from 1–20, count out that many objects.

Animated Lesson: Introduce the word seven and the identify the numeral 7. Count to Worksheet 1
Recognize and count numeral 7. Understand that the 7. Recognize groups of 7. Count Counting
counting sequence continues with out 7 items.
7. Songs: I Can Paint a Rainbow and
Seven Sheep

Bird Hops, Number Grid, identify the numeral 7 and the word other numerals. Select the word Number sense
Number Word Clouds seven. seven amongst other words.
Count: Counting skills: select the groups which match Worksheet 4
Three Clowns, Monkeys Go recognize numerals and number the number. Move a given Check
Bananas, Flash Cards, Spin the words, then select matching number of items. Identify the
Wheel groups or count out items. Subitise number of dots quickly. Join
small collections. Identify correct the dots in numerical order.
numerical order. Use one-to-one Count the items and select the
correspondence. matching numeral.
Book read along. Seven
68
seven Name
1 Color the pots that have 7.
2 Draw.
7 grapes 7 stripes

seven Name
Trace and write.
7 7 7 7 7 7
seven fish
seven
seven colors
seven Find and tick your best writing. ✓

seven petals

seven Name
7
7
7
2 Fill in the number line.
0 1 2 3 4 5 6 7
3 Draw the dot pattern.
5 6 7

seven Name
7
2 How many?
3 Draw a rainbow
with 7 colors.

Lesson 13 • big and small
Children will: big, small, smallest, biggest, largest, shortest, longest,
• identify items which are big and small. order, sort, word, red, blue, green, yellow, numerals 1–9
• order objects by size. ESL/ELL
• recognize the words big and small.
This topic in mathematics integrates perfectly with an
Common Core State Standards ESL/ELL lesson on the vocabulary for size. Use pairs of
Counting & Cardinality images and concrete materials plus labels for big, small,
Know number names and the count sequence. short, long, tall to play matching games. Add a third item
K.CC.A.3 Write numbers from 0 to 20. Represent a or picture and use the labels biggest, smallest, shortest,
number of objects with a written numeral 0–20 (with 0 tallest, longest. For more advanced students introduce
representing a count of no objects). synonyms such as: little, tiny, large, enormous, and so on.
Count to tell the number of objects. Classroom activities
K.CC.B.5 Count to answer “how many?” questions about Collage
Provide students with a piece of paper that has the word
big on one side and small on the other.
• Trace over the words with pencils or crayons.
many objects.
• Find pictures of big and small things to cut out of
Measurement & Data magazines and glue on.
Describe and compare measurable attributes. • Gather natural materials such as twigs and leaves and
K.MD.A.1 Describe measurable attributes of objects, such tape on a big one and a small one.
as length or weight. Run to it!
K.MD.A.2 Directly compare two objects with a measurable This is best done in a hall or on the playground. Label 4
attribute in common, to see which object has “more corners or areas with signs saying big, small, short, tall.
of”/”less of” the attribute, and describe the difference. The students stand in the middle and the teacher calls out
Classify objects and count the number of objects in each an item which is big, small, short or tall. Students must
category. run to the matching corner.
K.MD.B.3 Classify objects into given categories.

Animated Lesson: Introduce the concept of identify items which are big Worksheet 1
Recognize size big and small. Differentiate or small. Group items by size. Big and small
between big and small items. Order items by size.
Introduce the terms smallest
and biggest.
Song: Big and Small
Find: Visual discrimination: choose the given word from Worksheet 2
Flying Carpets, Buses, Odd identify the words big and amongst other words. Find Vocabulary
One Out, Let’s Paint small. Match pictures of items. the odd one out amongst
Identify color words. 9 objects. Select the correct
color to match the word.
Sort: Differentiate items by size. order items by size. Select the Worksheet 3
Big Small Short Tall, Longest or correctly sized item. Sorting by size
Shortest
Leafy Plants, Stamping Shapes use one-to-one matching numeral. Count out Check
correspondence to find out the required number of items.
how many and to count out
items.
Book read along. Big and small
74
Lesson 13 • Worksheet 1 Big and small
big small Name
1 Join big things to Waldo. Join small things to Ruby.
2 Draw.
a big ice cream a small ice cream

Lesson 13 • Worksheet 2 Vocabulary
big small Name
big
1 Trace and write.
small
2 Label the items big or small.
3 Label the biggest and smallest.

Lesson 13 • Worksheet 3 Sorting by size
big small Name
Circle the biggest and color the smallest in each row.

big small Name
1 Color the biggest red and the smallest green.
2 How many bugs? 1 2 3 4 5 6

How many starfish? 1 2 3 4 5 6
How many robots? 1 2 3 4 5 6
3 Complete the pattern.

Mathseeds Kindergarten Lessons 1 - 50

Children will: 8, eight, number, count, match, numerals 1–7, number
• identify the numeral 8 and the word eight. words one to seven
• count and recognize groups of 8.
ESL/ELL
All number words from one to ten should be recognized
Common Core State Standards on sight. The word eight is a hard one to spell and read
Counting & Cardinality as it cannot be sounded out easily. It needs to be learned
Know number names and the count sequence. as a sight word. Play games with flashcards of these
words, and their matching numerals, such as Memory,
Concentration, Snap, Go Fish or Bingo, where students
number of objects with a written numeral 0–20.
write numerals on their Bingo card and the teacher holds
Count to tell the number of objects. up the word cards for them to match.
K.CC.B.4.A When counting objects, say the number Make it!
names in the standard order, pairing each object with one Use a variety of materials to create the numeral 8.
and only one number name and each number name with • Mold it out of playdough.
one and only one object. • Write it with paint, crayons or textas.
K.CC.B.4.B Understand that the last number name said • Use glue and sand to make the number 8 on paper.
tells the number of objects counted. The number of Match Up!
objects is the same regardless of their arrangement or the Give one third of the class a numeral, another third has
order in which they were counted. a number word and the last third has a dice image/an
K.CC.B.4.C Understand that each successive number image of a group of items from 1–8. Give them a time
name refers to a quantity that is one larger. limit to find their matching partners and sit together. Then
K.CC.B.5 Count to answer “how many?” questions about ask all the numeral people to put themselves in numerical
as many as 20 things arranged in a line, a rectangular array, or order. Then all the number words, then the images.
Mathseeds Lesson TEACH PRACTICE APPLY

Animated Lesson: Introduce the word eight and identify the numeral 8. Count Worksheet 1
Recognize and count the numeral 8. Understand to 8. Count out 8 items. Counting
that the counting sequence Recognize groups of 8.
continues with 8.

Jumping Lions, Number identify the numeral 8. Identify other numerals. Find the word Number sense
Grid, Beavers, Number Word the word eight. Match the eight from amongst other
Clouds, Post the Letter numerals and the number number words. Select the
words. word for a numeral.
Spin the Wheel, Boxes and use one-to-one matching numeral. Move a Check
Balls, Pegs correspondence to find given number of items.
out how many. Recognize
numerals and number words
and count out items.
Book read along. Eight
80
eight Name
1 Which pictures have 8? Match.
2 Draw 8 legs. 3 Circle 8 shoes.
82
eight Name
Trace and write.
eight legs
8 8 8 8 8 8
eight sides
eight
eight
eight legs
Find and tick your

best writing.
✓
83
eight Name
1 Circle the pictures that have 8.
8
8
84
8
eight Name
8
2 Count the dots. Write the numbers.
3 Fill in the number line.
0 3 5
85
Lesson 15 • the rectangle
Learning objectives Extra assistance
Children will: Rectangles and squares can easily be confused. The
• identify rectangles. definition of a rectangle is 4 corners and 4 straight sides.
• recognize the word rectangle. Students need to be aware that a square is different to
• draw rectangles. a rectangle because it has 4 equal sides. If the sides are
Common Core State Standards not the same length it is a rectangle. Give them sorting
activities using rectangles and squares to reinforce the
Counting & Cardinality difference. For advanced students you could introduce the
Count to tell the number of objects. concept that a square is a type of rectangle.
as many as 20 things arranged in a line, a rectangular Classroom activities
array, or a circle, or as many as 10 things in a scattered What is it?
Provide the students with a piece of paper that has a
many objects.
lot of dotted rectangles on it and the word rectangle
Geometry in dotted writing at the top. They should trace over the
Identify and describe shapes. word and the shape outlines with different colored pencils
K.G.A.1 Describe objects in the environment using names or crayons. Then they can use each rectangle to draw an
of shapes. object that has a rectangular shape, eg a TV, a cell phone,
K.G.A.2 Correctly name shapes regardless of their a book, a ruler, and so on.
orientations or overall size. Make it!
Analyze, compare, create, and compose shapes. Give each student some playdough, plasticine or clay to
K.G.B.4 Analyze and compare two- and three-dimensional make a rectangle. They could also collect natural items
shapes, in different sizes and orientations, using informal such as leaves and twigs to combine with their modeling
language to describe their similarities, differences, and material to make all the shapes they know – circle, square,
other attributes. triangle, rectangle.
Key vocabulary
rectangle, straight, sides, 4, four, 2, two, long, short,
shape, triangle, square, circle, color, pattern, number,
numerals 1–8, word, sort, match

Animated Lesson: Introduce the rectangle. understand that rectangles Worksheet 1
Recognize shapes Identify rectangles. Define have 4 straight sides – 2 short Shape recognition
a rectangle. Differentiate and 2 long. Select rectangles
rectangles from squares. amongst other shapes and in
Song: I’m a Rectangle a setting.

Find: Visual discrimination: choose the given shape from Worksheet 3

Elephants, Beavers, Buses, identify a given shape. Identify amongst other shapes. Select Sorting shapes
Shape Monsters, Shape Color the word rectangle. the word rectangle from
amongst other words.
Match: Identify shapes and colors in a complete the pattern of colors Worksheet 4
Color a Pattern, Shape Sort, pattern. Recognize shapes and and shapes. Match shapes to Check
Stamping Shapes their words. Count out shapes their words. Stamp a given
to match numerals. number of shapes.
Book read along. Rectangles
86
rectangle Name
rectangle
1 Trace.
2 Finish Doc’s doors.
3 Color the rectangles.

rectangle Name
1 Write the words. Draw the shape.
rectangle square
2 Label the sides

short or long. _____________

_____________
3 Finish the pattern.
4 Decorate
the flags.

rectangle Name
1 Which pictures are rectangles? Match.
rectangle
2 Color the rectangles red and the squares blue.

rectangle Name
1 Color the beads to make a pattern.
How many rectangles did you color? _______

2 Color the rectangles.
How many rectangles? _______
3 Color the shapes you know.

Children will: 1, 2, 3, 4, 5, 6, 7, 8, one, two, three, four, five, six,
• identify the numerals and words 1 to 8. seven, eight, number, count, order, number line, smallest,
• count and recognize groups from 1 to 8. largest, how many, match
• order the numbers 1 to 8.
Extra assistance
As students develop fluency in counting and ordering
numbers, they should practice counting on from any given
Know number names and the count sequence. number. Start with choral response activities where the
K.CC.A.2 Count forward beginning from a given number students repeat after the teacher as they count. Do this
within the known sequence (instead of having to begin while pointing to the number on a number line. Choral
at 1). response is a good activity as individual mistakes are not
K.CC.A.3 Write numbers from 0 to 20. Represent a obvious which makes students feel more comfortable.
Bingo!
and quantities; connect counting to cardinality. Give students a laminated board with 10 squares on it.
Ask them to write a numeral, number word or dot pattern
in each square for the numbers 1–8 (use whiteboard
names in the standard order, pairing each object with one
markers). Have a set of flashcards with the numeral,
and only one number name and each number name with
number word and dot pattern for the numbers 1–8.
Hold them up one at a time. Students put a cross on that
K.CC.B.4.B Understand that the last number name said representation of the number on their board if it is there.
tells the number of objects counted. The number of First one to 10 calls out bingo and wins!
Count ‘em!
Give students a set of 10 items – counters, pop sticks
or Base Ten blocks for example. The teacher holds up a
numeral or number word from a set of flashcards 1–8 and
the students make that number with their items. Check
them, then hold up another number.
many objects.

Animated Lesson: Review numerals 1–8 and identify numerals 1–8. Count Worksheet 1
Recognize and count count numbers of objects up out a given number of objects. Counting
to 8. Count objects and choose the
Song: 1, 2, Buckle my Shoe numeral.
Order: Ordering numerals. put numerals into their correct Worksheet 2
Out of Line, Trains, Dot to Dot place on the number line. Join Number sense
the dots in numerical order.
Find: Visual discrimination: select the numerals and words Worksheet 3
Happy Dogs, Build the Robots, match the numerals and the for each number. Select the Number match
Load the Trucks, Pizza Sauce number words. Identify the word eight from amongst
word eight. other words.
Boxes and Balls, Leafy Plants recognize numerals and items. Count the items and Check
number words and count select the matching numeral.
out items. Use one-to-one
correspondence to find out
how many.
Book read along. Numbers All Around
92
12345678 Name
1 How many?
2 Draw the correct

number of fish.
3
6
1
8
4
2
7

12345678 Name
1 Trace.
2 Put these numbers in order on the number line.
3 Continue counting.
1 3
5 6
2 4
Lesson 16 • Worksheet 3 Number match
12345678 Name
1 Trace and match.
six seven eight

2 Trace the word and write the numeral.

12345678 Name
1 Join the dots. 6 2

1
5 4
1
8 3
2 5
1
7 3
6 4
2 3 5
4
2 Color by numbers. 1 = red, 2 = blue, 3 = yellow, 4 = green,

5 = purple, 6 = orange, 7 = brown, 8 = pink
2 2
5 5
4 4
3 3
6 6
7 7 7 7
8 8
7 7 7 7

Children will: 9, nine, number, word, count, match, numerals 1–8,
• identify the numeral 9 and the word nine. number words one to eight
Many early learners will mix up the numerals 6 and 9
Common Core State Standards as they are so similar. Try one of these strategies to help
Counting & Cardinality them.
• Teach them to draw the 9 as a ball and stick rather
than the curved shape seen in most texts, so it does
K.CC.A.3 Write numbers from 0 to 20. Represent a not look as much like a 6.
number of objects with a written numeral 0–20 (with 0 • Use a mnemonic rhyme such as: six sits and nine
representing a count of no objects). stands on the line, or six kicks the ball.
Count to tell the number of objects. • Tell students that 6 is younger. It is a baby lying down
K.CC.B.4 Understand the relationship between numbers with its feet in the air, and nine is standing up because
and quantities; connect counting to cardinality. it’s older.
K.CC.B.4.A When counting objects, say the number Classroom activities
names in the standard order, pairing each object with one Collage
Provide students with a piece of paper that has a large
numeral 9 in the middle.
K.CC.B.4.B Understand that the last number name said • Trace over the numeral with pencils or crayons.
tells the number of objects counted. The number of • Find pictures of nine things or the numeral 9 to cut out
objects is the same regardless of their arrangement or the of magazines and glue on.
order in which they were counted. • Gather natural materials such as twigs and leaves. Tape
K.CC.B.4.C Understand that each successive number name on nine of each.
refers to a quantity that is one larger. Say it Right!
K.CC.B.5 Count to answer “how many?” questions about as Have a set of flashcards for the numerals 1–9. Hold one
many as 20 things arranged in a line, a rectangular array, or up and say the wrong number word, eg three for 5.
a circle, or as many as 10 things in a scattered configuration; Students need to call out the right word.

Animated Lesson: Introduce the word nine and identify the numeral 9. Count Worksheet 1
Recognize and count the numeral 9. Understand to 9. Count out 9 items. Counting
that the counting sequence Recognize groups of 9.
continues with 9.


Dinosaurs, Number Grid, identify the numeral 9 and other numerals. Select the Number sense
Beavers, Number Word the word nine. Match the word nine from amongst other
Clouds, Post the Letter, Flying numerals and the number number words. Match the
Carpets words. word to the numeral.
Count: Counting skills: identify the number of dots Worksheet 4

Flash Cards, Find the Match subitise small collections. quickly. Match the numeral, Check
Recognize the numeral 9, the word and image cards.
word nine and images of 9.
Book read along. Nine
98
nine Name
1 Circle the cards that show 9.
★★★ ▲▲ ❤❤ ■■■
★★★ ▲▲ ❤ ■■■
★★★ ▲▲ ❤❤ ■■■
♦♦ ●●● ✖✖ ✱✱✱
♦♦♦ ●●● ✖✖✖ ✱ ✱
●●● ✖✖✖ ✱✱✱
♦♦ ✖
2 Draw.
9 birds 9 eggs
nine Name
Trace and write.
nine squares
9 9 9 9 9 9
nine dots
nine
nine Circle your best 9 . nine balls

nine Name
1 Color in 9.
1
2 5 3
6
7 4 8 9
nine Name
1 Trace and write.
9 9 9
2 Number the shoes.
3 Circle every 9.
96890197692
Lesson 18 • Zero
Children will: 0, zero, number, word, match, order, numerals 1–9,
• identify the numeral 0 and the word zero. number words one to nine
• recognize groups of 0. Extra assistance
• order numbers from 0 to 9. The concept of zero is hard for some students to
understand – how can none be a number? Use 0 in
Common Core State Standards all number activities – counting sequences, ordering
Counting & Cardinality numbers, counting items, subitising activities, comparing
Know number names and the count sequence. quantities. This will instill the idea of 0 as a number in the
K.CC.A.2 Count forward beginning from a given number counting sequence as well as a quantity.
within the known sequence (instead of having to begin at 1). Classroom activities
K.CC.A.3 Write numbers from 0 to 20. Represent a Brainstorm
Ask the class to think of different ways to say zero, eg
none, nothing, nil, nought, null, nada, zilch, zip. Write a
Count to tell the number of objects. list and discuss the words. Put each word in a sentence to
K.CC.B.4 Understand the relationship between numbers show its usage.
and quantities; connect counting to cardinality. Decorate the Number
K.CC.B.4.A When counting objects, say the number Provide the students with a piece of paper that has a
names in the standard order, pairing each object with one lot of number 0 on it, both numerals and words – some
and only one number name and each number name with dotted, some in bubble writing, some solid writing.
• Trace over the dotted ones with different colored
K.CC.B.4.B Understand that the last number name said pencils, markers or crayons.
tells the number of objects counted. The number of • Glue collage materials such as paper bits, leaves or
objects is the same regardless of their arrangement or the wool to the solid writing.
order in which they were counted. • Color in the bubble writing with dots, stripes or
K.CC.B.5 Count to answer “how many?” questions about as shapes.
many as 20 things arranged in a line, a rectangular array, or

Animated Lesson: Introduce the word zero and the identify the numeral 0. Recognize Worksheet 1
Recognize and count numeral 0. Understand that 0 groups of 0 as well as groups from Counting
means there are none and that 1–9. Order numbers starting from
0 goes at the beginning of the any number 0–9.
counting sequence.
Song: I’m a Little Zero

Find: Visual discrimination: select the numeral 0 amongst other Worksheet 3

Bird Hops, Number Grid, identify the numeral 0 and the numerals. Select the word zero from Number sense
Number Word Clouds, Buses word zero. amongst other number words.
Spin the Wheel, Pegs, use one-to-one correspondence matching numeral. Move a given Check
Monkeys Go Bananas, to find out how many. Recognize number of items. Select the groups
Cupcakes numerals and count out items. which match the given number.
Subitise small collections.
Read: Read aloud book. listen, follow the reading and read Mathseeds book 18:
Book along. Zero
104
zero Name
1 Color the nests that have 0 eggs.
2 Circle the game pieces showing 0.
0
5 1
4 2
3
2 : 30 0 : 00
1
6 2
5 3
4

zero Name
Trace and write.
zero legs
000000
zero
zero teeth
0 : 00
zero Find and tick your best writing. ✓
zero time

zero Name
1 Which box has zero things? Circle it.
0
0
0
2 Order the numbers. Write them in the bubbles.
2 0 1 4 3 5
7 9 6 8

zero Name
1 Match each picture to the number of birds.
2 Circle every 0.
08604019806
3 Trace and write.

Children will: 10, ten, number, word, count, numerals 0–9, number
• identify the numeral 10 and the word ten. words zero to nine
Number sense is an understanding of what numbers
Common Core State Standards mean, how they relate to each other and how they
Counting & Cardinality are used. It begins in early childhood with learning
Know number names and the count sequence. numbers: their symbols, their counting sequence and their
quantities. One-to-one correspondence and cardinality
begin here too. Play as many games and complete as
many activities as is possible in number recognition and
matching, subitising small groups, counting, counting out,
Count to tell the number of objects. counting on and finding how many.
K.CC.B.4.A When counting objects, say the number Make it!
names in the standard order, pairing each object with one Give each student some playdough, plasticine or clay and
and only one number name and each number name with some pipe-cleaners, toothpicks or pop sticks. They could
one and only one object. also collect natural items such as leaves and twigs. They
K.CC.B.4.B Understand that the last number name said combine the items with the modeling material to make
tells the number of objects counted. The number of the series of numbers from 0 to 10.
objects is the same regardless of their arrangement or the Match Up!
order in which they were counted. Give one third of the class a numeral, another third has
K.CC.B.4.C Understand that each successive number name a number word and the last third has a dice image or an
refers to a quantity that is one larger. image of a group of items from 1–10. Give them a time
K.CC.B.5 Count to answer “how many?” questions about as limit to find their matching partners and sit together. Then
many as 20 things arranged in a line, a rectangular array, or ask all the numeral people to put themselves in numerical
a circle, or as many as 10 things in a scattered configuration; order. Then all the number words, then the images.

Animated Lesson: Introduce the word ten and the identify the numeral 10. Count Worksheet 1
Recognize and count numeral 10. Understand that the to 10. Recognize groups of 10. Counting
number ten is written with a 1 and
a 0. Recognize that the counting
sequence continues with 10.
Song: Ten Little Monkeys

Number Fish, Number Grid, identify the numeral 10 and the other numerals. Select the Number sense
Number Word Clouds, Ice the word ten. word ten from amongst other
Cakes number words.
Monkeys Go Bananas, recognize numerals and number items. Count the items and Check
Stamping Shapes, Leafy Plants, words and count out items. Use select the matching numeral.
Boxes and Balls one-to-one correspondence to find
out how many.
Book read along. Ten
110
ten Name
1 Circle the dominoes that show 10.
2 Draw.
10 cookies 10 oranges
ten Name
Trace and write.
10 10 10 10 10
ten
ten Find and tick your best 10 .
ten fingers

ten Name
1 Join Mango to 10 fruits.
2 Draw the correct number of things.
10 ♥
ten Name
1 Match.
4
1
10
7
9
1 4
10

Lesson 20 • the numbers 1 to 10
Children will: numerals 1–10, number words one to ten, number,
• identify the numerals and words 1 to 10. number line, count, match
• count and recognize groups from 1 to 10. Extra assistance
• order the numbers 1 to 10.
Students should apply the number sequence 1 to 10
Common Core State Standards to counting groups of objects and counting out a
Counting & Cardinality given number of items. Encourage use of one-to-one
Know number names and the count sequence. correspondence to count groups – students should touch
K.CC.A.3 Write numbers from 0 to 20. Represent a or move each object counted and assign it the next
number of objects with a written numeral 0–20 (with 0 number in the sequence. When counting out a number
representing a count of no objects). of items have them say each number in sequence as they
move each item. They should understand that the last
number said is the total number of things.
K.CC.B.4.A When counting objects, say the number Count ‘em!
names in the standard order, pairing each object with one Give students a set of 10 items – counters, pop sticks or
and only one number name and each number name with Base Ten blocks for example. The teacher holds
one and only one object. up a numeral or number word from a set of flashcards
K.CC.B.4.B Understand that the last number name said 1–10 and the students make that number with their
tells the number of objects counted. The number of items. Check them, then hold up another number.
objects is the same regardless of their arrangement or the Poster Time
order in which they were counted. Divide the class into 10 groups and give each group a
K.CC.B.4.C Understand that each successive number name number 1–10 on a piece of A3 paper. Ask them to draw
refers to a quantity that is one larger. groups of items in their number. Once they are finished hang
K.CC.B.5 Count to answer “how many?” questions about the number posters in order. As a class, count the groups
as many as 20 things arranged in a line, a rectangular on each poster to reinforce the number sequence. Practice
array, or a circle, or as many as 10 things in a scattered one-to-one correspondence by pointing at the items while
configuration; given a number from 1–20, count out that counting and encourage an understanding of cardinality by
many objects. asking How many? after the counting is finished.

Animated Lesson: Review numerals 1–10 and identify numerals 1 to 10. Recognize Worksheet 1
Recognize and count groups of 1–10 items. groups of a given number. Number match 1–5
Find: Visual discrimination: select the numeral 10 amongst other Worksheet 2

Beavers, Three Clowns, identify numerals and number numerals. Match a number with a Number match 6–10
Post the Letter words. Match groups to numbers. group. Match number words with
numerals.
Order: Identify correct numerical order. put numerals into a number line Worksheet 3
Out of Line, Dot to Dot in correct order. Join the dots in Number sense
numerical order.
Spin the Wheel, Counting use one-to-one correspondence matching numeral. Count out the Check
Bees, Toy Box, Flash Cards to find out how many. Count out required number of items. Identify
a given number of items. Subitise the number of dots quickly.
small collections.
Book along. Six to ten
116
12345 Lesson 20 • Worksheet 1 Number match 1 – 5
6 7 8 9 10
one to ten Name
Trace and match.
one
two
three
four
five
12345 Lesson 20 • Worksheet 2 Number match 6 – 10
6 7 8 9 10 Name
one to ten
Trace and match.
six
seven
eight
nine
ten
6 7 8 9 10
one to ten Name
1 Write the missing numbers. Color the kites.
0 2 4
6 8 10
2 Join the dots. Color the picture. 1
9 10
2
3
4
6

6 7 8 9 10 Name
one to ten
1 Color the cars. 10 = red, 6 = blue, 3 = yellow and 1 = green.
2 Draw 7 purple cars and 5 black cars.

Lesson 21 • Counting back from 10
Children will: Number lines can be used to introduce the idea of
• count up to 10 and down from 10. addition and subtraction. Put a number line from 0 to
• use a number line to add and subtract. 10 on the board with a marker somewhere on it. Ask
• add groups of dots to find a total. students to move the marker forwards or backwards a
Common Core State Standards number of places. Ask them to count out loud so their
technique can be observed. If the marker is on 2 and they
Counting & Cardinality have to move it forward 3 places, they should be saying
Know number names and the count sequence. ‘one, two, three’ as they pass 3 and 4 and land on 5. They
K.CC.A.3 Write numbers from 0 to 20. Represent a are counting the number of places added, not saying the
number of objects with a written numeral 0–20 (with 0 numbers on the line.
Count to tell the number of objects. Order, Order
K.CC.B.4 Understand the relationship between numbers Give individuals or pairs of students a set of cards for the
and quantities; connect counting to cardinality. numerals 0–10. Ask them to lay the cards out in the correct
Operations & Algebraic Thinking order. Next they race to put them in reverse order, 10 to 0.
Understand addition, and understand subtraction. Say ‘ready, set, go!’ Praise the fastest. Race again to put them
K.OA.A.1 Represent addition and subtraction with objects, back in counting order. Repeat until they have had enough.
fingers, mental images, drawings, acting out situations, Take Off!
verbal explanations, expressions, or equations. Give students a blank piece of paper to draw a space
K.OA.A.2 Solve addition and subtraction word problems, shuttle or rocket ship ready to take off. Ask them to write
and add and subtract within 10. the numbers 10 to 1 down the side of the drawing and
K.OA.A.4 For any number from 1 to 9, find the number write the words Take off! at the bottom under the 1.
that makes 10 when added to the given number. Draw a counting line on the playground in chalk and have
each student start at 10 and count down to 1 then blast
K.OA.A.5 Fluently add and subtract within 5.
off like a rocket.
Key vocabulary
numerals 0–10, number words zero to ten, count, up,
down, back, forward, match, number, word, number line,
how many, +, =, ten frame, 10 frame

Animated Lesson: Introduce the idea of counting identify the numbers 0–10 in reverse Worksheet 1
Recognize and count back from 10 to 0. Count up order. Count from 1 to 10. Count Counting
and down. items going down by 1 each time.
Songs: When I See the Stars at Count down from 10 to 1.
Night and Ten Bears in the Bed
Find: Visual discrimination: select the numerals and words for Worksheet 2
Build the Robots, Load the match numerals to number each number. Select the word ten Number sense
Trucks, Flying Carpets words. Identify the word ten. from amongst other number words.
Add: Understand moving a marker move a marker forwards and Worksheet 3
Number Line Trains, back and forth along a number backwards on a number line. Add Addition to 10
Dominoes, Ten Frame line. Understand that two the dots on both sides of a domino.
Puzzle groups can be added to make Select two groups of dots to fill the
one group. ten frame.
Leafy Plants, Three Clowns, use one-to-one correspondence matching numeral. Match a set of Check
Pegs to find out how many. dots to a number.
Book along. Ten Bears in the Bed
122
10 9 8 7 6 Lesson 21 • Worksheet 1
Counting
54321
ten to one Name
Write the missing numbers. Match to the pictures.
10
9
1
10 9 8 7 6 Lesson 21 • Worksheet 2 Number sense
54321
Name
ten to one
1 Write the missing numbers.
9 7 3
10 4
2 Complete the ten frames.
How many dots did you draw? _______
How many dots did you draw? _______

10 9 8 7 6 Lesson 21 • Worksheet 3
Addition to 10
54321
ten to one Name
1 Complete the number line.
0 1 2 3 4 5 6 7 8 9 10
zero one two three four five six seven eight nine ten
2 Move forward three places. Where do you land?

0 1 2 3 4 5 6 7 8 9 10
Move back 4 places. Where do you land?
0 1 2 3 4 5 6 7 8 9 10
3 Add the dots.
= =
= =

10 9 8 7 6 Lesson 21 • Worksheet 4 Check
54321
Name
ten to one
10 7
5 2
2 Join the dots.

3 7
5
1
9
6
2 4 8
0
10

Lesson 22 • More, less, the same
Children will: more, less, the same, more than, less than, group, set,
• identify groups with more or less. numerals 1 to 10, number words one to ten, match, how
many, smallest, big, shortest, color, red, blue, yellow,
• match groups with the same number of items.
purple, orange, green
• recognize groups of more and less than 5 and 10.
Extra assistance
Counting & Cardinality objects in a small group. It is not counting or one-to-one
Count to tell the number of objects. correspondence, but a visual recognition that is done
K.CC.B.4 Understand the relationship between numbers rapidly. Encourage students to subitise rather than count for
and quantities; connect counting to cardinality. activities, such as identifying groups of less or more. Play
games with dot patterns, such as dice games and dominoes.
Compare numbers.
K.CC.C.6 Identify whether the number of objects in one Classroom activities
group is greater than, less than, or equal to the number of Quick Look
objects in another group.
Give students a card which has more than 5 written on
Measurement & Data one side and less than 5 on the other. Hold up pictures of
Describe and compare measurable attributes. items from 1–10 and ask the class to show the matching
K.MD.A.2 Directly compare two objects with a side of their card. Use traditional dot patterns and
measurable attribute in common, to see which object non-traditional sets of dots. Use groups of objects. After a
has “more of”/”less of” the attribute, and describe the while, give them just a quick look to encourage subitising.
difference. This can also be done with less and more than 10.
Classify objects and count the number of objects in each Make it!
category. Give students 10 items – counters, pop sticks or Base Ten
K.MD.B.3 Classify objects into given categories; count blocks for example. The teacher holds up a numeral 1–10
the numbers of objects in each category and sort the and a card saying more than or less than. The students
categories by count. make an appropriate group with their items. Check, then
repeat.

Animated Lesson: Introduce the concepts of more, identify groups which have Worksheet 1
Compare group size less and the same. Differentiate more or less. Move items to More or less
between groups. make groups that have the
Song: Now We’ve Got the same number.
Same
Compare: Subitise to identify whether a identify whether the group Worksheet 2
More or Less?, The Same group has more or less than 5 has more or less than 5 or 10. The same
or 10, and also groups which Recognize groups which have
are the same. the same number of items.
Find: Differentiate items by size. select the correctly sized item. Worksheet 3
Grow a Garden, Let’s Paint Identify color words. Match colors to words. Comparing
Count: Counting skills: join the dots in numerical Worksheet 4
Dot to Dot, Find the Match, order numerals. Recognize the order. Match the numeral, Check
Give a Gift, Boxes and Balls numeral, word and a group of word and image cards. Count
9. Count and count out items. out items and select the total.
Move a number of items.
Book read along. More or less
128
More, Lesson 22 • Worksheet 1 More or less
less, the
same Name
1 Color the group that has more in each row.
2 Circle the group that has less in each row.

More, Lesson 22 • Worksheet 2 The same
less, the
same Name
1 Draw the same number of dots.
2 Put the same number of fish in each bowl.
How many fish? How many fish?

More, Lesson 22 • Worksheet 3 Comparing
less, the
same Name
1 Circle the groups that have less than 5.

Color the groups that have more than 10.
2 Color the groups that are the same in each row.

More, Lesson 22 • Worksheet 4 Check
less, the
same Name
1 Color the group with the most.
How many? ______
2 Color the group with the least.
How many? ______
3 Join the matching numbers.
1 2 3 4 5
4 Color Dizzy’s blocks green

and Mango’s blocks red.
Dizzy has more
blocks than
Mango.

Lesson 23 • 2-D shapes and lines
Children will: shapes, triangle, circle, square, rectangle, line, curved,
• identify curved and straight lines. straight, sort, match, color, orange, red, green, blue,
yellow, number, numerals 2, 3, 4, pattern, word, sides,
• recognize 2-D shapes and their names.
corners, short, long, same
• continue shape and color patterns.
Extra assistance
Classifying objects is an important skill for dealing with
Measurement & Data data topics later in the mathematics curriculum. Begin
Classify objects and count the number of objects in each with simple classifications – big and small, more and
category. less, straight and curved. Give students opportunities
K.MD.B.3 Classify objects into given categories; count to sort objects, groups or shapes, and to explain their
the numbers of objects in each category and sort the classification system. Ask them to count how many
categories by count. in each category. These activities are beginning their
Geometry understanding of data representation.
Identify and describe shapes. Classroom activities
Which Hat?
Place two hats on the floor with the labels straight and
curved. Have a set of pictures of shapes and lines, eg
K.G.B.4 Analyze and compare two- and three-dimensional zigzag and curvy. Each student chooses one picture and
shapes, in different sizes and orientations, using informal works out which hat it must go in.
Match Up!
other attributes.
Give the class half of a shape and color pattern each. Give
K.G.B.5 Model shapes in the world by building shapes
them a time limit to find the person who has the other
from components and drawing shapes.
half of their pattern and sit together. Then ask them to
draw and color that pattern in their book or on paper.

Animated Lesson: Recognize 2-D shapes – select shapes to match Worksheet 1
Recognize shapes square, triangle, rectangle, shadows and names. Identify Lines
circle. Introduce straight and straight and curved lines.
curved lines.
Song: I Love Straight Lines

Match: Recognize shapes and their match shapes to their words. Worksheet 3
Shape Sort, Stamping Shapes, words. Count out shapes Stamp a given number of Shape recognition
Color a Pattern to match numerals. Identify shapes. Complete the pattern
shapes and colors in a pattern. of colors and shapes.
Find: Visual discrimination: find the shapes that are the Worksheet 4
Find the Match, Let’s Paint, identify matching shapes. same. Select the correct color Check
Beavers, Shape Monsters, Recognize color words. to match the word. Choose
Buses Identify a given shape. Identify the given shape. Choose the
the word rectangle. word rectangle from amongst
other words.
Book read along. Shapes
134
Lesson 23 • Worksheet 1 Lines
2-D shapes
Name
and lines
1 Finish the pictures.
2 Trace the straight lines red. Trace the curved lines blue.

2-D shapes
Name
and lines
straight
1 Trace and write.
curved
2 Trace the straight lines purple. Trace the curved lines green.

2-D shapes
Name
and lines
1 Match each shape to its shadow.
2 Match the shapes to the pictures.

2-D shapes
Name
and lines
Color triangles red, squares blue, circles yellow and

rectangles green.
How many?
______ ______ ______ ______

Lesson 24 • Adding to 5
Children will: add, adding, addition, count, how many, altogether, total,
• understand that adding is combining two groups. group, together, number, numerals 1–10, +, =, match,
• count to find a total. number words one to ten, same, equal, number line
• represent addition on a number line.
Extra assistance
Common Core State Standards Explain that addition is a natural extension of counting,
Counting & Cardinality but instead of counting one group of items, students
Count to tell the number of objects. combine two groups and count. Show students that they
already do addition – they add groups of pencils; they add
up money for the canteen; they add groups of children for
sport. Give them opportunities across the curriculum to
K.CC.B.5 Count to answer “how many?” questions about as use their addition skills.
many as 20 things arranged in a line, a rectangular array, or
a circle, or as many as 10 things in a scattered configuration; Classroom activities
Match Up!
Compare numbers.
Give each student a dot pattern from 1 to 4. Ask them
K.CC.C.6 Identify whether the number of objects in one to find a partner to make a total of 5 and sit together.
group is greater than, less than, or equal to the number of Then have them draw their two dot patterns on a domino
objects in another group shaped card and fill in the equation £ + £ = £.
Operations & Algebraic Thinking Count ‘em!
Understand addition, and understand subtraction. Give students a set of 10 items – counters, pop sticks
K.OA.A.1 Represent addition and subtraction with objects, or Base Ten blocks for example. The teacher holds up
fingers, mental images, drawings, sounds. a numeral or number word from 1–9 and the students
K.OA.A.2 Solve addition and subtraction word problems, make that number with their items. Then they make a
and add and subtract within 10. second group to make a total of 10. Check, then repeat.

Animated Lesson: Introduce the concept of count two groups and add Worksheet 1
Count and add addition and the equation. them together. Count to find Count and add
Understand that adding is the total. Understand that this
combining two groups and process can be shown with the
counting to find the total. equation £ + £ = £.
Song: There Was One Little Doll
Adding groups: Understand that two groups are count two groups and fill Worksheet 2
Picture Addition, Fish Bowls, added together to find a total. in the equation. Make two Addition
Frog Ponds, Dominoes groups and add to find the
total.
Number line addition: Represent two numbers on the use number bars to show two Worksheet 3
Number Bars number line and give the end numbers being added on the Number lines
number as the total. number line.
Find: Visual discrimination: identify the number of dots Worksheet 4

Flash Cards, The Same, Three subitise small collections. Subitise quickly. Recognize groups Check
Clowns, Ice the Cakes to identify groups which are the which have the same number
same. Recognize numbers and of items. Select the group
select matching groups. Identify which matches the given
the word five. number. Select the word five.
Book read along. Add to 5
140
Lesson 24 • Worksheet 1 Count and add
Add to 5 Name
Count and add.
+ =
and makes
+ =
and makes
+
=
and makes
+ =
and makes

Lesson 24 • Worksheet 2 Addition
Add to 5 Name
This is the addition sign +. This is the equals sign =.
Count and add.
1 + 1 =
+ =
+ =
+ =
Lesson 24 • Worksheet 3 Number lines
Add to 5 Name
1 Add 2 more.
0 1 2 3 4 5 6 7 8 9 10
How many altogether? ______
2 Add 1 more.
0 1 2 3 4 5 6 7 8 9 10
3 Find the totals.

0 1 2 3 4 5 6 7 8 9 10
2 3
+ =
0 1 2 3 4 5 6 7 8 9 10
3 1
+ =

Add to 5 Name
1 Draw, count and find the total.
1 4 + = 2 2 + =
1 1 + = 2 1 + =
2 Draw two groups to make the total.
+ =
5
+ =
4
Lesson 25 • Number lines 1 to 10
Children will: Number lines can help with developing fluency in
• recognize that a number line has the numbers in counting forwards and backwards. They provide a visual
counting order. structure to the counting order and some students will
find that helpful in remembering number order. Tie
• identify correct numerical order 1–10.
number lines into cardinality by pointing at and counting
• move a marker along a number line. the sections or section markers so students understand
that the numbers still represent amounts of things.
Counting & Cardinality Classroom activities
Know number names and the count sequence. Collage
K.CC.A.1 Count to 100 by ones and by tens. Provide students with a piece of paper that has a number
K.CC.A.2 Count forward beginning from a given number line with no numbers across the middle. Write the
within the known sequence (instead of having to begin numerals in order on top of the markers. Find pictures of
at 1). groups of items or people to cut out of magazines and
K.CC.A.3 Write numbers from 0 to 20. Represent a glue on under each number. Or gather natural materials
number of objects with a written numeral 0–20 (with 0 such as twigs and leaves and tape them on in groups
representing a count of no objects). under the numbers.
Count to tell the number of objects. Order, Order!
K.CC.B.4 Understand the relationship between numbers Give individuals or pairs of students a set of cards for the
and quantities; connect counting to cardinality. numerals 0–10. Ask them to lay the cards out in correct
order. Next they are going to race to put them in reverse
Key vocabulary order, 10 to 0. Say ‘ready, set, go!’ Praise the fastest. Race
again to put them back in counting order. Repeat until
number line, numerals 1–10, counting, number, how
they have had enough.
many, ten frame, order, smallest, largest

Animated Lesson: Understand that a number count along the number line Worksheet 1
Order and count line has the numbers 1–10 in 1–10. Put the numbers in Number lines
counting order. order on the number line.
Song: 1, 2, 3, 4, 5
Number Lines: Understand moving a marker move a marker forwards and Worksheet 2
Number Line Trains, Out of back and forth along a backwards on a number line. Counting
Line, Lily Pads number line. Identify correct Put numerals into a number
numerical order. line in correct order.
Find: Visual discrimination: match the groups with their Worksheet 3
Pegs, Post the Letter subitise small collections. numbers. Select the word for Number sense
Match the numerals and the a numeral.
number words.
Count: Counting skills: select two groups of dots to Worksheet 4

Ten Frame Puzzle, Counting understand that two groups fill the ten frame. Count the Check
Bees, Dot to Dot, How many? add together to make items and select the matching
a total. Use one-to-one numeral. Join the dots in
correspondence to find numerical order.
how many. Identify correct
numerical order.
Book read along. Making ten
146
0 1 2 3 4 5 6 7 8 9 10

Number
lines 1 – 10 Name
1 3 4 6 7 10
2 Draw lines to match each picture to its number.
1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

Number
lines 1 – 10 Name
1 Count forwards 3 places. Circle the number.

0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
2 Complete the number line on Ruby’s beads.
7
10
4

0 1 2 3 4 5 6 7 8 9 10

Number
lines 1 – 10 Name
1 Join the pieces of the number lines back together.
1 2 3 3 4 5 7 8 9
2 3 4 4 5 6 8 9 10
0 1 2 5 6 7 6 7 8
2 Complete the dots from 1 to 10.
3 Trace and match.
ten one five eight

1 8 10 5
0 1 2 3 4 5 6 7 8 9 10

Number
lines 1 – 10 Name
1 Color and complete Doc’s number line.
5 7
2
9
How many? ______ ______ ______
2 Add 2 more.
0 1 2 3 4 5 6 7 8 9 10
+ =
0 1 2 3 4 5 6 7 8 9 10
+ =

Lesson 26 • long and short
Children will: An understanding of length begins with comparisons.
• recognize the words short and long. Which item is short? Which is long? Which object is the
longest? Which is shortest? Repeated direct comparison
• identify items which are short and long.
of everyday items such as pencils, rulers, books, ribbons,
• order objects by size. shoes and so on reinforces the concept. The next step
is informal measurement – using small items such as
counters, Base Ten blocks or finger-widths as a single unit
Measurement & Data for measuring longer items. For example, the book is 10
Describe and compare measurable attributes. counters long.
K.MD.A.1 Describe measurable attributes of objects, such
as length or weight.
K.MD.A.2 Directly compare two objects with a Brainstorm
measurable attribute in common, to see which object Divide the board or a piece of paper in half and ask the
has “more of”/”less of” the attribute, and describe the class to think of things that are short and long. Write a list
difference. for each and discuss the suggestions. Each student then
illustrates one example and the pictures are put together
Key vocabulary to make a class book about long and short.
short, long, longer, shorter, longest, shortest, sort, size, Which Hat?
big, small, tall, tallest, smallest, how long, numerals 1–9 Place three hats on the floor with the labels short, long
and tall. Discuss the difference between long and tall
(horizontal vs vertical). Have a set of pictures of items
which are short, long or tall. Each student chooses one
and works out which hat it must go in.

Animated Lesson: Introduce the concept of identify items which are long Worksheet 1
Recognize size long and short. Differentiate or short, then things which are Long and short
between long and short items. longer or shorter than a given
Song: This Tail’s Short object.
Find: Visual discrimination: match shapes to their words. Worksheet 2

Shape Sort, Rockets, Buses recognize shapes and their Choose the given word from Vocabulary
words. Identify the words amongst other words.
short and long.
Sort: Differentiate items by size. select the correctly sized Worksheet 3

Tails, Big Small Short Tall, item. Order items by size. Sorting by size
Longest or Shortest, Grow a Identify how tall a plant is on a
Garden, Water the Plants measuring stick.

Monkeys Go Bananas recognize numerals and count items. Check
out items.
Book read along. How Long?
152
Lesson 26 • Worksheet 1 Long and short
Long and
Name
short
1 Match each picture to a word.
short short
long long
2 Color the long things.
3 Color the short things.

Long and
Name
short
short
1 Trace and write.
long
longer
shorter
longer
shorter
longer
shorter
Long and
Name
short
Circle the shortest thing in each row. Color the longest.

Long and
Name
short
1 Join long things to Dizzy and short things to Doc.
2 Draw.
a shorter monster a longer worm

Lesson 27 • Patterns
Learning objectives Classroom activities
Children will: Collage
• identify color, shape and number patterns. Provide students with a large piece of paper divided into
• complete and continue patterns. rows. Ask them to make a different pattern in each row.
They could draw shapes or alternate colors. They could
Common Core State Standards glue on pictures cut out of magazines or catalogs, using
color or size to create a pattern. They could gather natural
Mathematical Practice
materials such as twigs and leaves and tape them onto
Look for and make use of structure. the paper in patterns.
MP7 Mathematically proficient students look closely to Where is it?
discern a pattern or structure. They also can step back
Take close-up photos of patterns from around the
for an overview and shift perspective. They can see
classroom – look at carpet, linoleum, curtains, cushions,
complicated things as single objects or as being composed
vertical blinds showing light and shade. Put the photos on
of several objects.
the board. Ask the class to find each pattern in the room
Key vocabulary and copy it onto paper with colored pencils, markers or
crayons.
pattern, color, black, green, yellow, pink, blue, shapes,
square, triangle, numerals 1–10, match, continue,
number, order, smallest, largest, missing
Extra assistance
Knowledge of patterns is a basic skill which helps students
understand patterns in number, such as skip counting,
repeated addition, multiplication and so on. Color and
shape patterns are an easy and fun way to start. Have
your class continue patterns you make as well as making
their own patterns. For more advanced students, ask them
to identify the core of the pattern, ie which sequence is
being repeated. For example, in ABABAB the core is AB.

Animated Lesson: Introduce patterns made with make patterns with colors. Worksheet 1
Recognize patterns colors and movements. Pattern recognition
Song: Clap a Pattern

Dotty Shapes shapes. dots as corners. Making patterns
Find: Visual discrimination: select the correct color to Worksheet 3

Let’s Paint, Color a Pattern, identify color words. match the word. Complete the Continuing patterns
Find the Match, Continue the Recognize and complete a pattern. Find the cards with
Pattern, Mugs in a Row pattern. Recognize matching shapes that match.
shapes.
Count: Counting skills: stamp a given number of Worksheet 4

Stamping Shapes, Out of Line, count out shapes to match shapes. Put numerals into a Check
Lily Pads numerals. Identify correct number line in correct order.
numerical order.
Book read along. Shape Patterns
158
Lesson 27 • Worksheet 1 Pattern recognition
Patterns Name
1 Which lines show a pattern? Color the patterns.
2 Color the socks with patterns on them.
3 Circle the patterns. Color them.

Lesson 27 • Worksheet 2 Making patterns
Patterns Name
1 Color your own patterns.
2 Make shape patterns using these shapes.
♥ ●◆ ★

Lesson 27 • Worksheet 3 Continuing patterns
Patterns Name
1 Draw the next three shapes in each row.
2 Draw the next three things in each pattern.
J J
★◉★◉
R✿☾R✿
Patterns Name
1 Complete Dizzy’s pattern.
2 Draw in the missing beads.
❙ ❙ ❙
❙❙ ● ● ❙❙ ● ❙❙
3 Color these shirts to make a pattern.

Lesson 28 • Number lines 2
Children will: number line, numerals 1–10, number, after, before,
• recognize that a number line has the numbers in match, how many, order, smallest, largest, word, number
counting order. words one to ten, count
• identify correct numerical order 1–10.
Extra assistance
• find the number which comes before or after a given
number. When students develop confidence in the counting
sequence they should be able to name the number before
Common Core State Standards or after a given number, begin counting from any number,
and count backwards as well as forwards. The visual prompt
of a number line can help develop fluency in this area.
Know number names and the count sequence. Practice these skills while pointing at the relevant numbers
K.CC.A.1 Count to 100 by ones and by tens. on a number line, then just have the number line visible as a
K.CC.A.2 Count forward beginning from a given number prompt, and eventually have no visual prompt at all.
within the known sequence (instead of having to begin
at 1). Classroom activities
K.CC.A.3 Write numbers from 0 to 20. Represent a Order, Order!
number of objects with a written numeral 0–20 (with 0 Give pairs of students a set of cards for the numerals
representing a count of no objects). 0–10. Race to lay the cards out in correct order. Say
Count to tell the number of objects. ‘ready, set, go!’ Praise the fastest. Now race to put them
K.CC.B.4 Understand the relationship between numbers in reverse order, 10–0. Have them shuffle the cards and
and quantities; connect counting to cardinality. race again to put them back in counting order. Repeat
until they have had enough.
as many as 20 things arranged in a line, a rectangular Jump to it!
array, or a circle, or as many as 10 things in a scattered Draw a large number line on the playground. Ask
configuration; given a number from 1–20, count out that individual students to stand on a given number. Then ask
many objects. students to stand on the number before or after a given
number. Finally, ask students to stand on a number and
jump forwards or backwards a number of places.

Animated Lesson: Understand that a number put the numbers in order Worksheet 1
Order and count line has the numbers 1–10 on the number line. Count Counting
in order. Identify the number along the number line. Select
which comes before or after a numbers which are just before
given number. or after a given number.
Song: I’m a Little Star
Number Lines: Identify correct numerical put numerals into their correct Worksheet 2
Out of Line, Dot to Dot, order. Understand moving a place in the number line. Join Number lines
Number Line Trains, Lily Pads marker back and forth along a the dots in numerical order.
number line. Move a marker forwards and
backwards on a number line.
Find: Visual discrimination: select the word eight from Worksheet 3
Number Word Clouds identify the word eight. amongst other number words. Number sense
Count: Counting skills: select the groups which match Worksheet 4
Pegs, Spin the Wheel, recognize a given number of the given number. Count the Check
Dominoes, How Many? objects. Understand that two items and find the matching
groups are added together to numeral. Count the two
find a total. groups and fill in the equation.
Book read along. Number Lines
164
0 1 2 3 4 5 6 7 8 9 10

Number
lines 2 Name
1 Complete each number line.
1
4 8
5
8 2
1 5 10
10 8 7 4 3
2 Join each dot pattern to its number.
0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

Number
lines 2 Name
1 Color the number.

before 3. after 7.
0 1 2 3 4 5 6 7 8 9 10
2
before 7. after 9.
0 1 2 3 4 5 6 7 8 9 10
3
before 10. after 2.
0 1 2 3 4 5 6 7 8 9 10
4 Circle the number.

before 5. after 9
0 1 2 3 4 5 6 7 8 9 10
5
before 9. after 4
0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

Number
lines 2 Name

0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
2 Count back 2 places. Circle the number.

0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
3 Join the dots. 1

0 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

Number
lines 2 Name
2 6 9 8 4
10 1
7 5
2 Join each group to its number.
0 1 2 3 4 5 6 7 8 9 10

Lesson 29 • Heavy and light
Children will: This topic integrates perfectly with an ESL/ELL lesson
• identify items which are heavy and light. on the vocabulary for comparison using the suffixes -er
• differentiate items by weight. and -est. Use a balance scale to weigh objects and label
• recognize the words heavy and light. them in pairs as heavy and light. Next, use the words
heavier and lighter to compare the items on the scales
Common Core State Standards eg The bottle is heavier than the pencil. Finally, introduce
Counting & Cardinality the superlatives eg heaviest and lightest. For example,
Know number names and the count sequence. weigh two fairly light items eg a feather and a pencil and
determine which is lightest.
K.CC.A.3 Write numbers from 0 to 20.
Measurement & Data Classroom activities
Describe and compare measurable attributes. Guessing Competition
K.MD.A.1 Describe measurable attributes of objects, Put the class in pairs or trios. Give each group a pair of
such as length or weight. Describe several measurable objects and a balance scale. Ask them to write the name
attributes of a single object. of each item or draw it on a sheet of paper, one under
K.MD.A.2 Directly compare two objects with a the word heavy and one under the word light. They then
measurable attribute in common, to see which object weigh the items on the balance scale to see if they were
has “more of”/”less of” the attribute, and describe the right. Ticks for correct guesses. Have the groups swap
difference. objects and try again.
Classify objects and count the number of objects in each Brainstorm
category. Divide the board or a piece of paper in half and ask
K.MD.B.3 Classify objects into given categories. the class to think of things that are heavy and light.
Encourage them to consider, not just items in everyday
Key vocabulary
life, but also animals, plants, machines, foods, containers
heavy, light, heaviest, lightest, heavier, lighter, seesaw, and so on. Write a list for each word and discuss the
scales, match, sort, big, small, short, tall, numerals 1–10, suggestions. Each student then illustrates one example
number words zero to ten, color, orange, green, blue, and the pictures are put together to make a class book
purple, brown about heavy and light.

Animated Lesson: Introduce the concept of identify items which are Worksheet 1
Recognize weight difference heavy and light. Use a seesaw heaviest or lightest by putting Heavy and light
to determine which item is them on a seesaw.
heaviest or lightest.
Song: The Things that are
Heavy and Light
Vocabulary: Identify color words, the select the correct color to Worksheet 2
Let’s Paint, Flying Carpets, words light and heavy, and the match the word. Choose the Vocabulary
Number Word Clouds, Buses word zero. given word from amongst
other words.
Sort: Differentiate items by weight label the items on the scales Worksheet 3
Heavy or Light?, Balance and size. as heavy and light. Choose the Sort by weight
Scales, Big Small Short Tall object on the scales which is
heavier or lighter. Order items
by size.
Find: Visual discrimination: select the words to match the Worksheet 4
Load the Trucks, Find the match numerals and number numerals. Find the pairs of Check
Match words. Match items visually. items which are the same.
Book read along. Heavy or light?
170
Heavy
and light Lesson 29 • Worksheet 1 Heavy and light
Name
Put the heavy and light items on the seesaw.

Heavy
and light Lesson 29 • Worksheet 2 Vocabulary
Name
heavy
light
lightest heavier heaviest

Heavy
and light Lesson 29 • Worksheet 3 Sort by weight
Name
Color the lightest thing in each row red.

Color the heaviest thing blue.

Heavy
and light Lesson 29 • Worksheet 4 Check
Name
1 Draw.
a heavier thing a lighter thing
2 Circle the heavier thing in each pair. Color the lighter thing.

Lesson 30 • Add to 6
Children will: numerals 0–10, number words zero to ten, how many, +,
• understand that adding is combining two groups. =, same, addition, number, match, altogether, ten frame,
• count to find a total. total, equal, number line
• use the equation to represent addition. Extra assistance
• represent addition on a number line.
Common Core State Standards objects in a small group. When adding numbers under 10,
Counting & Cardinality students should aim to be able to recognize the number
Count to tell the number of objects. of items on sight without having to count them. They
may still need to count to find the total at this stage, but
lots of practice with and exposure to the pairs of numbers
under 10 and their totals will make this quicker in time.
K.CC.B.5 Count to answer “how many?” questions about as
many as 20 things arranged in a line, a rectangular array, or Classroom activities
a circle, or as many as 10 things in a scattered configuration; Run to it!
given a number from 1–20, count out that many objects. This is best done in a hall or on the playground. Label 4
Compare numbers. corners or areas with signs for the numbers 2, 3, 4 and 5.
K.CC.C.6 Identify whether the number of objects in one The students stand in the middle and the teacher calls out
group is greater than, less than, or equal to the number of a pair of numbers which add up to 2, 3, 4 or 5. Students
objects in another group. must work out the total and run to the answer corner.
Operations & Algebraic Thinking Jump to it!
Understand addition, and understand subtraction. Draw a large number line on the playground. Ask an
K.OA.A.1 Represent addition and subtraction with objects, individual student to stand on a given number. Give that
fingers, mental images, drawings, sounds, acting out student a second number and ask them to move ahead that
situations, verbal explanations, expressions, or equations. many places. They should then be able to tell you the total
of the two numbers – the number they are standing on!
K.OA.A.2 Solve addition and subtraction word problems,
and add and subtract within 10.

Animated Lesson: Review the concept of addition and count out two groups and add Worksheet 1
Count and add use of the equation. Understand that them together. Count to find the Count to add
adding is combining two groups and total. Understand that this process is
counting to find the total. shown with the equation
£ + £ = £.
Adding groups: Understand that two groups are added count the two groups and fill in the Worksheet 2
Picture Addition, Fish together to find a total. equation. Make two groups and add Addition
Bowls, Frog Ponds, to find the total. Make two groups
Dominoes to match the total.
Number line addition: Represent two numbers being added use number bars to show two Worksheet 3
Number Bars on the number line and give the end numbers being added on the Number lines
number as the total. number line, then find the total.
Find: Visual discrimination: recognize groups which have the Worksheet 4
The Same, Three subitise to identify groups which are same number of items. Count and Check
Clowns, Ten Frame the same. Recognize numerals and select the groups which match the
Puzzle, Pizza Sauce number words and select matching given number. Select two groups of
groups. Recognize two groups which dots which fit together to fill the ten
fill the 10 frame. Identify the word six. frame. Select the word six.
Book along. Five Little Bees
176
Lesson 30 • Worksheet 1 Count to add
Add to 6 Name
Draw and then find the total.
2 2
and makes
2 + =
4
1 + =
3 3 + =
3
4 + =
0 4 + =
2
5 + =
1 3 + =
2
Add to 6 Name
1 Fill in the number sentences.
+ =
+ =
2 Join Waldo’s sums
to the answers.
3+3 3
4+1 6
2+1 5
Add to 6 Name

0 1 2 3 4 5 6 7 8 9 10
3 1
+ =
0 1 2 3 4 5 6 7 8 9 10
4 2
+ =
2 Add 2 more.
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10

Add to 6 Name
1 Draw, count and find the total.
3 3 + = 2 4 + =
4 2 + = 5 1 + =
2 Draw two groups to make the total.
+ =
6
+ =
5
Lesson 31 • Count to 10
Children will: ten frame, numerals 1–10, count, how many, number
• count from 1 to 10. line, forward, back, more, less, shape, draw, square,
• use a ten frame to count items. triangle, number, same, pattern
• recognize groups under 10.
Extra assistance
Common Core State Standards Our number system is based on tens, so the ten frame is
Counting & Cardinality a useful visual tool for teaching students number sense.
Know number names and the count sequence. It can be used to reinforce one-to-one correspondence
by putting one item in each square and counting them.
It can be used to aid subitising. Later, it can be used as a
visual aide for making 10, counting on and decomposing
Count to tell the number of objects. numbers under 10.
K.CC.B.4.A When counting objects, say the number Ten Frames
names in the standard order, pairing each object with one Give each pair of students a laminated board with 10
and only one number name and each number name with squares on it, a die and 10 counters. Ask one person to
one and only one object. roll the die and count that many counters onto the ten
K.CC.B.5 Count to answer “how many?” questions about frame. The other person guesses how many counters will
as many as 20 things arranged in a line, a rectangular fill the ten frame, then counts out that many to see if they
array, or a circle, or as many as 10 things in a scattered are right.
configuration; given a number from 1–20, count out that Quick Look
many objects. Give students a card which has more than 5 written on
Compare numbers. one side and less than 5 on the other. Hold up pictures of
K.CC.C.6 Identify whether the number of objects in one ten frames filled from 1–10 and ask the class to show the
group is greater than, less than, or equal to the number of matching side of their card. After a while, begin to give
objects in another group. them just a quick look to encourage subitising.

Animated Lesson: Introduce the ten frame as a way to count from 1 to 10 and 10 to 1. Worksheet 1
Recognize and count count to 10. Understand that it is Identify how many items are in Ten frames
filled from left to right, top row first. the ten frame. Count a specified
Song: Counting in Space number of items into a ten frame.
How Many?, Making Ten, use one-to-one correspondence to matching numeral. Identify the Counting
Pegs find how many. Find the amount group which will make the ten
needed to fill the ten frame. frame add to 10.
Order: Understand moving a marker back move a marker forwards and Worksheet 3
Number Line Trains, Dot to and forth along a number line. backwards on a number line. Number sense
Dot Identify correct numerical order. Join the dots in numerical order.
Find: Visual discrimination: identify whether a group has Worksheet 4

More or Less?, Dotty Shapes, subitise to identify groups with more or less than 10. Draw Check
The Same, Mugs in a Row more or less than 10, and to shapes using a set of dots as
find groups which are the same. corners. Recognize groups which
Reinforce correct formation of have the same number of items.
shapes. Recognize a pattern and Choose the next item in the
select the next item. pattern.
Book read along. Countdown to Launch!
182
Count
to 10 Lesson 31 • Worksheet 1 Ten frames
Name
1 How many ducks? 2 How many bugs?
Draw more ducks. Draw more bugs.

Fill the 10 frame. Fill the 10 frame.
How many ducks How many bugs
did you draw? did you draw?
3
4
Colour 6 Colour
✩✩✩✩✩ JJJJJ
✩✩✩✩✩ JJJJJ
4 + = 10 6 + =
Colour 8 10 Colour
{{{{{
{{{{{
8 + = 10 + =

Count
to 10 Lesson 31 • Worksheet 2 Counting
Name
1 Draw lines to match.
2 Fill the ten frame.
4 + = 10 7 + = 10
Count
to 10 Lesson 31 • Worksheet 3 Number sense
Name
1 Connect each cloud to the number line.
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
2 Circle the biggest number in each pair.

Count
to 10 Lesson 31 • Worksheet 4 Check
Name
1 How many?
2 Colour.
¤¤¤¤¤
¤¤¤¤¤
6 9
3 Complete the dot to dot.
9 5
3
10 8
2
1 7 6

Children will: add, numerals 1–10, +, =, count, addition, how many,
• understand that adding is combining two groups. matching, number, color, orange, purple, green, yellow,
• count to find a total. same, number bars, number line, total, equal, seven
• use the equation to represent addition.
• represent addition on a number line. Extra assistance
Common Core State Standards Early addition involves concrete items or drawing the
objects in question and counting to find the total. Writing
these operations as a number sentence allows students
Know number names and the count sequence. to see the correlation between the concrete numbers
K.CC.A.3 Write numbers from 0 to 20. Represent a they can see and count, and the more abstract writing of
number of objects with a written numeral 0–20 (with 0 numerals and symbols to represent these numbers. Give
representing a count of no objects). students plenty of practice putting the two together.
and quantities; connect counting to cardinality. Match Up!
Compare numbers. Give each student a dot pattern from 1 to 6. Set a
time limit to find a partner to make a total of 7 and sit
K.CC.C.6 Identify whether the number of objects in one
together. Then ask them to draw their two dot patterns
group is greater than, less than, or equal to the number of
on a domino shaped card and fill in the equation beneath
objects in another group.
£ + £ = £. Extend this activity to make totals of 10.
Operations & Algebraic Thinking
Collage
Understand addition, and understand subtraction.
Ask students to cut pictures of groups of things out of
K.OA.A.1 Represent addition and subtraction with objects, magazines and catalogs – people, animals, groceries,
fingers, mental images, drawings, sounds, acting out clothing and so on. They then glue two groups of similar
situations, verbal explanations, expressions, or equations. things in their book and write an addition equation. For
K.OA.A.2 Solve addition and subtraction word problems, example, if they glue 4 boxes of cereal and 2 bottles of
and add and subtract within 10. milk together, they write 4 + 2 = 6.

Animated Lesson: Review the concept of addition – count two groups and add them Worksheet 1
Count and add combining two groups and counting together. Count to add
to find the total.
Song: Five Little Birdies in a Row
Find: Visual discrimination: select the correct color to match Worksheet 2
Let’s Paint, Elephants identify color words. Identify the the word. Select the word seven Addition
word seven. from amongst other words.
Add: Understand that two groups are count two groups and fill in the Worksheet 3
Picture Addition, Fish added together to find a total. equation. Make two groups and Add to 7
Bowls, Dominoes, Represent two numbers being add. Use number bars to show
Number Bars, Frog added on the number line and give two numbers being added on the
Ponds the end number as the total. number line. Make two groups to
match the total.
Spin the Wheel, The use one-to-one correspondence matching numeral. Recognize Check
Same to find out how many and which groups which have the same
groups are the same. number of items.
Book along. Going to St. Ends
188
Add to 7 Name
Draw and find the total.
2 5
and makes
4 2
and makes
3 4
and makes
5 1
and makes

Add to 7 Name
1 Draw.
4 straws 3 straws
+ = straws
2 Join Mango’s sums to the answers.
6+1
6 5
3+2
7
3+3
Lesson 32 • Worksheet 3 Add to 7
Add to 7 Name
Show 5 ways to add to 7.
+ = 7
+ = 7
+ = 7
+ = 7
+ = 7
Add to 7 Name
Fill in the number sentences.
+ =
+ =
0 1 2 3 4 5 6 7 8 9 10
4 2
+ =
0 1 2 3 4 5 6 7 8 9 10
1 4
+ =

Lesson 33 • Number words
Children will: one, two, three, four, five, six, seven, eight, nine, ten,
• identify the number words one to ten. zero, numerals 1–10, number, word, order, smallest,
• match number words to groups and numerals. largest, match, guess, how many, less, more, than,
• recognize the days of the week. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday
Extra assistance
Count to tell the number of objects. The number words from zero to ten should be recognized
on sight. Play games with flashcards of the words and
matching numerals such as Memory or Concentration,
Snap, Go Fish or Bingo. Also, play activities where
K.CC.B.4.A When counting objects, say the number students have to match number words to groups of items
names in the standard order, pairing each object with one or count out objects to match a number word.
one and only one object. Classroom activities
Compare numbers. Match Up!
K.CC.C.6 Identify whether the number of objects in one Give half the class a numeral and the other half a number
group is greater than, less than, or equal to the number of word from zero to ten. Give them a time limit to find their
objects in another group. matching partner and sit together. Then ask them to draw
Operations & Algebraic Thinking the matching die face. Swap the cards around so they get
Understand addition, and understand subtraction. a different number to go again.
K.OA.A.2 Solve addition and subtraction word problems, Flashcard Snap
and add and subtract within 10. Have at least 2 sets of flashcards for the numerals and
number words 0–10. Shuffle and deal between 2 players.
Keep cards face down. Players take turns to put a card
onto a central pile. If the 2 cards on top are the same
number, the players shout SNAP! The first to do so takes
the central pile. Play continues until one player runs out of
cards.

Animated Lesson: Revise the number words from match number words to Worksheet 1
Recognize and match 1 to 10. numerals and groups of items Number words
Songs: Counting Beans and 1–10.
1, 2, 3, 4, 5
Find: Visual discrimination: select the words eight and Worksheet 2
Buses, Rockets, Days of the identify the words eight and nine from amongst other Number match
Week nine. Recognize the days of words. Match the days of the
the week. week.
Match: Match the numerals and the select the word for a numeral. Worksheet 3
Post the Letter, Spin the Wheel number words. Identify the Match a group to its number Number sense
number of items in a group. word.
Count: Counting skills: put numerals into their correct Worksheet 4
Lily Pads, Wrecking Ball, Boxes identify correct numerical order. Estimate whether a Check
and Balls order. Identify the size of a group has more or less than a
group of items. Recognize given number. Move a given
numerals and number words. number of items.
Book read along. Word problems
194
Number Lesson 33 • Worksheet 1 Number words
words Name
one two three

1 Trace.
four five six

2 Match.
1 2 3 4 5
two five one
four three
6 7 8 9 10
eight nine seven
ten six
Number Lesson 33 • Worksheet 2 Number match
words Name
seven eight
1 Trace.
nine ten
2 Match.
one
two
three
four
five
six
seven
eight
Number Lesson 33 • Worksheet 3 Number sense
words Name
1 Color.
nine
two
four
eight RRRRRRRRRR
2 Make each group have the correct number.
five
three
six
seven
ten
Number Lesson 33 • Worksheet 4 Check
words Name
Write the number words.

Lesson 34 • Add to 10 part 1
Children will: For students learning the English language while learning
• understand that adding is combining two groups. mathematics, it can be useful to make a vocabulary list.
This could be a small book with a page for each topic, but
• count to find a total.
it is also useful as a chart on the wall for all students to
• use the equation to represent addition. reference. Divide it into sections such as Number, Shapes,
Adding. In each section write the relevant terms and a
short explanation, example or drawing to illustrate each
Counting & Cardinality term. For example: Add, plus, +, join together, 1 + 2 = 3,
Count to tell the number of objects. * + ** = ***
Operations & Algebraic Thinking Write it!
Understand addition, and understand subtraction. Give each student a pile of 10 counting bears in
two colors and a sheet of empty addition sums:
K.OA.A.1 Represent addition and subtraction with objects,
£ + £ = £. They take a handful of bears and sort them
fingers, mental images, drawings, sounds, acting out
into the two colors. After counting them, these two
situations, verbal explanations, expressions, or equations.
groups are entered into the equation: £ + £. Then they
K.OA.A.2 Solve addition and subtraction word problems, find the total. They put the bears back in the pile and
and add and subtract within 10. go again. They could also sort based on size. For more
K.OA.A.5 Fluently add and subtract within 5. advanced students, use counters in larger numbers.
Count ‘em!
Key vocabulary
Give students a set of 10 items – counters, pop sticks
add, how many, altogether, numerals 1–10, +, =, or Base Ten blocks for example. The teacher holds up a
numbers, ten frame, addition, count, total, equal, sums, numeral or number word from a set of flashcards 1–9 and
adding, number words one to ten the students make that number with their items. Then
they make a second group to make a total of 10. Check
them, then hold up another number.

Animated Lesson: Review the concept of addition – count two groups and add them Worksheet 1
Count and add combining two groups and counting together. Show this process with Count to add
to find the total. the equation £ + £ = £.
Song: One Little Mouse
Number sentences: Identify addition sums that have the select sums which add to the given Worksheet 2
Space Hop, Dominoes, given number as an answer. Fill in number. Count the two groups and Addition
Frog Mouth an addition number sentence. fill in the equation.
Adding groups: Understand that two groups are select two groups of dots to fill the Worksheet 3
Ten Frame Puzzle, added together to find a total. ten frame. Count the two groups Add to 10
Picture Addition, Frog and fill in the equation. Make two
Ponds, Add and Mix groups to match the total. Make
two groups and add to find the
total.
Count: Counting skills: move a given number of items. Worksheet 4
Flower Petals, Flash recognize numerals and count out Identify the number of dots quickly. Check
Cards items. Subitise small collections.
Book along. Add to 10
200
Add to 10 Name
part 1
1 Complete the number sentences.
5 + 3 = 4 + =
5 + = + =
2 Complete each sum. Add up the bubbles.
+ = + =

Add to 10 Name
part 1
1 Write the numbers in each sum. Join to an answer.
_____ + _____ 8
_____ + _____
9
10
_____ + _____
+ = + =

Lesson 34 • Worksheet 3 Add to 10
Add to 10 Name
part 1
1 Join the pairs that make 10.
2 Make 10. Draw and fill in the number sentence.
7 and makes 10
6 and makes 10
Add to 10 Name
part 1
Draw and add.

4 more pencils
6 4
and makes
4 more tomatoes
5 4
and makes
7 spots 3 spots
7 + =3
Lesson 35 • cubes and spheres
Children will: sphere, cube, round, corners, edges, faces, flat, solid,
• identify spheres and cubes. circle, square, number, numerals 1–10, shape, number
• recognize the words sphere and cube. words one to ten, stack, roll, object, scales, heavier,
• identify whether 3-D objects will stack or roll. lighter, longest, shortest
Common Core State Standards Extra assistance
The concept of three-dimensional objects can be difficult,
especially as these solid shapes clearly have flat shapes
K.CC.B.4 Understand the relationship between numbers within their body and can look like a 2-D shape – for
and quantities; connect counting to cardinality. example, a sphere looks like a circle when drawn on
Measurement & Data paper. Give students plenty of practice differentiating
Describe and compare measurable attributes. between them.
K.MD.A.2 Directly compare two objects with a
measurable attribute in common, to see which object
has “more of”/”less of” the attribute, and describe the Make it!
difference. Give each student some plasticine or clay and pop sticks.
Geometry They can use the modeling materials to make a sphere
Identify and describe shapes. and a cube. Then, on a piece of paper they describe their
K.G.A.1 Describe objects in the environment using names 3-D objects, particularly similarities and differences, and
of shapes. draw them underneath.
K.G.A.2 Correctly name shapes regardless of their Brainstorm
orientations or overall size. Ask the class to think of real items in everyday life that are
Analyze, compare, create, and compose shapes. shaped like a sphere or a cube. Write a list for each and
discuss the items. Each student then makes a page about
spheres or cubes, drawing objects or finding pictures in
magazines, and the pages are put together to make a
class book about the shapes.
other attributes.

Animated Lesson: Introduce the sphere as round with understand that a sphere is Worksheet 1
Recognize 3-D objects no flat faces, edges or corners. A round like a ball, not flat like 3-D object recognition
cube has 6 square faces, as well as a circle, and a cube is a solid
corners and edges. object that looks like a square
Songs: I’m a Sphere and I’m a Cube box. Select spheres and cubes
amongst other shapes.
Find: Visual discrimination: select the numeral 10 from Worksheet 2
Ball Pit, Shape Monsters, identify the numeral 10. Identify amongst other numerals. Vocabulary
Rockets, Ice the Cakes spheres and cubes. Identify the Choose the spheres and cubes.
words sphere and cube. Select the words sphere and
cube from other words.
Sort: Identify whether objects will stack sort shapes into two piles by Worksheet 3
Stack or Roll?, Balance Scales, on top of each other or roll like a their ability to roll or stack. Sorting 3-D objects
Tails ball. Differentiate items by size. Choose the object on the scales
that is heavier or lighter. Select
the correctly sized tail.
Count: Counting skills: move a given number of items. Worksheet 4
Boxes and Balls recognize numbers and count out Check
items.
Book read along. Cubes and Spheres
206
Cubes and
spheres Lesson 35 • Worksheet 1 3-D object recognition
Name
1 Color the cubes.
2 Color the spheres.
3 Draw.
the cube the sphere

Cubes and
spheres Lesson 35 • Worksheet 2 Vocabulary
Name
cube
1 Trace and write.
sphere
2 Match.
round
cube
8 corners
square sides
sphere
no corners
3 Name objects that are 4 Name objects that are

shaped like a sphere. shaped like a cube.

Cubes and
spheres Lesson 35 • Worksheet 3 Sorting 3-D objects
Name
1 Join Dizzy to the spheres and Waldo to the cubes.
2 Color = blue. Color = red.

Cubes and
spheres Lesson 35 • Worksheet 4 Check
Name
1 Color the correct picture.
stack roll
2 Draw the cubes and spheres.

Lesson 36 • Add to 10 part 2
Children will: add, numerals 1–10, +, =, ten frame, forward, back,
• understand that adding is combining two groups. number line, sums, match, how many, more, number,
• count to find a total. adding, total, equal
• use the equation to represent addition. Extra assistance
• identify pairs of numbers that add to 10.
Subitising is not counting or one-to-one correspondence,
Common Core State Standards but a visual recognition that is done rapidly. This should
be applied to pairs of numbers adding to 10. Students
should learn these pairs of numbers, both as a visual
Count to tell the number of objects. and in numeral form. In particular, the use of ten frame
K.CC.B.4 Understand the relationship between numbers activities will help students learn to quickly recognize
and quantities; connect counting to cardinality. groups of items which add to 10.
Operations & Algebraic Thinking Classroom activities
Ten Frames
Give each pair of students a laminated board with 10
squares on it, a die and 10 counters. Ask one person to
roll the die and count that many counters onto the ten
K.OA.A.2 Solve addition and subtraction word problems, frame. The other person must say how many counters
and add and subtract within 10. they think need to be added to fill the ten frame to 10,
K.OA.A.3 Decompose numbers less than or equal to then count out that many and see if they are right. Swap
10 into pairs in more than one way, and record each roles turn by turn.
decomposition by a drawing or equation. Count ‘em!
K.OA.A.4 For any number from 1 to 9, find the number Give students a set of 10 items – counters, pop sticks
that makes 10 when added to the given number, and or counting bears for example. The teacher holds up a
record the answer with a drawing or equation. numeral from a set of flashcards 1– 9 and the students
K.OA.A.5 Fluently add and subtract within 5. make that number with their items. Then they make a
second group to make a total of 10. They write the pair of
numbers in their book as an addition sum: £ + £ = 10.
Go through the numbers 1– 9 so they have a complete set
of the pairs that add to 10.

Animated Lesson: Introduce adding on the ten count pairs which add to 10 in a ten Worksheet 1
Count and add frame and number pairs which frame. Add to 10
add to 10.
Song: One Little Bat
Number sentences: Identify addition sums that select sums which add to the given Worksheet 2
Space Hop, Frog Mouth, have the given number as an number. Type in the answer to a Addition
Number Bug answer. Answer an addition given sum.
equation.
Adding groups: Understand that two groups make two groups and add to find Worksheet 3
Fish Bowls, How Many More?, are added together to find a the total. Add more birds to make Count to add
Add and Mix, Pencil Case, total. the given number. Make two groups
Frog Ponds to match the total.
Number lines: Understand moving a marker move a marker forwards and Worksheet 4
Number Line Train back and forth along a backwards on a number line. Check
number line.
Book along. Addition to 10
212
Add to 10
part 2 Lesson 36 • Worksheet 1 Add to 10
Name
1 How many more to make 10?
more
more
more
2 Fill in the number sentence.
+ = 10
+ = 10

Add to 10
part 2 Lesson 36 • Worksheet 2 Addition
Name
Write the number pairs that add to 10.
+ = 10
+ = 10
♥ ♥ ♥ ♥ ✖
✖ ✖ ✖ ✖ ✖ + = 10
★ ★ ★ ★ ★
★ ★ ▼ ▼ ▼
+ = 10
◆ ◆ ◆ ◆ ◆
✿ ✿ ✿ ✿ ✿
+ = 10
◗ ◗ ◗ ◗ ◗
◗ + = 10
+ = 10
Add to 10
part 2 Lesson 36 • Worksheet 3 Count to add
Name
1 Join the pairs that make 10.
2 Count to find the total.
+ = 10
+ = 10

Add to 10
part 2 Lesson 36 • Worksheet 4 Check
Name
1 Make 10 and complete the sum.
5 + =
3 + =
2 Use color to show 2 different ways to make 10.
<<<<<<<<<<
{{{{{{{{{{
3 Join Mango’s sums to the answers.
6
1+9 7 10
4+2 2+5
Lesson 37 • Patterns 2
Children will: patterns, colors, size, shapes, copy, missing, complete,
• identify color, shape and size patterns. rectangle, triangle, square, circle, sort, guess, less than,
• copy, complete and continue patterns. more than, numerals 1–10, order, right, left
Activities involving patterns provide an opportunity to
integrate other mathematical knowledge such as colors,
K.CC.A.1 Count to 100 by ones. size differentiation, shapes and numbers. Studying
Measurement & Data patterns involves lots of concrete materials and visual
Classify objects and count the number of objects in each discrimination which is an advantage for kinesthetic and
category. visual learners. Ask students to continue a given pattern,
K.MD.B.3 Classify objects into given categories; count find missing items in patterns, copy patterns and make
the numbers of objects in each category and sort the their own patterns.
categories by count.
Geometry
Identify and describe shapes. Make it
K.G.A.1 Describe objects in the environment using names Give each student some playdough, plasticine or clay.
of shapes, and describe the relative positions of these They use the modeling materials to make a pattern of
objects using terms such as above, below, beside, in front colors, shapes or sizes. Then, on a piece of paper, have
of, behind, and next to. each student draw their pattern. Next they make a
different pattern and draw it. Repeat the exercise until
their paper is full of patterns.
Match Up!
Give each student a card with a pattern on it. Give them a
time limit to find the other person with the same pattern
and sit together. Then ask each pair to bring their pattern
up and explain it in their own words to the class.
other attributes.

Animated Lesson: Introduce patterns made with make patterns with colors, Worksheet 1
Recognize patterns colors, different sized items sizes and shapes, using the Pattern recognition
and shapes. pattern formats: abab, abcabc,
Song: Patterns Everywhere abaaba, aabaab, abbabb.

Dotty Shapes shapes. dots as corners. Making patterns
Find: Visual discrimination: choose the missing items Worksheet 3
Color a Pattern, Continue the recognize a pattern and select for the pattern or complete Continuing patterns
Pattern, Shape Sort, Grow a the next or missing items. the pattern. Match shapes
Garden, Right or Left? Recognize shapes and their to their words. Select the
words. Differentiate items by correctly sized item. Tap left
size. Follow directions using or right according to verbal
right and left. instructions.
Number: Identify the size of a group estimate whether a group Worksheet 4

Wrecking Ball, Stamping of items. Count out shapes is more or less than a given Check
Shapes, Lily Pads to match numerals. Identify number. Stamp a number of
correct numerical order. shapes. Put numerals into their
place in the number line.
Book read along. Playing with Shapes
218
Lesson 37 • Worksheet 1 Pattern recognition
Patterns 2 Name
1 Draw the missing shapes in each row. Color the patterns.
2 Draw your own pattern using shapes.

Lesson 37 • Worksheet 2 Making patterns
Patterns 2 Name
1 Color your own patterns.
2 Arrange these shapes in a pattern.
3 Draw your own pattern using size.

Lesson 37 • Worksheet 3 Continuing patterns
Patterns 2 Name
Draw the next 3 items in each row.

Patterns 2 Name
1 Color Doc’s rugs in a pattern.
2 Fill in the missing beads. Color.

❙❙
❙❙
❙❙❙❙ ❙❙❙❙
● ❙ ● ❙ ● ❙
3 Draw your own pattern.

Lesson 38 • Capacity
Children will: full, empty, half full, more, less, pattern, match, size,
• identify containers which are empty and full. smallest, largest, number words one to ten, numerals
• recognize which container would hold more or less. 1–10, holds, least, most, sums, +, same
• differentiate items by volume. ESL/ELL
Common Core State Standards The concepts of capacity and volume have a long list
of vocabulary for students learning English as a second
language. This is an instance where an illustrated
Count to tell the number of objects. vocabulary list on the wall or in a small book would be
K.CC.B.4 Understand the relationship between numbers useful. Begin with the absolute terms – full and empty.
and quantities; connect counting to cardinality. Next introduce the idea of half full. Finally, when they
Compare numbers. understand these terms, give students the comparative
K.CC.C.6 Identify whether the number of objects in one terms nearly and almost.
group is greater than, less than, or equal to the number Classroom activities
of objects in another group, e.g., by using matching and
Guessing Competition
counting strategies.
Give each student a sheet with pairs of containers listed
Measurement & Data
or illustrated and put the actual containers on display at
Describe and compare measurable attributes. the front of the room. Ask students to circle the container
K.MD.A.1 Describe measurable attributes of objects, in each pair which they think will hold more. Have some
such as length or weight. Describe several measurable pairs that are obvious eg bucket and medicine cup and
attributes of a single object. some that are pretty close, like a glass and a mug. Then
K.MD.A.2 Directly compare two objects with a take the containers outside and test them.
measurable attribute in common, to see which object Collage
has “more of”/”less of” the attribute, and describe the Provide students with a piece of paper that has the word
difference. empty on one side and full on the other:
Classify objects and count the number of objects in each • Trace over the words with pencils or crayons.
category. • Find pictures of empty and full containers to cut out of
K.MD.B.3 Classify objects into given categories. magazines and glue on.
• Draw other containers and color them to show full and
empty.

Animated Lesson: Introduce the concepts of full and identify containers which are empty Worksheet 1
Recognize amounts empty, half full, more and less. or full, and which container has Full or empty
Song: Waldo Put the Kettle On more or less.
Sort: Differentiate items by volume. label containers full or empty. Order Worksheet 2
Full or Empty?, Big Small Short Differentiate items by size. items by size and capacity. Select Sorting containers
Tall, Pour It Out the container with more or less.
Find: Visual discrimination: choose the next item in the Worksheet 3
Mugs in a Row, Load the recognize a pattern and select the pattern. Select the word for a More or less
Trucks, The Same next item. Match the numerals numeral. Recognize groups which
and the number words. Subitise to have the same number of items.
identify groups which are the same.
Number: Identify addition sums that have select sums which add to the given Worksheet 4
Frog Mouth, Falling Bricks, the given answer. Identify the size number. Estimate whether a group Check
Baking Cookies of a group of items. Count out has more or less than a number.
items. Move a given number of items.
Book along. Full or empty
224
Capacity Lesson 38 • Worksheet 1 Full or empty
Name
full
empty
2 Draw.
a full glass an empty glass

Capacity Lesson 38 • Worksheet 2 Sorting containers
Name
1 Label the containers full, half full or empty.
2 Color.
empty half full full

Capacity Lesson 38 • Worksheet 3 More or less
Name
1 Circle the one that

holds more.
holds less.
2 Draw a container that
holds more.
holds less.

Capacity Lesson 38 • Worksheet 4 Check
Name
1 Color the full bucket. Circle the empty bucket.
2 Match each shape to its shadow.

Lesson 39 • Time
Children will: time, order, longer, shorter, number, numerals 1–10, right,
• sequence events in order of time. left, clock, small hand, o’clock, number words one to ten,
heavy, light, heavier, lighter, scales, stack, roll
• show the hour on analog clocks.
• recognize that some activities take a longer time than Extra assistance
others. The idea of time passing can be hard for young children
to understand as it is an abstract concept. Make it
concrete for them by referring to schedules and clocks
Counting & Cardinality during the day. Sequence familiar events step by step,
Know number names and the count sequence. such as getting ready in the morning. Discuss broader
K.CC.A.3 Write numbers from 0 to 20. Represent a concepts of time using activities that take days or weeks
number of objects with a written numeral 0–20. to complete, eg growing plants.
Describe and compare measurable attributes. Make it!
K.MD.A.2 Directly compare two objects with a Give students a paper plate, a split pin paper fastener and
measurable attribute in common, to see which object two cardboard arrows, one longer than the other. Ask
has “more of”/”less of” the attribute, and describe the them to write the number 12 at the top of the plate and
difference. 6 at the bottom, 3 on the right and 9 on the left, then fill
Classify objects and count the number of objects in each in the other numbers. Push the pin through the ends of
category. the two arrows and the centre of the plate, fastening it at
K.MD.B.3 Classify objects into given categories. the back. Now they have a clock to show time with!
Geometry What Now?
Analyze, compare, create, and compose shapes. Using the paper clocks they have made, ask 24 students
K.G.B.4 Analyze and compare two- and three-dimensional to show the 24 hours of the day. Discuss what events
shapes, in different sizes and orientations, using informal could be happening in each hour. Make a poster for each
language to describe their similarities, differences, and hour. Group the night-time hours together for sleep,
other attributes. then have a poster for each daytime hour with some
suggestions of what could be happening then.

Animated Lesson: Introduce the concept of time and sequence events in time order. Worksheet 1
Recognize time passing events happening in order. Time
Song: I’m a Dingle Dangle
Scarecrow
Show: Tell time on the hour with an move the small hand on the clock Worksheet 2
O’clock Clocks analog clock. to show the hour. Clocks
Sort: Compare the duration of events. label activities longer or shorter. Worksheet 3
How Long Does it Take?, Right Follow directions using right and Tap left or right according to Length of time
or Left?, Heavy or Light?, left. Differentiate items by weight instructions. Label items on scales
Balance Scales, Stack or Roll?, and size. Identify whether objects as heavy and light. Choose the
Tails will stack on top of each other or object which is heavier or lighter.
roll like a ball. Sort shapes by ability to roll or stack.
Select the correctly sized item.
Number: Identify correct numerical order. put numerals into their correct Worksheet 4
Lily Pads, Spin the Wheel Use one-to-one correspondence order. Count the items and select Check
to find out how many. the matching numeral.
Book along. What Time is it?
230
· Time
Lesson 39 • Worksheet 1
Name
Time
Put the pictures in the order they happen. Number them 1, 2, 3.

·
Time
Name
Clocks
2 Match the clocks to their time.
eight o’clock
ten o’clock
one o’clock
four o’clock

· Time
Name
Length of time
1 Circle the one that takes a longer time.
2 Circle the one that takes a shorter time.
3 Draw something that
takes a long time. is very quick.

·Time
Name
Check
1 Show the time. Draw the clock hands.
three o’clock nine o’clock
seven o’clock six o’clock
2 Match.
daytime
nighttime

Lesson 40 • Add to 10 on a number line
Children will: When using number lines to add two groups of items
• understand that adding is combining two groups. together, ensure that students are counting the numbers
on the number line and not just reciting the numbers in
• count along the number line to find a total.
order. To add 2 + 3, they should count ‘one, two’ for the
• use the equation to represent addition. first group, pointing at the number 1 then 2. After this
they add 3. They should be saying ‘one, two, three’ as
they pass 3 and 4 and land on 5. They are counting the
Counting & Cardinality number of places added, not reciting the numbers on the
Count to tell the number of objects. line.
Operations & Algebraic Thinking Jump to it!
Understand addition, and understand subtraction. Draw a large number line on the playground. Ask an
individual student to stand on a given number. Give
that student a second number and ask them to add the
numbers together, ie move ahead that many places.
They should then be able to tell you the total of the two
K.OA.A.2 Solve addition and subtraction word problems, numbers – the number they are standing on!
and add and subtract within 10.
Match Up!
Give half the class a number line showing two jumps –
Key vocabulary an addition. The other half of the class should have the
matching number sentence. Give them time to find their
add, number line, count, numerals 1–10, +, =, sums, matching partner and sit together. Then ask them to draw
answer, adding, pattern, how many, more, matching their number sentence and number line in their books.
Collect and redistribute the cards to go again.

Animated Lesson: Introduce adding on the count one number on the Worksheet 1
Count and add number line and use it with number line for each item. Count to add
the equation. The total is the last number
Song: A Number Line Song counted.
Number sentences: Identify addition sums that select sums which add to the Worksheet 2
Frog Mouth, Adventure Sums, have the given number as an given number. Choose the Addition
Space Hop, Number Bug answer. Identify the missing missing number to complete
number from an addition sum. the number sentence. Type in
Answer an addition equation. the answer to a given sum.
Adding groups: Add more items to a group add more birds to make the Worksheet 3
How Many More?, Pencil to make a total. Understand given number. Make two Add on the number line
Case, Add and Mix that two groups are added groups and add to find the
together to find a total. total.
Match: Visual discrimination: choose the missing items in Worksheet 4

Color a Pattern, Baking recognize a pattern and select the pattern. Move a given Check
Cookies the missing items. Recognize number of items.
numerals and count out items.
Book read along. Adding
236
0 1 2 3 4 5 6 7 8 9 10
Add to 10 Name
1 Match each sum to its number line.
1 + 9 = 10 1 2 3 4 5 6 7 8 9 10
2 + 8 = 10 1 2 3 4 5 6 7 8 9 10
5 + 5 = 10 1 2 3 4 5 6 7 8 9 10
4 + 6 = 10 1 2 3 4 5 6 7 8 9 10
2 Color the number line to match the sum.
3+1=4 1 2 3 4 5 6 7 8 9 10
2+4=6 1 2 3 4 5 6 7 8 9 10
8 + 2 = 10 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10
Add to 10 Name
1 Hop 4 more places.
1 3 5 7 9
2 4 6 8 10
1 + 4 =
Hop 3 more places.
1 3 5 7 9
2 4 6 8 10
5 + 3 =
2 Find the answers.
0 1 2 3 4 5 6 7 8 9 10
4 + 2 =
0 1 2 3 4 5 6 7 8 9 10
7 + 3 =
0 1 2 3 4 5 6 7 8 9 10
Lesson 40 • Worksheet 3 Add on the number line
Add to 10 Name
1 Fill in the number sentence.
0 1 2 3 4 5 6 7 8 9 10
+ =
0 1 2 3 4 5 6 7 8 9 10
+ =
2 Show the sum on the number line.
2 + 3 =
0 1 2 3 4 5 6 7 8 9 10
4 + 4 =
0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10
Add to 10 Name
1 Find the missing numbers.
0 1 2 3 4 5 6 7 8 9 10
+ 5 = 6
0 1 2 3 4 5 6 7 8 9 10
3 + = 7
7 + =
+ 6 =

Lesson 41 • Numbers 11 and 12
Learning objectives that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.
Children will:
• identify the numerals 11 and 12. Key vocabulary
• recognize the words eleven and twelve. eleven, twelve, 11, 12, count, dozen, ten frame, number,
• count and make groups of 11 and 12. matching, numerals 1–10, how many, more
Counting & Cardinality Ten frames add a clear visual to the concept of numbers
Know number names and the count sequence. over 10. Tie this into the written system for numerals – a
K.CC.A.3 Write numbers from 0 to 20. Represent a ten plus however many more: 10 + 2 = 12. This is laying
number of objects with a written numeral 0–20. the ground work for their understanding of place value
Count to tell the number of objects. in the base 10 number system, so play lots of games and
activities to cement their grasp of the concept.
K.CC.B.4.A When counting objects, say the number Bingo!
names in the standard order, pairing each object with one Give students a laminated board with 10 squares on it.
and only one number name and each number name with Ask them to write a numeral 0 to 12 in each box (use
one and only one object. whiteboard markers). Have a set of flashcards with the
K.CC.B.5 Count to answer “how many?” questions about number words for the numbers 0 to 12. Hold them up
as many as 20 things arranged in a line, a rectangular one at a time. Students put a cross on that number on
array, or a circle, or as many as 10 things in a scattered their board if it is there. First one to get five in a row calls
configuration; given a number from 1–20, count out that out bingo and wins!
many objects. Match Up
Number & Operations in Base Ten Give one third of the class a numeral, another third a
Work with numbers 11–19 to gain foundations for place number word and the last third a dice image or a group of
value. items from 0–12. Give a time limit to find their matching
K.NBT.A.1 Compose and decompose numbers from 11 to 19 partners and sit together. Then ask all the numeral people
into ten ones and some further ones, e.g., by using objects to put themselves in numerical order. Then all the number
or drawings, and record each composition or decomposition words, then the images.
by a drawing or equation (such as 18 = 10 + 8); understand

Animated Lesson: Introduce the words eleven and identify the numerals 11 and 12. Worksheet 1
Recognize and count twelve, and the numerals 11 and Count to 11 and 12. Make 11 and Counting
12. Understand that the counting 12 in ten frames.
sequence continues past 10.
Song: Count Some Sheep
Find: Visual discrimination: select the numerals 11 or 12 Worksheet 2
Number Fish, Dinosaurs, identify the numerals 11 and 12. amongst other numerals. Select Handwriting
Beavers, Number Word Identify the words eleven and the word eleven or twelve from
Clouds, Elephants twelve. amongst other words.
Count: Counting skills: count out the required number Worksheet 3

Pop the Balloons, Flash Cards, use one-to-one correspondence of items. Identify the number of Number sense
Rabbits to count out a given number and dots quickly. Find the difference
find the difference between two between two groups of items.
groups. Subitise small collections.
Adding: Understand that two groups are count the two groups and fill in Worksheet 4
Dominoes added together to find a total. the equation. Check
Book along. My Family
242
11 and 12 Name
1 Match each picture to a number.
11
12
2 Color Mango’s fruit.
11 12
11 and 12 Name
1 Trace.
11 eleven
12 twelve
2 Label the groups – eleven or twelve.

11 and 12 Name
1 Complete each sum.
10 1
+ = 10 2
+ =
2 Show each number in the ten frames.
11 12
5 6 7 8 9 10

11 and 12 Name
1 Make a group of
11
12
2 Complete the dot to dot. Color.
7
2 1
5
11
8 3
4 10

Lesson 42 • Days of the week
Children will: day, week, Monday, Tuesday, Wednesday, Thursday,
• recognize the days of the week. Friday, Saturday, Sunday, weekdays, weekend, longer,
• identify the weekend days and the weekdays. shorter, numerals 1–10, number words one to ten, how
many, right, left, clock, o’clock, longest, shortest
• learn the order of the days in the week.

The days of the week are words to rote learn until they
are linked to recognizable events in students’ lives. Make
Count to tell the number of objects. a class week chart which shows the activities the class
K.CC.B.4 Understand the relationship between numbers does on each day. Ask students to make a table of days
and quantities; connect counting to cardinality. showing what each member of their family does each day.
Measurement & Data These activities link the concept of the days of the week
Describe and compare measurable attributes. to something tangible which helps students grasp the
concept.
K.MD.A.1 Describe measurable attributes of objects,
such as length or weight. Describe several measurable Classroom activities
attributes of a single object.
Collage
K.MD.A.2 Directly compare two objects with a
measurable attribute in common, to see which object Provide students with a piece of paper that has a large
has “more of”/”less of” the attribute, and describe the table drawn on it with 7 columns and 2 rows. They
difference. should write the days of the week in order across the top
row. Next ask them to look for pictures of their weekly
Geometry
activities to cut out of magazines or catalogs and glue on
Identify and describe shapes. the appropriate day, a book for library day or a football
K.G.A.1 Describe objects in the environment using names for sport day. They could do a drawing if they can’t find a
of shapes, and describe the relative positions of these picture.
objects using terms such as above, below, beside, in front What is Today?
of, behind, and next to.
Create a weekdays chart on the Interactive Whiteboard
and assign students to fill in a section each morning:
name of the day; weather – sunny, rainy, cloudy, stormy,
windy; temperature – hot, cold, warm, freezing; activities
for the day – sport, library, assembly and so on.

Animated Lesson: Introduce the concept of the week identify the days of the week and Worksheet 1
Recognize the days of the and the days of the week. their order. The week
week Song: Seven Days in the Week
Compare: Estimate the length of time given label the activities longer or Worksheet 2
How Long Does it Take?, Tails activities would take. Differentiate shorter in terms of time. Select the Handwriting
items by size. correctly sized item.
Match: Recognize the days of the week. match the days of the week. Tap Worksheet 3
Days of the Week, Letter Days, Follow directions using right and left or right according to verbal The days
Right or Left?, O’clock Clocks left. Tell time on the hour with an instructions. Move the small hand
analog clock. on the clock to show the hour.
Numbers: Match numerals to number words select the word for a numeral. Worksheet 4
Post the Letter, Spin the and groups. Count the items and tap the Check
Wheel, Leafy Plants numeral.
Book along. My Busy Week
248
Days Lesson 42 • Worksheet 1 The week
of the
week Name
Mango's week
Monday Tuesday Wednesday
Thursday Friday Saturday
Sunday
Write the matching day.

Days Lesson 42 • Worksheet 2 Handwriting
of the
week Name
Trace and write.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Days Lesson 42 • Worksheet 3 The days
of the
week Name
1 Fill in the missing days. Color the weekdays blue and the
weekend days green.
Monday
Wednesday
Saturday
2 Answer the questions.
Which day was rainy? _________________________
What was it like on Monday? _________________________
Which days were cloudy?
______________________________________________________
Days Lesson 42 • Worksheet 4 Check
of the
week Name
1 How many days in a week? _______
How many weekdays? _______
How many weekend days? _______
2 Which days do you go to school?
______________________________________________________
______________________________________________________
3 Draw something you do
on Saturday. on Tuesday.
Lesson 43 • Numbers 13, 14 and 15
Children will: thirteen, fourteen, fifteen, 13, 14, 15, numerals 1–12,
• identify the numerals 13, 14 and 15. number words one to twelve, count, ten frame, color,
• recognize the words thirteen, fourteen and fifteen. green, brown, orange, purple, blue, less, more, than, +, =,
• count and make groups of 13, 14 and 15. pattern

Counting & Cardinality Link the first 10 numbers to the teen numbers to extend
Know number names and the count sequence. students’ understanding of base 10 numbers. Have
K.CC.A.3 Write numbers from 0 to 20. Represent a them put the numbers 1–10 in order on the board. Ask
number of objects with a written numeral 0–20. five students to lay the teen numbers 11–15 in a row
underneath. Direct a class discussion to lead students to
see how the teens all start with a 1 like 10 does, and how
K.CC.B.4 Understand the relationship between numbers the second digits follow the number sequence 1–5.
K.CC.B.4.C Understand that each successive number name Classroom activities
refers to a quantity that is one larger. Order, Order!
Compare numbers. Give pairs of students a set of cards for the numerals
K.CC.C.6 Identify whether the number of objects in one 0–15. Ask them to lay the cards out in correct order. Next
group is greater than, less than, or equal to the number of they are going to race to put them in reverse order, 15 to
objects in another group. 0. Say ‘ready, set, go!’ Praise the fastest. Race again to
Number & Operations in Base Ten put them back in counting order. Repeat.
Work with numbers 11–19 to gain foundations for place Flashcard Snap
value. Have at least 2 sets of flashcards for the numerals and
K.NBT.A.1 Compose and decompose numbers from 11 to number words 0–15. Shuffle and deal between 2 players.
19 into ten ones and some further ones and record each Keep cards face down. Players take turns to put a card
composition or decomposition by a drawing or equation; from their pile onto a central pile, saying the number as
understand that these numbers are composed of ten ones they turn it over. If the 2 cards on top are the same, the
and one, two, three, four, five, six, seven, eight, or nine players shout SNAP! The first to do so takes the central
ones. pile. Play continues until one player runs out of cards.

Animated Lesson: Introduce the words thirteen, identify the numerals 13, 14 and 15. Worksheet 1
Recognize and count fourteen and fifteen, and the Count to 13, 14 and 15. Make 13, 14 Counting
numerals 13, 14 and 15. Use and 15 in ten frames – a group of 10
them in the counting sequence. + the extra.
Song: Lucky Numbers
Find: Visual discrimination: select the given numeral or word from Worksheet 2
Number Grid, Buses, identify the numerals 13 and amongst others. Select the correct Handwriting
Let’s Paint, Number Word 14 and the words thirteen and color to match the word. Choose the
Clouds, Mugs in a Row fourteen. Identify color words. next item in the pattern.
Recognize a pattern and select
the next item.
Count: Counting skills: count out the required number of Worksheet 3
Pop the Balloons, Falling use one-to-one correspondence items. Estimate whether a group has Number sense
Bricks to count a given number. Identify more or less than a given number.
the size of a group.
Adding: Understand that two groups are make two groups and add to find the Worksheet 4
Pencil Case added together to find a total. total. Check
Book along. Ten to fifteen
254
13, 14, 15 Name
13
14
15
2 Color.
13 14 15
13, 14, 15 Name
1 Trace.
13 thirteen
14 fourteen
15 fifteen
11 14

13, 14, 15 Name
1 Complete the ten frames to make the number.
13 14
♥ ♥ ♥ ♥ ♥ J J J J
15
2 Color.
13 14 15
13, 14, 15 Name
1 Join the dots. Color the picture.
6
8
5 9
4 10
3 11
2 12
15 13
1
14
2 How many?

Lesson 44 • cones and cylinders
Learning objectives K.G.B.4 Analyze and compare two- and three-dimensional
Children will: language to describe their similarities, differences, and
• identify cones and cylinders. other attributes.
• recognize the words cone and cylinder.
• understand that 3-D shapes are made up of flat and
Key vocabulary
curved surfaces. cone, cylinder, flat, face, circle, point, curved, surface,
how many, more, ten, numerals 1–10, shape, sort,
rectangle, square, sums, +, =, sides, matching
Extra assistance
Three-dimensional objects should be linked to everyday
examples in order to make this concept more tangible to
students. Bring in examples to show them and brainstorm
Operations & Algebraic Thinking a list of more examples. Think about natural objects as
Understand addition, and understand subtraction. well as man-made items. Also consider things which may
K.OA.A.1 Represent addition and subtraction with objects, be close but not exactly the right shape.
fingers, mental images, drawings, sounds, acting out Classroom activities
Which Hat?
Geometry
Place four hats on the floor with the labels sphere, cube,
cone and cylinder. Have a set of items which are a distinct
K.G.A.1 Describe objects in the environment using names shape. Each student chooses one object and works out
of shapes, and describe the relative positions of these which hat it must go in. Have some objects which are close
objects using terms such as above, below, beside, in front to but not exactly the right shape to generate discussion.
of, behind, and next to.
Collage
Ask students to cut pictures of items that have a distinct
3-D shape out of magazines and catalogs. They glue the
Analyze, compare, create, and compose shapes. pictures in their book and write the name of the 3-D
object underneath.

Animated Lesson: Define a cone as having a flat face, select cone and cylinder-shaped Worksheet 1
Recognize 3-D objects a curved surface and a point. A items from amongst other 3-D object recognition
cylinder has two flat faces and a objects.
curved surface.
Songs: Cones Are Cool and
Cylinders Are Cool
Find: Visual discrimination: choose the given shape or word Worksheet 2

Shape Monsters, Rockets, identify cones and cylinders. Identify from amongst others. Write and draw
Flying Carpets the words cone and cylinder.
Match: Recognize shapes and their words. match shapes to their words. Worksheet 3
Shape Sort, Frog Mouth, Four Identify addition sums that match Select sums which add to the Sorting shapes
in a Row the given answer. Recognize how given number. Match numbers
many sides 2-D shapes have. to shapes with that many sides.
Count: Counting skills: identify the group which will Worksheet 4

Making Ten, How Many More? find the amount needed to make make 10. Add more birds to Check
the given number. make the given number.
Book read along. Cones and Cylinders
260
Cones and
cylinders Lesson 44 • Worksheet 1 3D object recognition
Name
1 A cone is a solid object. It has one flat, round face.

It has a pointy end. Colour the cones.
2 A cylinder is a solid object. It has two flat, round faces.

It has a curved surface. Colour the cylinders.

Cones and
cylinders Lesson 44 • Worksheet 2 Write and draw
Name
cone
1 Trace and write.
cylinder
2 Draw.
an ice-cream cone 2 more cans

Cones and
cylinders Lesson 44 • Worksheet 3 Sorting shapes
Name
1 Join Waldo to the cones.
2 Join Doc to the cylinders.

Cones and
cylinders Lesson 44 • Worksheet 4 Check
Name
1 Colour red. Colour green.
2 Draw more objects that have a curved surface.

Lesson 45 • Numbers 16 and 17
Children will: 16, 17, number, count, +, =, sums, adding, numerals
• identify the numerals 16 and 17. 1–17, how many, more, answer, number words nine to
• recognize the words sixteen and seventeen. seventeen, smaller, larger, match
• count and add to make groups up to 17.
Extra assistance
• recognize which of two numbers is larger or smaller.
Common Core State Standards Students’ understanding of the number system should
include some generalities at this point which can be
Counting & Cardinality used for comparing numerals. For instance, the number
Know number names and the count sequence. which is further along the count sequence is the larger
K.CC.A.3 Write numbers from 0 to 20. Represent a number eg 8 is larger than 3. A number starting with a
number of objects with a written numeral 0–20. ten is larger than a single digit so 16 is larger than 9. Give
Count to tell the number of objects. students opportunities to compare numerals.
K.CC.B.4 Understand the relationship between numbers Classroom activities
More or Less Than 10
Compare numbers.
Place two boxes on the floor labeled More than 10 and
K.CC.C.7 Compare two numbers between 1 and 10
Less than 10. Discuss the numbers from 0 to 17 with
the class. Have a pile of flashcards showing the number
Operations & Algebraic Thinking words, numerals and depictions in Base Ten blocks. Ask
Understand addition, and understand subtraction. students one at a time to choose a card, say the number
K.OA.A.1 Represent addition and subtraction with objects, aloud and decide which box it should go in.
Larger or Smaller?
Give each student a number 1–17 on a card (there may be
K.OA.A.5 Fluently add and subtract within 5. some doubling up). Keep it secret! Ask students to pair up
Number & Operations in Base Ten with someone and compare numbers silently. The student
Work with numbers 11–19 to gain foundations for place with the smaller number must sit down. If their number
value. is the same, they both remain standing. The students left
K.NBT.A.1 Compose and decompose numbers from 11 to standing pair up again and again, until the one or two
19 into ten ones and some further ones, and record each students with the highest number are left standing. Play
composition or decomposition by a drawing or equation; again, this time looking for the smallest numbers.
understand that these numbers are composed of ten ones
and one, two, three, four, five, six, seven, eight, or nine ones.

Animated Lesson: Introduce the words sixteen and identify the numerals 16 and 17. Worksheet 1
Recognize and count seventeen, and the numerals 16 Count to 17. Make 16 and 17 in Counting
and 17. Use them in the counting ten frames – a group of 10 + the
sequence. extra.
Song: Sing a Song of Sixpence
Find: Visual discrimination: select the numerals 16 or 17 Worksheet 2
Butterflies, Number Grid, identify the numerals 16 and 17. amongst other numerals. Choose Handwriting
Number Word Clouds, Recognize the word fifteen. Match the word fifteen from amongst
Number Words the numerals and the number words. other words. Match the numerals
and words for each number.
Compare: Counting skills: label two numbers smaller and Worksheet 3
Smaller or Larger Number recognize which number is smaller larger. Number sense
and which is larger.
Addition: Identify addition sums that have the select sums which add to the given Worksheet 4
Frog Mouth, How Many given number as an answer. Find how number. Add more items to make Check
More?, Adventure Sums, many more items are needed to make the given number. Choose the
Ten and ? the total. Identify the missing number missing number to complete the
from an addition sum. number sentence.
Book along. Making numbers
266
16 and 17 Name
16
17
2 Color.
16 gems 17 crowns
16 and 17 Name
1 Trace.
16 sixteen
17 seventeen
2 How many? Write the word.
s s
16 and 17 Name
1 Circle the smaller number. Cross out the larger number.
8 16
13 17
2 Match.
sixteen fourteen fifteen seventeen

16 and 17 Name
1 Draw 10 more cups.
7 + 10 =
2 Draw 10 more petals.
6 + 10 =
3 Complete.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Lesson 46 • Numbers 18, 19 and 20
Learning objectives has “more of”/”less of” the attribute, and describe the
difference.
Children will:
• identify the numerals 18, 19 and 20. Key vocabulary
• recognize the words eighteen, nineteen and twenty.
18, 19, 20, eighteen, nineteen, twenty, +, =, numerals
• count and add to make groups up to 20.
1–20, match, longest, shortest, smaller, larger, pattern
• recognize which of two numbers is larger or smaller.
Counting & Cardinality Activities on the hundred chart will help students grasp
Know number names and the count sequence. the idea of place value. The numbers are represented in
K.CC.A.3 Write numbers from 0 to 20. Represent a rows in order to show how base 10 numbers and place
number of objects with a written numeral 0–20. value work. To help students understand put the number
of tens first and the number of ones second to make a
number. Investigate with students how the horizontal
rows all have the same number of tens and the vertical
columns all have the same number of ones. Have the
Compare numbers. students count along the first two rows (1–20). Give them
K.CC.C.7 Compare two numbers between 1 and 10 the first row and an empty second row to fill in.
Number & Operations in Base Ten
Work with numbers 11–19 to gain foundations for place Match Up!
value. Give half the class a numeral and the other half a number
K.NBT.A.1 Compose and decompose numbers from 11 to word from 5–20. Give them a time limit to find their
19 into ten ones and some further ones, and record each matching partner and sit together. Then ask them to draw
composition or decomposition by a drawing or equation; that number of an item or fill in ten frames.
understand that these numbers are composed of ten ones Count ‘em!
and one, two, three, four, five, six, seven, eight, or nine ones.
Give students a set of Base Ten blocks – a ten stick and 10
Measurement & Data ones blocks. The teacher holds up a numeral or number
Describe and compare measurable attributes. word from a set of flashcards 1–20 and the students
K.MD.A.2 Directly compare two objects with a make that number with their blocks. Check them, then
measurable attribute in common, to see which object hold up another number.

Animated Lesson: Introduce the words eighteen, identify the numerals 18, 19 and 20. Worksheet 1
Recognize and count nineteen and twenty, and the Count to 18, 19 and 20. Make 18, 19 Counting
numerals 18, 19 and 20. Use them and 20 in ten frames – a group of 10
in the counting sequence. + the extra.
Find: Visual discrimination: select the numerals 18 or 19 from Worksheet 2
Dinosaurs, Number Grid, identify the numerals 18 and 19. amongst other numerals. Select the Handwriting
Beavers, Number Word Identify the word eighteen. word eighteen from amongst other
Clouds number words.
Match: Differentiate items by size. select the correctly sized item. Label Worksheet 3
Tails, Smaller or Larger Recognize which number is smaller two numbers smaller and larger. Number sense
Number, Continue the and which is larger. Recognize a Choose the next item in the pattern.
Pattern pattern and select the next item.
Count: Counting skills: count out the required number of Worksheet 4

Pop the Balloons, Ten use one-to-one correspondence to items. Choose the second group to Check
and ? count out a given number. make the total.
Book along. Two-digit numbers
272
18, 19, 20 Name
1 Match.
18 19 20
2 Color.
18 ££££££££££
££££££££££
19 êêêêêêêêêê
êêêêêêêêêê
18, 19, 20 Name
1 Trace.
18 eighteen
19 nineteen
20 twenty
2 Complete.
10 11 12 13 14 15 16 17 18 19 20

18, 19, 20 Name
1 Draw 10 more fish.
10 10
+ =
2 Complete.
10 + =
10 18
+ =

18, 19, 20 Name
1 Complete the number lines.
11 14
16 19
2 Complete.
+ =
+ =
+ =
Lesson 47 • Subtraction
Children will: Moving from addition to subtraction can come easily
• take away and count to find how many are left. to some students who make the connection between
the operations, but other pupils may struggle. A fun
• fill in subtraction number sentences.
introduction to the concept of taking away are songs
• add the difference between two numbers to make a which count down and can be acted out with children,
total. toys, counting bears or in pictures. Check out the videos
of these songs on the bookshelf in the Mathseeds
Playroom: Six Fat Sausages, Four Enormous Dinosaurs and
Operations & Algebraic Thinking Five Bears in the Bed.
fingers, mental images, drawings, sounds, acting out Gobble
situations, verbal explanations, expressions, or equations. Give each student five grapes (or other small pieces of
K.OA.A.2 Solve addition and subtraction word problems, healthy food). Ask them to trace around the grapes on
and add and subtract within 10. their page. Tell them they can gobble some up! Now they
K.OA.A.5 Fluently add and subtract within 5. have to cross off the grapes they gobbled and count how
many are left. Help them write a number sentence at the
Key vocabulary bottom of the page: 5 – ¨ = ¨. Repeat with more or less
grapes.
subtraction, subtract, take away, count, how many, left,
numerals 1–20, –, =, match, sum, order, smallest, largest, Jump to it!
number, number words one to fifteen Give each student a set of 10 items – counters, pop
sticks or counting bears for example – and a sheet of ten
subtraction sums to fill in: 10 – ¨ = ¨. Hold up a flashcard
with a number from 1 to 10 to write in the first box. Have
them take that number of items away from their group of
10. Ask students to count how many are left to find the
answer to the sum. Repeat for all numbers 1–10.

Animated Lesson: Understand that subtraction count a group, take some Worksheet 1
Take away is taking some away and away, count how many are Take away
counting how many are left. left.
Song: Five little elephants
Subtracting: Subtract some items from a count how many, take some Worksheet 2
Banana Skins, Take Away, group and find the new total. away and count how many Take away
Apple Tree, Ten Pin Bowling, Fill in a subtraction number are left. Count the group,
Cover Up sentence. how many taken away and
how many left to fill in the
equation.
Difference: Find how many more items add more birds to make the Worksheet 3
How Many More? are needed to make the total. given number. Number sentences
Find: Recognize a given number select the groups which Worksheet 4

Pegs, Lily Pads, Number of objects. Identify correct match the given number. Put Check
Words numerical order. Match the numerals into their correct
numerals and the number order. Select the word for a
words. numeral.
Book read along. How Many Left?
278
Lesson 47 • Worksheet 1 Take away
Subtraction Name
Find the answers.
How many? ______
Cross out 6 stars. How many left? ______
How many? ______
Cross out 4 pears. How many left? ______
How many? ______ How many? ______
Take away 3. Take away 3.

How many left? ______ How many left? ______
280
Subtraction Name
1 Complete.
6 take away 2 is
5 take away 3 is
2 Fill in the numbers.
Cross out one.
6 take away 1 is
Cross out three.
6 take away 1 is
281
Lesson 47 • Worksheet 3 Number sentences
Subtraction Name
1 Find the answers.
4 – 2 = 6 – 3 =
8 – 4 = 10 – 5 =
2 Cross out four.
4 – 4 =
4 – 4 =
4 – 4 =
282
Subtraction Name
4 take away 1
7 take away 4
5 take away 3
6 take away 2
2 Find the answers.
10 – 7 =
10 – 4 =
10 – 9 =
283
Lesson 48 • Number words 2
Children will: number words one to twenty, numerals 1–20, total, +, =,
• identify the number words one to twenty. right, left, sums, add
• match number words to numerals.
• add to 10. Extra assistance
Common Core State Standards Once introduced, the number words from eleven to
twenty should be learnt as sight words. They do not
follow the pattern of subsequent numbers up to 100 (ten
Know number names and the count sequence. + unit, eg twenty-one) in which only the words for the
K.CC.A.2 Count forward beginning from a given number tens need to be learnt. The teen numbers are a unique
within the known sequence (instead of having to begin at set of words and there is some difficult spelling to master
1). (eg twelve and eighteen) so play flashcard games with the
Count to tell the number of objects. words – Snap, Go Fish, Memory or Concentration. Other
options could be Bingo or a Spelling Bee.
Match Up!
Give half the class a numeral and the other half a number
K.OA.A.1 Represent addition and subtraction with objects, word from 11–20. Give them a time limit to find a
fingers, mental images, drawings, sounds, acting out matching partner and sit together. Then ask them to draw
situations, verbal explanations, expressions, or equations. that number of an item, fill two ten frames with counters
Number & Operations in Base Ten to show their number, or make the number with Base Ten
Work with numbers 11–19 to gain foundations for place blocks.
value. Count ‘em!
K.NBT.A.1 Compose and decompose numbers from 11 to Give students a set of 20 items – counters, pop sticks
19 into ten ones and some further ones, and record each or Base Ten blocks for example. The teacher holds up
composition or decomposition by a drawing or equation; a number word from a set of flashcards 1–20 and the
understand that these numbers are composed of ten ones students make that number with their items. Check them,
and one, two, three, four, five, six, seven, eight, or nine then hold up another number.
ones.

Animated Lesson: Revise the number words from 11 match number words to numerals Worksheet 1
Recognize and match to 20. 11–20. Number match

Number Fish, Number Grid, identify the numeral 20. Identify other numerals. Select the word Handwriting
Rockets, Right or Left?, the words nineteen and twenty. nineteen or twenty from amongst
Number Words, Flying Follow directions using right and other words. Tap left or right
Carpets left. Match the numerals and the according to verbal instructions.
number words. Select the word for a numeral.
Addition: Find how many more items are make two groups to match the Worksheet 3
Frog Ponds, Space Hop needed to make the total. Identify total. Select sums which add to the Number sense
addition sums that have the given given number.
number as an answer.
Share: Count out the appropriate number. give each animal the right number Worksheet 4
Animal Legs of legs. Check
Book along. 11 to 20
284
Number Lesson 48 • Worksheet 1 Number match
words 2 Name
Match each word to a number.
eleven
13 twelve
14
thirteen
11 fourteen
16
fifteen
15 sixteen
12
seventeen
19 eighteen 20
nineteen
18 twenty 17
Number Lesson 48 • Worksheet 2 Handwriting
words 2 Name
Trace the word. Match to a group.
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
Number Lesson 48 • Worksheet 3 Number sense
words 2 Name
1 Colour.
eighteen
eleven
seventeen
fourteen JJJJJJJJJJ
JJJJJJJJJJ
nineteen {{{{{{{{{{
{{{{{{{{{{
2 Make a group
of twelve. of fifteen.
Number Lesson 48 • Worksheet 4 Check
words 2 Name
1 Join each hermit crab to the correct shell.
10 + 1 10 + 5 10 + 10
10 + 4 10 + 7
fifteen twenty eleven
seventeen fourteen
13 twelve
19 sixteen
12 nineteen
16 thirteen
Lesson 49 • Doubles
Learning objectives =, how many, same, number words one to twelve and
twenty, o’clock, sum, more, match
Children will:
• understand that a double is a number added to itself. Extra assistance
• count and add to make doubles. The doubles to 10 facts are a base which will build into
• use the addition equation to show doubles. using the doubles and near-doubles addition strategy. It
Common Core State Standards is important for students to understand the concept of
doubling. Make a chart of doubles facts as a visual aid.
Counting & Cardinality For example: Double 1, have a pair of shoes, 1 + 1 = 2.
Count to tell the number of objects. Double 2 could use an image of an animal with front and
K.CC.B.4 Understand the relationship between numbers back pairs of legs highlighted. For double 3, use a bug
and quantities; connect counting to cardinality. with 2 sets of 3 legs. Double 4 could be a spider with 8
Compare numbers. legs and double 5 can use two hands.
K.CC.C.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, eg by using matching and Collage
counting strategies. Provide students with a piece of paper that has the word
Operations & Algebraic Thinking doubles at the top. Have students find pictures of 1, 2, 3,
Understand addition, and understand subtraction. 4 or 5 items to cut out of magazines and glue on in pairs
K.OA.A.1 Represent addition and subtraction with objects, to make doubles. They could also draw items or gather
fingers, mental images, drawings, sounds, acting out natural materials such as twigs and leaves to tape on.
situations, verbal explanations, expressions, or equations. Have them write the equation next to or underneath each
K.OA.A.2 Solve addition and subtraction word problems, double, eg 1 + 1 = 2.
and add and subtract within 10, eg by using objects or Ten Frames
drawings to represent the problem. Give each pair of students a laminated board with 10
K.OA.A.3 Decompose numbers less than or equal to 10 into squares on it, a number card 1–5 and 10 counters. Ask
pairs in more than one way, eg by using objects or drawings, one person to turn over the number card and count that
and record each decomposition by a drawing or equation. many counters onto the ten frame. The other person must
say what double that number will be, then count out that
Key vocabulary
many counters again and see if they are right. Swap roles
double, doubling, doubles, doubled, numerals 1–10, +, turn by turn.

Animated Lesson: Introduce the concept of doubles – double a number of spots. Identify the Worksheet 1
Recognize and count add a number to itself to find the double number. Counting doubles
double.
Count: Counting skills: find the identical group and the double Worksheet 2
Double Bugs, Rabbits understand that two identical number. Find the difference between two Doubling
groups make a double. Use one- groups of items.
to-one correspondence to find the
difference.
Adding: Understand that two identical groups count the two groups and fill in the Worksheet 3
Dominoes, Four in are added together to find a double. equation. Match each number to a sum. Adding doubles
a Row, Adventure Identify the missing number or answer Choose the missing number to complete
Sums, Add and Mix for an addition sum. Make two the number sentence. Count out the groups
groups and find the total. and fill in the equation.
Match: Tell time on the hour with an analog move the small hand on the clock to Worksheet 4
O’clock Clocks, clock. Count out the appropriate show the hour. Give each animal the right Check
Animal Legs, Buses number of legs. Identify the word number of legs. Select the word twenty
twenty. from amongst other words.
Read: Read aloud book. listen, follow the reading and read along. Mathseeds book 49:
Book Doubles
290
Lesson 49 • Worksheet 1 Counting doubles
Doubles Name
1 Draw matching spots. Write the answers.
Double 2 is Double 3 is Double 4 is
Double 1 is Double 5 is
2 Draw the dominoes.
Double 1 Double 2 Double 3

Lesson 49 • Worksheet 2 Doubling
Doubles Name
1 Add Dizzy’s double dice rolls.
+ =
+ =
+ =
+ =
+ =
2 Draw the dominoes.
Double 4 Double 5 Double 6

Lesson 49 • Worksheet 3 Adding doubles
Doubles Name
+ 4 + = 8
+ 5+5=
+ + =
+ + =
+ + =
2 Fill in the missing doubles to 10 on the number line.
0 2 4 6 8 10

Doubles Name
Join each ladybug to the correct leaf. Complete the doubles.
5 +10
5 = ___
3 + 3 = ___
2 + 2 = ___
1 + 1 = ___
4 + 4 = ___

Lesson 50 • Revision to 20
Children will: numerals 1–20, double, same, +, =, number words one to
• revise numerals and number words to 20. twenty, smaller, larger, match
• count groups up to 20.
• recognize and add doubles to 10. Extra assistance
Choral response activities have the students repeat after
Common Core State Standards the teacher out loud. They are useful for practicing
Counting & Cardinality number facts such as the counting sequence, pairs which
Know number names and the count sequence. add to ten and doubles facts. Choral response is a good
activity for building students’ confidence as individual
mistakes are not obvious amongst the group.
Count to tell the number of objects. Classroom activities
K.CC.B.4 Understand the relationship between numbers Bingo!
Give students a laminated board with 9 squares on it (3
Operations & Algebraic Thinking by 3 rows). Ask them to write a numeral in each square
Understand addition, and understand subtraction. from the numbers 1–20 (use whiteboard markers). Have
K.OA.A.1 Represent addition and subtraction with objects, a set of flashcards with the number words one to twenty.
fingers, mental images, drawings, sounds, acting out Hold them up one at a time. Students put a cross on that
situations, verbal explanations, expressions, or equations. number on their board if it is there. First one to get 3 in a
Number & Operations in Base Ten row calls out bingo and wins!
Work with numbers 11–19 to gain foundations for place Quick Look
value. Give students a card which has more than 10 written
K.NBT.A.1 Compose and decompose numbers from 11 to on one side and less than 10 on the other. Hold up
19 into ten ones and some further ones, and record each pictures of items from 1–20 and ask the class to show
composition or decomposition by a drawing or equation; the matching side of their card. Use the traditional dot
understand that these numbers are composed of ten ones patterns and non-traditional sets of dots. Use ten frames
and one, two, three, four, five, six, seven, eight, or nine and pictures of groups of objects. After a while, begin to
ones. give them just a quick look to encourage subitising.

Animated Lesson: Revise numbers 1–20 and identify the numerals 10–20. Worksheet 1
Revision doubles to 10 in numerals and Select dot patterns for the Number match 1
dot patterns. doubles and numbers to 10.

Beavers, Dot to Dot, Post identify the numeral 20. other numerals. Join the dots Number match 2
the Letter, Smaller or Larger Identify correct numerical in numerical order. Select the
Number, Number Words order. Match numerals to word for a numeral. Label two
number words. Recognize numbers smaller and larger.
which number is smaller or
larger.
Addition: Find how many more items choose the second group to Worksheet 3
Ten and ? make the total. make the total. Addition
Count: Counting skills: give each animal the right Worksheet 4

Animal Legs, Double Bugs, count out the right number number of legs. Find the Check
Pop the Balloons of items. Understand that identical group and the double
two identical groups make a number. Pop the correct
double. number of balloons.
Book read along. At the Park
296
Revision Lesson 50 • Worksheet 1 Number match 1
to 20 Name
1 Match. Color the matching

things the same color.
three 9
two 1
ten 7
one 2
four 6
nine 8
seven 4
six 5
eight 10
five 3
10 9 8 7 6 5 4 3 2 1

Revision Lesson 50 • Worksheet 2 Number match 2
to 20 Name
Finish the ten frames and write the numbers.
eleven 11
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
Revision Lesson 50 • Worksheet 3 Addition
to 20 Name
1 Double the dots and write the equation.
+ =
+ =
+ =
+ =
+ =
2 Find the answers.

3 + 2 = 4 + 3 = 5 + 4 =
1 + 2 = 7 + 1 = 5 + 6 =
Revision Lesson 50 • Worksheet 4 Check
to 20 Name
1 Write the numbers.
2 Draw the missing number.
+ = 9
{{{ + = 4
+ = 6
20 9 8 17 16 5 14 3 12 1

Lesson 51 • Number lines add to 10
Children will: A number line can be helpful when students are adding
• add three groups on a number line. more than two groups as they can count on from the
first number to add the second, and then count on again
• add to 10 on the number line.
for a third number. Give students who struggle with the
• use the addition equation. concept a laminated number line. They can use a finger
or a whiteboard marker to count along the number line.
Ensure they are counting the number of places added, not
Operations & Algebraic Thinking just reciting the numbers on the line. The place they end
Represent and solve problems involving addition and at is the total.
subtraction.
1.OA.A.2 Solve word problems that call for addition of
three whole numbers whose sum is less than or equal Jump to it!
to 20. Draw a large number line on the playground. Ask an
Add and subtract within 20. individual student to stand on a given number. Give
1.OA.C.6 Add and subtract within 20, demonstrating that student a second number and ask them to add the
fluency for addition and subtraction within 10; use numbers together, ie move ahead that many places. Then
strategies such as counting on. add another number. They should then be able to tell
you the total of the three numbers – the number they are
Work with addition and subtraction equations.
standing on!
1.OA.D.8 Determine the unknown whole number in an
Count ‘em!
addition or subtraction equation relating three whole
numbers. Give students a set of 10 items eg counters, pop sticks or
counting bears. Write a numeral from 1–8 on the board
Key vocabulary and the students make that number with their items.
Write another two numbers on the board (keep the total
number line, numerals 1–10, +, =, add, how many,
within 10) and they must count on and add the extra
altogether, count on, total, sums, match
items to their group. They then write the addition sum in
their books: £ + £ + £ = £. Repeat.

Animated Lesson: Add three groups of items count on using a number Worksheet 1
Count and add using a number line. line to add three numbers Count on
Song: Number Line Fun! together.
Number lines: Add two numbers using a jump along a number line to Worksheet 2
Number Line Sums number line. find the answer to an addition Number lines
sum.
Addition: Add three numbers in an add or put three numbers in Worksheet 3
Add Three, Add and Mix, Top equation. Add two groups an addition equation to make Addition
Hat Numbers, Frog Mouth together to find a total. the total. Make two groups
Identify addition sums that and add. Select sums which
have the given number as an add to the given number.
answer.
Count: Count out a given number. count out the required Worksheet 4
Animal Legs, Fish Bowls, Pop Add two groups together number of items. Make two Check
the Balloons, Build the Robots to find a total. Match the groups and count to find the
numerals and the number total. Select the numerals and
words. words for each number.
Book read along. Add Three Groups
2
0 1 2 3 4 5 6 7 8 9 10
Number Count on
lines add Name
to 10
1 Add Mango’s fruit together.
+ +
0 1 2 3 4 5 6 7 8 9 10
3+2+1=
2 Find the answers.
0 1 2 3 4 5 6 7 8 9 10
3+2+2=
0 1 2 3 4 5 6 7 8 9 10
4+1+3=
0 1 2 3 4 5 6 7 8 9 10
Number Number lines

lines add Name
to 10
Use the number lines to find the answers.
0 1 2 3 4 5 6 7 8 9 10
2+3+2=
0 1 2 3 4 5 6 7 8 9 10
4+2+4=
0 1 2 3 4 5 6 7 8 9 10
1+3+5=
0 1 2 3 4 5 6 7 8 9 10
5+2+3=
0 1 2 3 4 5 6 7 8 9 10
Number Addition
lines add Name
to 10
1 Count and add.
+ + =
+ + =
+ + =
2 Find the answers.
1+5+2= 5+3+1=
2+4+2= 4+5+1=
3 Find the missing numbers.
3+3+ = 7 5 + 2 + = 10
1+1+ = 5 4 + 2 + =8
0 1 2 3 4 5 6 7 8 9 10
Number Check
lines add Name
to 10
0 1 2 3 4 5 6 7 8 9 10
+ + =
0 1 2 3 4 5 6 7 8 9 10
+ + =
0 1 2 3 4 5 6 7 8 9 10
+ + =
0 1 2 3 4 5 6 7 8 9 10
+ + =
Lesson 52 • Sorting 2D shapes
Learning objectives some students. Try some of these ways of explaining the
difference.
Children will: • 2D means it is a flat shape; 3D objects are solid.
• count the number of sides and corners on basic 2D • You can pick up a 3D object; you can draw a 2D
shapes. shape.
• recognize the difference between straight and curved • 2D shapes can be put together to make 3D objects.
sides. • Trace around a 3D object to make 2D shapes.
• match 2D shapes to their names. • 2D shapes have sides and corners; 3D objects have
• identify whether shapes are 2D or 3D. faces, edges and corners.
Common Core State Standards • 2D has length and width; 3D has length, width and
depth.
Geometry
Identify and describe shapes. Classroom activities
K.G.A.2 Correctly name shapes regardless of their Sort Them Out
orientations or overall size. Put the class in small groups and have a set of flats (2D
K.G.A.3 Identify shapes as two-dimensional (lying in a shapes) and solids (3D objects) for each group. Discuss
plane, “flat”) or three-dimensional (“solid”). differences – sides, corners, and faces. Ask students to
Reason with shapes and their attributes. sort the flats into two or more groups, then explain their
classification system. Now ask them to do the same with
1.G.A.1 Distinguish between defining attributes versus
the solids. Praise all classification systems which can be
non-defining attributes; build and draw shapes to possess
explained.
defining attributes.
Match Up!
Key vocabulary Give half the class a triangle, rectangle, square or circle
sort, shape, sides, corners, straight, curved, triangle, circle, image on a card and the other half has a matching word.
square, rectangle, numerals 1–20, match, double, same, Give them a time limit to find a partner and sit together.
smaller, larger, flat, 2D, solid, 3D, how many, pattern Then ask them to draw that shape in their book and label
it. Shuffle and hand out the cards again until all students
Extra assistance have all four shapes in their books.
The difference between two-dimensional shapes and
three-dimensional objects can be a tricky concept for

Animated Lesson: Recognize that 2D shapes have identify sides and corners on a Worksheet 1
Recognize and sort different numbers of sides and triangle. Sort 2D shapes based Sides and corners
corners and straight or curved on the differences in their sides
sides. and corners. Sort squares and
Song: It’s Time to Shape Up rectangles.
Vocabulary: Recognize shapes and their match shapes to their words. Worksheet 2
Shape Sort, Dotty Shapes, words. Reinforce correct Draw shapes using a set of dots as Vocabulary
Shape Words formation of shapes. corners.
Find: Identify a given shape. Recognize choose the given shape. Match the Worksheet 3
Shape Monsters, Four in a whether a shape is flat (2D) or labels 2D and 3D to the correct Shape sort
Row, Sides and Corners, solid (3D). Count the number of shapes. Answer the question, How
Continue the Pattern sides and corners on a shape. many sides/corners? Choose the
Recognize a pattern. next item in the pattern.
Count: Counting skills: find the identical group and the Worksheet 4
Double Bugs, Smaller or Larger understand how to make a double number. Label two numbers Check
Number double. Recognize which number smaller and larger.
is smaller and which is larger.
Book along. Sides and Corners
8
Lesson 52 • Worksheet 1 Sides and corners
Sorting
Name
2D shapes
Complete.
Number of
sides
corners
sides
corners
sides
corners
sides
corners

Sorting
Name
2D shapes
1 Match.

square circle

triangle rectangle
2 Label the parts of the shapes – corner or side.

Lesson 52 • Worksheet 3 Shape sort
Sorting
Name
2D shapes
1 Join each shape to the correct jar.
3 sides 4 sides 5 sides 6 sides
2 Color the shapes.

triangle = red
square = green
rectangle = yellow
circle = orange

Sorting
Name
2D shapes
3 sides
4 sides
2 Draw.
a flag with 3 sides a flag with four corners

Lesson 53 • Subtraction Part 2
Children will: Explain that subtraction is a reversal of addition. Instead
• take away and count to find how many are left. of combining two groups and counting to find the total,
students count to find a total, take a group away and
• fill in subtraction number sentences.
count the group that is left. Give them opportunities
• find the difference between two numbers. to use their subtraction skills, for example, subtracting
money in a play shop, counting the class at the start
of the day to work out how many people are away or
Operations & Algebraic Thinking handing out items and subtracting the leftovers from the
Add and subtract within 20. total.
1.OA.C.5 Relate counting to addition and subtraction.
1.OA.C.6 Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10; use Jump to it!
strategies such as counting on and making ten. Draw a large number line on the playground. Ask an
Work with addition and subtraction equations. individual student to stand on a given number. Give that
student a second, smaller number and ask them to take
1.OA.D.8 Determine the unknown whole number in an
it away, ie move back that many places. They should
addition or subtraction equation relating three whole
then be able to tell you the difference between the two
numbers.
numbers – the number they are standing on!
Key vocabulary Ten Frames
subtract, subtraction, take away, how many, left, numerals Give each pair of students a laminated board with 10
1–10, –, =, count, more, number line, ten frame squares on it, a die (ten-sided would be perfect, six-sided
will do) and 10 counters. They put all the counters in the
ten frame. Ask one person to roll the die and the other
person must say how many counters will be left if that
number is taken away. Have the first person take them
away and see if they are right. Swap roles for each turn.

Animated Lesson: Understand that subtraction is count a group, some are Worksheet 1
Subtracting having a group, taking some covered, count how many Counting
away and counting how many are left. Cover some marbles
are left. in a ten frame and count
Song: Super Monkey to the how many are left. Read the
Rescue equivalent equation.
Subtracting: Subtract some items from a count how many, some are Worksheet 2
Take Away, Banana Skins, group and find the new total. taken away, count how many Take away
Cover Up are left.
Number sentences: Fill in a subtraction number count the group, how many Worksheet 3
Ten Pin Bowling, Apple Tree, sentence. taken away and how many left Number sentences
Cookie Gremlin to fill in the equation?
Difference: Make the difference between add more birds to make Worksheet 4
How Many More?, Number the number of items and the given number. Put two Check
Bar Take Away, Ten Frame the total. Find the difference number bars on the number
Puzzle between two numbers on line and find the difference
the number line. Identify two between them. Select two
numbers that make ten. groups of dots to fill the ten
frame.
Book read along. Take Away
14
Subtraction Name
part 2
Use your hand to cover up. Write the answer.
Cover 5 eggs. Cover 3 pots.

How many left? How many left?
Cover 4 pencils. Cover 1 orange.

10 – 4 = 8–1=

Subtraction Name
part 2
Find the answers.
5–2= 5–1=
4–3= 7–3=
10 – 5 = 9–4=

Lesson 53 • Worksheet 3 Number sentences
Subtraction Name
part 2
Take away 1.
– =
Take away 2.
– =
Take away 3.
– =
Take away 4.
– =
Take away 5.
– =

Subtraction Name
part 2
1 Write the sums.
10 – =
10 – =
10 – =
2 Draw.
5 7
Take away 3. Take away 2.
5–3= 7–2=
Lesson 54 • O’clock time
Children will: When learning to tell time, some students may have
• tell time to the hour using the word o’clock. trouble distinguishing between the hands on an analog
clock. It can be helpful to color them differently on the
• identify which number on an analog clock tells the
clock used for demonstrations, for example, the short hand
hour.
could be red and the long hand blue until students gain
• show where the minute and hour hands should be to confidence. Have the students make their own clocks out
tell time to the hour. of paper plates with different colored hands to show time.
Common Core State Standards Classroom activities
Measurement & Data When is it?
Tell and write time. Write a schedule on a large piece of paper for each school
1.MD.B.3 Tell and write time in hours and half-hours using day, divide it into hours where possible. For example:
analog and digital clocks. 9 o’clock – reading, 10 o’clock – writing, 11 o’clock –
Number & Operations in Base Ten recess, 12 o’clock – math, 1 o’clock – lunch, 2 o’clock –
Extend the counting sequence. library, 3 o’clock – home time. Ask the students to watch
the clock and when the time comes to change the activity
1.NBT.A.1 Count to 120, starting at any number less than
it is their responsibility to tell the teacher.
120; in this range, read and write numerals.
Game Time!
Key vocabulary You can play lots of games using time vocabulary and
o’clock, clock, numerals 1–12 and 21, how long, longer, concepts. Make a set of cards with o’clock times and
shorter, small hand, time, number words one to twelve, corresponding analog clocks and play Snap, Memory or
right, left, yellow, purple, orange, green, Sunday, Monday, Go Fish. Draw a big clock on the playground and ask
Tuesday, Wednesday, Thursday, Friday, Saturday pairs of students to be the hands and point to the right
time. Blindfold a student in the centre of the clock and
ask them to show a time using both arms. Finally, a classic
game using time vocabulary is What’s the time Mr Wolf?

Animated Lesson: Recognize that the numbers find the numeral for the Worksheet 1
Recognize o’clock times on an analog clock tell the o’clock time on an analog O’clock
time on the hour – o’clock clock. Recognize the o’clock
time. time shown on an analog
Song: Hickory Dickory Dock clock.
Show: Tell time on the hour with an move the small hand on the Worksheet 2
O’clock Clocks, Right or Left? analog clock. Follow directions clock to show the hour. Tap Clocks
using right and left. left or right according to
verbal instructions.
Match: Estimate the length of label the activities longer Worksheet 3

How Long Does it Take?, Days time activities would take. or shorter in terms of time. Time
of the Week, What Time is it? Recognize the days of the Match the days of the week.
week. Identify the time on an Select the time being shown
analog clock. on the clock.
Find: Identify the numeral 21. select the numeral 21. Identify Worksheet 4
Number Grid, Flash Cards, Subitise small collections. the number of dots. Match the Check
Let’s Paint, Dot to Dot Recognize color words. color to its word. Join the dots
Identify correct numerical in numerical order.
order.
Book read along. O’Clock
20
·
O’clock time
Name
O’clock
6 o’clock
10 o’clock
3 o’clock
7 o’clock
2 Fill in the time.
o’clock o’clock
o’clock o’clock

·
O’clock time
Name
Clocks
1 Write the missing numbers on the clock.

Color the big hand red. Color the small hand green.
What time is it? It’s o’clock!
2 Draw the missing hands.
8 o’clock 2 o’clock

·
O’clock time
Name
Time
1 Color the matching time.
one o’clock seven o’clock twelve o’clock
two o’clock six o’clock five o’clock
twelve o’clock ten o’clock eleven o’clock
2 Show the time on the clocks.

·
O’clock time
Name
Check
1 Write the days of the week in order.

____________________________________________________________________________________________
Saturday
____________________________________________________________________________________________
Friday
Monday
____________________________________________________________________________________________
Sunday
____________________________________________________________________________________________
Tuesday
____________________________________________________________________________________________
Thursday
____________________________________________________________________________________________
Wednesday
____________________________________________________________________________________________
2 Fill in the clock numbers.

Draw clock hands to
show two o’clock.

Lesson 55 • Length: near and far
Children will: Understanding the concept of near and far involves
• identify items which are near and far. distance – an item which is a short distance away is near;
if it is a long distance off it is far away. However, when
• understand words relating to distance.
judging distance in a picture (on paper or on a screen)
• revise size and length. differentiating is based on size – the nearer item is larger
than the one which is further away. Be sure to teach
students the difference between the two ways of judging
Measurement & Data distance. It could lead to an interesting artistic discussion
Describe and compare measurable attributes. of perspective in drawing!
K.MD.A.2 Directly compare two objects with a measurable
attribute in common, to see which object has “more Classroom activities
of”/”less of” the attribute, and describe the difference. Run to it!
Measure lengths indirectly and by iterating length units. This is best done in a hall or on the playground. Line
1.MD.A.1 Order three objects by length; compare the students up against one edge (wall, fence, etc.) and point
lengths of two objects indirectly by using a third object. out (or put out) pairs of items, one of which is near and
one far. Then call out the items and the class must run to
Key vocabulary them. For example, the nearer tree, the further cone, the
near, far, away, nearer, further, nearest, closest, furthest, closest bag, the furthest seat.
longest, shortest, smallest, largest, behind, in front, on, Draw it
next to, big, red, little, blue, +, =, numerals 11–20, words Have students create a landscape on a piece of paper
thirteen to twenty, length using paint, pencils or watercolor paints. Next ask them
to use markers draw pairs of items such as birds, animals,
buildings, vehicles, or people onto the landscape, one
near and one far. Remind them to vary the size to show
distance.

Animated Lesson: Introduce the concept of near identify the item which is Worksheet 1
Recognize near and far and far. Differentiate between nearer or further away. Select Near and far
items which are near and far. the item closest or furthest
Song: My Telescope away.
Find: Differentiate between items sort between far away or near, Worksheet 2
Position, Rockets based on their position in the behind or in front, on or next Position
landscape. Identify the word to. Tap the word far.
far.
Sort: Differentiate items by size. select the correctly sized item. Worksheet 3
Tails, Big Small Short Tall, Order items by size. Size
Grow a Garden, Longest or
Shortest
Number: Find how many more items choose the second group to Worksheet 4
Ten and ?, Build the Robots, are needed to make the total. make the teen number. Select Check
Number Words Match the numerals and the the numerals and words for
number words. each number.
Book read along. Length
26
Length: Lesson 55 • Worksheet 1
Near and far
Near
and far Name
1 Circle.
Who is near? Who is far?

2 Draw.
a ball near the bat a tree far away from Dizzy

Position
Near
and far Name
1 Where is Waldo? Color the correct answer.
near far near far

2 Color the ball closest to Mango red.
Color the ball furthest away blue.

Size
Near
and far Name
1 Color the correct answer. Cross out the wrong answer.

Which tree is near? big small
Which dog is furthest away? big small
Which person is closest? big small
2 Complete the sentences using big or small.

Things which are far away look __________________ .
Things which are near look __________________ .

Check
Near
and far Name
1 Draw.
a cup near the teapot a house far away from Ruby

2 Draw a line to match each picture to its word.
big tall long small short

Lesson 56 • Number lines 11 to 20
Children will: When students develop confidence in the counting
• identify correct numerical order 1–20. sequence they should be able to name the number before
or after a given number, begin counting from any number,
• order numbers from 11 to 20.
and count backwards as well as forwards. The visual
• use a number line to add. prompt of a number line can help develop fluency in this
area. These number line skills will aid students later on in
adding and subtracting on the number line with larger
Number & Operations in Base Ten numbers.
Extend the counting sequence.
120. In this range, read and write numerals and represent Order, Order!
a number of objects with a written numeral. Give pairs of students a set of cards for the numerals
Operations & Algebraic Thinking 0–20. Ask them to lay the cards out in correct order. Next
Add and subtract within 20. they race to put them in reverse order, 20–0. Say ‘ready,
set, go!’ Praise the fastest. Race again to put them back in
counting order. Repeat until they have had enough.
Key vocabulary Jump to it!
number line, numerals 0–20, count, forward, back, order, Draw a large number line 0–20 on the playground. Ask
smallest, largest, number, sums, add, +, =, number words individual students to stand on a given number. Then ask
fourteen to twenty students to stand on the number before or after a given
number. Next, ask students to stand on a number and
jump forwards or backwards a number of places. Finally,
ask students to stand on a number and then add another
number.

Animated Lesson: Understand that a number count along the number line Worksheet 1
Order and count line has the numbers 1–20 in 1–20. Put the numbers 11–20 Counting
counting order. in order on the number line.
Order: Identify correct numerical put numerals in their correct Worksheet 2

Lily Pads, Out of Line, Dot to order. place on the number line. Join Number lines
Dot the dots in numerical order.
Number lines: Understand moving a move a marker forwards and Worksheet 3

Number Line Train, Number marker back and forth along backwards on a number line. Addition
Line Sums a number line. Add two Jump along a number line to
numbers using a number line. find the answer to an addition
sum.

Number Grid, Pegs, Number identify the numeral 19. other numerals. Count and Check
Fish Recognize a given number of select the groups which match
objects. the given number.
Book read along. Add on a Number Line
32
11 12 13 14 15 16 17 18 19 20

Number
Name
lines 11 – 20
11 14
16 18
2 Join the pieces together to make number lines.
10 11 12 16 17 18
15 16 17 13 14 15
13 14 15 18 19 20

11 12 13 14 15 16 17 18 19 20

Number
lines 11 – 20 Name

10 11 12 13 14 15 16 17 18 19 20
10 11 12 13 14 15 16 17 18 19 20
2 Count backwards 4 places. Circle the number.
10 11 12 13 14 15 16 17 18 19 20
10 11 12 13 14 15 16 17 18 19 20
3 Which number is
before 12? after 17?
before 20? after 13?

11 12 13 14 15 16 17 18 19 20

Number
Name
lines 11 – 20
Jump along the number lines to add.
0 1 2 3 4 5 6 7 8 9 10
3 + 1 =
0 1 2 3 4 5 6 7 8 9 10
4 + 2 =
0 1 2 3 4 5 6 7 8 9 10
5 + 3 =
0 1 2 3 4 5 6 7 8 9 10
7 + 2 =

11 12 13 14 15 16 17 18 19 20

Number
lines 11 – 20 Name
1 Order the numbers on the number lines.
13 12 11 15 14 16
17 20 19 18
2 Write the missing number in each row.
20 18 17
14 13 11
Lesson 57 • Position
Children will: Most students will already know the basic position words.
• recognize and comprehend position words. To learn the written terms use vocabulary exercises where
• follow instructions using position vocabulary. students match words to images, and act out or draw
pictures to match written instructions. To reinforce the
Common Core State Standards meaning of the words, play games that involve verbal
instructions such as Simon Says and barrier games where
Geometry
one child gives instructions to the other child so they
Identify and describe shapes. (hopefully) build the same structure.
K.G.A.1 Describe the relative positions of objects using
terms such as above, below, beside, in front of, behind, Classroom activities
and next to. Draw it
Number & Operations in Base Ten Give students a picture of an empty room or outside
Extend the counting sequence. landscape. Next, ask them to draw items in specific places
1.NBT.A.1 Count to 120, starting at any number less than using position vocabulary, such as a bicycle in front of the
120. tree or a table next to the door, and then getting more
Understand place value. detailed, for example, a plate on the table or a bird over the
bicycle. Line up the pictures to see how similar they all are.
1.NBT.B.2 Understand that the two digits of a two-digit
number represent amounts of tens and ones. Collage
1.NBT.B.2.B Understand that the numbers from 11 to 19 Ask students to cut out images of household items like
are composed of a ten and one, two, three, four, five, six, furniture from magazines, catalogs and brochures. Next
seven, eight, or nine ones. give them an empty room outline to stick their pictures
into. Finally, they must write a series of sentences
Key vocabulary describing the room using position vocabulary, eg The bed
is under the window.
on top, inside, behind, above, below, under, between,
next to, in front, far away, near, right, left, double,
numerals 1–15, how many, sides, corners

Animated Lesson: Understand position follow verbal instructions using Worksheet 1
Position vocabulary vocabulary spoken aloud. position words. Vocabulary
Song: Search for Clues
Vocabulary: Identify the words above and select the given word from a Worksheet 2
Elephants, Buses below. group. Position
Find: Comprehend position differentiate between two Worksheet 3

Position, Right or Left?, Above vocabulary. items based on their position. Following instructions
and Below Tap left or right following
verbal instructions. Select the
item in the position described.
Match: Understand that two identical find the identical group and Worksheet 4
Double Bugs, Color a Pattern, groups make a double. the double number. Complete Check
Sides and Corners, Lily Pads Identify colors in a pattern. the pattern. Answer the
Recognize the number of question How many sides/
sides and corners on a shape. corners? Put numerals into
Identify correct numerical place in the number line.
order.
Book read along. Where am I?
38
Position Name
Match each word to a picture.
on top
next to
between
under
above
behind
in front
inside

Lesson 57 • Worksheet 2 Position
Position Name
Color the answer. Which item is:
above the circle ?
left of the carrot ?
below the apple ?

{
right of the banana ?
between the triangle and the star ?

Lesson 57 • Worksheet 3 Following instructions
Position Name
Draw:
a fishbowl on the table.
a cat in front of the sofa.
a ball under the table.
a picture above the sofa.
a balloon between the table and the door.
a book on the rug.
Position Name
1 Draw
a star below a bird above

the moon. the water.
2 Color
the flower closest to Ruby red.

the flower furthest away blue.
the smallest flower yellow.
the tallest flower green.
the biggest flower purple.
Lesson 58 • Subtraction on a number line
Children will: A number line can be helpful when students are
• count back to take away on the number line. subtracting as they can count back along the line. Give
• use the equation to show subtraction. students who struggle with the concept a laminated
• find the difference between two numbers. number line. They can use a finger or a whiteboard
marker to count along the number line. They start at the
Common Core State Standards first number and count back the number of places to be
Operations & Algebraic Thinking taken away. The number they end on is the difference –
Represent and solve problems involving addition and the answer to the subtraction equation.
subtraction.
1.OA.A.2 Solve problems that call for addition of three
whole numbers whose sum is less than or equal to 20. Jump to it!
Add and subtract within 20. Draw a large number line on the playground. Ask an
individual student to stand on a given number. Give that
1.OA.C.5 Relate counting to addition and subtraction, eg,
student a second, smaller number and ask them to take
by counting on 2 to add 2.
it away, ie move back that many places. They should
1.OA.C.6 Add and subtract within 20, demonstrating then be able to tell you the difference between the two
fluency for addition and subtraction within 10; use numbers – the number they are standing on!
strategies such as counting on.
Count Back
Work with addition and subtraction equations.
Give each student a laminated number line 0–10 and
1.OA.D.7 Understand the meaning of the equal sign. a whiteboard marker. Ask them to circle a particular
1.OA.D.8 Determine the unknown whole number in a number. Next, tell them a smaller number and they draw
subtraction equation relating three whole numbers. that many hops back down the line. Ask them to show
you with their fingers what number they ended on. Praise
Key vocabulary
those who are correct. Check the work of the others and
subtraction, take away, subtract, number line, numerals help them understand their mistake. Wipe the sheets
0–10, count, back, how many, left, answer, –, =, clean and repeat.
difference, add, total, +, sum, number words one to
twelve, o’clock

Animated Lesson: Introduce subtracting on the count a group. Some are Worksheet 1
Count back to subtract number line and use it with an taken away. Count back along Count back
equation. the number line to find how
Song: Hop Down the Number many are left.
Line
Number lines: Find the difference between put two numbers on the Worksheet 2
Number Bar Take Away two numbers on the number number line and find the Number lines
line. difference between them.
Subtraction: Subtract from a group count how many, take some Worksheet 3
Cover Up, Take Away, Banana and find the total. Fill in a away and count how many Take away
Skins, Cookie Gremlin, Add subtraction number sentence. are left. Fill in an equation.
Three, Four in a Row, Ten Pin Add three numbers in an Add three numbers to find the
Bowling equation. Identify subtraction total. Match each number to
sums that have the given a sum.
number as an answer.
Show: Tell time on the hour with an move the small hand on the Worksheet 4
O’clock Clocks analog clock. clock to show the hour. Check
Book read along. Find the Difference
44
11 12 13 14 15 16 17 18 19 20
Lesson 58 • Worksheet 1 Count back

Subtract on a
number line Name
1 How many? Circle the number.

0 1 2 3 4 5 6 7 8 9 10
Cross out 3.
Jump back to show how many are left.
2 How many? Circle the number.
0 1 2 3 4 5 6 7 8 9 10
Cross out 5.
Jump back to show how many are left.

11 12 13 14 15 16 17 18 19 20

Subtract on a
number line Name
1 Hop back 3 places.

The number
is
1 2 3 4 5 6 7 8 9 10
Hop back 8 places.
The number
1 2 3 4 5 6 7 8 9 10 is
2 Trace the hops. Answer the sums.
0 1 2 3 4 5 6 7 8 9 10
8–3=
0 1 2 3 4 5 6 7 8 9 10
6–2=
11 12 13 14 15 16 17 18 19 20

Subtract on a
number line Name
1 Fill in the equations.
– =
– =
– =
2 Match each sum to its answer.
10 – 4
10 – 2
10 – 5

11 12 13 14 15 16 17 18 19 20

Subtract on a
number line Name
1 Count back.
0 1 2 3 4 5 6 7 8 9 10
10 – 5 =
0 1 2 3 4 5 6 7 8 9 10
9–6=
2 Match each sum to its number line.
7–3=4
0 1 2 3 4 5 6 7 8 9 10
5–2=3 0 1 2 3 4 5 6 7 8 9 10
10 – 4 = 6 0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
8–6=2

Lesson 59 • Area
Children will: Area is a two-dimensional measurement. In these
• understand that area is how much space a shape early stages it requires a flat surface to be measured.
covers. A three-dimensional object’s area can be measured and
compared by tracing it onto paper. Direct comparisons
• compare items based on area.
can be made by tracing one object over another.
• measure area using squares or a grid. Measurements can be made using a set of uniform
objects to cover the shape – counters, color tiles, pattern
blocks or Base Ten blocks.
Mathematical Practice
Reason abstractly and quantitatively. Classroom activities
MP2 Make sense of quantities and their relationships in Brainstorm
problem situations. Divide the board or a piece of paper in half and ask the
Operations & Algebraic Thinking class to think of things that have a large area or a small
Add and subtract within 20. area. Write a list for each and discuss the suggestions.
Expand their idea of area from the everyday items
measured in class to places such as houses, schools, parks,
fluency for addition and subtraction within 10.
sportsgrounds and farms. Each student then illustrates
Measurement & Data one example and the pictures could be put in order from
Tell and write time. largest to smallest area.
1.MD.B.3 Tell and write time in hours and half-hours using Trace it
analog and digital clocks. Students trace around their hands on grid paper and
count the squares to find the area of their hand. Do the
Key vocabulary same with their feet or shoes. Next pair them up and give
area, bigger, smaller, squares, cover, count, how many, them a piece of chalk to trace around each other on the
numerals 5–25, biggest, smallest, largest, far away, near, playground. Discuss what could be used to measure these
behind, in front, on, next to, double, time, o’clock, larger larger areas (Frisbees, textbooks, sheets of paper etc) and
let them choose a unit item to measure with.

Animated Lesson: Introduce the concept of area. identify which footprint has a Worksheet 1
Recognize area Differentiate between larger bigger or smaller area. Cover an Bigger or smaller
and smaller areas. Use squares object with squares and count
to measure area. them to find the area.
Song: Big and Small Dragons
Calculate: Understand that two identical find the identical group and Worksheet 2
Double Bugs, How Many groups make a double. the double number. Count how Finding area
Squares? Measure area in squares using many squares are in each shape
a grid. and identify which is larger.
Sort: Differentiate items by size. order items by size. Choose Worksheet 3

Big Small Short Tall, Largest Identify the item with the the biggest or smallest item. Sorting by size
Area, Position, Smallest Area largest or smallest area. Differentiate between two items
Comprehend position based on position.
vocabulary.
Find: Identify the numeral 25. select 25 among other numerals. Worksheet 4
Number Grid, What Time is Recognize the time on an Identify the time on the clock. Check
it?, Elephants analog clock. Identify the word Find the given word in a group.
area.
Book read along. Large or Small Area
50
Lesson 59 • Worksheet 1 Bigger or smaller
Area Name
1 Color.
the bigger footprint in the smaller footprint in

each pair each pair
2 Color the shape with the smallest area.
3 Color the shape with the biggest area.

Lesson 59 • Worksheet 2 Finding area
Area Name
1 Count the squares. Write the total number.
______ squares ______ squares
______ squares
______ squares
Circle the shape that has the largest area.

2 Draw and color.
a shape that covers a shape that covers

6 squares 12 squares
Area Name
1 Circle.
the biggest
the smallest
2 Which would take up more space in a lunchbox?

Area Name
1 Draw around your hand.

How many squares does your hand cover?
2 Now draw around your foot.
How many squares does your foot cover?
3 Which is larger? _________________________
Children will: numerals 1–30, tens, ones, number, thirty, smaller, larger,
• identify the numerals 20 to 30. twenty-five
• order numerals from 20 to 30. Extra assistance
• make and compare numbers in Base Ten blocks.
Students need a thorough grasp of the Base Ten number
Common Core State Standards system at this point. Use Base Ten blocks to reinforce
that each group of ten 1s can be counted as a single 10.
Number & Operations in Base Ten Having worked through the teen numbers as a 10 and
Extend the counting sequence. some 1s, follow on from 19. Add another 1 and you have
1.NBT.A.1 Count to 120, starting at any number less than two groups of 10. We call this twenty. Add another 1 and
120. In this range, read and write numerals and represent you have 20 + 1 = 21. Do this up to three groups of 10 –
a number of objects with a written numeral. thirty. Give students who struggle lots of activities making
Understand place value. and recognizing numbers using Base Ten blocks.
1.NBT.B.2 Understand that the two digits of a two-digit Classroom activities
number represent amounts of tens and ones.
Which Hat?
1.NBT.B.2.A 10 can be thought of as a bundle of ten ones
— called a “ten.” Place three hats on the floor with the labels ones, teens
and twenties. Have a set of cards of numbers from 1 to
1.NBT.B.2.B The numbers from 11 to 19 are composed of
29. Each student chooses one and works out which hat it
a ten and one, two, three, four, five, six, seven, eight, or
must go in.
nine ones.
Count ‘em!
1.NBT.B.3 Compare two two-digit numbers based on
meanings of the tens and ones digits Give students a set of Base Ten blocks – three 10s and
nine 1s. The teacher holds up a numeral or number word
from a set of flashcards 1–30 and the students make
that number with their blocks. Check them, then hold up
another number.

Animated Lesson: Review the numbers from 20 identify numbers from 25 to Worksheet 1
Recognize and sequence to 30. 30. Count from 20 to 30. Find Number sequence
Song: Today’s a Great Day for missing numbers. Identify the
Numbers number before or after a given
number.
Find: Identify the numerals 25 and select the given numeral Worksheet 2
Number Fish, Ball Pit, Number 30. Identify the words thirty amongst other numerals. Number sense
Grid, Flying Carpets, Buses, and twenty-five. Match the Select the word from amongst
Find the Match numerals. other words. Find the
matching numerals.
Compare: Recognize which number is label two numbers smaller and Worksheet 3
Smaller or Larger Number smaller and which is larger. larger. Compare numbers
Make: Identify how many tens and select the correct number of Worksheet 4
Make the number ones are in a number. tens and ones blocks. Check
Book read along. 20 to 30
56
Numbers Lesson 60 • Worksheet 1 Number sequence
20 to 30 Name
20 21 22 23 24 25
26 27 22 23 30
2 Order the numbers. Write in the bubbles.
22 20 21 24 23 25
30 27 29 26 28

Numbers Lesson 60 • Worksheet 2 Number sense
20 to 30 Name
1 Match the number words and numerals.

thirty 20
21 twenty-three
twenty-five 22
23 twenty-six
twenty-nine 24
25 twenty-one
twenty 26
27 twenty-eight
twenty-two 28
29 twenty-four
twenty-seven 30
2 Write the number.

Numbers Lesson 60 • Worksheet 3 Compare numbers
20 to 30 Name
1 Write the numbers. Color the larger number.
2 Write
one more than
21 29 27 24
one less than
23 26 21 28
Numbers Lesson 60 • Worksheet 4 Check
20 to 30 Name
1 Join the beads together to make number lines.
24 25 26 27 26 25
30 29 28 23 24 25
20 21 22 27 28 29
2 Join the dots.
26
3 8
7 9 11
4
6
5 10
12
13
15 14
16
2 17
18 19
24
1 20
25 23
29 27
28 26 22 21
30

Lesson 61 • Wholes and halves
Learning objectives Extra Assistance
Children will: Students may begin fractions work with a basic
• understand that halves are two equal pieces. understanding of the term half meaning to split something
into two pieces or two groups. A very important teaching
• identify halves and wholes.
point here is that halves are two equal parts. Spend some
• show one half. time on splitting shapes and groups of items into unequal
and equal parts. Ask them to fix unequal ‘halves’ where
possible or to try to split it into half again. Lots of practice
Geometry will reinforce the concept of halves being equal.
Reason with shapes and their attributes.
1.G.A.3 Partition circles and rectangles into two and four
equal shares, describe the shares using the words halves Collage
and fourths. Describe the whole as two of, or four of the Students cut a variety of objects out of magazines to glue
shares. onto a piece of paper. They then split the pictures in half,
Operations & Algebraic Thinking either with a line drawn on with a marker or by cutting
Add and subtract within 20. them into two pieces before gluing them on. They could
also cut out groups of things and split them into equal
groups. Discuss items which are hard to cut in half or
Work with addition and subtraction equations. groups which don’t easily split into halves.
1.OA.D.7 Understand the meaning of the equal sign. Match Up!
Key vocabulary Have a set of cards each with half a 2D shape, object or
animal. Make sure both halves of each item are shared out
half, halves, whole, one, two, equal, share, pieces, how amongst the class. Give the students a time limit to find
many, fraction notation – 2! & 4!, numerals 1–30, –, =, their other half and sit together. Then ask them to draw
number words twenty-one to twenty-five that shape, object or animal in their book and draw a line
to split it in half. Shuffle and hand out the cards again.

Animated Lesson: Understand that halves are cut objects into halves. Identify Worksheet 1
Recognize halves two equal parts of a whole. which objects have been cut Half and whole
Song: Something Very Strange in half.
Vocabulary: Identify the word half. Match select the given word from a Worksheet 2
Elephants, Number Words the numerals and the number group. Select the word for a Halves
words. numeral.
Show: Identify one half of a shape. color one half of a shape Worksheet 3
Fractions, Cut the Fruit, Cut Recognize that 2 equal pieces cut into 2, 4, 6 or 8 pieces. Fractions
the Cake, Color the Flag are 2! and 4 equal pieces are 4!. Identify how many pieces are
needed to share equally.
Count: Identify the numeral 28. select the numeral 28. Count Worksheet 4
Number Grid, Apple Tree, Pop Fill in a subtraction number the total, how many taken Check
the Balloons sentence. Count out a given away and how many left.
number of items. Pop the required number of
balloons.
Book read along. Halves
62
Wholes Lesson 61 • Worksheet 1 Half and whole
and halves
Name
1 Join Mango to the things that are whole.
2 Color the foods that have been cut in half.

Wholes Lesson 61 • Worksheet 2 Halves
and halves
Name
1 Draw a line to cut these foods in half.
2 Color half of each shape.

Wholes Lesson 61 • Worksheet 3 Fractions
and halves
Name
1 Color the halves in red and the wholes in blue.
2 Circle the things cut into halves.

Wholes Lesson 61 • Worksheet 4 Check
and halves
Name
1 Draw
a whole a half-full glass

banana. of milk.
2 Draw a line to cut these shapes in half.

Lesson 62 • 3D shapes: stack, roll and slide
Children will: The movement of 3D shapes can be lots of fun to explore
• understand that 3D objects can stack, roll or slide. with manipulation of blocks and everyday objects. Start by
posing the question of whether a shape can roll, slide or
• identify which motion each 3D shape can make.
stack. Students should predict an answer, then test it out
• recognize that flat faces and curved surfaces make using standard shape blocks and also everyday objects in
different motions possible. that shape. Give them a slope to roll things down and a
smooth flat surface for sliding and stacking.
Geometry Classroom activities
Identify and describe shapes. Make it!
K.G.A.2 Correctly name shapes regardless of their Give each student some playdough or plasticine or clay,
orientations or overall size. some matchsticks or pop sticks, and some paper. They
K.G.A.3 Identify shapes as two-dimensional (lying in a use the modeling materials to make two spheres, cones,
plane, “flat”) or three-dimensional (“solid”). cylinders and cubes. Have them attempt to stack their
Analyze, compare, create, and compose shapes. shapes. See if their shapes will roll down a slope. Ask them
to try to slide their shapes across their desk. Discuss results,
particularly choices of materials and how they affect the
movements.
other attributes. Which Hat?
Place three hats on the floor with the labels stack, slide
Key vocabulary and roll. Have a set of pictures of 3D shapes or a set of
stack, flat, face, sphere, curvy, round, surface, cube, objects in standard 3D shapes. Each student chooses
cylinder, cone, point, roll, slide, flat, solid, 2D, 3D, pyramid, one and works out which hat it must go in. Discuss their
square, triangle, circle, rectangle, far away, near, behind, choices.
in front, on, next to, sides, corners, smaller, larger, left,
above, right, under

Animated Lesson: Introduce the idea that 3D shapes observe 3D shapes attempting to Worksheet 1
Stack, roll or slide? can stack, roll and slide. stack, roll and slide. Stack
Song: Let’s Build a Tower
Match: Recognize whether a shape is flat match the labels 2D and 3D to Worksheet 2
Four in a Row, Sides and or solid. Count the number of the correct shapes. Answer the Roll
Corners sides and corners on a 2D shape. question How many sides/corners?
Identify the number of flat faces Match numbers to a 3D object with
on a 3D object. that many flat faces.
Vocabulary: Know the names for 2D and 3D match shape names to their Worksheet 3
3D Words, Shape Sort, Smaller shapes. Recognize which number objects. Label two numbers smaller Slide
or Larger Number is smaller or larger. and larger.
Find: Comprehend position vocabulary. differentiate between items based Worksheet 4

Position, Color a Pattern, Identify colors in a pattern. on position. Complete the color Check
Above and Below pattern. Select the item in the
position described.
Book along. Stack and Roll
68
Stack, Lesson 62 • Worksheet 1 Stack
roll and
slide Name
1 Match the 3D objects to the pictures.
can stack
cannot stack

Stack, Lesson 62 • Worksheet 2 Roll
roll and
slide Name
1 Circle the objects that roll when pushed.
2 Finish each sentence. can cannot roll stack
Objects with flat faces can ________________ .
Objects with curved surfaces can ________________ .
Objects with a point on top ________________ stack.

Stack, Lesson 62 • Worksheet 3 Slide
roll and
slide Name
1 Circle objects that slide when pushed.
2 Color blue if it rolls, red if it slides, yellow if it rolls and slides.

Stack, Lesson 62 • Worksheet 4 Check
roll and
slide Name
1 Complete the table. ✓ for yes ✗ for no.

can roll can slide can stack
2 Color the 3D objects.

Lesson 63 • Ordinal numbers
Children will: The use of ordinal numbers is contextual; we use them
• identify the ordinal numbers 1st to 10th. when the order of a group of items is important. There
are many real life situations students will be able to relate
• order the ordinal numbers from 1st to 10th.
to – car races, running races, baking competitions, pet
• recognize the word first. shows and sibling order, for example. Use other activities
in the classroom to reinforce the sequence of the ordinal
numbers, such as lining up, taking turns, following
Operations & Algebraic Thinking instructions, or playing sport.
Add and subtract within 20.
fluency for addition and subtraction within 10. Bingo!
Numbers & Operations in Base Ten Each student has a laminated board with nine squares on
Understand place value. it. Ask them to write an ordinal number from 1st to 10th
in each square (use whiteboard markers). Have a set of
flashcards of the ordinal numbers and hold them up one at
a time. Students put a cross on that number on their board
1.NBT.B.2.A 10 can be thought of as a bundle of ten ones if it is there. First one to get a row of three crosses calls out
— called a “ten.” ‘bingo’ and wins! Play again using ordinal number words.
1.NBT.B.2.B The numbers from 11 to 19 are composed of a Order, Order!
ten and one, two, three, four, five, six, seven, eight, or nine
Give each student a card with an ordinal number (1st) or
ones.
word (first) on it. Ask them to find their group (numerals
Key vocabulary or words) and then put themselves in correct order –
without talking! The first group to do so wins. Shuffle and
ordinal numbers, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, play again.
9th, 10th, order, how many, numerals 1–30, –, =, triangle,
rectangle, square, first

Animated Lesson: Introduce ordinal numbers 1st identify the ordinal numbers Worksheet 1
Recognize ordinal numbers to 10th and the words first to and put them in order from Ordinal numbers
tenth. 1st to 10th.
Song: The Pet Show
Order: Recognize and order ordinal move the ordinal numbers into Worksheet 2
Ice Cream Scoops, Racing numbers. their correct order. Use items Ordering
Cars, Race Day, Pizza Maker in the correct order.
Number: Identify the numeral 23. select the numeral 23. Count Worksheet 3
Number Grid, Banana Skins, Subtract items from a group how many, take some away Number sense
Elephants and count the new total. and count how many are left.
Identify the word first. Select the given word.
Making: Identify how many tens add the correct number of Worksheet 4
Make the Number, Dotty and ones are in a number. tens and ones blocks. Draw Check
Shapes Reinforce correct formation of shapes using a set of dots as
shapes. corners.
Book read along. 1st to 10th
74
Ordinal
numbers Lesson 63 • Worksheet 1 Ordinal numbers
1st Name
1 Match each word to its number.
first second third fourth fifth
3rd 4th 1st 5th 2nd
8th 6th 10th 7th 9th
sixth seventh eighth ninth tenth
2 Complete the prize ribbons.
1 2 3 4 5
1st
6 7 8 9 10

Ordinal
numbers Lesson 63 • Worksheet 2 Ordering
1st Name
1 Draw a:
in 4th place. in 3rd place.
in 2nd place. in 1st place.
in 5th place.
1
2 3
4 5
2 Write the missing numbers on the stones.
2nd 4th
10th 8th 7th

Ordinal
numbers Lesson 63 • Worksheet 3 Number sense
1st Name
1 Color.
3rd and 6th green 2nd and 9th blue
1st and 10th yellow 4th and 8th orange
5th and 7th red
Finish
2 Label the cars from 1st to 5th.

FINISH

Ordinal
numbers Lesson 63 • Worksheet 4 Check
1st Name
1 Complete the prizes for the cake contest.
1 2 3 4 5
1st
6 7 8 9 10
8th
2 Circle the answers.

Which cake came first?
Which cake came last?
Which cake came fourth?

Lesson 64 • Money part 1
Children will: To reinforce the concepts of money, value and price, make
• identify the bills and coins. or purchase a set of play money and set up a class shop.
Gather a group of empty boxes, cartons, plastic bottles
• recognize the value of each bill and coin.
and toy food items, give them prices and put them on
• use multiple coins and bills to make amounts. shelves or in baskets. Have a divided box for the money
• add amounts of money to find a total. to go in. Let students play at shopping and being the
shopkeeper in free play and also acting out set problems.
Work with time and money. Order, Order!
2.MD.C.8 Solve word problems involving dollar bills, Give each student a set of coins and discuss what is on
quarters, dimes, nickels, and pennies, using $ and ¢ them, what they are worth and where to find their value.
symbols appropriately. Ask them to put the coins in order from least value to
Operations & Algebraic Thinking highest value on a piece of paper, then trace around them
and draw them. Next, ask them to put the coins in order
of size and compare this to their value order. Discuss.
Shopping
Students each have a set of bills and coins; review their
Key vocabulary values. Hand out catalogs to pairs of students and ask
them to find an item to buy. The duos then work out
money, dollar, bills, coins, numerals from 1–30, 50, 100,
which bills and coins they would use to buy the item. Take
$, ¢, penny, nickel, dime, quarter, half-dollar, amount,
their money, give them any change needed, then ask them
shape, squares, larger, number words twenty-five to thirty,
to find something else to buy with the money they have
o’clock, total, +, =
left. Repeat until they run out of money.

Animated Lesson: Introduce the bills and coins. recognize bills and coins. Worksheet 1
Recognize money Associate them with amounts Read the amount on each bill Bills
of money. and coin.
Song: Shopping is My Favorite
Thing
Find: Identify the word coins. select the word coins. Match Worksheet 2
Buses, Money, Number Words, Recognize each coin and the coins and bills to their Coins
What Time is it? bill and its name and value. names and values. Match the
Identify number words. number words to the numerals
Recognize the time on an 25-30. Select the time being
analog clock. shown on the clock.
Calculate: Recognize that amounts of select the coins and bills to Worksheet 3
Coins to $1, Bills, How Much money can be made with make the given amount. Add Using money
Altogether? multiple coins or bills. Use two prices together to find a
addition to find a total cost. total for an equation.
Counting: Identify how many tens and select the correct number of Worksheet 4
Make the Number, How Many ones are in a number. Measure tens and ones blocks. Count Check
Squares? the area of shapes in squares how many squares and select
using a grid. the larger shape.
Book read along. Coins
80
Money
part 1 Lesson 64 • Worksheet 1 Notes
$ Name
$1
$5
$10
$20
$50
$100
2 Join each item to the correct bill.
$100
$20
$1
$50
$5 $10

Money
part 1 Lesson 64 • Worksheet 2 Coins
$ Name
1 Color:
• 1¢ coin orange • 10¢ coin red
• 5¢ coin blue • 50¢ coin green
• 25¢ coin yellow.
2 Join each item to the correct coin.
10¢
25¢
1¢
50¢
5¢

Money
part 1 Lesson 64 • Worksheet 3 Using money
$ Name
How much do they cost altogether? Add to find the answers.
$3 + $1 =
5¢ + 5¢ =
$6 + $2 =
10¢ + 5¢ =
$10 + $2 =
$20 + $5 =

Money
$ Name
1 Color the most expensive toy blue and the cheapest toy red.
10¢ 50¢
$20 $1
2 Join each item to the correct coin or bill.
5¢
$20 25¢
$5
3 Draw the matching coins.

1¢
10¢ 5¢
25¢

Children will: Counting on can be a helpful strategy when students
• count on from the largest number to add. begin to add as they can count on from the larger number
rather than counting out both numbers. Allow students to
• count on using objects and a number line.
draw the items, to use manipulatives such as counters, or
• add to 20. give them a laminated number line. They should start with
the larger number and then count on to add the smaller
number.
Represent and solve problems involving addition and Classroom activities
subtraction. Jump to it!
1.OA.A.2 Solve word problems that call for addition of Draw a number line on the playground from 1 to 20. Ask
three whole numbers whose sum is less than or equal to a student to stand on a given number. Give that student
20. a second number and ask them to count on that many
Add and subtract within 20. places by jumping along the number line. They should
1.OA.C.5 Relate counting to addition and subtraction, e.g., then be able to tell you the total of the two numbers – the
by counting on 2 to add 2. number they are standing on!
1.OA.C.6 Add and subtract within 20, demonstrating Count ‘em!
fluency for addition and subtraction within 10. Use Give students a set of 10 items – counters or counting
strategies such as counting on and creating equivalent but bears for example. Write an addition sum on the board
easier or known sums . where one number is 8–15 and the other number is 1–7.
The total must be under 20. Ask students to use their
Key vocabulary items to find the answer. They can’t make both groups so
add, count on, numerals 1–30, number line, +, =, total, they must make one number and count on from the other.
sum, calculator Discuss how counting the smaller number is more efficient.

Animated Lesson: Use counting on from the count on from the biggest Worksheet 1
Count on to add biggest number to add number to find a total up to Count on
numbers totalling between 10 20. Count on using a number
and 20. line.
Song: The Number Line Sum
Addition strategies: Count by twos to add. Add count pairs of items to find Worksheet 2
Counting by 2s, Number Line two numbers using a number the total. Count on along Number lines
Sums, Broken Calculator line. Break a number into a number line to add. Add
smaller parts to add to another two numbers on a calculator
number. without using certain
numerals.
Addition fluency: Add three numbers in add three numbers to find the Worksheet 3
Add Three, Inchworm, Sound an equation. Answer an total. Select the answer to a Fluent addition
Sums addition equation. Use given sum. Listen to a sum and
mental strategies to add two find the answer.
numbers.
Number: Count out the appropriate give each animal the right Worksheet 4
Animal Legs, Number Grid, number of legs. Recognize number of legs. Find the Check
Make the Number the numeral 29. Identify how numeral 29. Select the correct
many tens and ones are in a number of tens and ones
number. blocks.
Book read along. Zoo Trip
86
Add to Lesson 65 • Worksheet 1 Count on
20 Name
1 Count on from the first number. Find the answer.
7 + 5 = 8 + 7 =
9 + 6 = 13 + 4 =
11 + 3 = 16 + 2 =
2 Count on from the larger number.
7 + 4 = 8 + 5 =
10 + 2 = 12 + 3 =
14 + 2 = 15 + 4 =

Add to Lesson 65 • Worksheet 2 Number lines
20 Name
1 Use the number lines to find the answers.
9 10 11 12 13 14 15
9+4=
11 12 13 14 15 16 17
11 + 5 =
14 15 16 17 18 19 20
14 + 6 =
2 Find the answers.
10 11 12 13 14 15 16
10 + 4 =
12 13 14 15 16 17 18
12 + 5 =
Add to Lesson 65 • Worksheet 3 Fluent addition
20 Name
Add numbers to the middle number in each wheel.
3 1 3 5
+1 +2
2 4 2 4
7 5 3 5
+3 +4
6 3 6 4

Add to Lesson 65 • Worksheet 4 Check
20 Name
1 Use the number lines to find the answers.
11 12 13 14 15 16 17
11 + 4 =
13 14 15 16 17 18 19
13 + 6 =
2 Find the answers.
0 1 2 3 4 5 6 7 8 9 10
3+1+2=
0 1 2 3 4 5 6 7 8 9 10
6+3+1=

Lesson 66 • Halves and fourths
Children will: The word half is not as obviously fitting as the terms ‘third’
or ‘fourth’ are. However, fraction notation is much clearer.
• understand that fourths are four equal pieces.
Fractions are made by dividing something into equal parts.
• identify fourths, halves and wholes. When you cut a cake into 4 equal pieces, each piece is
• show one fourth. called a fourth. It is one of four equal parts so the notation
for this is 1 over 4: 4!, which can be directly linked to the
Common Core State Standards concept of the fraction. Explain this every time you use or
Geometry encounter fraction notation to reinforce the concept.
Reason with shapes and their attributes.
1.G.A.3 Partition circles and rectangles into two and four
equal shares, describe the shares using the words halves, Which Hat?
fourths, and quarters. Describe the whole as two of, or Place three hats on the floor with the labels whole, halves
four of the shares. and fourths. Have a set of pictures of shapes or objects
Operations & Algebraic Thinking either whole, cut in half or in fourths. Each student
chooses one and works out which hat it must go in.
Discuss their choices.
Gobble
Give each student a slice of bread and a plastic butter
Key vocabulary knife. Ask them to trace around the bread on their
page. Now ask them to cut the bread in half and draw
fourth, half, halves, whole, share, equally, how many
a corresponding line on their outline. Next they cut the
pieces, fraction notation – 2! & 4!, far away, near, in front,
bread into fourths and draw another line. Tell them they
behind, on, next to, coins, cents, dollar, numerals 1–10, 20,
can gobble some of the bread! They then have to color in
50, –, =
the fourths they gobbled and tell the class how much they
ate – one or three fourths, one half, or the whole slice.

Animated Lesson: Understand that fourths are identify which objects have Worksheet 1
Recognize fourths four equal parts of a whole. been cut into fourths. Fourths
Song: Chopping Up the Jelly
Snake
Vocabulary: Identify the word fourth. select the given word. Worksheet 2
Ice the Cakes, Position Comprehend position Differentiate between two Whole, half, fourth
vocabulary. items based on their position.
Show: Identify one fourth of a shape. color one fourth of a shape Worksheet 3
Fractions, Cut the Fruit, Color Recognize that 2 equal pieces cut into 4 pieces. Identify how Fractions
the Flag, Cut the Cake are 2!, 3 equal pieces are 3! and many pieces are needed to
4 equal pieces are 4!. Identify share equally. Color one half
one half of a shape. of a shape cut into 2, 4, 6 or
8 pieces.
Calculate: Recognize that amounts select the coins to make the Worksheet 4
Coins to $1, Cookie Gremlin of money can be made given amount. Count a group, Check
with multiple coins. Fill in a how many taken away and
subtraction number sentence. how many left.
Book read along. Fourths
92
Halves and
fourths Lesson 66 • Worksheet 1 Fourths
Name
1 Cut the foods into fourths.
whole halves fourths
2 Color the items that have been cut into fourths.

Halves and
fourths Lesson 66 • Worksheet 2 Whole, half, fourth
Name
1 Match each fraction to a word.
whole
half
fourth
2 Color.
one fourth one half one whole

Halves and
fourths Lesson 66 • Worksheet 3 Fractions
Name
half
fourths
2 Draw lines to cut
in half. in fourths.
Halves and
fourths Lesson 66 • Worksheet 4 Check
Name
1 Match the words to the pictures.
fourths whole halves
2 Color the fourths blue and the halves red.

Remember to look for equal parts.

Lesson 67 • Counting 30-40
Children will: The hundred chart can be a useful resource for working
• identify the numbers 30–40. with numbers from 1 to 100. Students can use it like an
extended number line to find numbers before or after a
• order the numbers from 30–40.
given number, to add by counting on and to subtract by
• recognize the sequence of the numbers 30–40. counting back. It can also be used to show the repetition
of ones digits down the columns and tens across the rows.
This can provide a visual aide for students struggling to
Number & Operations in Base Ten understand the Base Ten number system.
120. In this range, read and write numerals and represent a Order, Order!
number of objects with a written numeral. Give individual or pairs of students a set of cards for the
Understand place value. numerals 0–40. Ask them to lay the cards out in correct
1.NBT.B.2 Understand that the two digits of a two-digit order. Next they are going to race to put them in reverse
number represent amounts of tens and ones. order, 40 to 0. Say ‘ready, set, go!’ Praise the fastest. Race
again to put them back in counting order. Repeat until
they have had enough.
Larger or Smaller?
Give each student a number up to 40 on a card. Keep
fluency for addition and subtraction within 10. Use
it secret! Ask students to pair up with someone and
strategies such as creating equivalent but easier or known
compare numbers silently. The student with the smaller
sums.
number must sit down. The students left standing pair
Key vocabulary up again and again, until the student with the highest
number is left standing. Play again, this time looking for
numerals 1–40, double, bills, coins, dollars, o’clock, +, =, the smallest number.
half, share, equally, forty

Animated Lesson: Introduce the numbers in the put the numbers 30–40 in Worksheet 1
Recognize and order sequence 30 to 40. order. Identify the number Number sequence
Song: On Your Marks before or after a given number.
Find: Identify the numeral 40. select the numeral 40. Select Worksheet 2
Number Fish, Number Grid, Identify the word forty. the word forty. Number sense
Rockets
Calculate: Identify how many tens select the correct number Worksheet 3
Make the Number, Bills, and ones are in a number. of tens and ones blocks. Compare numbers
Broken Calculator, Feeding Recognize that amounts of Select the coins and bills to
Fractions money can be made with make the given amount.
multiple coins or bills. Break a Add two numbers on a
larger number into two parts calculator without using
to add to another number. certain numerals. Share the
Divide a group into two equal cookies equally between two
halves. monsters.
Match: Understand that two identical find the identical group and Worksheet 4
Double Bugs, What Time is it? groups make a double. make the double number. Check
Recognize the time on an Select the time being shown
analog clock. on the clock.
98
Counting Lesson 67 • Worksheet 1 Number sequence
30-40 Name
30 31 32 33 34
35 36 37 38 39 40
2 Order the numbers. Write them in the nests.
32 30 31 35 33 34
40 38 36 39 37

Counting Lesson 67 • Worksheet 2 Number sense
30-40 Name
1 Match the number words and numerals.
thirty-three
35
thirty-seven 31
thirty
37
thirty-five 34
30 thirty-six
thirty-one 32
39 forty
thirty-four 33
36 thirty-nine
38
thirty-two
40 thirty-eight
2 Write the numerals from 20 to 40 in order.

20,
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Counting Lesson 67 • Worksheet 3 Compare numbers
30-40 Name
30 9 32 33 34 35 36 37 38 39 40
2 Write.
one more than
30 34 37 39
one less than
31 33 36 38
3 Color the correct number of blocks.
33 40 38
Counting Lesson 67 • Worksheet 4 Check
30-40 Name
1 Join the berries together to make number lines.
30 31 32 37 36 35
40 39 38 32 31 30
35 34 33 33 34 35
4 8 10 11 14 15 17
3 5
9 12 13 16
2 Complete the
21
dot to dot. 20 22
Color. 6 7
18
19
28
2
29 27
23
26 25
1 30 24

Lesson 68 • Find the difference
Children will: How many are left? What is the difference? These two
• count to find the difference in number between two questions are using the same concept – subtraction. The
groups. subtraction equation represents both situations and will
link the ideas for your students. Lay out 10 items in a
• find the difference between two numbers on the
row. Take 4 away. Record this in an equation: 10 – 4 = 6.
number line.
Now lay a row of 10 items and a second row of 4 items
• link finding the difference to the subtraction equation. underneath. Use the equation to find the difference:
10 – 4 = 6. Show students how both questions ask you to
find the number of items left over.
Represent and solve problems involving addition and Classroom activities
subtraction. Count ‘em!
1.OA.A.1 Use addition and subtraction within 20 to solve Give each student 10 counting items. Put them in pairs
word problems involving situations of adding to, taking with a barrier between or sitting back to back. Ask each
from, putting together, taking apart, and comparing, with person to select a number and make a group of items.
unknowns in all positions. Students must line up the two groups in rows and count
Add and subtract within 20. the difference, filling in a number sentence. Repeat until
1.OA.C.5 Relate counting to addition and subtraction, e.g., they have ten equations written.
by counting on 2 to add 2. Jump to it!
1.OA.C.6 Add and subtract within 20, demonstrating Draw a large number line on the playground. Ask two
fluency for addition and subtraction within 10. students to stand on different numbers. Have a third
student count the jumps from one to the other to find the
Key vocabulary difference between the numbers. Show students that in
difference, –, =, numerals 0–12 and 30–36, count, how this context it doesn’t matter what direction they count in,
many, number line, o’clock, number words one to twelve the number of places between is what is important and it
and thirty to thirty-five, sum doesn’t change.

Animated Lesson: Introduce the idea of line up two groups of items Worksheet 1
Count the difference difference in number between and count the difference. Count the difference
two groups of items. Use Mark two numbers on the
a number line to find the number line and count the
difference. difference.
Song: How You Find the
Difference
Subtract: Subtract some items from a count how many, take some Worksheet 2
Take Away, Cover Up group and find the new total. away and count how many Number lines
are left.
Number sentences: Fill in a subtraction number count the total, items taken Worksheet 3
Apple Tree, Cookie Gremlin, sentence. Identify subtraction away and how many left to fill Number sentences
Four in a Row, Ten Pin Bowling sums that have the given in the equation. Match each
number as an answer. number to a sum.
Find: Identify the numeral 36. select the numeral 36. Move Worksheet 4
Number Grid, O’clock Clocks, Tell time on the hour with the small hand on the clock Word problems
Number Words an analog clock. Match the to show the hour. Choose the
numerals and the number word for each numeral.
words.
Book read along. Subtract on a Number Line
104
Find the Lesson 68 • Worksheet 1 Count the difference
difference
Name
Count to find the difference.
The difference between 6 and 4 is
✿✿✿✿✿✿✿✿
◗ ◗ ◗ ◗ ◗ 8–5=
❑❑❑❑❑❑❑❑❑
❍❍❍❍❍❍
9–6=
Find the Lesson 68 • Worksheet 2 Number lines
difference
Name
Count the jumps to find the difference.
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6 7 8 9 10
8–4=
0 1 2 3 4 5 6 7 8 9 10
7–2=
Find the Lesson 68 • Worksheet 3 Number sentences
difference
Name
How many more?
– = more
– = more
– =
Find the Lesson 68 • Worksheet 4 Word problems
difference
Name
Draw the problems and find the answers.

1 Mango has 10 pink marbles. Dizzy has 8 blue marbles.
How many more pink marbles are there?
There are more pink marbles.
2 Ruby has 9 green bows. Doc has 3 red bows.

How many more green bows are there?
There are more green bows.

Lesson 69 • Putting shapes together
Children will: When teaching students to compose shapes, reinforce
• fit 2D shapes over larger 2D shapes. their use of correct vocabulary. Ask them to name the
2D shapes or 3D objects they used and also to name
• compose 2D shapes to make larger shapes.
the shape they composed. Have them explain how they
• copy a model composed of 3D objects. made the shape, encouraging them to use words such
as fit, match, equal sides, same size, 2D and 3D. Use
more complex vocabulary in your dialogue with them
Geometry to familiarise them with the terminology, eg compose,
Reason with shapes and their attributes. composition and composite figure.
1.G.A.2 Compose two-dimensional shapes (rectangles,
squares, trapezoids, triangles, half-circles, and quarter-
circles) or three-dimensional shapes (cubes, right Collage
rectangular prisms, right circular cones, and right circular Provide students with a piece of paper and lots of shapes
cylinders) to create a composite shape, and compose new cut out of colored paper – triangles, squares, rectangles,
shapes from the composite shape. semicircles. Ask them to compose larger, recognizable
Measurement & Data shapes using 2 or more of the colored shapes and glue
Describe and compare measurable attributes. them onto the paper. They must label each shape with its
name when it is composed.
K.MD.A.1 Describe measurable attributes of objects, such
as length or weight. Make it!
Have students use a variety of recycled materials such as
Key vocabulary tubes and boxes as well as cardboard they can cut and
triangle, square, rectangle, semicircle, circle, compose, shape to create a recognizable object from 3D shapes.
hexagon, 3D, object, model, –, =, numbers 0–10, largest, Then ask them to write a label naming the object and the
area, far away, near, behind, in front, on, next to, smallest, 3D shapes they used to make it, for example: a rocket –
share, equally, larger, smaller cylinder, cone, cube.

Animated Lesson: Introduce the idea of fit smaller 2D shapes onto larger Worksheet 1
Compose shapes composing shapes – putting 2D shapes. Copy a model using 2D shapes
things together to make new 3D objects.
shapes.
Sort: Differentiate items by size. order items by size. Choose the Worksheet 2
Big Small Short Tall, Largest Identify which item has the biggest or smallest item. Count Compose shapes
Area, Smallest Area, How largest or smallest area. the squares in each shape and
Many Squares?, Position Measure area in squares using identify which is larger. Sort
a grid. Differentiate between items using position vocabulary.
items based on position.
Draw: Reinforce correct formation of draw shapes using a set of dots Worksheet 3
Dotty Shapes shapes. as corners. 3D objects
Calculate: Find the difference between put two number bars on Worksheet 4
Number Bar Take Away, Cows two numbers on the number the number line and find Check
in Paddocks, Smaller or Larger line. Divide items into equal the difference. Share items
Number groups. Recognize which into equal groups. Label two
number is smaller or larger. numbers smaller and larger.
Book read along. Putting shapes together
110
Putting Lesson 69 • Worksheet 1
2D shapes
shapes
together Name
1 Draw.
a triangle a rectangle a square
2 Draw one line to change each shape into 2 triangles.
3 Draw 2 lines on each shape to make 4 smaller 2D shapes.

Name the shapes you have made.
________________ ________________ ________________

Compose shapes
shapes
together Name
1 Draw
2 rectangles making a square. 4 squares making a rectangle.
2 Put together 2 half circles.

What shape did you make? ______________________
3 Put together 4 triangles.
What shape did you make? ______________________

3D objects
shapes
together Name
1 Color the cones red, the cubes blue,

the cylinders green and the
rectangular prisms yellow.
2 Draw your own object made from 3D shapes. Color.

Check
shapes
together Name
1 How many different ways can you make these shapes using
smaller shapes? Use pattern blocks to help you.

Lesson 70 • Time: digital and half-past
Children will: Review the known vocabulary and concepts of time.
• recognize digital time on the hour using :00. Students should know the terms o’clock and on the hour,
and relate them to the analog clock. When introducing the
• identify half-past times on analog clocks.
term half past inform students that this means half past
• read times on the hour and half-past written in words. the hour, so the long hand is halfway round the clock,
sitting on the 6. This gives them a visual to reinforce their
understanding.
Measurement & Data
Tell and write time. Classroom activities
1.MD.B.3 Tell and write time in hours and half-hours using What’s the Time?
analog and digital clocks. Bring in a number of clocks and show the class how they
Number & Operations in Base Ten each tell the same time – a digital watch and an analog
Extend the counting sequence. watch, a digital clock, an analog wall clock with numbers,
an analog clock with markers but no numbers, and a clock
with no markers at all. Have the students draw a couple
120. In this range, read and write numerals and represent a
of the clocks in their books and show different hours with
number of objects with a written numeral.
them.
Understand place value.
Game Time!
You can play lots of games using time vocabulary and
concepts. Make a set of cards with o’clock and half past
Key vocabulary times, plus corresponding analog and digital clocks, and
play Snap, Memory or Go Fish. Draw a big clock on the
time, digital, o’clock, numerals 0–40, half past, number playground and ask pairs of students to be the hands and
words one to forty, longer, shorter, ordinal numbers 1st to point to the right time. Blindfold a student in the centre of
8th, sphere, cube, cylinder, pyramid, cone the clock and ask them to show a time using both arms.
Finally, a classic game using time vocabulary is What’s the
time Mr Wolf?

Animated Lesson: Read digital o’clock times identify digital times. Match Worksheet 1
Recognize digital times using :00. Identify half-past a digital time to an analog Digital time
times on analog clocks and in clock. Find the half-past times
words. on analog clocks. Match the
Song: Time to Get Ready analog clock time to the time
in words.
Using clocks: Tell time on the hour with an move the small hand on the Worksheet 2
O’clock Clocks, Half-past analog clock. Recognize the clock to show the hour. Select Half-past
Clocks, What Time is it? time on an analog or digital the time being shown on the
clock. clock.
Match: Estimate the length of time label the activities longer Worksheet 3
How Long Does it Take?, 3D given activities would take. or shorter in terms of time. Time
Words Know the names for 3D Match shape names to their
shapes. objects.
Number: Identify the numeral 37. find the numeral 37. Move Worksheet 4
Number Grid, Ice Cream Order ordinal numbers. Match ordinal numbers into correct Check
Scoops, Number Words, Make numerals and number words. order. Match the word for a
the Number Identify how many tens and numeral. Select the correct
ones are in a number. number of tens and ones blocks.
Book read along. More time, less time
116
Time: Lesson 70 • Worksheet 1 Digital time
Digital and
Name
half-past
1 Match the digital times to the clocks.
4 : 00
8 : 00
I0 : 00
2 : 00
2 Write the missing numbers in the digital clocks.

04 : 00 05 : 00
00: 00 00: 00
Time: Lesson 70 • Worksheet 2 Half-past
Digital and
Name
half-past

Color the big hand red. Color the small hand green.
What time is it?

It’s half-past .
half-past 7
half-past 12
half-past 6
half-past 3

Time: Lesson 70 • Worksheet 3 Time
Digital and
Name
half-past
What time is it?
It’s 10 o’clock. Time to play.
04 : 00
It’s _______ o’clock. Time for lunch.
0 I : 00
It’s _______ o’clock. Time to ride.
04 : 00

Time: Lesson 70 • Worksheet 4 Check
Digital and
Name
half-past
1 What time is it?
04 : 00
________ o’clock
04 : 30
_______________________
2 Write the time for:
the start of school. 04 : 00

lunch. 04 : 00
going home. 04 : 00
Lesson 71 • Sharing
Children will: Sharing is the basis for learning multiplication and division.
• count to share items into equal groups. Begin with demonstrations where you share items
unequally between 2 or 3 students and ask them if it is
• identify how many items are in each group.
fair and why not. The goal should be equal groups, so
• find the total number of items. students need to find a better way of sharing. Lead them
towards the idea of handing one item to each student
in turn until they are all gone and stress that each group
Operations & Algebraic Thinking should be equal at the end.
Work with equal groups of objects to gain foundations for
multiplication. Classroom activities
2.OA.C.4 Use addition to find the total number of objects Count ‘em!
arranged in rectangular arrays with up to 5 rows and up to Give students 12 items – counters, pop sticks, blocks or
5 columns; write an equation to express the total as a sum counting bears for example. The teacher says, “Make 2
of equal addends. groups.” and students count out the items into 2 equal
Represent and solve problems involving addition and groups. Then they write a sentence, eg 12 shared into 2
subtraction. groups is 6 each. Repeat, making 3, 4 and 6 groups. This
1.OA.A.1 Use addition and subtraction within 20 to solve can also be done with 6, 8, 9, 10, 14, 15, 16, 18 or 20
word problems involving situations of adding to, taking items depending on ability levels of students.
from, putting together, taking apart, and comparing, with Making Groups
unknowns in all positions. This is best done in a hall or on the playground. The
1.OA.A.2 Solve word problems that call for addition of teacher calls out a number and students move into groups
three whole numbers whose sum is less than or equal to of that number. Students who are “leftover” get to help
20. the teacher add up how many groups and how many
students altogether and record this, eg 4 groups of 6 = 24
Key vocabulary altogether.
share, count out, equally, numerals 0–41, how many, each,
left, –, =, price, cost, most, least, $, ¢

Animated Lesson: Introduce the idea of sharing by share up to 16 seeds equally Worksheet 1
Count and share counting out items so everyone between 2, 3, 4 or 5 pots. Answer Counting out
gets an equal amount. the question How many seeds each?
Song: Sharing Things is Easy to Do
Share: Share up to 16 items equally into move items to make a set number Worksheet 2
Cat Fish, Cows in Paddocks, 2 to 6 groups. Count out the of equal groups. Give each animal Sharing
Flower Power, Building Towers, appropriate number of legs. the right number of legs.
Animal Legs
Number sentences: Fill in a subtraction number count how many taken away and Worksheet 3
Cookie Gremlin, Doggy Bones sentence. Share items into groups how many left to fill in the equation. Number sentences
of a certain size and complete the Share out the items as instructed
repeated addition sum. and select the total number of
items.
Find: Identify the numeral 41. Compare select the numeral 41 amongst Worksheet 4
Dinosaurs, Prices the prices of items in dollars and other numerals. Read price tags to Check
cents. find the item which costs the most
or least.
Book along. Sharing
122
Sharing Lesson 71 • Worksheet 1 Counting out
Name
1 Share equally.
leaves
plates
How many leaves on each plate?
strawberries
plates
How many strawberries each?

Sharing Lesson 71 • Worksheet 2 Sharing
Name
1 Share equally.
How many carrots each?
2 Share.
How many worms each?
3 Draw lines to share the seeds equally.

How many seeds in each pot?

Sharing Lesson 71 • Worksheet 3 Number sentences
Name
Share equally.
12 bees shared between 3 flowers is each.
6 candles shared between 2 cakes is each.
6 eggs shared between 3 nests is each.
6 cookies shared between 2 plates is each.

Sharing Lesson 71 • Worksheet 4 Check
Name
1 Share the sheep equally between 2 paddocks.
sheep shared between paddocks is each.
2 Share equally.
fish shared between bowls is each.
balls shared between children is each.

Lesson 72 • Doubles Part 2
Children will: This lesson extends students’ knowledge of doubling
• understand that a double is a number added to itself. using the numbers 6 to 10. These doubles should become
known addition facts. Making a chart on paper or in
• count and add to make doubles.
their books showing the doubles facts 1–10 as addition
• use addition equations to show doubles. sums and two groups of items could help visual learners
remember them. For higher ability students you could
show them the multiplication equation £ × 2 = £, leading
Operations & Algebraic Thinking into the two times tables.
Represent and solve problems involving addition and
subtraction. Classroom activities
1.OA.A.1 Use addition and subtraction within 20 to solve Match Up!
word problems involving situations of adding to, taking Give half the students a dot pattern from 1 to 10 and
from, putting together, taking apart, and comparing, with the other half a number which is double a dot pattern.
unknowns in all positions. Give them a time limit to find a matching partner and sit
Add and subtract within 20. together. Then ask them to draw the dot pattern twice on
1.OA.C.6 Add and subtract within 20, demonstrating a domino-shaped card and fill in the equation £ + £ =£.
fluency for addition and subtraction within 10. Repeat until they have all 10 doubles facts written down.
Bingo!
Key vocabulary Give students a laminated board with 6 squares on it. Ask
double, doubling, doubles, doubled, numerals 1–40, +, them to write a number from 1 to 10 in each square (use
=, how many, altogether, smaller, larger, same number, whiteboard markers). Have a set of flashcards of the even
pattern, dice, ten frame, add, o’clock, clock, small hand, numbers from 2 to 20 and hold them up one at a time.
number words one to twelve, sums Students must work out which number is doubled to make
the even number and put a cross on that number on their
board if it is there. First one to get six crosses calls out
bingo and wins!

Animated Lesson: Revise doubles – adding a number double a group of items and count Worksheet 1
Recognize and count to itself to find the double. to find the total up to 20. Counting doubles
Song: Doubling is Fun
Count: Understand that two identical find the identical group and the Worksheet 2
Double Bugs, Double Dice, Ten groups make a double. Identify double number. Subitise dot Doubling
Frame Puzzle two groups which make ten. patterns to tell the double number.
Select two groups of dots to fill the
ten frame.
Find: Identify the numeral 35. select the numeral 35. Choose the Worksheet 3
Number Grid, Continue the Recognize a pattern and select next item in the pattern. Find three Adding doubles
Pattern, Top Hat Numbers, the next item. Add three numbers numbers which make the total.
Space Hop in an equation. Identify sums with Find sums which add to the given
the given answer. number.
Show: Recognize which number is label two numbers smaller and Worksheet 4
Smaller or Larger Number, smaller and which is larger. Tell larger. Move the small hand on the Check
O’clock Clocks time on an analog clock. clock to show the hour.
Book along. More Doubles
128
Doubles
Lesson 72 • Worksheet 1 Counting doubles
Part 2
Name
1 Draw matching spots. Write the answers.
Double 6 is Double 8 is Double 7 is
2 Write the answers.
+ = + =
+ = + =
+ = + =
+ = + =
Doubles
Lesson 72 • Worksheet 2 Doubling
Part 2
Name
Double the number of items. Write the missing numbers.
+ Double is
+ Double is
+ Double is
+ Double is
+ Double is

Doubles
Part 2 Lesson 72 • Worksheet 3 Adding doubles
Name
Write the missing numbers.
+ 5 + 5 =
+ 5 + 6 =
+ 5 + 5 = 14
+ 5 + 5 = 16
+ 9 + 5 = 18
+ 5 + 5 =

Doubles
Part 2 Lesson 72 • Worksheet 4 Check
Name
2 I double
numbers!
×2
Write the answers. 4
6 3
×2 ×2
5 7
×2 ×2
×2

Lesson 73 • Heavy and light part 2
Children will: Weight is an area where kinesthetic lesson ideas really
• identify items which are heavy and light. reinforce the concept. Have a variety of objects for
students to weigh. Begin with hefting the items, one in
• use a balance scale to sort items by weight.
each hand where possible, to get a sense of their relative
• understand that if the scale balances they weigh the weight and order them from heaviest to lightest. Then
same. use a balance scale to confirm the order. For extension
students, provide a digital scale to measure the items
which seem the same.
Measurement & Data
Describe and compare measurable attributes. Classroom activities
K.MD.A.1 Describe measurable attributes of objects, such Which Hat?
as length or weight. Place three hats on the floor with the labels lighter, heavier
K.MD.A.2 Directly compare two objects with a measurable and the same, then put out an object to compare to, such
attribute in common, to see which object has “more as an apple. Have a set of items or pictures of things which
of”/”less of” the attribute, and describe the difference. are lighter, heavier and the same weight as the object.
Operations & Algebraic Thinking Each student chooses one and works out which hat it
must go in. Allow them to heft the items or use a balance
scale if they are not sure.
Compare and Write
Key vocabulary Have a set of items and a balance scale on a table. Write
the phrases is heavier than, is lighter than and is the same
balance scale, heavy, light, heaviest, lightest, the same,
as on the board. Ask each child to choose two items to
heavier, lighter, numerals 1–40, how many, left, –, =,
weigh and write a sentence using one of the phrases, eg
smallest, area, shape, cover, squares, larger, number words
The apple is heavier than the feather. After they illustrate it
one to forty, weigh, order
with a drawing of a scale and the two items, the class can
make a book.

Animated Lesson: Use a balance scale to identify items which are Worksheet 1
Recognize weight difference determine which items are heaviest or lightest by putting Heavy and light
heaviest and lightest. Find how them on a balance scale.
many eggs weight the same as Move enough small objects to
an item by balancing the scale. balance the item on the scale.
Song: Heavy, Light and the
Same
Sort: Differentiate items by weight. label items as heavy and light. Worksheet 2
Heavy or Light?, Balance Identify the item which takes Choose the object which is Balance scales
Scales, Smallest Area, How up the smallest area. Measure heavier or lighter. Select the
Many Squares?, Light, Heavy, area in squares using a grid. smallest item. Identify which
Heaviest shape is larger. Order items by
weight.
Find: Identify the numeral 34. select the numeral 34. Choose Worksheet 3
Number Grid, Buses, Number Recognize the word heavy. the given word. Select the Weighing the same
Words Match numerals and their word for a numeral.
number words.
Operations: Subtract some items from a count how many, take some Worksheet 4
Cover Up group and find the new total. away and count how many are Check
left.
Book read along. Which one is heavier?
134
Heavy and
Lesson 73 • Worksheet 1 Heavy and light
light part 2
Name
1 Circle.
heavier lighter
heaviest lightest
2 Draw something
heavier. lighter.
Heavy and
Lesson 73 • Worksheet 2 Balance scales
light part 2
Name
1 Circle.
heavier lighter
heavier lighter
2 Draw the items on the scales.

Heavy and
Lesson 73 • Worksheet 3 Weighing the same
light part 2
Name
1 Color the scales that are balanced.
2 Draw things on the scales that you think will balance.

Heavy and
light part 2
Name
1 Circle.
heavier lighter
2 Draw the items on the scales.
3 Match things that might weigh the same.

Lesson 74 • Grouping
Children will: Grouping can be dividing a larger group into smaller,
• divide a larger group into smaller, equal groups. equal groups, but it also involves working with groups. For
example, adding groups to make a total or adding a given
• count out groups of a given number.
number of groups to find the total. This is a topic where
• add groups to make a total. lots of hands on work can help cement the concepts,
especially for kinesthetic and visual learners. Give them
lots of activities with items like counting bears, Base Ten
Operations & Algebraic Thinking blocks, and counters to make groups and then count or
Work with equal groups of objects to gain foundations for add those groups.
multiplication.
2.OA.C.4 Use addition to find the total number of objects
arranged in rectangular arrays with up to 5 rows and up to Count ‘em!
5 columns; write an equation to express the total as a sum Give students 18 items – counters, blocks or counting
of equal addends. bears for example. The teacher says, “Make groups of 2.”
Represent and solve problems involving addition and and students count out the items into groups of 2. Then
subtraction. they write a sentence, eg 9 groups of 2 makes 18. Repeat,
1.OA.A.1 Use addition and subtraction within 20 to solve making groups of 3, 6 and 9. This can also be done with
word problems involving situations of adding to, taking 6, 8, 9, 10, 14, 15, 16, 18 or 20 items depending on ability
from, putting together, taking apart, and comparing, with levels of students.
unknowns in all positions. Match up!
Give out cards depicting groups of 2 or 3 in dot patterns
Key vocabulary on one side and groups of 4 or 5 on the other side. Given
groups of, grouping, numerals 1–40, how many, a total by the teacher, students must add their groups to
altogether, each, share, equally, order, smallest, largest, make it. For example, the teacher says 12. They can put
–, = together 6 cards of 2, 4 cards of 3 or 3 cards of 4. Given a
total of 10, they can have pairs of 5s or 5 sets of 2.

Animated Lesson: Introduce the idea of dividing make small, equal groups from Worksheet 1
Counting out groups a group into smaller, equal a large group of items. Share Counting out
groups. items into groups of a given
Song: There’s Something number.
Special about Sharing
Groups: Identify groups of a given select the groups which have Worksheet 2
Groups, How Many Groups? number. Add equal groups the given number. Select the Grouping
until they total a target correct number of groups to
number. make the target number.
Share: Share up to 16 items equally move items to make a set Worksheet 3

Cat Fish, Cut the Fruit, Flower into 2, 3 or 4 groups. Identify number of equal groups. Sharing
Power, Building Towers how many pieces are needed Choose the number of pieces
to share equally. needed to match the plates.
Count: Identify correct numerical put numerals in order on Worksheet 4

Lily Pads, Make the Number, order. Identify how many tens the number line. Select the Check
Apple Tree and ones are in a number. correct number of tens and
Fill in a subtraction number ones blocks. Count how many
sentence. taken away and how many
left.
Book read along. Making groups
140
Grouping Lesson 74 • Worksheet 1 Counting out
Name
1 Circle groups of 2.
How many
groups?
How many
groups?
How many
groups?
2 Count.
groups of pencils
groups of fish
groups of apples
groups of balloons

Grouping Lesson 74 • Worksheet 2 Grouping
Name
1 Make 4 groups. Color 5 red, 5 yellow, 5 green, 5 orange.
Complete. 4 groups of 5 fish is altogether.

2 Circle groups of 3.
groups of 3 crabs = altogether

Grouping Lesson 74 • Worksheet 3 Sharing
Name
Share the candles equally.
How many candles on each cake?
groups of = Color each cake.

Grouping Lesson 74 • Worksheet 4 Check
Name
1 Circle.
groups of 2
groups of 3
groups of 4
2 Draw
3 groups of 2. 4 groups of 3.
Lesson 75 • Counting 40-50
Children will: To understand numbers from 10 to 100, students need to
• identify the numbers 40–50. grasp the idea of place value. When we represent a number,
we make groups of ten and write a single digit to show how
• order the numbers from 40–50.
many groups of ten we have. The ones which do not add up
• recognize the sequence of the numbers 40–50. to a ten are written to the right of the number of tens using
a single digit number. We say the tens, then ones, eg forty-
two. Revising how to write numbers may seem a bit basic,
Number & Operations in Base Ten but this system is vital for understanding larger numbers and
Extend the counting sequence. operations.
120. In this range, read and write numerals and represent a
number of objects with a written numeral. Match up!
Understand place value. Give one third of the class a card with 40 written on it,
1.NBT.B.2 Understand that the two digits of a two-digit one third get a numeral from 1–9, and the rest get a
number represent amounts of tens and ones. number from 41–49. Have them make trios which can
complete the number sentence: 40 + # = 4#. They write
out the sum and represent it with Base Ten blocks. Swap
Add and subtract within 20. cards and go again.
1.OA.C.5 Relate counting to addition and subtraction. Larger or smaller?
1.OA.C.6 Add and subtract within 20, demonstrating Give each student a number up to 50 on a card. Keep
fluency for addition and subtraction within 10. it secret! Ask students to pair up with someone and
compare numbers silently. The student with the smaller
Key vocabulary number must sit down. The students left standing pair
numerals 1–50, count, order, +, =, sum, add, notes, coins, up again and again, until the student with the highest
dollars, the same, number words one to fifty number is left standing. Play again, this time looking for
the smallest number.

Animated Lesson: Introduce the numbers in the put the numbers 40-50 in Worksheet 1
Recognize and order sequence 40 to 50. Recognize order and count them. Find Number sequence
the numbers in correct numerical the missing numbers. Identify
order. the number before or after a
Song: Count the Bubbles number.
Find: Identify the numeral 50. Match select the numeral 50. Select Worksheet 2
Number Grid, Number Words, the numerals and the number the word for a numeral. Find Order
Buses words. Identify the word fifty. the word fifty.
Count: Identify how many tens and ones select the correct number of Worksheet 3
Make the Number, Number are in a number. Recognize which tens and ones blocks. Count Number sense
Arrows number is shown by a group of the number of tens and ones
tens and ones. to write the number.
Calculate: Split numbers into smaller add two numbers on a Worksheet 4

Broken Calculator, Space Hop, numbers to add. Identify sums calculator missing two Check
Notes, Picture Addition whose answer is the given numerals. Select sums which
number. Make amounts using add to the given number.
multiple coins or notes. Add Select coins and notes to make
10 + some more to make teen the given amount. Count the
numbers. groups and fill in the equation.
146
Counting Lesson 75 • Worksheet 1 Number sequence
40-50 Name
30 40
35
41 45
40 48 50
2 Join the flags together to make number lines.
48 47 46 43 44 45
44 45 46 42 41 40
40 41 42 45 44 43
45 44 43 47 48 49

Counting Lesson 75 • Worksheet 2 Order
40-50 Name
1 Order the numbers. Write them in the clouds.
42 40 41 45 43 44
49 46 47 50 48
2 Write one number before.
50 41 45
43 47 48
3 Write one number after.
45 49 40
42 46 44
Counting Lesson 75 • Worksheet 3 Number sense
40-50 Name
Write.
one more than
47 45 42 49
one less than
50 44 41 48
two more than
43 45 50 40
two less than
47 50 46 43

40-50 Name
1 Color the biggest number red and the smallest number

blue in each group.
47 45 40 46
49 48
42 41 45 50
44 43
2 Color the correct number of blocks.
49 41 46
Lesson 76 • The equals sign
Children will: The equals sign is used to mean the things on either side
• use the equals sign to indicate the answer to a sum. have the same value. Show students how they can use
the equals sign in various contexts: sum and answer,
• use the equals sign to show that two sums are equal.
equal numbers, equal sums, equal groups of items,
• use the equals sign to mean ‘the same as’. equal measurements (1 pear = 1 orange on the scales),
converting measurements (1 cm = 10 mm) or money ($1 +
$1 = $2).
Work with addition and subtraction equations. Classroom activities
1.OA.D.7 Understand the meaning of the equal sign, and Brainstorm
determine if equations involving addition are true or false. Ask the class to think of situations where you could use
Add and subtract within 20. an equals sign. Write a list and discuss the options. Each
1.OA.C.6 Add and subtract within 20, demonstrating student then illustrates one example and the pictures are
fluency for addition and subtraction within 10. put together to make a class book about the equals sign.
Match Up!
Key vocabulary Give half the class a card with an equals sign and a
equals, =, sum, answer, +, same as, true, false, equal, number 1–10 on it. The other half gets an addition sum
match, smaller, larger, numbers 0–50, days of the week, which equals a number 1–10. Give them time to find a
sides, corners, number words forty-one to forty-five, more matching partner and sit together. Each pair should then
than, less than write out and illustrate their number sentence. For a more
advanced group this could be done with subtraction sums
as well.

Animated Lesson: Introduce the equals sign as count blocks to show two Worksheet 1
Using the equals sign meaning one side has the equal groups. Choose true or Number sentences
same value as the other. false for equal sums.
Sort: Differentiate items by volume match items to the box they Worksheet 2
Which Box?, Smaller or Larger and size. Recognize which fit into. Label two numbers Equal sums
Number, Big Small Short Tall, number is smaller and which smaller and larger. Order items
Falling Bricks is larger. Estimate the size of a by size. Estimate whether a
group of items. group has more or less than a
number.
Count: Measure volume in blocks. count how many blocks are in Worksheet 3
Block It, Sides and Corners Recognize the number of sides a model. Answer the question Using =
and corners on a shape. How many sides/corners?
Match: Identify the numeral 43. select the numeral 43. Match Worksheet 4
Number Grid, Days of the Recognize the days of the the days of the week. Select Check
Week, Number Words week. Match numerals and the word for a numeral.
number words.
Book read along. The equals sign
152
The equals
sign Lesson 76 • Worksheet 1 Number sentences
= Name
1 Make these sums true.
1+ = 5 [] + 3 = 7 2 + 6 = []
12 + 5 = [] 14 + = 19 [] + 7 = 20
2 Color the true sums.

Cross out the false sums.
2 + 5 = 9 3 + 6 = 9 4+5=9
15 + 5 = 20 11 + 5 = 17 13 + 5 = 18
3 Write three sums which equal the same amount.
+ = 10 + = 10 + = 10
+ = 15 + = 15 + = 15
+ = 20 + = 20 + = 20

The equals
sign Lesson 76 • Worksheet 2 Equal sums
= Name
1 Color the sums which are equal.

Cross out the sums which are not.
6 + 3 = 1 + 8 4 + 4 = 5 + 5 1+5=3+3
6 + 6 = 11 + 1 10 + 5 = 12 + 3 13 + 6 = 17 + 1
2 Match the equal sums.
1 + 9 = = 15 + 4
12 + 5 = = 11 + 3
10 + 9 = = 10 + 7
7 + 7 = =6+4
3 Make these equal sums true.
10 + 1 = 9 + 12 + 4 = + 3

10 + = 12 + 1 15 + = 16 + 2

+ 4 = 13 + 1 5+5= +
The equals
sign Lesson 76 • Worksheet 3 Using =
= Name
1 Put the correct sign in each box. You can use +, – or =.
10 5 15 6 3 3

11 2 13 10 2 8
16 1 17 5 4 1
2 Color the equals sign when it is true.

Cross it out if it is false.
4 = 3 12 + 0 = 10 + 2
5 + 6 = 12 10 + 10 = 18 + 1
5 = 5 11 + 4 = 15
= =

The equals
sign Lesson 76 • Worksheet 4 Check
= Name
1 Write the sums. The first is done for you.
4 + 4 = 8
2 Draw lines to join the equal sums.

Counting Lesson 77 • Worksheet 1 Counting by 2s and 5s
by 2s
and 5s Name
1 Color the 2s pattern yellow. Color the 5s pattern red.
1 2 3 4 5 6 7 8
18 17 16 15 14 13 12 11 10
19
20 21 22 23 24 25 26 27 28
29
38 37 36 35 34 33 32 31 30
39
40 41 42 43 44 45
2 Which numbers did you

color yellow and red?
Counting Lesson 77 • Worksheet 2 Skip counting
by 2s
and 5s Name
Count by 2s.
2 4 6 8 10 12 14 16 18 20
Count by 5s.
5 10 15 20 25 30 35 40 45 50

+2 +2 +2 +2 +2 +2 +2 +2 +2 +2
0 2 4 6 8 10 12 14 16 18 20
+5 +5 +5 +5 +5 +5 +5 +5 +5 +5
0 5 10 15 8 10 12 14 16 18 50

Counting Lesson 77 • Worksheet 3 Skip count to add
by 2s
and 5s Name
1 Circle.
groups of 2
How many
altogether?
groups of 5
How many
altogether?
2 Skip count to add.
+ =
+ =
   + =

by 2s
and 5s Name
1 Draw 2 cookies in each jar.
Count by 2s. How many cookies?
2 Draw 5 eggs in each nest.
Count by 5s. How many eggs?

Lesson 78 • Position part 2
Children will: Position and direction vocabulary can be used in many
• recognize how to tell left from right. games and activities, such as Simon Says; following written
directions to a place on the playground; reading directions
• identify left and right.
to mark a spot on a map; having pairs of students direct
• follow verbal directions as to position and movement. each other around the room; or giving instructions to a
draw a picture and seeing how it turns out. A helpful tool,
especially for ESL students, could be a poster or booklet
Geometry of position and direction vocabulary with meanings and
Identify and describe shapes. illustrations.
K.G.A.1 Describe objects in the environment and describe
the relative positions of these objects using terms such as
above, below, beside, in front of, behind, and next to. Build it!
Number & Operations in Base Ten Give each student a stack of colored building blocks. Have
Extend the counting sequence. pairs of pupils erect a barrier between them or sit back to
back. One student builds with their blocks while describing
their movements to the other, who tries to copy them. At
120.
the end, see if they have the same structure. Swap roles
Key vocabulary and go again.
Robot and Programmer
left, right, up, down, move, above, under, squares, more
than, less than, order, ordinal numbers from 1st to 8th, Put the class into pairs and designate one of them as the
numerals 1–60 robot and the other as the programmer. The robot can
only do exactly what the programmer tells them to do. Ask
the programmers to make their robots move to a certain
place or perform a particular task. They must give detailed
instructions, eg ‘walk forward ten steps’, not just ‘walk
forward’. After a while, have them swap roles and play
again.

Animated Lesson: Identify left and right. Follow recognize items on the left or Worksheet 1
Recognize left and right directions around a grid. right. Follow directions to find Left and right
Song: Do You Know the an item.
Difference?
Directions: Comprehend position tap left or right according to Worksheet 2

Right or Left?, Maps, Above vocabulary. verbal instructions. Follow Vocabulary
and Below directions to move around a
grid. Select the item in the
position described.
Compare: Measure area in squares using count squares to identify Worksheet 3

How Many Squares?, Falling a grid. Identify the size of a which shape is larger. Estimate Follow directions
Bricks group of items. whether a group has more or
less than a given number.
Find: Identify the numeral 45. select the numeral 45. Choose Worksheet 4
Number Grid, Continue the Recognize a pattern. Order the next item in the pattern. Check
Pattern, Ice Cream Scoops, ordinal numbers. Put numbers Move ordinal numbers into
Number Line Balloons in order on a number line. order. Move numbers onto a
number line.
Book read along. Find the Treasure
164
Position
part 2 Lesson 78 • Worksheet 1 Left and right
Name
Color:
the left shoe blue. the left leg pink.
the right shoe yellow. the right leg purple.
the right arm green. the rest of the clown orange.
the left arm red.
Position
part 2 Lesson 78 • Worksheet 2 Vocabulary
Name
Write.
left or right
up or down
above or under

Position
part 2 Lesson 78 • Worksheet 3 Follow directions
Name
Follow directions to find the treasure.
• Start here
• up 2
• left 3
• up 1
• right 2
• up 1
• right 2 Now draw the treasure in this square!
Position
Name
1 In each pair color left yellow, right red.
2 Draw:
a flower to the right of the tree.
a bird flying above the tree.
an apple under the tree.
a person to the left of the tree.

Lesson 79 • Counting by tens
Children will: Counting by tens provides a number of patterns students
• skip count by 10s. can discover. Have them color the tens on a hundred
chart. They can see the pattern of placement at the end of
• skip count on the hundred chart.
each row. They could notice the tens always have zero on
• count groups of 10 to find a total. the end, and that their first digit rises by one – 1, 2, 3, 4
and so on – reflecting the top line of the number square.
For advanced students, have them count by tens off the
Number & Operations in Base Ten decade and see how this is different.
Understand place value.
number represent amounts of tens and ones. Match Up!
1.NBT.B.2.A 10 can be thought of as a bundle of ten ones Give one third of the class a ten to 100 (10, 20, etc),
– called a “ten.” another third get the matching words and the last third
1.NBT.B.2.C The numbers 10, 20, 30, 40, 50, 60, 70, 80, have 1 to 10 Base Ten sticks. Give them time to find their
90 refer to one, two, three, four, five, six, seven, eight, or matching partners and sit together. Then ask them to
nine tens (and 0 ones). make a poster showing the number in numerals, words
and Base Ten sticks. Hang these up to show the counting
by 10s pattern.
Order, Order!
120.
Give individual students a set of cards for the tens (10,
Key vocabulary 20, 30 and so on) to 100. Ask them to lay the cards out
in correct order and count them out loud. Next they are
count, groups of ten, number square, –, =, numbers from
going to race to put them in reverse order, 100 to 10. Say
0–100, number line, sides, corners, triangle, rectangle,
‘ready, set, go!’ Praise the fastest. Count the tens out loud
square, pentagon, place value, smallest number, number
backwards. Repeat until they are fluently ordering and
words forty-five to fifty
counting backwards as well as forwards.

Animated Lesson: Introduce skip counting by 10s to make groups of 10 and count by Worksheet 1
Skip counting 100. Use the number square to 10s. Find the tens on a hundred Groups of 10
count by tens. chart and count by 10s forwards
Song: Let’s Count by Tens and backwards.
Place value: Put numbers in order on a move numbers into position on Worksheet 2
Number Line Balloons, number line. Recognize the the number line. Count the tens Counting by 10s
Number Arrows, Place Value number being shown by a group and ones to write the number.
Machine, Cheeky 100 Mouse of tens and ones. Understand Use three numerals to make the
place value in three digit smallest possible number. Drag
numbers. Identify a number’s numbers to their places in the
place on the hundred chart. number square.
Find: Identify the numeral 99. select the numeral 99. Answer Worksheet 3
Number Grid, Sides and Recognize the number of sides the question How many sides/ The number square
Corners, Number Words and corners on a shape. Match corners? Select the word for a
numerals and number words. numeral.
Operations: Subtract some items from a count how many, take some Worksheet 4
Banana Skins, Rabbit Food group and find the new total. away, count how many left. Give Check
Share items into groups of a each rabbit some carrots, then
certain size and find the total. find the total.
Book read along. Count to 100
170
Counting Lesson 79 • Worksheet 1 Groups of 10
by tens Name
1 Circle groups of ten.
Count by 10s. How many altogether?
2 Count the tens. How many altogether?

Counting Lesson 79 • Worksheet 2 Counting by 10s
by tens Name

+10 +10 +10 +10 +10 +10 +10 +10 +10 +10
0 10 20 30 8 10 60 14 16 18 100
2 Order the numbers. Write in the bubbles.
30 10 20 60 40 50
90 80 100 70
3 Color 90.
90
Counting Lesson 79 • Worksheet 3 The number square
by tens Name
1 Complete the number square.
1 2 3 5 6 7 9 10
11 12 14 15 16 17 18 19 20
21 22 23 24 25 26 28 29
31 32 33 34 35 36 37 38 39
41 42 44 45 46 47 48 49
5 52 53 54 55 56 57 58 59
61 62 63 64 65 66 67 68 69 70
72 73 74 75 77 78 79
81 82 83 84 86 87 88 89
91 92 93 94 95 96 98 99 100
2 Color the 10s pattern.

3 What is the same in all the tens?
______________________________________________________
4 How do the tens change?
______________________________________________________

by tens Name
1 Draw 10 of each fruit.
2 Count by tens. How many fruit altogether? _______

Lesson 80 • Data part 1
Children will: Start representing data with young students by using
• read a table of picture data. concrete objects and picture graphs with one-to-one
correspondence. Have them sort attribute blocks by color,
• identify categories with the most items.
size or shape and place them into piles. Next, draw each
• use tally marks to record and read information. item into the correct column in a picture graph. Then
• fill in picture graphs. count each category and write the total at the bottom of
the column. Ask them simple questions about their data,
Common Core State Standards eg Which category has the most?
Measurement & Data
Represent and interpret data.
1.MD.C.4 Organize, represent, and interpret data with up Good Questions
to three categories; ask and answer questions about the Ask pairs of students to come up with a survey question
total number of data points, how many in each category, which will give a limited number of answers. For example,
and how many more or less are in one category than in What sports do you like? may give a lot of answers,
another. whereas What sport did you play last weekend? will be
Classify objects and count the number of objects in each more limited. When each pair has a good question, have
category. a research session where they go around the room asking
each other their questions and recording the answers with
K.MD.B.3 Classify objects into given categories; count
tallies.
the numbers of objects in each category and sort the
categories by count. The Lunch Table
Create a table of the foods everyone has for lunch
Key vocabulary today. On the IWB, draw up a table with appropriate
table, information, numbers 0–100, data, tally marks, categories for your class, such as sandwich, leftovers, fruit,
count, most, picture, graph, o’clock, number words one to vegetables, meat, and so on. Ask each child to put a tally
twelve, tens, ones, sum, answer, –, =, sixty, seventy, eighty, mark in the categories they have today. At the end, total
ninety, one hundred, thirty, half past each column and ask questions, eg Which is the most
popular lunch food?

Animated Lesson: Introduce the idea of a table count items pictured in a Worksheet 1
Record data for recording data. Use table. Use tally marks to Tables
pictures, tallies and numbers. show how many items were
Song: Old McDizzy had a Farm counted. Count tally marks.
Show: Make a picture graph to fill the columns in a picture Worksheet 2

Picture Graphs, O’clock Clocks match the data given. Tell time graph correctly. Move the Tally marks
on the hour with an analog small hand on the clock to
clock. show the hour.
Find: Identify the word graph. select the word graph. Find Worksheet 3
Pizza Sauce, Number Grid, Recognize the number 81. the number 81. Select the Picture graphs
Number Words, Half-past Match the numerals and the word for a numeral. Select
Clocks number words. Recognize the the time being shown on the
time on an analog clock. clock.
Calculate: Calculate the number being count the tens and ones to Worksheet 4
Number Arrows, Four in a Row shown by a group of tens write the number. Match each Check
and ones. Identify sums that number to a sum.
have the given number as an
answer.
Book read along. Picture Graphs
176
Data Lesson 80 • Worksheet 1 Tables
part 1 Name
1 Dizzy collected eggs. He made this table.
3
4
2
How many ? How many ?
How many ? How many altogether?
Which egg is there most of?
Which egg is there least of?
2 Finish the table.

What could this
table show?
____________________
____________________
____________________
____________________
Data Lesson 80 • Worksheet 2 Tally marks
part 1 Name
1 Count the tally marks. Write the number.

1111 =5
1111
1111 111
1111 1
2 How many starfish altogether?
3 Write these numbers in tally marks.
1 7
5 10
3 9
Data Lesson 80 • Worksheet 3 Picture graphs
part 1 Name
1 This is a graph of Class 1M’s fruit today.

Fruit
How many ?
How many ?
How many ?
How many fruit

altogether?
What is the most popular fruit? ____________________

What is the least popular fruit? ____________________
2 Turn this graph into a tally table.

Data Lesson 80 • Worksheet 4 Check
part 1 Name
Complete the table. Use tally marks.
1111 4
Which shape is there most of?
Which shape is there least of?
How many shapes altogether?

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Lesson 1 • the number 1

Learning objectives Classroom activities

Mathseeds Lesson TEACH Practice APPLY

Write: Reinforce correct formation of write the numeral 1. Worksheet 2

Find: Visual discrimination: select the numeral 1 from Worksheet 3

1 Which pictures have 1? Match and color.

Trace and write.

Copyright © Mathseeds and Blake eLearning 2015 5

Which box has 1 thing? Color it.

4 Write the number 1.

1 1 1 Copyright © Mathseeds and Blake eLearning 2015 7

Write: Reinforce correct formation of the write the numeral 2. Worksheet 2

Find: Visual discrimination: select the numeral 2 amongst Worksheet 3

Count: Counting skills: move a given number of items Worksheet 4

1 Which pictures have 2? Match and color.

Trace and write.

Copyright © Mathseeds and Blake eLearning 2015 11

Which box has 2 things? Color them.

4 Write the number 2.

222 Copyright © Mathseeds and Blake eLearning 2015 13

Mathseeds Lesson TEACH Practice APPLY

Find: Visual discrimination: select the numeral 3 amongst Worksheet 3

Count: Counting skills: count and select the groups Worksheet 4

1 Join the kittens to the pictures that have 3.

3 bugs 3 stars 3 hats

Trace and write.

Copyright © Mathseeds and Blake eLearning 2015 17

Which box has 3 things? Color them.

4 Write the number 3.

333 Copyright © Mathseeds and Blake eLearning 2015 19

Mathseeds Lesson TEACH Practice APPLY

Find: Visual discrimination: choose the circles from Worksheet 3

Count: Counting skills: count and select the groups Worksheet 4

2 Color the circles.

3 Trace the circles.

Color your best circle.

22 Copyright © Mathseeds and Blake eLearning 2015

1 Trace the words and match to a symbol.

3 Draw the shapes. Color the circles.

Copyright © Mathseeds and Blake eLearning 2015 23

1 Can you see the circles? Match.

2 Find all the circles. Color them in.

24 Copyright © Mathseeds and Blake eLearning 2015

1 Finish the wheels.

2 How many wheels? _______

3 Draw your own funny faces.

4 How many did you draw? _______

Copyright © Mathseeds and Blake eLearning 2015 25

Counting & Cardinality ESL/ELL

Mathseeds Lesson TEACH Practice APPLY

Write: Reinforce correct formation of write the numeral 4. Worksheet 2

Find: Visual discrimination: select the numeral 4 amongst Worksheet 3

1 Which pictures have 4? Match.

Trace and write.

Copyright © Mathseeds and Blake eLearning 2015 29

1 How many fish in each bowl?

2 Which box has 4 things? Color them.

1 Write the number 4.

3 Color. 1 red, 2 blue, 3 green, 4 yellow.

Copyright © Mathseeds and Blake eLearning 2015 31

Mathseeds Lesson TEACH Practice APPLY

Draw: Reinforce correct formation of draw squares using a set of Worksheet 2

Find: Visual discrimination: choose the given shape Worksheet 3