Everyday Literacy Math PreK

Grade PreK Correlated to State and
Standards
Common Core State Standards
GRADE • Develops concepts and
PreK vocabulary for number sense,
data analysis, algebra,
geometry, and measurement
EMC 3037
• 15- to 20-minute daily
Math lessons and practice

• Weekly hands-on activities
• Home–school connection
Prepares
t
S r u d e n t s
fo
e r g a r t e n
K ind
o l
b le h o
d a Sc
l oa me– on
w n o ti
o H ec
D sh nn
n i o
S pa C
GRADE Help early learners develop
PreK fundamental math literacy skills
in just 15 to 20 minutes a day!
WEEK 2
Home –School
Name Connection
What I Learned A pattern is
Encourage
SEMANA 2
What to Do Have him or her point
at the picture below. Conexión
Have your child look ask your child to Name
ed in patterns. Then
to animals that are arrang a different sound. For Hogar–Escuela
the pattern represent
have each animal in
example, cow, cow, sheep
could mean moo, moo,
baa, or something
Lo que aprendí
parent involvement
Concepto de matemáticas:
entirely different!
Qué hacer Un patrón se repite.
Pídale a su niño(a) que mire este dibujo. Pídale que señale
animales que siguen un patrón. Luego pídale a su niño(a) que A los padres
Esta semana su niño(a) aprendió
with home–school
le asigne un sonido distinto a cada animal en el patrón. Por
ejemplo, vaca, vaca, borrego puede ser muu, muu, bee, o algo a reconocer y extender patrones.
totalmente diferente.
connection resources in
English and Spanish!
Turn to page 2 for step-by-step
directions to download Spanish
versions of home–school
connection activities. your
What to Do Next decorations. Encourage
as in floor tiles or wall
around your home, such spoon, fork, spoon.
Look for patterns all such as lining up fork,
s with everyday items,
child to create new pattern
26 Week 2
Qué hacer después

Busquen patrones por la casa, como en los azulejos del piso o en las decoraciones de la pared. Anime
a su niño(a) a crear nuevos patrones con cosas cotidianas, como tenedor, cuchara, tenedor, cuchara.
26 Semana 2 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Also available in a consumable

Student Practice Book edition.
Benefit from the same targeted skills practice

in a time- and money-saving format.
Save time
Say goodbye to copying, collating, and stapling,
and save at least 30 minutes a week!
Save money
Consumable books reduce the cost of copying
to your school by at least 30%.
Everyday Literacy: Math Save student work
Student Practice Books Student Practice Books work great as student
80 pages in each individual book. portfolios and give you easy access to a record
Student Practice Books are sold in 5-packs. of each student’s skill acquisition.
Grade PreK EMC 6734
Student Practice Books are a sole-source product and are only
Grade K EMC 6735 available for purchase directly from Evan-Moor Educational Publishers.
Grade 1 EMC 6736 To purchase student books, visit www.evan-moor.com.
Correlated to State and Common Core State Standards

Visit www.teaching-standards.com to view a correlation of this book.
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an Evan-Moor e-book!
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Using This E-book

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This page intentionally left blank
GRADE
PreK
3037New.indb 1 6/25/12 9:53 AM

Download Home–School Activities in Spanish
The Home–School Connection at the end of each weekly
lesson in the book is also available in Spanish on our
website.
How to Download:
1. Go to www.evan-moor.com/resources.
2. Enter your e-mail address and the resource code
for this product—EMC3037.
3. You will receive an e-mail with a link to the down-
loadable letters, as well as an attachment with
instructions.
Writing: Camille Liscinsky EMC 3037

Congratulations on your purchase of some of the
Guadalupe Lopez
Content Editing: Guadalupe Lopez
finest teaching materials in the world.
Lisa Vitarisi Mathews
Copy Editing: Cathy Harber Photocopying the pages in this book
Art Direction: Cheryl Puckett Visit is permitted for single-classroom use only.
Art Coordination: Kathy Kopp teaching-standards.com Making photocopies for additional classes
Cover Design: Marcia Bateman to view a correlation
Illustration: Cheryl Nobens or schools is prohibited.
of this book.
Design/Production: Carolina Caird This is a free service. For information about other Evan-Moor products, call 1-800-777-4362,
fax 1-800-777-4332, or visit our Web site, www.evan-moor.com.
Correlated Entire contents © 2013 EVAN-MOOR CORP.
to State Standards 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA.
3037New.indb 2 6/25/12 9:53 AM

Contents
What’s Inside 4
How to Use This Book 5
Skills Chart 6
Student Progress Record 8
Small-Group Record Sheet 9
Letter to Parents 10
Week 1 : One to One (Number Sense) 11

Week 2: Find the Pattern (Algebra) 19
Week 3: Count to 5 (Number Sense) 27
Week 4: Find the Numbers (Number Sense) 35
Week 5: Basic Shapes (Geometry) 43
Week 6: Compare Shapes (Geometry) 51
Week 7: Sort and Classify (Algebra) 59
Week 8: Does It Belong? (Algebra) 67
Week 9: Where Is It ? (Geometry) 75
Week 10: Time of Day (Measurement) 83
Week 1 1: Count to 10 (Number Sense) 91
Week 12: What‘s the Number ? (Number Sense) 99
Week 13: More or Less (Number Sense) 107
Week 14: One More (Number Sense) 115
Week 15: Take Away One (Number Sense) 123
Week 16: How Are They Different ? (Measurement) 131
Week 17: Let‘s Measure! (Measurement) 139
Week 18: First in Line (Number Sense) 147
Week 19: Find the Answer (Number Sense) 155
Week 20: Graphs (Data Analysis) 163
Answer Key 171
© Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math 3
3037New.indb 3 6/25/12 9:53 AM

What’s Inside
In this book, you will find 20 weekly lessons. Each weekly lesson includes:
Samples of children’s
3 Teacher Pages E
WE K
Let’s Measure! expected responses
Use these pages to guide you 17 Math Objective
:
begin to use nonst
andard units of
measurement
Concept To help children
through the week.

ry:
Items may be Math Vocabula , short/shor ter, tall
measured using r, measure, same
. length, long/longe
nonstandard units
Reinforcing the Concept

Concept Day 2
WEEK 17 DAY 2
other
Introducing the
(or some
Name
linking cubesReread
SKILLS the Day 1 story. Then reinforce this Let’s Measure!
ering books and h of
Day 1 Prepare for the
lesson by gath the lengt
el how to measure week’s math concept by discussing the story.
Listen. Measure. Circle the correct answer.
to mod
that can be used
1
Measurement Say:
SKILLS group of objects
A script to follow that Measurement a book). Say:
meas
• Use a nonstandard unit
ure, or to tell how

to measure some
long or tallKalia
thing
measured
one
her bench using footsteps. 5 6 7
objec ts to I will Whatatdid

start we use to measure the box?
• We can use . I will use cubes.
unit
• Use a nonstandard
introduces the math to measure
Literacy
is. Watch me meas
end of the book
and
ure this bookLiteracy
link the cube
Oral s until I get to the other
Language
Development
end.also used other things to Day
Kalia
bench.
measure
SKILLS
4 her Extending the
Distribute the Day
Concept
count) 4 activity, crayo
cubes. (children• Respond orally to simple
concept • Let’s count the • Look at row 1. Kalia measured
Measuremher entbench
large silver pape ns, and three Name WEEK 17
Oral Language
DAY 4
r clips to each child

Extending the
Concept
ren respond questions

Let’s Measure!
Development s long? (child with nons tand
using ard
flowerpots. How many
• Use flowerpots children through . Guide
to simple cube how
el• Use to mea
number sure
names
a nonsta ndard unit the activity by sayin
Listen. Follow the
directions.
to help you mod

• Respond orally to measure
markers. long is the bench? g:
1
questions Then allow a child clips, blocks, or

rComprehension • Look at the worm
such as long pape bench is 5 flowerpotsLiter
long. Circle the s in row 1. Place one
• Use number names units of measure, • Recall details
number 5.
acy paper clip on the
line below the first 1 2 3 1 2 3
143
Oral Langu worm.

Comprehension Story age How many pape
Listening to the
• Make connections
• Look at row 2. Next,Devel Kaliaopmemeasured
nt her r clips long is the 2
• Recall details
using illustrations, prior worm? (1) Trace first
page. Say: the number 1 unde
the Day 1 activity h in her garden.bench using shovels.questio
knowledge, or real-life • Respond orally
• Make connections Distr ibute ured a benc Hownsmanyto shovels simple long isworm the bench?
. r that
t how Kalia meas
prior experiences
using illustrations,
I read a story abou Yes, the bench is • Use number
• Now point to the 1 2 3
knowledge, or real-life said that she names
bench was. Dad • Look at row 3. Finally,
A short story to read
second worm. Do
experiences
long her garden Kalia measured her bench using
thisboots. you
3
Comp think
Kalia wondered how askedmany boots long is rehen
measure?” How
sion worm is long
the first worm? (long er or shorter than
being
• Listen to a story
teps to find out. “My feet can starte d at
the bench?
• Make connec tions
read aloud
could use her foots Kalia er) Let’s see if you are
ed her what to do. 6 boots long. Circle knowle using
the number
illustra tions, prior
1 2 3
aloud to children Kalia. “Sure,” said
her dad. He show
h. She carefully place
d one foot in front
of the other.
of the bench to
dge, or real-life
experiences
right. Lay one pape
Is this worm 1 pape
r clip under the worm
r clip long, or longe
.
© Evan-Moor Corp.
• EMC 3037 • Everyday
Literacy: Math
one end of the benc

Week 17 145
ed from one end Applying the Concept (longer) Add anoth r?

step as she walk Day 3 er paper clip. How Day 4 activity
She counted each is the second worm
? (2) That’s right
many paper clips
long
6 7
4, 5, 6, Before beginning the activity, ensure that your
the other: 1, 2, 3, SKILLS
paper clips match the outline on p. 144. If they
clips long. It’s long
er than the first worm
. This worm is 2
paper
Measurement under the worm. . Trace the numb
do not, adjust the activity as needed. er 2
erstanding • Use a nonstandard unit • Point to the leaf
Confirming Und to measure ren
g child
Distribute the Day 3 activity and three large
shorter than, or
in row 2. Do you
think this leaf is long
concept by askin silver paper clips to each child. Introduce the the same length er than,
Develop the math
Daily discussion questions questions about
the story . Say:
measure her
Literacy
gard
Oral en
Language
activity by saying:
lengt h) Let’s
paper clips. How
see if you are right
many paper clips
as the stick in row
. First, measure the
3? (same
leaf using
• Kalia wanted to Development
ure it?
You can use many different things to fi nd the number 3 unde long is the leaf?
about the story and math bench. What did
(her foots teps)
she use to• measRespond orally to simple
questions
out how long something is, or to measure
something. We will use paper clips to measure
• Now measure
the
r the leaf.
stick in row 3. How many
(3) Trace
gard en is it? (3) Trace the paper clips long

rs in front of the
concept, plus a script to
• Use number names
Kalia’s fl owers. number 3 under
• Look at the flowe rs to Is the leaf the sam the stick. Were you
t these flowe
Comprehension e length as the stick right?
box. We can coun Let’s count Model measuring the first flower as you say: both 3 paper clips ? (yes) Yes, they
the box• is.
Recall details 144
long. are
measure how long
guide children through the flowers: 1, 2,
is the
3, 4
box?
using illustrations, prior
knowledge, or real-life
• Point to the bottom of the first flower. Point
to the paper clip shape Day on the5 line next Han
to ds-on Mat
h
flowe rs long Act
that paper clip shape.ivity
the activities
experiences 142
the flower. Place one SKIL paper LSclip on top of force
Rein this week’s math
Add another paper Meas clip
uremrightent
above the one
follo wingyou just placed. Add concept with the
hands-on activity:
one more paper• clip. The paper
Use a nonsta ndard unitclips Mateshould be touching, with no
space between them. 139
to measure
Count the paper clips. rials
How : large
manysilvepaper
r paper clips
cy: Math clips tall is the first flower? Activity: Provide
Every day Litera Liter acy each child with
• EMC 3037 • clips. Link pape 10 long paper
© Evan-Moor Corp. r clips for to
• Point to the second flower.
Oral Langu age Place a paper clip on the line next
link the children (or have
Development paper clips toget them
that flower, just as you did for the firstmak one. Keep adding paperher, if they are able)
• Use number names e a chain. to
clips until you reach the top of the line. How many paper clips tall
Next, suggest a
is the second flower?
Mathematical variety of objects
that would be between to mea sure
An activity that reinforces • Point to the third
flower. How many
Thinking &
flower.
Reasoning
• Selectpaper
Place a paper
clips tall isathe
and use various
clip on the
(or tall). For exam
third
shee t offlower?
line next
paper, cubbyhole
1
to and
that 10
ple, have children
pape r clips long
measure
, workbook, lunch
the weekly math concept
types of reasoning or framed photogra
methods of proof
and
ph. box,
140 Week 17 Have children pred
ict how many pape
have them conf r clips each item
Home –School irm by placing the measures. Then
Connection p. the paper clips. chain against each
146 Model mathemat item and counting
Spanish version
such as, You meas ical thinking by
available (see p.
2) ured this sheet of making observati
clips long. Was your paper and found ons
prediction true? that it is about 6
paper
© Evan-Moor Corp.
• EMC 3037 • Every
day Literacy:
Math
Week 17 141
4 Student Activity Pages 1 Home–School Connection Page

Reproduce each page for children to At the end of each week, give children the
complete during the daily lesson. Home–School Connection page (in English or
Spanish) to take home and share with their parents.
DAY 4
WEEK 17
Name
Extending
the Concept
To access the Spanish version of the page, go to
Let’s Measure
! WEEK 17
Applying the Concep
t
DAY 3 www.evan-moor.com/resources. Enter your e-mail
the directions.
Listen. Follow Name
address and the resource code EMC3037.
Let’s Measure!
DAY 2
1 WEEK 17
large paper clips.
flower usingName
Listen. Measure each
1 2 3 1 2 3
Let’s Measure!
Listen. Measure. Circle the correct
Name answer.
WEEK 17
Confirming Understanding
DAY 1
Name
WEEK 17
Home–School
Connection
1
Let’s Measure! What I Learned Math Concept: Items may be
measured using nonstandard units.
2 What to Do
Have your child measure the flowers below using nonstandard
units of measure, such as a small, standard-sized paper clips. To Parents
This week your child learned to
5 6 7
Help your child place the nonstandard units on the line beside
the flower. Then count how many units fit on the line. For measure using nonstandard units.
example, write about 4 small paper clips long above the first flower.
1 2 3 2
2 3 4
1 2 3 Week 17 145
Math
3
ay Literacy:
3037 • Everyd
Corp. • EMC
© Evan-Moor
Everyday Literacy:
Math • EMC 3037 •
© Evan-Moor Corp. 4 5 6
144 Week 17
Week 17 143
• Everyday Literacy: Math What to Do Next
© Evan-Moor Corp. • EMC 3037
Measure the rooms in your home by using footsteps. Encourage your child to make predictions by
asking questions such as, How many footsteps do you think it will take to get from this wall to the door?
146 Week 17 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
4 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
3037New.indb 4 6/25/12 9:54 AM

How to Use This Book
Follow these easy steps to conduct the lessons:
Day 1
WEEK 17 DAY 1
Name Confirming Understanding
Let’s Measure!
Reproduce and distribute the Day 1

Student Page to each child.
Use the scripted Day 1 Teacher Page to:
1. Introduce the weekly concept.
2. Read the story aloud as children Tips for Success

listen and look at the picture.
• Review the Teacher Page
3. Guide children through the before you begin the lesson.
activity.
• Work with children in
small groups at a table in
a quiet area of the room.
DAY 4
Days 2, 3, and 4
WEEK 17
t
Extending the Concep
Name
• Model how to respond
Let’s Measure!
Name
Listen. Follow the directions
.
WEEK 17
Applying the Concept
DAY 3
to questions by using
1 Let’s Measure! Reproduce and distribute the complete sentences. For
example, if a child
WEEK 17 DAY 2
Name
Listen. Measure each flower using large paper clips.
appropriate day’s activity page

Reinforcing the Concep
t
1 2 3 1 2 3
Let’s Measure!
Listen. Measure. Circle
the correct answer.
to each child. responds to the question
2
1
“How many flowers long is
Use the scripted Teacher Page to: the wall?” by answering
5 6 7 “8,” you’d respond, “That’s
2
1 2 3 1. Discuss the Day 1 story and right. The wall is 8 flowers
3
reinforce the math concept. long.”
2 3 4 2. Practice or extend the math • Wait for children to

3
1 2 3 concept. complete each task before
Week 17 145
© Evan-Moor Corp. •
EMC 3037 • Everyday
Literacy: Math
giving the next direction.

4 5 6
3. Guide children through the
• Provide visual aids or
activity
© Evan-Moor Corp. •
EMC 3037 • Everyday
Literacy: Math
concrete demonstrations
when possible.
Week 17 143
Day 5
WEEK 17
Name Home–School
Connection
What I Learned Math Concept: Items may be

What to Do measured using nonstandard units.
Help your child place the nonstandard units on the line beside This week your child learned to
measure using nonstandard units.
Follow the directions to lead the

the flower. Then count how many units fit on the line. For
Math Activity.
Send home the Home–School

Connection page for each child
to complete with his or her parents.
What to Do Next
Home–School
Connection
3037New.indb 5 6/25/12 9:54 AM

6
1
7
3
2
9
8
6
5
4
11
17
19
16
15
12
13
18
10
14
20
Week
3037New.indb 6
•
•
•
Show an understanding of the quantity of one
•
•
Match objects from two groups using one-to-one correspondence
•
•
•
•
Apply one-to-one correspondence while counting
•
•
•
•
•
Understand the relationship between numbers and quantities
•
•
•
•
Understand that the final number counted in a set tells how many
•
•
•
Recognize the symbols that represent numbers
Skills Chart
•
•
•
Associate each number with one name
Number Sense
•
Compare relationships between quantities
•
Identify relative place or position of objects in a sequence
•
Understand that subtraction is taking from
•
Understand that addition is adding to
Math
•
Use numbers and counting to solve word problems
•
Collect, organize, and record data
Data
Analysis
•
Recognize and form simple patterns through different modalities
•
Recognize a qualitative property, or attribute
•
Sort objects using a variety of attributes
Algebra
•
Discriminate like and unlike items
•
•
•
Recognize simple shapes, regardless of size or orientation
•
• Recognize geometric shapes in the environment
•
Compare basic shapes by their attributes
Geometry
•
Recognize and describe the spatial relationship between objects
Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
6/25/12 9:54 AM
3037New.indb 7
•
Recognize the properties of length, size, and weight
•
Understand basic time concepts
•
Use a nonstandard unit to measure
Measurement
•
Use number concepts for a meaningful purpose
•
•
•
•
Use math to solve problems
•
Use patterning to develop a sense of sequence
•
•
•
•
•
•
•
•
•
•
•
Explore mathematical ideas through song or play
and Reasoning
Mathematical Thinking
•
•
•
•
Select and use various types of reasoning and methods of proof
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Respond orally to simple questions
•
•
•
•
•
•
•
Use mathematical terms
© Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math

•
•
•
Use the names of basic shapes
•
•
•
•
•
•
•
•
•
•
•
•
•
Development
Use number names

Oral Language
•
Use vocabulary related to time concepts
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Recall details
Literacy
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Make connections using illustrations, prior knowledge, or real-life experiences
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Listen to a story being read aloud
•
•
•
•
•
•
•
•
Make inferences and draw conclusions
Comprehension
•
Understand how mathematical ideas build on one another
1
9
8
2
3
6
5
4
11
17
19
16
12
13
15
18
10
14
20
Week
6/25/12 9:54 AM
Use this record sheet periodically to check a student’s progress.
Everyday Literacy PreK

Math
Student Progress Record

Name:
1: Rarely demonstrates 0 – 25 %
Write dates and comments in the boxes 2: Occasionally demonstrates 25 – 50 %
3: Usually demonstrates 50 – 75 %
below the student’s proficiency level. 4: Consistently demonstrates 75 – 100 %
Pre-Literacy Concepts 1 2 3 4
Communicates using drawing and tracing
Tracks print and pictures from left to right

and top to bottom
Understands that pictures and symbols have

meaning and that print carries a message
Oral Language Development

Uses descriptive language
Responds orally to simple questions
Comprehension
Recalls details
Makes connections using illustrations, prior

knowledge, or real-life experiences
Listens to stories being read aloud
Makes inferences and draws conclusions
Math
Uses mathematical terms when speaking
Engages in mathematical thinking and

reasoning
Applies mathematical concepts in written
practice activities
3037New.indb 8 6/25/12 9:54 AM

Everyday Literacy PreK
Math Students’ Names:
Small-Group Record Sheet
Write dates and comments about

students’ performance each week.
Week Title Comments
1 One to One
2 Find the Pattern
3 Count to 5
4 Find the Numbers
5 Basic Shapes
6 Compare Shapes
7 Sort and Classify
8 Does It Belong?
9 Where Is It ?
10 Time of Day
11 Count to 10
12 What‘s the Number ?
13 More or Less
14 One More
15 Take Away One
16 How Are They Different ?
17 Let‘s Measure!
18 First in Line
19 Find the Answer
20 Graphs
3037New.indb 9 6/25/12 9:54 AM

Dear Parent or Guardian,
Every week your child will learn a math concept related
to number sense, geometry, data analysis, measurement, or
algebra. Your child will develop oral language and comprehension
skills by listening to stories and engaging in oral, written, and
hands-on activities that reinforce math concepts.
At the end of each week, I will send home an activity page

for you to complete with your child. The activity page reviews the
weekly math concept and has an activity for you and your child
to do together.
Sincerely,
Estimado padre o tutor:

Cada semana su niño(a) aprenderá sobre un concepto de
matemáticas relacionado a la noción de los números, geometría,
análisis de datos, medidas o álgebra. Su niño(a) desarrollará
las habilidades de lenguaje oral y de comprensión escuchando
cuentos y realizando actividades orales y escritas. Además,
participará en actividades prácticas que apoyan los conceptos
de matemáticas.
Al final de cada semana, le enviaré una hoja de actividades

para que la complete en casa con su niño(a). La hoja repasa el
concepto de matemáticas de la semana, y contiene una actividad
que pueden completar usted y su niño(a) juntos.
Atentamente,
Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
3037New.indb 10 6/25/12 9:54 AM

W EE K
1 One to One
Math Objective:
Concept To introduce children to the concept of one-to-one correspondence
One-to-one
correspondence is a Math Vocabulary:
basis for counting. count, each, enough, one
Introducing the Concept

Day 1
SKILLS Model one-to-one correspondence. Distribute one crayon to each child. Say:
I gave one crayon to each of you. Count how many crayons you have.
Number Sense
• Show an understanding
(1) Yes, the number 1 tells how many crayons you each have.
of the quantity of one
• Match objects from two Listening to the Story
groups using one-to-one
correspondence Distribute the Day 1 activity page to each child. Say: Listen and look at the
picture as I read a story about some pandas who each have one chair and
Literacy one cookie.
Oral Language
Development
• Respond orally to simple
Once upon a time, there were three pandas: Papa Panda,
questions Mama Panda, and Baby Panda. They lived in a cozy house in the
forest. Each panda had one chair. Papa Panda sat in the great big
Comprehension
chair. Mama Panda sat in the medium-sized chair. And Baby Panda
• Recall details
sat in the little bitty chair. Each panda ate one cookie. Papa Panda
using illustrations, prior ate a great big cookie. Mama Panda ate a medium-sized cookie.
experiences And Baby Panda ate a little bitty cookie. After eating their cookies,
• Listen to a story being the three pandas got into one big bed and went to sleep.
read aloud
• Make inferences and
draw conclusions
Confirming Understanding Name
WEEK 1
DAY 1
Distribute crayons. Develop the math concept by One to One

asking children questions about the story. Say:
• There are 3 pandas. Why are there 3
chairs? (Each panda has 1 chair.)
• Let’s count the panda in the big chair. (1)
Make a blue dot on the big chair.
• Let’s count the panda in the medium-sized
chair. (1) Make a red dot on the medium-
sized chair.
• Let’s count the panda in the little bitty
chair. (1) Make a green dot on the little 14 Week 1 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
bitty chair. Day 1 picture
• Now let’s count Papa Panda’s cookie. (1)

Repeat the process for Mama Panda and Baby Panda.
• What happened at the end of the story? (students respond)
Yes, 3 pandas got into 1 bed.
© Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 1 11
3037New.indb 11 6/25/12 9:54 AM

Day 2
WEEK 1 DAY 2
Name Reinforcing the Concept
SKILLS Reread the Day 1 story. Then reinforce this One to One
week’s math concept by modeling one-to-one
Listen. Follow the directions.
1
Number Sense correspondence. Hold up one finger each time
of the quantity of one
you say “one chair.” Say:
• Match objects from two Our story was about Papa Panda, Mama
Panda, and Baby Panda. Papa Panda sat in
2
correspondence
1 chair. Mama Panda sat in 1 chair. How many
Literacy chairs did Baby Panda sit in? (1)
Oral Language 3
Development Distribute the Day 2 activity and crayons. Say:

• Respond orally to simple • Point to the great big chair. Who sat in the
questions
great big chair? (Papa Panda) With your © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 1 15
finger, follow the line from the great big chair Day 2 activity
Comprehension
to Papa Panda.
• Recall details
• Point to the medium-sized chair. Who sat in the
using illustrations, prior medium-sized chair? (Mama Panda) With your finger,
experiences
follow the line from the medium-sized chair to Mama Panda.
• Point to the little bitty chair. Who sat in the little chair? (Baby Panda)
With your finger, follow the line from the little chair to Baby Panda.
• Now use a crayon to trace the line from each chair to each panda.

Day 3 Name
WEEK 1
DAY 3
SKILLS Distribute the Day 3 activity and crayons. Then One to One
introduce the activity by saying:
1
Number Sense
Mama Panda bought cookies from the bakery. • •
of the quantity of one Do you think there are enough cookies for
• Match objects from two everyone in the Panda family? (yes) Let’s give
each panda 1 cookie.
2
correspondence
• •
• Put your crayon on Papa Panda. Draw
Literacy
a line from Papa Panda to 1 cookie.
Oral Language 3
Development • Put your crayon on Mama Panda. Draw • •

• Respond orally to simple a line from Mama Panda to 1 cookie.
questions
• Put your crayon on Baby Panda. Draw 16 Week 1 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
a line from Baby Panda to 1 cookie. Day 3 activity

Comprehension
• Make connections After children finish, ask:
knowledge, or real-life • Were there enough cookies for everyone in the Panda family? (yes)
experiences
• Make inferences and • How many cookies did you give each panda? (1)
draw conclusions
3037New.indb 12 6/25/12 9:54 AM

Extending the Concept
Day 4
WEEK 1 DAY 4
Name Extending the Concept
SKILLS Distribute the Day 4 activity and crayons. One to One

Introduce the activity by saying:
Listen. Color the happy face for yes. Color the sad face for no.
Number Sense 1 2
It’s time for cookies and milk! Each cookie
of the quantity of one needs one carton of milk.
• Match objects from two
• Put your crayon on a chocolate chip
correspondence cookie. Draw a line from that cookie to a
carton of milk. Do the same for the other 3 4
Literacy
cookie. Are there enough cartons of milk?
Oral Language
Development Color the happy face for yes or the sad
• Respond orally to simple face for no. (yes)
questions
• Put your crayon on a sugar cookie. Draw © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 1 17
Comprehension a line from that cookie to a carton of milk.
• Make connections Day 4 activity
Do the same for the other cookies. Are
knowledge, or real-life there enough cartons of milk? Color the happy face for yes
experiences
or the sad face for no. (yes)
• Put your crayon on a teddy bear cookie. Draw a line from that cookie
to a carton of milk. Do the same for the other cookie. Are there enough
cartons of milk? Color the happy face for yes or the sad face for no. (no)
• Put your crayon on a chocolate sandwich cookie. Draw a line from that
cookie to a carton of milk. Do the same for the other cookies. Are there
enough cartons of milk? Color the happy face for yes or the sad face
for no. (yes)
Hands-on Math Activity

Day 5
SKILLS Reinforce this week’s math concept with
the following hands-on activity:
Number Sense
Materials: cookies, plates, napkins
groups using one-to-one Activity: Place children in groups of four. Model
correspondence
one-to-one correspondence by distributing one
Mathematical napkin to each child in the first group, counting
Thinking & as you set each napkin down. Say: 1, 2, 3, 4.
Reasoning Four napkins for four children. Have one child from
• Use number concepts for
a meaningful purpose each group distribute the napkins in the same manner.
• Use math to solve Then say: Today we will do a math problem using cookies. I will give a plate of
problems
cookies to each group. Each group will share the plate of cookies, and each
child will get one cookie. Groups may have to work together to make sure
everyone gets a cookie. Place a plate of cookies in the center of each group.
Home–School
Connection p. 18
Each plate should have either 3, 4, or 5 cookies. Model mathematical
Spanish version thinking by posing questions such as, Do you have enough cookies?
available (see p. 2)
(Answers will vary.) How can you find out? (by counting)
Have one child from each group tell how he or she solved the problem of
distributing the cookies equally.
3037New.indb 13 6/25/12 9:54 AM

WEEK 1 DAY 1
One to One
3037New.indb 14 6/25/12 9:54 AM

WEEK 1 DAY 2
One to One
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WEEK 1 DAY 3
Name Applying the Concept
One to One
• •
• •
• •
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WEEK 1 DAY 4
One to One
1 2
3 4
3037New.indb 17 6/25/12 9:54 AM

WEEK 1
Name Home–School
Connection
What I Learned Math Concept: One-to-one

What to Do correspondence is a basis for
Look at the pictures below with your child. Talk about the counting.
number of chairs and the number of pandas. Have your child
show you how to match one chair to each panda. Then ask your To Parents
child to draw one cookie for each panda. This week your child learned to
use one-to-one correspondence.
• •
• •
• •
What to Do Next
Practice one-to-one correspondence while performing everyday activities. At dinnertime,
for example, ask your child to set one napkin at each place setting. Help him or her count
aloud each napkin as it is being set down.
3037New.indb 18 6/25/12 9:54 AM

W ee k
2 Find the Pattern

Math Objective:
Concept To help children recognize, extend, and predict simple patterns
A pattern is a group
of items that repeats. Math Vocabulary:
extend, group, pattern, predict, repeat

Day 1
SkILLS Begin the lesson by modeling patterns. Display several colored blocks or
other objects in an AB pattern (e.g., blue, red, blue, red). Point to each object
Algebra as you explain the idea of a pattern. Say:
• Recognize and form
simple patterns through Look at these objects: blue, red, blue, red. The objects form a pattern.
different modalities
A pattern is a group of objects that repeats. Let’s say the repeating
Literacy pattern together: blue, red.
Oral Language Repeat the process with a more complex AABB pattern, such as blue, blue,
Development red, red.
questions
Listening to the Story
• Use mathematical terms
Distribute the Day 1 activity page to children. Say: This is Old MacDonald.
Comprehension
These animals are on Old MacDonald’s farm. The animals form patterns. Look
using illustrations, prior for the patterns while I read the story.
experiences
• Listen to a story being
Old MacDonald had a farm. Ee-i-ee-i-o! And on that farm he had
read aloud some pigs. Big pig, baby pig; big pig, baby pig. Ee-i-ee-i-o!
Old MacDonald had a farm. And on that farm he had some cows
and sheep. Cow, cow, sheep; cow, cow, sheep. Ee-i-ee-i-o!
Old MacDonald had a farm. And on that farm he had some birds.
Chick, chick, duck, duck; chick, chick, duck, duck. Old MacDonald
had a farm. Ee-i-ee-i-o!

WEEK 2
DAY 1
Distribute crayons. Develop the math concept by Find the Pattern

asking questions about the story. Say:
• Look at the cows and sheep. Do you see
a pattern? (yes) What is the pattern? (cow,
cow, sheep) Make a black dot on each cow.
• Look at the pigs. Do the pigs form a
pattern? (yes) What is the pattern? (big pig,
baby pig) Make a big dot on each big pig.
• Look at the birds. Do the birds form a
pattern? (yes) What is it? (chick, chick, duck,
duck) Point to each animal as you say 22 Week 2 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
“cheep” for each chick and “quack” for Day 1 picture

each duck. (cheep, cheep, quack, quack, etc.)
3037New.indb 19 6/25/12 9:54 AM

Day 2
WEEK 2 DAY 2
SkILLS Reread the Day 1 story. Then reinforce this Find the Pattern
week’s math concept by guiding a discussion
Listen. Circle what comes next.
Algebra about the story. Say:

1

simple patterns through Old MacDonald had cows and sheep on his
farm. They were lined up in a cow, cow, sheep 2
Literacy pattern. What other animals were lined up in

Oral Language a pattern? (pigs, birds)
Development
• Respond orally to simple Distribute the Day 2 activity and crayons. Say: 3
questions Here are more pictures from Old MacDonald’s

Comprehension farm. Let’s find the pattern for each group of
• Recall details pictures. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 2 23
• Put your finger on the first chick. Point to Day 2 activity
knowledge, or real-life each animal as we say its name together:
experiences
chick, chick, pig; chick, chick, pig.
What animal comes next, chick or pig? (chick) Draw a circle around
the chick.
• Put your finger on the first sheep. Point to each animal as we say its
name together: sheep, duck, duck; sheep, duck, duck. What animal
comes next, duck or sheep? (sheep) That’s right. Draw a circle around
the sheep.
• Put your finger on the first dog. Point to each animal as we say its name
together: dog, dog, cat, cat; dog, dog. What animal comes next, cat
or dog? (cat) Draw a circle around the cat.

Day 3
WEEK 2 DAY 3
SkILLS Distribute the Day 3 activity and crayons. Then Find the Pattern
Color to complete the pattern.
1
Algebra
• Point to the first sheep. Let’s find the
simple patterns through pattern. Point to each sheep as we read: 2
gray sheep, white sheep; gray sheep,
Literacy white sheep. What color should the next
Oral Language sheep be? (gray) Color the sheep gray. 3
Development
• Point to the first cat. Let’s find the pattern.
questions Point to each cat as we read: white cat, 4
Comprehension
gray cat, gray cat; white cat, gray cat,
• Make connections gray cat; white cat, gray cat. What color
should the next cat be? (gray) Color the

knowledge, or real-life Day 3 activity
experiences cat gray.
Repeat the process for white chick, white chick, gray chick, gray chick
and white rabbit, gray rabbit, black rabbit. After children finish coloring
each row of patterns, name the completed patterns aloud.
3037New.indb 20 6/25/12 9:54 AM

Day 4
WEEK 2 DAY 4
SkILLS Introduce the activity by explaining to children Find the Pattern

that they can also create a pattern by using
Extend the pattern.
1
Algebra sounds. And they can repeat, or extend, it. Say:
simple patterns through We can create a pattern using sounds. We can
use our hands and our feet. Watch and listen. 2
Literacy Stand up and model a clap-clap-stomp pattern.

Oral Language Then say:
Development
Now you stand up and do the clap-clap-stomp 3
questions pattern. Keep going until I say “Stop!”
Comprehension Distribute the Day 4 activity and crayons. Say:
using illustrations, prior • Look at the eggs. These are speckled © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 2 25
knowledge, or real-life eggs and white eggs. Let’s find the Day 4 activity
experiences
pattern. Point to each egg as we name it:
speckled egg, white egg; speckled egg, white egg. Now draw more
eggs to extend the pattern. Draw a speckled egg first. Then draw a
white egg.
• Now look at the chicks and egg. Point to each item as we name it:
chick, chick, egg. What is the pattern? (chick, chick, egg) Extend
the pattern. Draw chick, chick, egg.
• Now point to the next pattern. What does this pattern have? (big eggs
and little eggs) Let’s name the pattern. Point to each egg as we name
it: big egg, little egg, little egg; big egg, little egg, little egg. What
is the pattern? (big egg, little egg, little egg) Draw more eggs to
extend the pattern one more time.

Day 5
SkILLS Reinforce this week’s math concept with the
following hands-on activity:
Algebra
Materials: red, yellow, and green paper squares
simple patterns through Activity: Have children sit in a horizontal line.
Place a pile of red, yellow, and green paper squares
Mathematical in front of the line where all children can access
Thinking & them. Make sure the colored squares are shuffled
Reasoning and slightly scattered.
• Use patterning to
develop a sense of Display an AB pattern for children to follow, for example: red square,
sequence
yellow square, red square, yellow square.
Point to the pattern and ask: What is the pattern here? (red, yellow)
Let’s make the same pattern using these paper squares.
Home–School
Connection p. 26 Ask the first child in line to take a red square and place it on the floor in
Spanish version
available (see p. 2) front of him or her. Have children predict what color comes next (yellow),
and invite the next child to choose and place the correct square. Continue
extending the pattern until all children have a colored square in front of
them. Then repeat the activity using a different pattern.
3037New.indb 21 6/25/12 9:54 AM

Week 2 DAY 1
Find the Pattern
3037New.indb 22 6/25/12 9:54 AM

Week 2 DAY 2
Find the Pattern

Listen. Circle what comes next.
3037New.indb 23 6/25/12 9:55 AM

Week 2 DAY 3
Find the Pattern

Color to complete the pattern.
3037New.indb 24 6/25/12 9:55 AM

Week 2 DAY 4
Find the Pattern

Extend the pattern.
3037New.indb 25 6/25/12 9:55 AM

Week 2
Name Home–School
Connection
What I Learned Math Concept: A pattern is

What to Do a group of items that repeats.
Have your child look at the picture below. Have him or her point
to animals that are arranged in patterns. Then ask your child to To Parents
have each animal in the pattern represent a different sound. For This week your child learned to
example, cow, cow, sheep could mean moo, moo, baa, or something recognize and extend patterns.
entirely different!
What to Do Next
Look for patterns all around your home, such as in floor tiles or wall decorations. Encourage your
child to create new patterns with everyday items, such as lining up fork, spoon, fork, spoon.
3037New.indb 26 6/25/12 9:55 AM

W ee k
3 Count to 5
Math Objective:
Concept To help children count 5 or fewer items in a set
Counting tells how
many are in a set. Math Vocabulary:
one, two, three, four, five, count, group, how many, order

Day 1
SkILLS Display sets of objects to count, such as blocks of the same shape or crayons
of the same color. Have the sets equal any number from 1 to 5. Point to
Number Sense each item as you say each number. For example, say:
• Apply one-to-one
correspondence while I have some blocks. I want to know how many blocks there are, so I’m
counting
going to count them: 1, 2, 3, 4, 5. So let’s count the blocks again. This
• Understand the
relationship between
time you count with me: 1, 2, 3, 4, 5.
numbers and quantities Model counting another set of items in the same manner. Then place
• Understand that the final children in small groups and give each group a set of objects of 5 or fewer
number counted in a set
tells how many to count.
Literacy Listening to the Story
Oral Language Distribute the Day 1 activity page to each child. Say: Listen and look at the
Development
picture as I read a poem about animals. Listen as I count the animals.
questions
• Use number names How many frogs like to dive? How many dogs want to drive?
Comprehension 1, 2, 3, 4, 5. 1, 2, 3, 4, 5.
using illustrations, prior How many bees buzz at the hive? It’s fun to count to five!
knowledge, or real-life 1, 2, 3, 4, 5.
experiences
read aloud Confirming Understanding WEEK 3 DAY 1
Distribute crayons. Develop the math concept of Name Confirming Understanding
Count to 5
counting to 5. Say:
• I want to know how many frogs are ready
to dive into the water. Watch me make a
dot with my crayon on each frog as I count
it: 1, 2, 3, 4, 5. Now let’s count the frogs
together. Make a dot on each frog as you
count: 1, 2, 3, 4, 5.
• How many dogs want to drive? (5) Make a
dot on each dog as you count: 1, 2, 3, 4, 5.
• I see other animals in this picture, too.
I see fish and a cat. How many fish are 30 Week 3 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
there? (3) Color the fish orange. Day 1 picture
• How many cats are there? (1) Color the cat

brown.
• How many bees are there? (5) Color the bees yellow.
3037New.indb 27 6/25/12 9:55 AM

Day 2
WEEK 3 DAY 2
SkILLS Reinforce this week’s math concept by discussing Count to 5

the Day 1 poem. Say:
Listen.Count to tell how many.
1
Number Sense
What was the poem about? (animals, counting)
correspondence while How many frogs did we count? (5) 2
counting
• Understand the Distribute the Day 2 activity and crayons. Say: 3
numbers and quantities • Look at the cats. How can we find out how
many cats there are? (count) Let’s count 4
Literacy
the cats together. Make a black line under
Oral Language
Development
each cat as you count: 1, 2, 3, 4, 5. 5
• Respond orally to simple • Look at the fish. How can we find out how
questions
many fish there are? (count) Count the © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 3 31

fish. Make an orange dot on each fish as Day 2 activity
Comprehension you count: 1, 2, 3, 4.
• Recall details
• Look at the dogs. How can we find out how many dogs there are?
using illustrations, prior (count) Count the dogs. Make a brown dot on each dog as you
knowledge, or real-life count: 1, 2, 3.
experiences
• Look at the bees. How can we find out how many bees there are?
(count) Count the bees. Make a yellow line under each bee as you
count: 1, 2.
• Look at the frog. How can we find out how many frogs there are?
(count) Count the frogs. Make a green dot on each frog as you
count: 1.
Day 3 Applying the Concept Name

WEEK 3
DAY 3
SkILLS Introduce the activity by saying: Count to 5

Number Sense
Yesterday I read you a poem about counting. 1 2
What did we count? (animals) Yes, we counted
correspondence while 5 frogs, 5 bees, and 5 dogs. Now we’re going
counting
to count other things to see if there are 5.
• Understand the
numbers and quantities Distribute the Day 3 activity and crayons. Say: 3 4
• Understand that the final • Look at the butterflies. Count them. Point
tells how many
to each one as you count. (children count)
Are there 5 butterflies? Color the happy
Literacy face for yes or the sad face for no. (yes)
Oral Language
Development
• Look at the birds. Count them. Point to 32 Week 3 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
• Respond orally to simple each one as you count. (children count) Day 3 activity
questions Are there 5 birds? Color the happy face for yes
• Use number names or the sad face for no. (no) How many birds are there? (3)
Comprehension • Look at the rabbits. Count them. Point to each one as you count.
• Make connections (children count) Are there 5 rabbits? Color the happy face for yes
knowledge, or real-life or the sad face for no. (no) How many rabbits are there? (2)
experiences
• Look at the squirrels. Count them. Point to each one as you count.
(children count) Are there 5 squirrels? Color the happy face for
yes or the sad face for no. (yes)
3037New.indb 28 6/25/12 9:55 AM

Day 4
WEEK 3 DAY 4
SkILLS Distribute the Day 4 activity and crayons. Say: Count to 5

Number Sense • Look at the bees. There are two groups. 1
• Apply one-to-one Count the bees in each group. Point to

correspondence while each bee as you count it. (children count) 2
counting
Circle the group that has 3 bees.
• Understand the
relationship between • Look at the birds. Count the birds in each 3
numbers and quantities
group. Point to each bird as you count it.
• Understand that the final
number counted in a set (children count) Circle the group that has
tells how many 4 birds. 4
Literacy • Look at the fish. Count the fish in each

Comprehension group. Point to each fish as you count it. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 3 33
• Make connections (children count) Circle the group that has Day 4 activity
knowledge, or real-life 5 fish.
experiences
• Look at the frogs. Count the frogs in each group. Point to
each frog as you count it. (children count) Circle the group
that has 1 frog.
Circle Time Math Activity

Day 5
SkILLS Reinforce this week’s math concept with
the following circle time activity, which
Number Sense is a variation of “Duck, Duck, Goose”:
correspondence while Have children sit cross-legged in a circle,
counting facing each other. You be “It” (the Counter)
Mathematical for the first round so children understand
Thinking & the object of the game.
Reasoning
Walk around the circle tapping each child’s
• Explore mathematical
ideas through song head while counting aloud 1, 2, 3, 4, 5 over
or play and over. Stop at any number to designate
who will be “the Chaser.”
The Chaser must jump up and chase the Counter around the circle,
trying to tag him or her before the Counter sits at the Chaser’s place
Home–School
Connection p. 34 in the circle.
Spanish version
If the Counter steals the Chaser’s place in the circle before being
tagged, the Chaser becomes the new Counter. If the Counter gets
tagged, he or she remains the Counter for one more round. After
that, assign a new Counter so that other children have the
opportunity to count.
3037New.indb 29 6/25/12 9:55 AM

Week 3 DAY 1
Count to 5
3037New.indb 30 6/25/12 9:55 AM

Week 3 DAY 2
Count to 5
Listen. Count to tell how many.
3037New.indb 31 6/25/12 9:56 AM

Week 3 DAY 3
Count to 5
1 2
3 4
3037New.indb 32 6/25/12 9:56 AM

Week 3 DAY 4
Count to 5
3037New.indb 33 6/25/12 9:56 AM

Week 3
Name Home–School
Connection
What I Learned Math Concept: Counting tells

What to Do how many are in a set.
Ask your child to tell what is happening in the picture. Then
encourage him or her to count by asking questions such as, How To Parents
many fish are there? How many frogs? How many dogs? This week your child learned
to count to 5.
What to Do Next
Take a trip to the park and play “I Spy” with your child. When you spot small groups of countable
items, say, I spy some squirrels. How many squirrels are there? Then let your child have a turn being
the “spy.”
3037New.indb 34 6/25/12 9:56 AM

W EE K
4 Find the Numbers

Math Objective:
Concept To help children recognize and name numbers 1 through 5
Each number has a
name and a symbol. Math Vocabulary:
one, two, three, four, five

Day 1
SKILLS Before the lesson, make a number line that begins with number 1 and ends
with number 5. Then display the number line. Say:
Number Sense
These are the numbers 1 through 5. Name them with me: 1, 2, 3, 4, 5.
correspondence while A number can tell how old you are. How old are you? (children respond)
counting
Next, trace each number with your finger and then have children use their
• Understand the
relationship between fingers to form each number in the air.
• Recognize the symbols Listening to the Story
that represent numbers
• Associate each number
Distribute the Day 1 activity page to each child. Say: I will read a poem to
with one name you. Look at the picture and listen carefully. Some numbers are hiding here.
Literacy
Oral Language I see a 1 resting on my shoe. There is a 4 learning how to drive!
Development Where, oh, where is the number 2? Where, oh, where is the number 5?
questions There is a 2 sticking to my knee! I see a 5 sizzling on the sun.
• Use number names Where, oh, where is the number 3? Now I’m back to number 1.
Comprehension I see a 3 hanging on the door.
• Make connections Where, oh, where is the number 4?
experiences
Confirming Understanding WEEK 4
DAY 1
Name
read aloud Distribute crayons. Develop the math concept Find the Numbers
by asking questions about the poem. Say:
• Every number has a name: 1, 2, 3, 4, 5.
Where do you see the number 1? (on
the shoe) Trace the number 1 with blue.
• Where do you see the number 2? (on
her knee) Trace the number 2 with red.
• Where do you see the number 3? (on
the door) Trace the number 3 with green.
• Where do you see the number 4? (on the
car) Trace the number 4 with orange. 38 Week 4 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
• Where do you see the number 5? (on Day 1 picture
the sun) Trace the number 5 with yellow.

• Find the number that tells how old you are.
Draw a red circle around that number.
3037New.indb 35 6/25/12 9:56 AM

Day 2
WEEK 4 DAY 2
SKILLS Reread the Day 1 poem. Then reinforce this Find the Numbers
week’s math concept. Say:
Draw lines to match.
3 • • 5
Number Sense
• Recognize the symbols
Our poem was about the numbers 1 through 5.
4 • • 3
that represent numbers Where was the number 2 hiding? (on the girl’s
knee) Tell me where the other numbers were 1 • • 2
Literacy
hiding. (children respond) 2 • • 4
Oral Language
Development
Distribute the Day 2 activity and crayons. Say: 5 • • 1
questions • The girl lost her balloons. Help her find
• Use number names them. Point to the balloon with the number
Comprehension 1. Trace the number 1 with your finger.
• Recall details • Point to the balloon with the number 2. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 4 39
• Make connections Trace the number 2 with your finger. Day 2 activity
knowledge, or real-life • Point to the balloon with the number 3. Trace the 3 with your finger.
experiences
• Point to the balloon with the number 4. Trace the 4 with your finger.
• Point to the balloon with the number 5. Trace the 5 with your finger.
• Now that you have traced all the numbers with your finger, let’s
match the balloons. Find the balloon with the number 1. Draw
a line to the other balloon with the number 1 on it.
Repeat the process with the balloons numbered 2 through 5.

WEEK 4
DAY 3
SKILLS To introduce the activity, say: Find the Numbers

Count. Circle the correct number.
Remember that we use numbers to tell how 1 2

Number Sense
many. How can we fi nd out how many there
correspondence while are of something? (count)
counting
• Understand the
Continue counting other sets of 5 or fewer. For
relationship between example, ask: How many fi ngers am I holding 1 2 3 4 5 1 2 3 4 5
up? Let’s count them: 1, 2, 3.
3 4

Distribute the Day 3 activity and crayons. Say:
with one name • Put your finger on picture 1. It shows
balloons. How can we find out how many 1 2 3 4 5 1 2 3 4 5
Literacy
balloons there are? (count) Count the 40 Week 4 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Oral Language
Development balloons. How many balloons are there? (4) Day 3 activity
• Respond orally to simple Circle the number 4.

questions
• Put your finger on picture 2. It shows butterflies. How can we find
out how many butterflies there are? (count) Count the butterflies.
Comprehension
How many butterflies are there? (3) Circle the number 3.
using illustrations, prior • Put your finger on picture 3. It shows flowers. Count the flowers.
experiences How many flowers are there? (5) Circle the number 5.
• Put your finger on picture 4. It shows some shoes. Count the shoes.
How many shoes are there? (2) Circle the number 2.
3037New.indb 36 6/25/12 9:56 AM

Day 4
WEEK 4 DAY 4
SKILLS Introduce the activity by reviewing the math Find the Numbers
concept. Say:
Listen. Draw a line to match. Trace the number.
Number Sense
Each number has a name: 1, 2, 3, 4, 5. We
• • 1
correspondence while write each number in a special way. Some
counting
numbers have curves. Others have lines, and
• • 4
• Understand the
some have both curves and lines. We use
numbers and quantities numbers to tell how many.
• • 3
that represent numbers Distribute the Day 4 activity and crayons. Say: • • 2
with one name • Point to the ladybugs. How many ladybugs
Literacy are there? (3) Draw a line from the • • 5
Oral Language
ladybugs to the number 3. Now trace © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 4 41
Development the number 3. Day 4 activity

questions
• Point to the sun. How many suns are there? (1)
Draw a line from the sun to the number 1. Now trace the number 1.
Comprehension • Point to the butterflies. How many butterflies are there? (2) Draw a
• Make connections line from the butterflies to the number 2. Now trace the number 2.
knowledge, or real-life • Point to the flowers. How many flowers are there? (4) Draw a line
experiences from the flowers to the number 4. Now trace the number 4.
• Point to the bees. How many bees are there? (5) Draw a line
from the bees to the number 5. Now trace the number 5.

Day 5
the following circle time activity:
Number Sense
Materials: music player; a cardboard square
correspondence while for each child; pretzel sticks, raisins, or other
counting small snack (Be aware of food allergies.)
that represent numbers Preparation: Number the cardboard squares
from 1 to 5 several times over. Arrange them
Mathematical in a circular path for children to walk on.
Thinking &
Reasoning Alternatively, the numbers may be drawn on the playground with chalk.
• Explore mathematical Activity: Explain to children that they will play a game called “Number
ideas through song
or play Walk.” Have each child stand on a number square. Start the music,
and tell children to walk on the number path while the music plays,
making sure to stand on a number square each time they take a step.
Home–School
Stop the music. Call out a number from 1 to 5. For example, if you call
Connection p. 42 out the number 3, whoever is standing on 3 wins three pretzel sticks (or
Spanish version
available (see p. 2) other snack), which you enthusiastically count out as a class.
3037New.indb 37 6/25/12 9:56 AM

WEEK 4 DAY 1
Find the Numbers
3037New.indb 38 6/25/12 9:56 AM

WEEK 4 DAY 2
Find the Numbers

Draw lines to match.
3 • • 5
4 • • 3
1 • • 2
2 • • 4
5 • • 1
3037New.indb 39 6/25/12 9:56 AM

WEEK 4 DAY 3
Find the Numbers

Count. Circle the correct number.
1 2
1 2 3 4 5 1 2 3 4 5
3 4
1 2 3 4 5 1 2 3 4 5
3037New.indb 40 6/25/12 9:57 AM

WEEK 4 DAY 4
Find the Numbers

Listen. Draw a line to match. Trace the number.
• • 1
• • 4
• • 3
• • 2
• • 5
3037New.indb 41 6/25/12 9:57 AM

WEEK 4
Name Home–School
Connection
What I Learned Math Concept: Each number

What to Do has a name and a symbol.
Have your child look at the picture below. Ask him or her to count the To Parents
balloons and tell you how many there are in one column. Then ask This week your child learned
your child to name and match the numbers on the balloons. Finally, the names and symbols for 1–5.
have your child color the picture.
3 • • 5
4 • • 3
1 • • 2
2 • • 4
5 • • 1
What to Do Next
Create sets of five or fewer items. Have your child tell you how many are in each set. Then help
your child use self-stick notes to label each set with the correct number.
3037New.indb 42 6/25/12 9:57 AM

W ee k
5 Basic Shapes
Math Objective:
Concept To help children identify and differentiate basic shapes
Some geometric shapes
are two-dimensional. Math Vocabulary:
circle, flat, rectangle, round, shape, side, square, triangle

Day 1
SkILLS Display four large shapes: a circle, a triangle, a rectangle, and a square.
Then talk about each shape. Say:
Geometry
• Recognize simple
• This shape is round. It is called a circle. Say circle. (circle)
shapes, regardless of • This flat shape has three sides: 1, 2, 3. It is called a triangle. Say
size or orientation
• Recognize geometric
triangle. (triangle) Now watch me flip the triangle. Is it still a triangle?
shapes in the (yes) I’m going to flip it again. Is it still a triangle? (yes)
environment
Repeat this process for the rectangle (four sides; two sides are long and two
Literacy sides are short) and the square (four sides that are the same). Then ask
Oral Language children to point out shapes in the room.
Development
• Respond orally to simple Listening to the Story
questions
Distribute the Day 1 activity page. Say: I will read a story about a doll made
• Use the names of basic
shapes of shapes. Listen to the story and point to each shape as I read about it.
Comprehension
• Recall details I have a paper doll named Suzy Shapey. You can see how Suzy
• Make connections got her name. She is made of shapes! Suzy Shapey’s head is a
using illustrations, prior circle. Her body is a big square. Her feet are little squares. Her legs
experiences are long rectangles. Do you see Suzy’s purse? It is shaped like a
• Listen to a story being triangle. I like the many shapes in Suzy Shapey!
read aloud
Confirming Understanding WEEK 5 DAY 1

Distribute crayons. Reinforce the math concept

Name
Basic Shapes
about shapes. Ask:
• Do you see a square on Suzy Shapey’s
face? (yes) Where? (her nose) Color her
square nose pink.
• Suzy Shapey is holding a purse. What
shape is it? (triangle) Color the triangle
purple.
• What shape is Suzy Shapey’s head?
(circle) Find more circles. (her hands)
Color all the circles yellow.
• Suzy Shapey’s arms are rectangles. Day 1 picture

Color her arms red. What other body parts
are shaped like rectangles? (her legs) Color
her legs green.
3037New.indb 43 6/25/12 9:57 AM

Day 2
WEEK 5 DAY 2
SkILLS Reread the Day 1 story. Then reinforce this Basic Shapes
Geometry about the story. Say:

1 2
shapes, regardless of Our story was about a paper doll named Suzy
size or orientation Shapey. Why is she named Suzy Shapey?
Literacy (She is made of shapes.) What shape is Suzy
Oral Language
Shapey’s head? (circle) 3 4
Development
questions • Point to box 1. Is this shape a circle? Color
shapes
the happy face for yes or the sad face for
no. (yes) Yes, a circle is round. Trace the © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 5 47
Comprehension
circle with blue. Day 2 activity
• Recall details
• Make connections • Point to box 2. Is this shape a triangle?
using illustrations, prior Color the happy face for yes or the sad face for no. (no) What
experiences shape is it? (square) How many sides does it have? (4) Trace
the square with red.
• Point to box 3. Is this shape a rectangle? Color the happy face for
yes or the sad face for no. (yes) How many sides does a rectangle
have? (4) Yes, a rectangle has four sides: two short and two long.
Trace the rectangle with green.
• Point to box 4. Is this shape a triangle? Color the happy face for
yes or the sad face for no. (yes) How many sides does a triangle
have? (3) Trace the triangle with purple.

WEEK 5
DAY 3
SkILLS Distribute the Day 3 activity and crayons. Say: Basic Shapes
Look at the picture. It is made of shapes, just

Geometry
as Suzy Shapey was made of shapes.
shapes, regardless of • Point to the house. The roof is a triangle.
size or orientation
Color the triangle brown.
shapes in the • What other shape do you see on the
environment
house? (square) Color the square blue.
Literacy • Look at the tree. It is made of two shapes.
Oral Language What are the two shapes? (rectangle
Development
and circle) Yes, the trunk of the tree is a
questions rectangle. Color the rectangle brown. The 48 Week 5 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
• Use the names of basic top part is a circle. Color the circle green. Day 3 activity
shapes
• Look at the sky. What shape do you see
Comprehension
in the sky? (circle) Yes, the sun is a circle.
• Recall details
Color the circle yellow.
using illustrations, prior • Look at the fence. What shapes do you see? (rectangles and
experiences
triangles) Color the triangles blue. Color the rectangles orange.
3037New.indb 44 6/25/12 9:57 AM

Day 4
WEEK 5 DAY 4
SkILLS Show a rectangle, triangle, square, and circle. Basic Shapes

Turn each shape in every direction; review that
Geometry
1
orientation does not change the shape:

shapes, regardless of Remember that a rectangle is a rectangle
no matter which way it is turned.
2
size or orientation
Literacy Distribute the Day 4 activity and crayons. Say: 3

Oral Language
Development • Point to the first triangle. It has 3 sides.
• Respond orally to simple Look at the other shapes in the row. Make
questions a dot on the other triangle in this row.
4
• Use the names of basic What are the other two shapes? (circle
shapes
and square) © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 5 49
Comprehension
• Point to the rectangle. It has 2 short sides Day 4 activity
using illustrations, prior and 2 long sides. Look at the other shapes
experiences
in the row. Make a dot on the other rectangle in this row. What are
the other two shapes? (triangle and square)
• Point to the square. Look at the other shapes in this row. Make a dot
on the square. What are the other shapes? (circle and triangle)
• Point to the circle. Look at the other shapes in this row. Make a dot
on the circle. What are the other shapes? (square and triangle)

Day 5
Geometry
Materials: triangle, circle, square, rectangle
shapes, regardless of Activity: Divide children into four groups.
size or orientation
Assign each group a shape name. Appoint
Mathematical one child from each group as the leader,
Thinking & responsible for displaying the group’s shape.
Reasoning
Children will march in a shape parade
ideas through song around the room. They should start marching
or play
when they hear their group’s shape name.
Teach children this marching song (to the tune of “The Ants Go Marching
One by One”):
Home–School
(Chorus) Let the shapes come marching in. Hoorah, hoorah! (2x)
Connection p. 50
Spanish version
Here’s a triangle: 1, 2, 3. That’s how many sides you’ll see!
available (see p. 2) We’ll all go marching in the shape parade! (Chorus)
Here’s a square: four sides the same. Hello, hello, we’re glad you came!
We’ll all go marching in the shape parade! (Chorus)
Here’s a rectangle with four sides. Two are short and two are wide.
Here’s a circle. It’s nice and round. Stomp your feet along the ground!
3037New.indb 45 6/25/12 9:57 AM

WEEK 5 DAY 1
Basic Shapes
3037_wk05.indd 46 6/25/12 10:15 AM

Week 5 DAY 2
Basic Shapes
1 2
3 4
3037New.indb 47 6/25/12 9:57 AM

Week 5 DAY 3
Basic Shapes
3037New.indb 48 6/25/12 9:57 AM

Week 5 DAY 4
Basic Shapes
3037New.indb 49 6/25/12 9:57 AM

Week 5
Name Home–School
Connection
What I Learned Math Concept: Some

What to Do geometric shapes are
Have your child look at the picture below. Have him or her name two-dimensional.
the different shapes hiding in the picture. Then have your child To Parents
follow the color key to color the picture. This week your child learned
about basic shapes.
green blue
red yellow
What to Do Next
Draw basic shapes on self-stick notes: circle, square, rectangle, triangle. Help your child search
around the house for these basic shapes, and have him or her label the items with the corresponding
self-stick note.
3037New.indb 50 6/25/12 9:57 AM

W ee k
6 Compare Shapes
Math Objective:
Concept To help children compare, describe, and draw shapes
Shapes have
attributes. Math Vocabulary:
circle, equal, long, rectangle, round, shape, short, sides, square,
straight, triangle

Day 1
SkILLS Prepare for the lesson by gathering a few circles, triangles, rectangles,
and squares of different sizes. Show children the shapes as you describe
Geometry them. Say:
shapes, regardless of These are shapes. Some are big and some are small. Let’s name them:
size or orientation
circle, triangle, rectangle, square. Each shape is special. A triangle,
shapes in the
a rectangle, and a square have sides. If I follow each side with my
environment fi nger, I go in a straight line. Does a circle have sides? (no) No, a circle
• Compare basic shapes is round. If I follow the shape of the circle with my fi nger, it goes round
by their attributes
and round.
Literacy Repeat the process of describing a triangle (three sides), a rectangle
Oral Language (2 short sides and 2 long sides), and a square (four equal sides).
Development
• Respond orally to simple Listening to the Story
questions
Distribute the Day 1 activity page to each child. Say: Listen and look at
shapes the picture as I read a story about Robin and the shapes in her lunch.
Comprehension
• Recall details “Shapes are all around us,” said Robin’s teacher. “You can probably
• Make connections see shapes in your lunches.” Was that true? Robin looked at her
using illustrations, prior lunchbox. It had two long sides and two short sides. “My lunchbox is
experiences a rectangle,” exclaimed Robin. “And my carrot sticks are rectangles,
• Listen to a story being too!” She looked at her sandwich. Dad had cut the sandwich into two
read aloud triangles. Robin smiled when she saw a cookie shaped like a circle.
• Make inferences and “I am going to enjoy eating this yummy shape!” said Robin.
draw conclusions

WEEK 6
DAY 1
Distribute crayons. Develop the math concept by Compare Shapes

• Look at Robin’s lunch. Her sandwich has
two triangles. Where do you see a square?
(napkin) How do you know that the napkin
is a square? (It has four equal sides.)
• What did Robin eat that is round like a
circle? (cookie) Trace around the cookie
with brown.
• Are all rectangles the same size? (no)
Which rectangle in the picture is the 54 Week 6 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
biggest? (lunchbox) Trace around the Day 1 picture
lunchbox with red.

3037New.indb 51 6/25/12 9:57 AM

Day 2
WEEK 6 DAY 2
SkILLS Reread the Day 1 story. Then reinforce this Compare Shapes
week’s math concept by discussing the story.
Listen. Draw a line to match.
1
Geometry Say: • •
shapes, regardless of In our story, Robin’s lunchbox is a rectangle.
size or orientation Her carrot sticks are also rectangles. Robin’s
2
• •
shapes in the
rectangles are different sizes. Are they still
environment rectangles? (yes) That’s right. A shape can be 3
• Compare basic shapes any size, big or small. • •

by their attributes
Literacy 4
Oral Language • Point to number 1. What shape is this? • •
Development (triangle) How many sides does it have? © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 6 55
• Respond orally to simple (3) Draw a line to the shape that is also Day 2 activity
questions
a triangle.
shapes • Point to number 2. What shape is this? (square)
Comprehension How many sides does it have? (4) Are the sides the same? (yes)
• Recall details Draw a line to the bigger square. Does it also have 4 sides? (yes)
draw conclusions • Point to number 3. What shape is this? (rectangle) How many sides
does it have? (4) Are the sides the same? (no) That’s right, a rectangle
has 2 long sides and 2 short sides. Draw a line to the smaller
rectangle. Does it also have 2 long sides and 2 short sides? (yes)
• Point to number 4. What shape is this? (circle) Does it have sides
like a square or a rectangle? (no) A circle has no sides. It is
round. Draw a line to the other circle.

WEEK 6
DAY 3
SkILLS Distribute the Day 3 activity and crayons. Say: Compare Shapes
Listen. Find the shapes.
Geometry
• Find the triangle at the bottom of the page.
• Recognize simple Trace the triangle with your finger. Find two
shapes, regardless of triangles in the picture. What is shaped
size or orientation
like triangles? (the sandwich) Trace the
shapes in the triangles in the sandwich with brown.
environment
• Find the circle at the bottom of the page.
• Compare basic shapes
by their attributes Trace the circle with your finger. Find the
circles in the picture. What are shaped like
Literacy
circles? (plates, pineapple, orange) Trace
Oral Language
Development
all the circles with red. 56 Week 6 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
• Respond orally to simple • Find the rectangle at the bottom. Trace it Day 3 activity
questions
with your finger. Find a big rectangle in
the picture. What is shaped like a rectangle? (placemat) Trace
the placemat with blue.
• Find the square at the bottom. Trace it with your finger. Find four
little squares in the picture. What are shaped like squares?
(placemat corners) Color the squares green.
3037New.indb 52 6/25/12 9:57 AM

Day 4
WEEK 6 DAY 4
SkILLS Introduce the activity by displaying an AB Compare Shapes

pattern of circle, square, circle, square. Say:
Draw the shapes that come next.
1
Geometry
Remember that a pattern is a group of items
shapes, regardless of that repeats. What pattern do these shapes 2
size or orientation
make? (circle, square)
shapes in the
environment Distribute the Day 4 activity and crayons. Say: 3
• Compare basic shapes • Put your finger on row 1. Remember that

by their attributes
a shape can be any size. Point to each 4
Literacy shape as we name it: small circle, big

Oral Language circle; small circle, big circle. What
Development
comes next? (small circle, big circle) © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 6 57

questions
Draw a small circle and a big circle. Day 4 activity
• Use the names of basic • Put your finger on row 2. Point to each
shapes
shape as we name it together: rectangle, triangle; rectangle, triangle.
Comprehension What comes next? (rectangle, triangle) Draw a rectangle and a triangle.
• Recall details
• Put your finger on row 3. Point to each shape as we name it together:
draw conclusions big square, little square, little square; big square, little square,
little square. What comes next? (big square, little square, little square)
Draw a big square, a little square, and a little square.
• Put your finger on row 4. Point to each shape as we name it together:
circle, triangle, triangle; circle, triangle, triangle. What comes next?
(circle, triangle, triangle) Draw a circle, a triangle, and a triangle.

Day 5
Geometry
Materials: construction paper, glue, scissors,
shapes, regardless of contact paper
size or orientation
Preparation: From the construction paper,
Mathematical cut out circles, squares, rectangles, and
Thinking & triangles of different sizes and colors.
Reasoning
• Select and use various Activity: Explain to children that they will be
types of reasoning and making shapes placemats. Divide children into
methods of proof
small groups. Have each child choose a sheet of construction paper
as the base of the placemat. Invite children to decorate their placemats
by gluing shapes onto it. Emphasize that a shape can be any size;
big or small, sideways or upright, a triangle is a triangle. Model
Home–School
Connection p. 58 mathematical thinking with observations such as, I see a big yellow
Spanish version triangle here. I see a small blue triangle there. Are they both triangles? (yes)
After children finish decorating their placemats, cover the placemats
with contact paper or laminate them.
3037New.indb 53 6/25/12 9:57 AM

Week 6 DAY 1
Compare Shapes
3037_wk06.indd 54 6/25/12 12:07 PM

Week 6 DAY 2
Compare Shapes
Listen. Draw a line to match.
• •
• •
• •
• •
3037New.indb 55 6/25/12 9:57 AM

Week 6 DAY 3
Compare Shapes
Listen. Find the shapes.
3037New.indb 56 6/25/12 9:57 AM

Week 6 DAY 4
Compare Shapes
Draw the shapes that come next.
3037New.indb 57 6/25/12 9:57 AM

Week 6
Name Home–School
Connection
What I Learned Math Concept: Shapes have

What to Do attributes.
Have your child tell you the name of each shape at the bottom
of the page. Then have him or her trace each shape. Next, have To Parents
your child look at the picture below. Ask him or her to point to This week your child compared
and name each shape in the picture. basic shapes by their attributes.
What to Do Next
Go on a shape walk with your child. Look for circles, squares, triangles, and rectangles along
the way. For example, look at signs, traffic lights, sidewalks, and buildings.
3037New.indb 58 6/25/12 9:57 AM

W EE K
7 Sort and Classify

Math Objective:
Concept To help children sort objects according to a variety of attributes
Objects can be sorted
into categories. Math Vocabulary:
different, group, same, shape, size, sort

Day 1
SKILLS Begin the lesson by modeling how to sort red and blue crayons and markers
into groups. Say:
Algebra
• Recognize a qualitative
I want to sort these crayons and markers. I want to put them into
property, or attribute groups that are the same. I could sort them by color and put all of the
• Sort objects using a red ones in this group and all of the blue ones in this group. I could
variety of attributes
sort them another way, too. I could sort them into a crayon group and
Literacy a marker group.
Oral Language
Development
• Respond orally to simple Distribute the Day 1 activity page to each child. Say: Listen and look at the
questions picture as I read a story about a boy named Toby who is sorting buttons.
Comprehension
Toby had a job to do. Toby’s mom gave him a jar full of buttons.
• Recall details
She asked him to sort the buttons into two groups. Toby carefully
using illustrations, prior poured the buttons onto the table. He wondered how to sort them
experiences
into groups. He looked carefully to see how the buttons were the
• Listen to a story being same. He saw that some buttons had two holes and some had four
read aloud holes. Toby sorted the buttons with two holes into one group. Then
he put the buttons with four holes into another group. Soon, all the
buttons had been sorted into two groups. “This job was easier than
I thought,” said Toby.

WEEK 7
DAY 1
Distribute crayons. Develop the math concept by Sort and Classify

asking children questions about the story. Ask:
• What job did Toby do? (sort buttons)
• How did Toby sort the buttons? (buttons
with 2 holes/4 holes)
• Look at the buttons on the table. Are they
all the same size? (no) Are some buttons
big? (yes) Are some buttons small? (yes)
• Now you draw 2 groups of buttons in the
box below. Make 1 group of big buttons
and 1 group of small buttons. 62 Week 7 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Day 1 picture
3037New.indb 59 6/25/12 9:57 AM

Day 2
WEEK 7 DAY 2
SKILLS Reread the Day 1 story. Then reinforce this week’s Sort and Classify
math concept by discussing the story. Say:
1
Algebra
• Sort objects using a
In our story, Toby sorted the buttons into
variety of attributes two groups. What two groups did he make?
2
(buttons with 2 holes/buttons with 4 holes)
Literacy
Oral Language Distribute the Day 2 activity and crayons. Say: 3
Development
• Respond orally to simple • Look at row 1. The first picture shows a shirt
questions with buttons. Look at the other shirts in the 4
• Use number names row. Draw a circle around each shirt that has
Comprehension buttons. How many shirts did you circle? (2)
• Recall details
• Look at row 2. The first picture shows a 63
© Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 7
shirt with no stripes. Look at the other shirts Day 2 activity
in the row. Draw a circle around each shirt with no stripes.

How many shirts did you circle? (2)
• Look at row 3. The first picture shows a shirt with stripes. Look at
the other shirts in the row. Draw a circle around each shirt with
stripes. How many shirts did you circle? (1)
• Look at row 4. The first picture shows a shirt with short sleeves.
Look at the other shirts in the row. Draw a circle around each shirt
with short sleeves. How many shirts did you circle? (1)

Day 3
WEEK 7 DAY 3
SKILLS Introduce the activity by reviewing ways to sort: Sort and Classify
Listen. Sort the shoes.
You’ve learned that you can sort many things

Algebra
into groups. Look around the room. What things
variety of attributes can we sort into groups? (big books/little books,
toys with wheels/toys without wheels, etc.)
Literacy
Oral Language Distribute the Day 3 activity and crayons. Say:
Development
• Respond orally to simple • This picture shows shoes. Let’s find all the
questions shoes with flowers. There are 3 of them.
Comprehension Color all the shoes with flowers red.
• Next, let’s find all the shoes with laces.
There are 3 of them. Circle all the shoes 64 Week 7 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
experiences Day 3 activity
with laces.
• Now let’s find all the shoes that you wear at the beach.
There are 3 of them. Draw an X on all the shoes that you wear at
the beach.
• Look at the shoes again. What are some other ways you could sort
them? (dark shoes/light shoes; shoes with dots/shoes without dots)
3037New.indb 60 6/25/12 9:57 AM

Day 4
WEEK 7 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Then Sort and Classify
guide children through the activity by saying:
Algebra
• Sort objects using a • Let’s sort these buttons into groups. Let’s
variety of attributes start by making a group of round buttons.
Number Sense
Make a green dot on each round button.
• Apply one-to-one • Next, find a square button. Make a blue
correspondence while
counting dot on it. Make a blue dot on each square
• Understand that the final button.
1 2 3 4 5 1 2 3 4 5
tells how many • Now find a star-shaped button. Make a
yellow dot on it. Make a yellow dot on the
Literacy 1 2 3 4 5 1 2 3 4 5
other star-shaped buttons. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 7 65
Oral Language
Development • Finally, we’ll make a group of heart- Day 4 activity
• Respond orally to simple shaped buttons. Make a red dot on each

questions heart-shaped button.
• Now we’re going to count each type of button. First, count all of
Comprehension
the round buttons that have a green dot on them. How many are
• Understand how
mathematical ideas there? (3) Look at the bottom of the page. Find the box that has
build on one another a round button. Circle the 3 in this round button box.
Repeat the process with the other button shapes.

Day 5
Algebra
Materials: children’s shoes
variety of attributes Activity: Gather children in a circle and have
Mathematical them remove one shoe. Arrange the shoes in
Thinking & the center of the circle. Have children look at the
Reasoning shoes as you note their attributes. For example,
• Use math to solve say: Some things about these shoes are different.
problems
Some things are the same. Some shoes are red.
Some shoes have shoelaces. And some shoes
Home–School
Connection p. 66
have straps.
Spanish version Then ask children to sort the shoes. Help them decide on categories.
For example, if sorting by color, have children choose a shoe to
represent the brown group, a shoe for the red group, etc. Then invite
children to take turns placing the remaining shoes in their
corresponding groups.
After all of the shoes have been sorted, encourage children to say
what they notice about the groups of shoes by modeling language. For
example, say: The group of brown shoes is big. The group of red shoes
is small.
Continue the activity by having children sort the shoes by other
attributes.
3037New.indb 61 6/25/12 9:57 AM

WEEK 7 DAY 1
Sort and Classify
3037_wk07.indd 62 6/25/12 10:19 AM

WEEK 7 DAY 2
Sort and Classify

3037New.indb 63 6/25/12 9:57 AM

WEEK 7 DAY 3
Sort and Classify

Listen. Sort the shoes.
3037New.indb 64 6/25/12 9:57 AM

WEEK 7 DAY 4
Sort and Classify

1 2 3 4 5 1 2 3 4 5
1 2 3 4 5 1 2 3 4 5
3037New.indb 65 6/25/12 9:58 AM

WEEK 7
Name Home–School
Connection
What I Learned Math Concept: Objects can

What to Do be sorted into categories.
Have your child look at the buttons below. Ask him or her to sort
the buttons by shape. Have your child color the heart buttons red, To Parents
the star buttons yellow, the square buttons blue, and the round This week your child learned
buttons green. how to sort and classify objects.
What to Do Next
Laundry day is a perfect time to practice sorting. Have your child sort clothing by color, by type
of clothing item, or according to family member. After your child has sorted the laundry, have
him or her explain the sorting system he or she used.
3037New.indb 66 6/25/12 9:58 AM

W EE K
8 Does It Belong?
Math Objective:
Concept To help children discriminate like and unlike objects in a group
Sets may have like
and unlike items. Math Vocabulary:
belong, same

Day 1
Display two groups of items, such as crayons and wood blocks. Point out
SKILLS
how each group contains items that are alike. Then hold up a red crayon
Algebra and ask:
• Discriminate like and
unlike items In which group does this red crayon belong? (in the crayon group)
Literacy
Then add a crayon to the blocks group. Ask:
Oral Language What item is not the same as the blocks? (crayon) Why? (All the other
Development things in the group are blocks.) That’s right. The crayon does not
• Respond orally to simple belong in this group.
questions
• Use mathematical terms Listening to the Story
Comprehension Distribute the Day 1 activity page to each child. Say: Listen and look at
• Recall details the picture as I read a story about a mom who finds an item that doesn’t
• Make connections using belong in her kitchen drawer.
illustrations, prior
experiences Today, Mom is making my favorite muffins. She has a special
• Listen to a story being drawer for kitchen tools. The drawer has a mixing spoon, a whisk
read aloud
for beating eggs, and a spatula for mixing or stirring. When Mom
reaches into the drawer to get the mixing spoon, she stops. “Hey!” she
says. “Who left this hammer in my drawer?” Dad does not know how
his hammer got in Mom’s kitchen drawer. He takes his hammer and
puts it where it belongs, with his other tools. But then Dad looks
surprised. “Hey!” he says. “Who left this whisk in my toolbox?”
It seems that today, things are not where they belong!

WEEK 8
DAY 1
Distribute crayons. Reinforce the math concept Does It Belong?

by asking questions about the story. Ask:
• What belongs in Mom’s kitchen drawer?
(mixing spoon, whisk, spatula) What did Mom
find in there that did not belong? (hammer)
Draw an X on the hammer.
• Dad’s hammer belongs in his toolbox, along
with other tools for building and fixing. Does
Mom’s whisk belong in Dad’s toolbox? (no)
Why not? (A whisk is not a building tool.
It is used for beating eggs.) Draw an X on
the whisk. 70 Week 8 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Day 1 picture
3037New.indb 67 6/25/12 9:58 AM

Day 2
WEEK 8 DAY 2
SKILLS Reread the Day 1 story. Then reinforce this Does It Belong?
week’s math concept by guiding a discussion Listen. Color the happy face for yes. Color the sad face for no.
Algebra
1 2
about the story. Say:
unlike items Our story was about baking muffins. What did
Mom find that did not belong? (a hammer)
Literacy
Oral Language Distribute the Day 2 activity and crayons. Say:
Development 3 4

• Point to box 1. The picture shows a
questions toothbrush and a whisk. Do a toothbrush
• Use mathematical terms and a whisk belong together? Are they
Comprehension both baking tools? Color the happy face
• Recall details for yes or the sad face for no. (no) © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 8 71

draw conclusions
• Point to box 2. The picture shows a whisk Day 2 activity
and a spatula. Do they belong together? Are they both baking tools?
Color the happy face for yes or the sad face for no. (yes)
• Point to box 3. The picture shows a mixing spoon and a hammer. Do
they belong together? Are they both baking tools? Color the happy face
for yes or the sad face for no. (no) No, a hammer is not a baking tool.
• Point to box 4. The picture shows a wrench and a screwdriver. Do they
belong together? Are they both building tools? Color the happy face
for yes or the sad face for no. (yes)

WEEK 8
DAY 3
SKILLS Distribute the Day 3 activity and crayons. Does It Belong?

Then introduce the activity by saying:
Listen. Draw an X on the one that does not belong.
Algebra
1
• Discriminate like and • Point to row 1. It shows a hammer,

unlike items screwdriver, wrench, and ball. Three of
Literacy
these things belong together. The hammer, 2
screwdriver, and wrench are tools. They

Oral Language
Development belong together. Is a ball a tool? (no) The
• Respond orally to simple ball does not belong with the tools. Draw 3
questions
an X on the ball.
• Point to row 2. What do you see? (fork,
Comprehension
spoon, crayon, knife) How are the fork,
spoon, and knife the same? (They are
draw conclusions
Day 3 activity
used for eating.) Which item does not
belong? (crayon) Why does the crayon not belong?
(The crayon is not used for eating. It is used for coloring.)
Draw an X on the crayon.
• Point to row 3. What do you see? (stuffed monkey, teddy bear, toy car,
stuffed elephant) The monkey, teddy bear, and elephant are all toy
animals. Which item does not belong? (toy car) Why does the toy car
not belong? (It is not an animal.) Draw an X on the toy car.
3037New.indb 68 6/25/12 9:58 AM

Day 4
WEEK 8 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Does It Belong?

Then guide children through the activity by
Algebra saying:
1 2

unlike items • Point to box 1. What do you see? (balls)
Which ball is different? (small ball) That’s
Literacy
right. It doesn’t belong. Why doesn’t it
Oral Language
Development belong? (The other balls are big.) Draw 3 4
• Respond orally to simple an X on the small ball.

questions
• Point to box 2. What do you see? (ice-
Comprehension
cream cone, peanuts, milk, popcorn) Which
draw conclusions item doesn’t belong? (milk) Why doesn’t
the milk belong? (You can eat the other
Day 4 activity
things, but you drink milk.) Draw an X on
the milk.
• Point to box 3. What do you see? (marker, stapler, pencil, crayon)
Which item doesn’t belong? (stapler) Why doesn’t the stapler belong?
(You cannot write with it.) Draw an X on the stapler.
• Point to box 4. What do you see? (football, baseball, basketball, bat)
Which item doesn’t belong? (bat) Why doesn’t the bat belong?
(It is not a ball.) Draw an X on the bat.

Day 5
SKILLS Reinforce this week’s math concept with the
following circle time activity:
Algebra
Preparation: Have children form a circle.
unlike items Activity: Explain to children that they are
Mathematical going to play a game called “Does It Belong?”
Thinking & Think of a category. Point to and name three
Reasoning items that belong in that category and one
• Use math to solve that does not. For example, say:
problems
• Explore mathematical I am going to name some furniture. One of
ideas through song the items doesn’t belong. Tell me which one.
or play
Here we go:
Chair!
Home–School Table!
Connection p. 74
Spanish version Bookshelf!
Flowers! (does not belong)
Continue with other categories that can be identified in the classroom,
such as the following:
• Things to write with: pen/book*/pencil/crayon
• Clothing: dollhouse*/sweater/pants/jacket
• Toys: doll/teddy bear/clock*/ball
(*does not belong)
3037New.indb 69 6/25/12 9:58 AM

WEEK 8 DAY 1
Does It Belong?
3037New.indb 70 6/25/12 9:58 AM

WEEK 8 DAY 2
Does It Belong?
1 2
3 4
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WEEK 8 DAY 3
Does It Belong?
3037New.indb 72 6/25/12 9:58 AM

WEEK 8 DAY 4
Does It Belong?
1 2
3 4
3037New.indb 73 6/25/12 9:58 AM

WEEK 8
Name Home–School
Connection
What I Learned Math Concept: Sets may have

What to Do like and unlike items.
Have your child look at the picture below. Ask him or her to To Parents
point to the item that does not belong in Mom’s drawer, and This week your child learned how
then in Dad’s drawer. Have him or her explain why. Then to find an item that does not
have your child color the picture. belong in a group.
What to Do Next
Display sets of everyday items that belong together, such as a cup, plate, and saucer. Include
an item that doesn’t belong, such as an apple. Ask your child, What doesn’t belong? (apple)
3037New.indb 74 6/25/12 9:58 AM

W ee k
9 Where Is It?
Math Objective:
Concept To help children describe spatial relationships of objects
Certain words describe Math Vocabulary:
spatial relationships.
down, in, next to, on, over, under, up

Day 1
SkILLS Before the lesson, place an object on a table, place another object under
the table, and place a third object next to the table. Say:
Geometry
• Recognize and describe
We can use words such as in, on, under, up, and down to tell where
the spatial relationship things are.
between objects
• Look at this table. What is on the table? (children respond)
Literacy
• What is under the table? (children respond)
Oral Language
Development • What is next to the table? (children respond)
• Respond orally to simple Demonstrate over by holding an object over the table. Demonstrate up
questions
and down by raising an object up into the air and then lowering it to
the table.
Comprehension
• Recall details Listening to the Story
using illustrations, prior Distribute the Day 1 activity page. Say: Listen and look at the picture as I read
knowledge, or real-life a story about children who go up and down and all around a playground.
experiences
read aloud Sam is swinging on a swing. Alex is going up the ladder, and
Lily is zooming down the slide. Greta is in the sandbox. A ball is
next to the sandbox. But Greta needs her shovel. Can you find it?
There it is—under the slide!

WEEK 9
DAY 1
Distribute crayons. Develop the math concept Where Is It?

by asking questions about the story. Ask:
• Is a child going up the ladder? (yes) Make
a dot on that child.
• Circle the girl that is coming down the
slide.
• What is flying over the swings? (a bird)
Color the bird blue.
• What is under the slide? (shovel) Color
the shovel red.
• What is next to the swings? (a sandbox) 78 Week 9 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Make a yellow dot on the sand. Day 1 picture
3037New.indb 75 6/25/12 9:58 AM

Day 2
WEEK 9 DAY 2
SkILLS Reread the Day 1 story. Then reinforce this Where Is It?
Geometry about the story. Say:

1 2

the spatial relationship Our story was about children who were
between objects
playing. Words like on, in, up, down, and
Literacy under tell where the children were. Where was
Oral Language Sam? (on the swings) Where was the bird? 3 4
Development (over the swings)

questions Distribute the Day 2 activity and crayons. Say:
• Point to box 1. Is the bird under the tree?
Comprehension
Color the happy face for yes or the sad © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 9 79
• Recall details
face for no. (no) Where is the bird? (over Day 2 activity
using illustrations, prior the tree)
experiences • Point to box 2. Is the ball on the table? Color the happy face for yes
or the sad face for no. (no) Where is the ball? (under the table)
• Point to box 3. Is the shoe next to the ball? Color the happy face
for yes or the sad face for no. (yes)
• Point to box 4. Is the boy on the bike? Color the happy face for yes
or the sad face for no. (no) Where is the boy? (next to the bike)

WEEK 9
DAY 3
SkILLS To introduce the activity, describe where things Where Is It?
are in your classroom. Say:

Geometry
• Recognize and describe Words help us understand where things are.
the spatial relationship
between objects
• What is next to the window? (children
respond)
Literacy
• What is over your head? (children respond)
Oral Language
Development
questions • Look at this picture. Point to the pond.
• Use mathematical terms What is swimming in the pond? (a duck)
Comprehension The duck is in the pond. Make a blue line 80 Week 9 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
• Make connections under the duck. Day 3 activity

knowledge, or real-life • Point to the ball. Where is it? (under the bench)
experiences
Draw another ball on the bench.
• Point to the tree. What is going up the tree? (a squirrel)
Draw a purple line from the squirrel to the bird on the branch.
• Do you see a cat? (yes) What is the cat next to? (the tree)
Make a green dot over the cat.
3037New.indb 76 6/25/12 9:58 AM

Day 4
WEEK 9 DAY 4
SkILLS Distribute the Day 4 activity and crayons. Guide Where Is It?
children through the activity by saying: Listen. Follow the directions.
Geometry 1 2

Point to box 1. A little girl lost her shoes at
the spatial relationship the park. One shoe is on the swing.
between objects
• Where is the other shoe? (under the
Literacy swing) Make a circle around the shoe
Oral Language that is under the swing. 3 4
Development
Point to box 2. Two children are on the slide.
questions One child is going up the ladder. With your
• Use mathematical terms fi nger, go up the ladder.
• Another child is going down the slide. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 9 81
Comprehension
With your finger, go down the slide. Day 4 activity
using illustrations, prior • With your crayon, make a circle around
experiences
the child that is going up the ladder.
Point to box 3. How many balls do you see? (3)
• One ball is going over the sandbox. Color that ball green.
• Another ball is in the sandbox. Color that ball red.
• Where is the other ball? (next to the sandbox) Color that ball blue.
Point to box 4. How many birds are in the nest? (2)
• How many birds are sitting next to the nest? (1)
• Make a yellow dot under the tree branch.

Day 5
Geometry
Take children outside to play “Follow the Leader.”
the spatial relationship For the first round, you will be the leader. Have
between objects children follow you and mimic your movements
Literacy as you recite the following chant, incorporating
Oral Language
this week’s vocabulary words:
Development Let’s all put our hands up, hands up, hands up.
• Use mathematical terms Let’s all put our hands up. Follow me!
Mathematical Let’s all go over a rock, over a rock, over a rock.
Thinking & Let’s all go over a rock. Follow me!
Reasoning
• Explore mathematical Let’s all go under a tree, under a tree, under a tree.
ideas through song Let’s all go under a tree. Follow me!
or play
Continue the chant using the positional words next to, on, down, etc.
Home–School
Connection p. 82
Spanish version
3037New.indb 77 6/25/12 9:58 AM

Week 9 DAY 1
Where Is It?
3037New.indb 78 6/25/12 9:58 AM

Week 9 DAY 2
Where Is It?
1 2
3 4
3037New.indb 79 6/25/12 9:58 AM

Week 9 DAY 3
Where Is It?
3037New.indb 80 6/25/12 9:58 AM

Week 9 DAY 4
Where Is It?
1 2
3 4
3037New.indb 81 6/25/12 9:58 AM

Week 9
Name Home–School
Connection
What I Learned Math Concept: Certain words

What to Do describe spatial relationships.
Have your child look at the picture and use words such as on, in,
up, down, next to, over, and under to tell you what each child in the To Parents
picture is doing and where he or she is. Then have your child This week your child learned
color the picture. that we use certain words to tell
where things and people are.
What to Do Next
Have your child play a game of “Where Is It?” Look around the room and ask questions about
the location of objects, for example, Where is the lamp? (on the table)
3037New.indb 82 6/25/12 9:58 AM

W EE K
10 Time of Day
Math Objective:
Concept To help children understand basic time concepts
Certain words describe
time concepts. Math Vocabulary:
after, afternoon, before, morning, night

Day 1
SKILLS Distribute the Day 1 activity page. Point to each row as you talk about it. Say:
Measurement
• Point to row 1. The picture shows the sun rising. There is a girl waking up
• Understand basic time
in the morning. The sun rises at the beginning of the day. The beginning
concepts of the day is called the morning. You get dressed, eat breakfast, and
brush your teeth in the morning.
Literacy
Oral Language
• Point to row 2. The picture shows a girl playing in the afternoon. The
Development afternoon is the middle of the day. You eat lunch, you play, and you nap.
questions
• This bottom row shows the night. Night is the end of the day. It is dark
• Use vocabulary related
outside. You get ready for bed and you brush your teeth. Show me
to time concepts or tell me what you do at night. (put on pajamas; brush teeth)
Comprehension
• Recall details
• Make connections Redirect children’s attention to the Day 1 page. Say: This girl is named Rosa.
using illustrations, prior I will read a story about Rosa’s day. Look at the pictures. Listen carefully.
experiences
• Listen to a story being “Time to wake up, Rosa,” said Rosa’s dad. Rosa slid her legs out
read aloud of bed and stretched her arms. Her cat Bosco stretched, too. Rosa got
draw conclusions
dressed and hurried into the kitchen. She ate cereal for breakfast. Then
she went to school. In the afternoon, Rosa came home and ate pizza.
After lunch, she and Bosco went outside to explore. It was a fun day!
At night, Rosa was tired. She put on her pajamas and crawled into
bed. She saw the moon and the stars and then she closed her eyes.

WEEK 10
DAY 1
Distribute crayons. Reinforce the math concept Time of Day

by talking about the story. Ask:
• When does Rosa eat breakfast? (morning)
Does the sun rise in the morning? (yes)
Make a yellow dot on the sun.
• When do Rosa and her cat go exploring?
(afternoon) Circle the cat.
• Which picture shows night? (girl in bed)
How do you know it’s night? (The moon is
in the sky; Rosa is in bed.) Make a blue
dot on the moon. 86 Week 10 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Day 1 picture
3037New.indb 83 6/25/12 9:58 AM

Day 2
WEEK 10 DAY 2
SKILLS Reread the Day 1 story. Then reinforce this Time of Day
Measurement
1 2
about the story. Say:

concepts Our story was about Rosa’s day. What did
Rosa do in the morning? (got dressed, ate
Literacy
breakfast) In the afternoon? (ate lunch and
Oral Language
Development played outside) At night? (went to sleep) 3 4

questions Distribute the Day 2 activity and crayons. Say:
• Use vocabulary related • Point to box 1. At night, you might see stars
to time concepts
in the sky. Does this picture show night?
Comprehension
Color the happy face for yes or the sad © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 10 87
• Recall details
face for no. (no) What is in the sky? (sun) Day 2 activity
using illustrations, prior • Point to box 2. The sun rises, or comes up,
experiences
in the morning. Does this picture show the sun rising?
Color the happy face for yes or the sad face for no. (yes)
• Point to box 3. In the afternoon, Rosa ate pizza. Does this picture
show what Rosa ate in the afternoon? Color the happy face for yes
or the sad face for no. (no) What does it show? (cereal) When did
she eat cereal? (in the morning)
• Point to box 4. In the morning, Rosa woke up and stretched. Does
this picture show Rosa in the morning? Color the happy face for
yes or the sad face for no. (no) What time of day is it? (night)

WEEK 10
DAY 3
SKILLS To introduce the activity, guide a discussion that Time of Day

helps children recall the Day 1 story. Say: Listen. Draw lines to match.
Measurement
1

After lunch, Rosa and her cat went outside • •
concepts to explore. What do you do before lunch to
get ready to eat? (wash hands, set table, etc.)
Literacy 2
What do you do after lunch when you fi nish

Oral Language • •
Development eating? (children respond)
questions Distribute the Day 3 activity and crayons. Say: 3

to time concepts
• Point to picture 1. Before breakfast, the • •
cereal bowl is empty. Which picture shows

Comprehension
what happens after pouring the cereal? 88 Week 10 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
using illustrations, prior (cereal is in the bowl, ready to eat) Draw Day 3 activity
knowledge, or real-life a line to that picture. Good morning!
experiences
• Make inferences and • Point to picture 2. Before lunch, we wash our hands. Which picture
draw conclusions shows what happens after we wash our hands? (We eat lunch.)
Draw a line to that picture. Good afternoon!
• Point to picture 3. Before going to sleep, we put on pajamas.
Which picture shows what happens after we put on pajamas?
(We go to sleep.) Draw a line to that picture. Good night!
3037New.indb 84 6/25/12 9:58 AM

Day 4
WEEK 10 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Then Time of Day
Listen. Circle what happened before.
Measurement
• Look at row 1. This is an apple with a bite
concepts taken out. What do the other two pictures 2
show? (apple core; whole apple) Which

Literacy
picture shows the apple before the bite
Oral Language
Development was taken out? (whole apple) Make a circle 3
• Respond orally to simple around the picture of the whole apple.

questions
• Look at row 2. What do you see? (slice of 4
to time concepts cake) What do the other two pictures
Comprehension show? (whole cake and empty cake plate)
What did the cake look like before it had
Day 4 activity
using illustrations, prior a slice cut from it? (It was a whole cake.)
experiences Make a circle around the picture of the whole cake.
• Make inferences and • Look at row 3. Here is a girl going down the slide. What happened
draw conclusions
before she went down the slide? (She went up the ladder.) That’s
right. Make a circle around the picture of the girl going up the
ladder.
• Look at row 4. Here is a boy painting a picture. What happened
before he painted the picture? (There was a blank paper.) Make
a circle around the picture of the boy with the blank paper.

Day 5
Measurement
• Understand basic time Have children form a circle. Review the concept
concepts of morning, afternoon, and night with this song,
sung to the tune of “Itsy Bitsy Spider”:
Literacy
Oral Language Good morning, Mr. Sun, it’s time to start my day.
Development
(spread hands and arms like rays of sun)
to time concepts
All afternoon, I run around and play.
Mathematical (run in place)
Thinking &
Reasoning I go out and explore and I even ride a bike.
• Explore mathematical (pretend to ring bicycle bell: ding, ding!)
ideas through song
or play
But now the fun is over.
It’s time to say good night!
(lay head down on hands and sleep)
Home–School
Connection p. 90
Spanish version
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WEEK 10 DAY 1
Time of Day
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WEEK 10 DAY 2
Time of Day
1 2
3 4
3037New.indb 87 6/25/12 9:58 AM

WEEK 10 DAY 3
Time of Day
Listen. Draw lines to match.
• •
• •
• •
3037New.indb 88 6/25/12 9:59 AM

WEEK 10 DAY 4
Time of Day
Listen. Circle what happened before.
3037New.indb 89 6/25/12 9:59 AM

WEEK 10
Name Home–School
Connection
What I Learned Math Concept: Certain words

What to Do describe time concepts.
Have your child look at the pictures below. Then have him or her To Parents
identify morning, afternoon, and night and point out what This week your child learned
happens at each time during Rosa’s day. Next, compare Rosa’s about the general sequence
day to a typical day in your child’s life. of time.
What to Do Next
Discuss today’s events with your child. Prompt him or her by asking questions related to general
sequence of time, such as, What happened in the morning? What happened after that?
3037New.indb 90 6/25/12 9:59 AM

W EE K
11 Count to 10
Math Objective:
Concept To help children count 10 or fewer objects in a set
Counting tells how
many objects are Math Vocabulary
in a set. one, two, three, four, five, six, seven, eight, nine, ten, count, group, number

Day 1
SKILLS Before the lesson, identify objects in your classroom that can be part of
a group that contains 10 or fewer objects, for example, letters, crayons,
Number Sense or name tags. Say:
correspondence while Let’s count some of the things in our room. How many tables are
counting
in the room? Let’s count them together. (children respond)
• Understand the
relationship between Point to each object as you call out the number word together.
We use numbers to count how many are in a group. Let’s count
that represent numbers how many fi ngers we have: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
• Associate each number Continue pointing out different groups of objects until children are able
with one name
to count varying quantities to 10.
Literacy
Oral Language
Development Distribute the Day 1 activity page to each child. Say: Listen and look at
• Respond orally to simple the picture as I read a story about a birthday boy who counts his gifts.
questions
Today is Jack’s birthday! He invited his friends to his party.
Comprehension
• Recall details
Some of his friends are blowing bubbles outside. Three of his friends
• Make connections are inside with him, looking at the decorations. Colorful balloons
using illustrations, prior make people happy. So do birthday gifts! Jack cannot wait to open
experiences his. He wonders how many gifts there are, so he counts: 1, 2, 3, 4,
• Listen to a story being 5, 6. Jack has six gifts so far!
read aloud

WEEK 11
DAY 1
Distribute crayons. Develop the math concept Count to 10
by asking children questions about the picture.

Say:
• Jack’s mom decorated with balloons. How
can we find out how many balloons there
are? (count) Count the balloons. (5) Make
a dot on each balloon as you count.
• How many of Jack’s friends are inside? (3)
Color each friend’s party hat.
• Look at Jack’s gifts on the table. How many
gifts are there? (6) Draw an X on each gift 94 Week 11 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
as you count. Day 1 picture
3037New.indb 91 6/25/12 9:59 AM

Day 2
WEEK 11 DAY 2
SKILLS Reread the Day 1 story. Then reinforce this Count to 10

week’s math concept by guiding a discussion Listen. Follow the directions.
Number Sense about the story. Say:

correspondence while Our story was about a boy named Jack. He
counting
received many gifts for his birthday. How many
• Understand the
gifts were on the table? (6)
that represent numbers Look at the picture. It’s time to sing “Happy
• Associate each number Birthday.”
with one name
• Point to the balloons. How can we find out
Literacy how many balloons there are? (count) Count © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 11 95
Oral Language the balloons. Make a dot on each balloon Day 2 activity
Development
as you count. (children count) How many
questions
did you count? (8)
• Use number names • Point to Jack’s cake. The candles tell how old Jack is. Let’s count
Comprehension
the candles together. Draw a line on each candle as you count:
• Recall details 1, 2, 3, 4. How old is Jack? (4)
• Make connections • Some of the children left their cups on the table. How can we find out
using illustrations, prior how many cups there are? (count) Yes, let’s count the cups together.
experiences Draw an X on each cup as you count: 1, 2, 3, 4, 5. How many cups
are there? (5)
• Do you see Jack’s cats? They want to be at the party, too. How many
cats do you see? (2) Draw a line under each cat as you count.

Day 3
WEEK 11 DAY 3
To introduce the activity, remind children that Count to 10

SKILLS
numbers tell how many there is of something. Listen. Color the happy face for yes. Color the sad face for no.
Number Sense Say:

1 2
correspondence while Look around the room. How many windows
counting
are there? (children respond) How many tables
• Understand the
are there? (children respond)
numbers and quantities 3 4
that represent numbers • Point to box 1. Does this picture show 6
• Associate each number balloons? Count to find out. Color the
with one name
happy face for yes or the sad face for no.
Literacy (no) How many balloons are there? (7) 96 Week 11 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Oral Language • Point to box 2. Does this picture show 6 Day 3 activity
Development
candles? Count to find out. Color the happy
questions face for yes or the sad face for no. (yes)
• Use number names • Point to box 3. Does this picture show 8 cups? Color the happy
Comprehension face for yes or the sad face for no. (no) How many cups are
• Recall details there? (9)
using illustrations, prior • Point to box 4. Does this picture show 10 forks? Color the happy
knowledge, or real-life face for yes or the sad face for no. (yes)
experiences
3037New.indb 92 6/25/12 9:59 AM

Day 4
WEEK 11 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Count to 10

Number Sense
1
We use numbers to count. Let’s count how
correspondence while many are in each of these groups.
counting
• Understand the
• Point to the balls. Count the balls. (children 2
relationship between count) How many are there? (5) In the

numbers and quantities empty box next to the balls, draw 5 balls.
with one name After children finish drawing, say: 3
Literacy
• Count the balls you drew. Make sure there
are 5.
Oral Language
Development • Point to the cupcakes. Count the cupcakes. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 11 97
• Respond orally to simple (children count) How many are there? (4) Day 4 activity
questions
In the empty box next to the cupcakes,
draw 4 cupcakes.
Comprehension
After children finish drawing, say:
• Count the cupcakes. Make sure you have 4.
experiences • Point to the flowers. Count the flowers. (children count) How many
are there? (6) In the empty box next to the flowers, draw 6 flowers.
After children finish drawing, say:
• Count the flowers. Make sure you have 6.
Then have children color their drawings. Encourage them to count
each item as they color it.

Day 5
SKILLS Reinforce this week’s math concept with the following
hands-on activity:
Number Sense
To practice counting to 10, have children play
correspondence while “Mother May I?” To begin, line children up in
counting a horizontal line. Announce that you will be the
• Understand the mother. Stand about 20 feet away from children.
numbers and quantities Then choose a child to give a command to,
following this pattern:
Literacy
Mother: Tyler, take fi ve baby steps forward.
Oral Language
Development Tyler: Mother, may I?
Mother: Yes, you may. (or No, you may not.)
Mathematical Make sure each child requests permission before
Thinking & performing your command. Otherwise, say, You did
Reasoning not say “Mother, may I?” You must stay where you are. Encourage all the
• Explore mathematical children to count aloud as the actions are being performed. The first
ideas through song
or play child to tag Mother is the winner and becomes the next Mother
(or Father).
Home–School Here are other commands to give children: take one giant step forward;
Connection p. 98 take seven baby steps backward; take four bunny hops forward; etc.
Spanish version
3037New.indb 93 6/25/12 9:59 AM

WEEK 11 DAY 1
Count to 10
3037New.indb 94 6/25/12 9:59 AM

WEEK 11 DAY 2
Count to 10
3037New.indb 95 6/25/12 9:59 AM

WEEK 11 DAY 3
Count to 10
1 2
3 4
3037New.indb 96 6/25/12 9:59 AM

WEEK 11 DAY 4
Count to 10
3037_wk11.indd 97 6/25/12 10:23 AM

WEEK 11
Name Home–School
Connection
What I Learned Math Concept: Counting tells

What to Do how many objects are in a set.
Look at the picture below with your child. Point out the different To Parents
objects, such as balloons and cups, and ask your child to count This week your child learned to
how many of each object there is. Then have him or her color the count and produce 10 or fewer
picture. objects in a set.
What to Do Next
As you go about your daily routine, encourage your child to count objects up to 10. For example, as
you set the table, ask: How many plates are on the table? How many spoons? Look for similar counting
opportunities at the grocery store: Hand me 3 cans of tomatoes, please. Now help me choose 6 oranges.
3037New.indb 98 6/25/12 9:59 AM

W ee k
12 What’s the Number?

Math Objective:
Concept To help children recognize and name numbers 1 through 10
Each number has a
name and a symbol. Math Vocabulary:
one, two, three, four, five, six, seven, eight, nine, ten, number line

Day 1
SkILLS Display a number line that begins with 1 and ends with 10. Say:
This is a number line. It shows numbers 1 through 10. Name
Number Sense
• Understand the
the numbers with me: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
relationship between Next, have children identify numbers from 6 to 10 on the number
line. Say:
that represent numbers Listen to the number I say. Point to it on the number line.
with one name
Then trace each number with your finger and have children use their
fingers to form each number in the air.
Literacy
Oral Language
Development Distribute the Day 1 activity page. Say: Listen and look at the picture as I
• Respond orally to simple read about three children who are playing a game of cards with numbers.
questions
“Let’s play! I will deal the cards,” said Mae. She gave six cards
Comprehension
to each player. Each card had a number. The number told how many
pieces of fruit were on the card. Jake went first. He said, “Luke, do
knowledge, or real-life you have nine cherries?” Luke looked at all his cards. He saw a card
experiences
that had a number 9 at the top, plus nine cherries. This was the card
read aloud
that Jake wanted, so Luke gave it to him. Now it was Jake’s turn. He
asked Mae if she had five pears. Mae did not have a card with the
number 5 and five pears, so she said “no.” Luke, Jake, and Mae
had fun playing with the fruity number cards.

WEEK 12
DAY 1
Distribute crayons. Develop the math concept by What’s the Number?
asking children questions about the story. Ask:

• What fruit is on card number 7?
(strawberries) Point to the number 7. Now
draw a red circle around the number 7.
Repeat this process with numbers 6 and 9.
Then ask:
• What number is on the card with the
oranges? (8) Color the oranges orange.
• What number is on the card with the
grapes? (10) Color the grapes green. 102 Week 12 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Repeat this process with the cherries card and Day 1 picture
the apples card.
3037New.indb 99 6/25/12 9:59 AM

Day 2
WEEK 12 DAY 2
SkILLS Reread the Day 1 story. Then reinforce this What’s the Number?
Listen. Circle how many.
Number Sense about the story. Say:

1 2
• Understand the
relationship between Our story was about a card game with
numbers and fruit. What did the number on
each card tell us? (how many pieces of fruit 3 4 5 6 7 8
• Associate each number were on each card) 3 4
with one name

Literacy
• Point to box 1. What fruit do you see?
Oral Language
Development (cherries) How can we find out how many 8 9 10 4 5 6
• Respond orally to simple cherries there are? (by counting) Count the © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 12 103
questions cherries. (children count) Are there 3, 4, Day 2 activity

• Use number names or 5 cherries? (5) Circle the number 5.
Comprehension
• Point to box 2. What fruit do you see? (strawberries) How can we
• Recall details
find out how many strawberries there are? (by counting) Count the
using illustrations, prior strawberries. (children count) Are there 6, 7, or 8 strawberries? (7)
knowledge, or real-life Circle the number 7.
experiences
• Make inferences and • Point to box 3. What fruit do you see? (bananas) Count the bananas.
draw conclusions (children count) Are there 8, 9, or 10 bananas? (10) Circle the
number 10.
• Point to box 4. What fruit do you see? (apples) Count the apples.
(children count) Are there 4, 5, or 6 apples? (6) Circle the number 6.

Day 3
WEEK 12 DAY 3
SkILLS Distribute the Day 3 activity and crayons. Then What’s the Number?
introduce the activity by saying: Listen. Draw a line to match. Then trace the number.
Number Sense
• Understand the
Each number has a name: 1, 2, 3, 4, 5, 6, 7, 8, • •
6
relationship between 9, 10. We use numbers to tell how many.
• Point to the cherries. How many cherries
• •
7
that represent numbers are there? (10) Draw a line from the
• Associate each number cherries to the number 10. Now trace
• •
8
with one name
the number 10.
Literacy
• •
9
• Point to the strawberries. How many
Oral Language strawberries are there? (9) Draw a line • •
10
Development
from the strawberries to the number 9. 104 Week 12 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
questions Now trace the number 9. Day 3 activity

• Point to the pears. How many pears are there? (6)
Comprehension Draw a line from the pears to the number 6. Now trace the number 6.
using illustrations, prior • Point to the lemons. How many lemons are there? (8) Draw a line
knowledge, or real-life from the lemons to the number 8. Now trace the number 8.
experiences
• Make inferences and • Point to the bananas. How many bananas are there? (7) Draw a
draw conclusions line from the bananas to the number 7. Now trace the number 7.
3037New.indb 100 6/25/12 9:59 AM

Day 4
WEEK 12 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Then What’s the Number?

Listen. Color to find the picture.
Number Sense
• Understand the There is a picture hiding here. You will use
relationship between your crayons to color. I will tell you what color 6
9
to use for each number. Listen carefully. 6
6
7
• Recognize the symbols 6 9
that represent numbers • Find all the spaces that have the number 6 8 8 9 9 7
• Associate each number on them. Color those spaces red. There 8 88 10
7
with one name 8
are four spaces with the number 6. Make
Literacy sure you color them all.
Oral Language • Now find all the spaces with the number 7. 6 = red 7 = yellow 8 = purple 9 = green 10 = orange
Development
Color those spaces yellow. There are three © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 12 105
questions spaces with the number 7. Day 4 activity

• Now find all the spaces with the number 8.
Comprehension Color those spaces purple.
using illustrations, prior • Now find all the spaces with the number 9. Color those spaces
knowledge, or real-life green.
experiences
• Make inferences and • Now find the one space that has the number 10 on it. Color this
draw conclusions space orange.
• What do you see? (apple, pear, banana, orange, grapes)

Day 5
circle time activity:
Number Sense
Materials: 10 sheets of sturdy paper, markers,
that represent numbers Day 1 activity page
• Associate each number Preparation: On each sheet of paper, draw
with one name
each fruity number card from Day 1.
Mathematical Activity: Display the cards in order from 10 to 1.
Thinking & Review the number name and the fruit name in
Reasoning random order: 10 grapes, 5 pears, etc.
ideas through song Gather children in a circle. Teach them the following song called
or play “The Ten Days of Preschool” (to the tune of “The Twelve Days
of Christmas”). Point to each card as you mention it:
On the ten days of preschool my teacher gave to me:
Home–School
Connection p. 106 Ten green grapes, nine little cherries, eight orange oranges,
Spanish version
available (see p. 2) seven red strawberries, six crispy apples, fi ve golden pears...
four ripe bananas, three sour lemons, two sweet pineapples,
and one juicy watermelon!
After children are familiar with the song, distribute the cards randomly
to children. Sing the song again, this time having the children listen for
their fruit to be mentioned in the song and then raise their corresponding
card.
3037_wk12.indd 101 6/25/12 10:25 AM

Week 12 DAY 1
What’s the Number?
3037New.indb 102 6/25/12 9:59 AM

Week 12 DAY 2

Listen. Circle how many.
1 2
3 4 5 6 7 8
3 4
8 9 10 4 5 6
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Week 12 DAY 3

Listen. Draw a line to match. Then trace the number.
• •
6
• •
7
• •
8
• •
9
• •
10
3037New.indb 104 6/25/12 9:59 AM

Week 12 DAY 4

Listen. Color to find the picture.
9
6
6 7
6 9
6
8 8 99 7
8 88 10
7
8
6 = red 7 = yellow 8 = purple 9 = green 10 = orange
3037New.indb 105 6/25/12 9:59 AM

Week 12
Name Home–School
Connection
What I Learned Math Concept: Each number

What to Do has a name and a symbol.
Have your child look at the cards below. Ask your child to point
to and name the numbers on the cards. Then have him or her To Parents
color the fruit on the cards. This week your child learned to
recognize, name, and form the
numbers 1 through 10.
What to Do Next
To practice number recognition, play “Go Fish” with a deck of cards. Remove the jack, queen, king,
and ace. Each player gets five cards. You go first. Ask for a card by number, for example, Do you
have any 5s? You must be holding the card you are requesting. Your child must give you all the 5s
he or she is holding. If your child does not have any 5s, he or she says, Go Fish, and you draw
a card from the pile. The winner is the player who has the most pairs of same-number cards.
3037New.indb 106 6/25/12 9:59 AM

W EE K
13 More or Less
Math Objective:
Concept To help children do mathematical comparisons
Use more, less, and
same to compare Math Vocabulary:
quantities. group, less, more, same

Day 1
SKILLS Begin the lesson by reviewing one-to-one correspondence. Construct a tower
of 5 red blocks, having children count each block aloud as you place it. Next
Number Sense to it, construct a tower of 5 blue blocks, also counting each block. Ask:
groups using one-to-one How many blocks does the red tower have? (5) How many blocks
correspondence
does the blue tower have? (5) Each tower has 5 blocks, so they have
• Compare relationships
between quantities
the same number of blocks.
Add 2 more blocks to the red tower. Say:
Literacy
Look at the towers now. They are not the same anymore. They look
Oral Language
Development different. The red tower has more blocks. The blue tower has less.
• Respond orally to simple Continue changing the quantity of blocks, asking, Which has more? Which
questions
has less?
Comprehension Listening to the Story

• Recall details Distribute the Day 1 activity page. Say: Listen and look at the picture as I read
• Make connections a story about two children at a carnival.
experiences Rey and Maria had fun at the school carnival. They played games
• Listen to a story being and they won prizes. Both of them won goldfish. Rey won 3 goldfish.
read aloud
Maria also won 3 goldfish. They won the same number of goldfish. Rey
and Maria won balloons. Rey won 2 balloons. Maria won 4 balloons.
Maria won more balloons than Rey. Playing all these games was
making Rey hungry. He said, “Let’s go do the cakewalk and see
if we can each win 1 cake!”
WEEK 13 DAY 1
More or Less
Distribute crayons. Develop the math concept by
asking children questions about the picture. Say:
• Look at the bowls of fish. Does Rey have
more fish, less fish, or the same number
of fish as Maria? (same) Draw a line from
Rey’s fishbowl to Maria’s fishbowl.
• Look at the balloons. Who has less
balloons? (Rey) Color Rey’s balloons.
• Who has more balloons? (Maria) Draw
an X on Maria’s balloons.
Day 1 picture
3037New.indb 107 6/25/12 10:00 AM

Day 2
WEEK 13 DAY 2
SKILLS Reread the Day 1 story. Then reinforce this More or Less
Listen. Circle the one that has the same number.
Number Sense
1
Say:
groups using one-to-one Our story was about two children who each
correspondence
had 3 goldfi sh. Did Rey have the same
2
between quantities
number of goldfi sh as Maria? (yes)
3
Literacy Distribute the Day 2 activity and crayons. Say:

Oral Language • Point to row 1. The first picture shows 4
Development
goldfish in a bowl. Look at the other bowls
4

questions of goldfish. Circle the one that has the
• Use mathematical terms same number of goldfish as the first bowl. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 13 111
Comprehension • Point to row 2. The first picture shows an Day 2 activity
• Recall details ice-cream cone with 3 scoops. Look at the

• Make connections other ice-cream cones. Circle the one that has the same number
of scoops as the first cone.
experiences • Point to row 3. The first picture shows 6 balls. Look at the other
groups of balls. Circle the group that has the same number of
balls as the first group.
• Point to row 4. The first picture shows 7 hearts. Look at the other
groups of hearts. Circle the group that has the same number of
hearts as the first group.

WEEK 13
DAY 3
SKILLS Distribute the Day 3 activity and crayons. Then More or Less

Listen. Circle the group that has less. Then trace the numbers.
Number Sense
1

• Look at row 1. There are two groups of
groups using one-to-one pretzels. Circle the group that has less 567
correspondence
pretzels. (children respond) How many
2
between quantities
pretzels are in the group with less? (5) 678
Trace the number 5. 3
Literacy
Oral Language
tops. Circle the group that has less tops. 234
Development 4
• Respond orally to simple (children respond) How many tops are

questions in the group with less? (6) Trace the 345
• Use mathematical terms number 6. 112 Week 13 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Day 3 activity
Comprehension • Look at row 3. There are two groups of
• Recall details cakes. Circle the group that has less cakes.
(children respond) How many cakes are in the group with less? (2)
knowledge, or real-life Trace the number 2.
experiences
• Look at row 4. There are two groups of lollipops. Circle the group
that has less lollipops. (children respond) How many lollipops are
in the group with less? (3) Trace the number 3.
3037New.indb 108 6/25/12 10:00 AM

Day 4
WEEK 13 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Then More or Less
Listen. Count and trace. Circle the group that has more.
Number Sense
1

groups using one-to-one stars. Count the stars in group 1. (children
correspondence
count) How many stars are there? (4) Trace 345 345
2
between quantities
the 4 under this group. Point to the next
group of stars. Count the stars. (children
Literacy count) How many stars are there? (3) Trace 567 567
Oral Language the 3 under this group. Now circle the 3
Development
group that has more stars.
questions • Look at row 2. Here are two groups of 8 9 10 8 9 10
• Use mathematical terms flowers. Count the flowers in group 1. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 13 113
Comprehension (children count) How many flowers are Day 4 activity
• Recall details there? (6) Trace the 6 under this group.

• Make connections Point to the next group of flowers. Count the flowers. (children count)
How many flowers are there? (7) Trace the 7 under this group. Now
experiences circle the group that has more flowers.
• Look at row 3. There are two groups of candies. Count the candies
in group 1. (children count) How many candies are there? (9) Trace
the 9 under this group. Point to the next group of candies. Count
the candies. (children count) How many candies are there? (8)
Trace the 8 under this group. Now circle the group that has
more candies.

Day 5
Number Sense
Materials: sidewalk chalk; beanbags of various
between quantities colors, 3 per small group
Literacy Preparation: Take children to an open area
to play a beanbag-toss game. Divide children
Oral Language
Development into small groups. On the pavement, draw
• Use mathematical terms one large circle for each group.
Mathematical
Activity: Have each group stand about five feet
Thinking & from a circle. Give three beanbags to the first
Reasoning player in each group. Have children take turns
• Explore mathematical tossing the beanbags into the circle. Some may
ideas through song
or play land inside the circle and some will land outside
the circle. When children have finished tossing all their beanbags, have
them stand back and survey the results. Ask questions such as,
Home–School • Are there more red beanbags or more blue beanbags
Connection p. 114
Spanish version inside the circle?
• Are there the same number of green beanbags as blue
beanbags?
3037_wk13.indd 109 6/25/12 10:27 AM

WEEK 13 DAY 1
More or Less
3037New.indb 110 6/25/12 10:00 AM

WEEK 13 DAY 2
More or Less
Listen. Circle the one that has the same number.
3037New.indb 111 6/25/12 10:00 AM

WEEK 13 DAY 3
More or Less
Listen. Circle the group that has less. Then trace the number.
567
2
678
3
234
4
345
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WEEK 13 DAY 4
More or Less
Listen. Count and trace. Circle the group that has more.
345 345
2
567 567
3
8 9 10 8 9 10
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WEEK 13
Name Home–School
Connection
What I Learned Math Concept: Use more, less,

What to Do and same to compare quantities.
Have your child look at the picture below. It shows two children,
To Parents
Rey and Maria, at a carnival. Have your child tell you who has
more balloons and who has less balloons. Then have him or her
compare quantities using the
tell you if the children have more, less, or the same number of
words more, less, and same.
goldfish.
What to Do Next
Take a walk with your child. Along the way, have your child compare quantities in the environment
by asking him or her questions such as, Which yard has more trees, this one or that one?
3037New.indb 114 6/25/12 10:00 AM

W EE K
14 One More
Math Objective:
Concept To help children understand the meaning of the operation of addition
Addition is the
operation of Math Vocabulary:
adding to. add, count, group, one more

Day 1
SKILLS Use three blocks to model addition. Place two blocks on a table and say:
We can use numbers to show one more. Look at the blocks on the
Number Sense
table. Count them with me: 1, 2. I will add one more block. Now let’s
of the quantity of one count the blocks: 1, 2, 3. Two blocks and one more block are how
• Understand that the final many blocks? (3 blocks)
tells how many Continue the process by adding one more block to three, four, and then
• Understand that addition five blocks.
is adding to
Literacy
Distribute the Day 1 activity page. Say: I will read a poem about groups
Oral Language
Development of crabs. Listen as one more crab comes to each group.
questions
One little crab Three little crabs
With nothing to do. Walking on the shore.
Comprehension
One more comes. One more comes.
using illustrations, Then there are two. Then there are four.
prior knowledge, or
real-life experiences
Two little crabs Four little crabs
read aloud Swimming in the sea. Ready to dive.
One more comes. One more comes.
Then there are three. Then there are five.

WEEK 14
DAY 1
Distribute crayons. Develop the math concept by One More

asking questions about the poem. Say:
• Point to the one little crab with nothing
to do. Circle it with red. One more crab
comes along. How can we find out how
many crabs there are now? (count) Count
the crabs. (2)
• Point to the two little crabs swimming in
the sea. Circle them with blue. One more
crab comes to swim. Count the crabs. (3)
Repeat the process with three and four crabs. 118 Week 14 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Day 1 picture
3037New.indb 115 6/25/12 10:00 AM

Day 2
WEEK 14 DAY 2
SKILLS Reread the Day 1 story. Then reinforce this One More

Listen. Draw one more. Circle how many in all.
Number Sense 1 2
about the poem. Say:

of the quantity of one Our poem was about groups of crabs. How
• Understand that the final many crabs came along to join each group?
tells how many (one more crab) 2 3 4 2 3 4
3 4
• Understand that addition
is adding to Distribute the Day 2 activity and crayons. Say:
Literacy • Point to box 1. How many fish do you see?

Oral Language
(1) Draw one more fish. How many fish
Development are there now? (2) Circle the number 2. 3 4 5 3 4 5
• Respond orally to simple • Point to box 2. How many fish do you see?
questions
(2) Draw one more fish. How many fish Day 2 activity
are there now? (3) Circle the number 3.

Comprehension
• Recall details • Point to box 3. How many fish do you see? (3)
• Make connections Draw one more fish. How many fish are there now? (4)
Circle the number 4.
experiences • Point to box 4. How many fish do you see? (4) Draw one more fish.
How many fish are there now? (5) Circle the number 5.

WEEK 14
DAY 3
SKILLS Distribute the Day 3 activity and crayons. Then One More
introduce the activity by saying: Listen. Add one more. Draw a line to show how many in all. Then trace the numbers.
1
Number Sense
Our poem was about groups of crabs. Each • •
5
of the quantity of one group got one more crab. Here are groups of
sea animals that will also get one more each.
2
number counted in a set • •
7
tells how many • Point to the sea stars in the box. How
• Understand that addition many sea stars are there? (6) Point to the 3
is adding to
sea star outside the box. Let’s add it to the • •
8
Literacy group. How many sea stars do we have 4
Oral Language now? (7) Draw a line to the 7. Trace the 7. • •

4
Development Color all the sea stars orange.
• Respond orally to simple 120 Week 14 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
questions • Point to the crabs. How many crabs are Day 3 activity
• Use number names in the box? (4) Let’s add one more. How
Comprehension many crabs do we have now? (5) Draw a line to the 5.
• Recall details Trace the 5. Color all the crabs blue.
• Make connections • Point to the jellyfish. How many jellyfish are in the box? (3)
knowledge, or real-life Let’s add one more. How many jellyfish do we have now? (4)
experiences Draw a line to the 4. Trace the 4. Color all the jellyfish yellow.
• Point to the seashells. How many seashells are in the box? (7)
Let’s add one more. How many seashells do we have now? (8)
Draw a line to the 8. Trace the 8. Color all the seashells purple.
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Day 4
WEEK 14 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Guide One More
children through the activity by saying:

Listen. Circle the group that has one more.
Number Sense
1 2
• Show an understanding • Point to box 1. There are 3 groups of whales.

of the quantity of one How many whales are in the top group? (2)
number counted in a set • Look at the other 2 groups of whales. Circle
tells how many the group that has one more whale than the
• Understand that addition top group. How many are in the group that 3 4
is adding to
has one more whale? (3)
Literacy • Point to box 2. There are 3 groups of turtles.
Oral Language How many turtles are in the top group? (4)
Development
• Respond orally to simple • Look at the other 2 groups of turtles. Circle © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 14 121
questions the group that has one more turtle. How Day 4 activity
• Use number names many turtles are in the group that has one more? (5)
Comprehension • Point to box 3. There are 3 groups of sea horses. How many
• Recall details sea horses are in the top group? (5)
using illustrations, prior • Circle the group that has one more sea horse. How many
knowledge, or real-life sea horses are in the group that has one more? (6)
experiences
• Point to box 4. There are 3 groups of crabs. How many crabs
are in the top group? (6)
• Circle the group that has one more crab. How many crabs
are in the group that has one more? (7)

Day 5
Number Sense
Preparation: Teach children the song below
number counted in a set to the tune of “Five Little Ducks.”
tells how many
Activity: Have children form a circle. Explain
• Understand that addition
is adding to that they will hold hands and swing their arms
back and forth to represent ocean waves as they
Literacy sing. Have one child stand in the middle of the
Oral Language circle, wiggling and swimming like a little fish.
Development
• Use number names One little fi sh went out to play.
Deep in the ocean far away.
Mathematical He was having so much fun,
Thinking &
Reasoning He called for one more fi sh to come.
• Explore mathematical (One more child joins the first one in the center.)
ideas through song
or play Two little fi sh went out to play.
Deep in the ocean far away.
They were having so much fun,
Home–School
Connection p. 122
They called for one more fi sh to come.
Spanish version
(One more child joins the two in the center, and so on.)
Continue singing until 10 children are in the center. Then start over.
3037_wk14.indd 117 6/25/12 10:29 AM

WEEK 14 DAY 1
One More
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WEEK 14 DAY 2
One More
Listen. Draw one more. Circle how many in all.
1 2
2 3 4 2 3 4
3 4
3 4 5 3 4 5
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WEEK 14 DAY 3
One More
Listen. Add one more. Draw a line to show how many in all. Then trace the number.
• •
5
2
• •
7
3
• •
8
4
• •
4
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WEEK 14 DAY 4
One More
Listen. Circle the group that has one more.
1 2
3 4
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WEEK 14
Name Home–School
Connection
What I Learned Math Concept: Addition is

What to Do the operation of adding to.
Have your child look at the picture. At the top, one crab faces
forward. One more crab wants to join. Ask your child what happens To Parents
when you add 1 more crab. (Now there are 2 crabs.) Have your child This week your child learned
trace the 2. Continue in this manner with the rest of the crabs. to add one more to a group.
2
3
4
5
What to Do Next
Place beans or other small objects in a bowl and play a counting game with your child. Begin by
taking 4 beans. Then tell your child to take as many as you have plus 1 more, and then count
them aloud. Put the beans back in the bowl. Continue with different amounts up to 10.
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W EE K
15 Take Away One

Math Objective:
Concept To help children understand the meaning of the operation of subtraction
Subtraction is
the operation Math Vocabulary:
of taking from. altogether, left, one less, take away

Day 1
SKILLS Use three blocks to model subtraction. Place the blocks on a table and say:
Look at the blocks on the table. Count them with me: 1, 2, 3. I will
Number Sense
take away 1 block. Let’s count to see how many blocks are left: 1, 2.
of the quantity of one Three blocks take away 1 block are how many blocks? (2 blocks)
• Understand that the final Give each child 6 blocks. Lead children in repeating the process above by
tells how many taking away 1 block from the 6 blocks, 5 blocks, and then the 4 blocks.
• Understand that
subtraction is taking from Listening to the Story
Literacy
Distribute the Day 1 activity page. Say: Listen and look at the pictures as
I read a poem about insects. Cover one insect with your finger each time
Oral Language
Development I say the words “Take away one.”
questions
Five fuzzy flies Three moaning moths
Shop at a store. Sick with the flu.
Comprehension
Take away one fly. Take away one moth.
using illustrations, prior Now there are four. Now there are two.
experiences Four thirsty ants
• Listen to a story being Sip some hot tea.
read aloud
Take away one ant.
Now there are three.

WEEK 15
DAY 1
Distribute crayons. Develop the math concept Take Away One

by asking questions about the poem. Say:
• Let’s count the flies: 1, 2, 3, 4, 5. Draw an
X on one fly to take it away. Count how
many flies are left: 1, 2, 3, 4. Five flies take
away 1 fly leaves how many flies? (4)
• Let’s count the ants: 1, 2, 3, 4. Draw an
X on one ant to take it away. Count how
many ants are left: 1, 2, 3. Four ants take
away 1 ant leaves how many ants? (3)
Repeat the process with the moths. 126 Week 15 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
Day 1 picture
3037New.indb 123 6/25/12 10:02 AM

Day 2
WEEK 15 DAY 2
SKILLS Reread the Day 1 poem. Then reinforce this Take Away One
Listen. Take away one. Circle how many are left.
Number Sense about the poem. Ask:

1 2
of the quantity of one What did we do to take away one? (We
• Understand that the final covered an insect.)
tells how many 3 4 5 4 5 6
Distribute the Day 2 activity and crayons. Say: 3 4
• Understand that
subtraction is taking from • Point to box 1. How many ladybugs are
Literacy
there altogether? (5) Draw an X on one
ladybug. How many ladybugs are left? (4)
Oral Language
Development Circle the 4. 7 8 9 7 8 9
• Respond orally to simple • Point to box 2. How many butterflies are Week 15 127
© Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math
questions
there? (6) Draw an X on one butterfly. Day 2 activity
How many butterflies are left? (5) Circle

Comprehension
the 5.
• Recall details
• Make connections • Point to box 3. How many worms are there? (8) Draw an X on
using illustrations, prior one worm. How many worms are left? (7) Circle the 7.
experiences • Point to box 4. How many ants are there? (10) Draw an X on
• Make inferences and one ant. How many ants are left? (9) Circle the 9.
draw conclusions

Day 3
WEEK 15 DAY 3
SKILLS Distribute the Day 3 activity and crayons. Guide Take Away One
Listen. Take away one. Circle the group that has one less.
Number Sense
1
• Show an understanding • Point to the number 1. How many

of the quantity of one grasshoppers are in the first box? (6)
2
• Understand that the final Draw an X on one grasshopper. If you
tells how many take away one grasshopper, how many
• Understand that grasshoppers will be left? (5) Circle the 3
subtraction is taking from group with 5 grasshoppers.

Literacy • Look at row 2. How many ladybugs are 4
Oral Language in the first box? (8) Draw an X on one

Development
ladybug. If you take away 1 ladybug, how
many ladybugs will be left? (7) Circle the
questions
Day 3 activity
• Use number names group with 7 ladybugs.
Comprehension • Look at row 3. How many moths are in the first box? (7) Draw
• Make connections an X on one moth. If you take away 1 moth, how many moths
will be left? (6) Circle the group with 6 moths.
experiences • Look at row 4. How many beetles are in the first box? (10)
Draw an X on one beetle. If you take away 1 beetle, how
many beetles will be left? (9) Circle the group with 9 beetles.
3037New.indb 124 6/25/12 10:02 AM

Day 4
WEEK 15 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Guide Take Away One
Listen. Draw a group with one less. Then circle how many.
1
Number Sense
• Show an understanding • Point to picture 1. How many bees are
of the quantity of one there? (3) Circle the 3 under the bees.
2 3 4 2 3 4
number counted in a set • Now we are going to draw bees in the 2
tells how many empty space. Draw a group with one less
• Understand that bee than 3. (children draw) How many
subtraction is taking from 3 4 5 3 4 5
bees did you draw? (2) Circle the 2 under 3
Literacy your drawing.

Oral Language • Point to picture 2. How many ladybugs are
Development 4 5 6 4 5 6
there? (5) Circle the 5 under the ladybugs. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 15 129
questions • Now draw a group with one less ladybug Day 4 activity
than 5. (children draw) How many ladybugs
Comprehension did you draw? (4) Circle the 4 under your drawing.
using illustrations, prior • Point to picture 3. How many flowers are there? (6) Circle the 6
knowledge, or real-life under the flowers.
experiences
• Now draw a group with one less flower than 6. (children draw)
How many flowers did you draw? (5) Circle the 5 under your
drawing.

Day 5
Number Sense
Tell children that they will sing a finger play
of the quantity of one called “Ten Bugs in the Bed.” Have children hold
• Understand that the final up all 10 fingers, which represent 10 bugs in one
tells how many
big bed. Teach children this song:
• Understand that Ten bugs in the bed, and the little one said:
subtraction is taking from “Roll over, roll over.”
Mathematical So they all rolled over and one fell out.
Thinking & Children hold down one finger to represent the
Reasoning one bug that fell out of the bed.
ideas through song Model mathematical thinking by saying, We had
or play
10 bugs, and 1 fell out. How many bugs are left? (9)
Continue playing by holding down one more finger
after each verse:
Home–School
Connection p. 130 Nine bugs in the bed, and the little one said:
Spanish version “Roll over, roll over.”
So they all rolled over and one fell out.
When each child is holding up one last finger, sing:
One bug in the bed, and the little one said:
“Good night!”
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WEEK 15 DAY 1
Take Away One
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WEEK 15 DAY 2
Take Away One

Listen. Take away one. Circle how many are left.
1 2
3 4 5 4 5 6
3 4
7 8 9 7 8 9
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WEEK 15 DAY 3
Take Away One

Listen. Take away one. Circle the group that has one less.
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WEEK 15 DAY 4
Take Away One

Listen. Draw a group with one less. Then circle how many.
2 3 4 2 3 4
2
3 4 5 3 4 5
3
4 5 6 4 5 6
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WEEK 15
Name Home–School
Connection
What I Learned Math Concept: Subtraction is

What to Do the operation of taking from.
Have your child look at the pictures below. Ask him or her to count To Parents
the insects in each row. Ask: If I take away one fly, how many flies will This week your child learned to
I have left? (4) Ask the same questions for the ants and the moths. take away one from a group.
What to Do Next
Place beans or other small objects in a bowl and play a game of “One Less Bean” with your child.
Take 6 beans and line them up on the table. Tell your child to form another line of beans, but
with one less than 6. Continue lining up beans in varying amounts up to 10.
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W EE K
16 How Are They Different?

Math Objective:
Concept To help children compare two objects and describe them in terms of
Mathematical terms mathematical properties
are used to compare
objects. Math Vocabulary:
bigger/smaller, heavier/lighter, shorter/longer, different, same, shape, size

Day 1
SKILLS Begin the lesson by comparing the length of a crayon and a marker.
Display the tools side by side and measure each from tip to tip. Say:
Measurement
• Recognize the properties
Look at the marker from the cap to the point. Now look at the crayon
of length, size, and from tip to end. Which is longer, the marker or the crayon? (marker)
weight
That’s right. The marker is longer. Which is shorter? (crayon) That’s
Literacy right, the crayon is shorter than the marker.
Oral Language
Development Listening to the Story
• Respond orally to simple Distribute the Day 1 activity page. Say: Listen and look at the picture
questions
as I read a story that tells how two dogs are different.
Comprehension
• Recall details
Maddy’s dogs are named Salt and Pepper. They look very
• Make connections different. First of all, they are different colors. Pepper has black fur,
using illustrations, prior and Salt has white fur. In addition, they are different sizes. Pepper
experiences is bigger than Salt. Look at Salt’s tail. It is longer than Pepper’s tail.
• Listen to a story being Salt also has longer ears than Pepper. Maddy’s dogs are black
read aloud
and white, big and small, long and short. Maddy’s dogs are very
draw conclusions different, but she loves them both the same!

WEEK 16
DAY 1
Distribute crayons. Develop the math concept How Are They Different?

Ask:
• Which dog has a shorter tail? (Pepper)
Circle Pepper’s short tail.
• Circle the dog bed that is smaller.
Why does Salt have a smaller bed
than Pepper? (Salt is smaller
than Pepper.)
• Which dog has longer ears? (Salt)
Make a dot on each of Salt’s 134 Week 16 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
long ears. Day 1 picture
3037New.indb 131 6/25/12 10:04 AM

Day 2
WEEK 16 DAY 2
SKILLS Reread the Day 1 story. Reinforce this week’s How Are They Different?
Measurement 1 2

Our story tells about two very different dogs.
of length, size, and Which dog is bigger, Pepper or Salt? (Pepper)
weight
Literacy
Oral Language • Point to box 1. It shows two dogs. One 3 4
Development dog is smaller than the other. Draw a circle

• Respond orally to simple around the dog that is smaller.
questions
• Use mathematical terms • Point to box 2. It shows two bones. Draw
Comprehension
a line under the bone that is longer.
• Recall details • Point to box 3. It shows two leashes. One

Day 2 activity
• Make connections leash is longer than the other. With a red
knowledge, or real-life crayon, draw a line next to the shorter leash. With a blue crayon,
experiences draw a line next to the longer leash.
draw conclusions • Point to box 4. It shows two dog bowls. One bowl is bigger
than the other. Draw some dog food in the bigger bowl.

WEEK 16
DAY 3
SKILLS Distribute the Day 3 activity and crayons. How Are They Different?
Then introduce the activity by saying:
1
Measurement
A circle is a circle no matter what size it is.
of length, size, and It can be a big circle or a small circle. This 2
weight
is true of all the other shapes. A square is
Geometry a square even if it’s big or small.
• Recognize simple 3
shapes, regardless of Point to the shape in row 1. What is it? (circle)

size or orientation Draw a smaller circle next to it.
4
Literacy • Point to the bigger circle. Color it yellow.
Oral Language • Point to the smaller circle. Color it red.
Development
• Respond orally to simple Point to the shape in row 2. What is it? (square)
questions Day 3 activity
Draw a bigger square next to it.
shapes • Point to the bigger square. Color it green.
Comprehension • Point to the smaller square. Color it orange.
using illustrations, prior Point to the shape in row 3. What is it? (rectangle) Draw a bigger
experiences
rectangle next to it.
• Point to the bigger rectangle. Color it purple.
• Point to the smaller rectangle. Color it red.
Point to the shape in row 4. What is it? (triangle) Draw a bigger
triangle next to it.
• Point to the bigger triangle. Color it yellow.
• Point to the smaller triangle. Color it blue.
3037New.indb 132 6/25/12 10:04 AM

Day 4
WEEK 16 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Guide How Are They Different?

Measurement
1
• Recognize the properties • Point to row 1. The first picture shows a

of length, size, and pencil. Color it yellow. Look at the other
weight 2
pencils. Find the pencil that is the same

Literacy size as the first pencil. Color it yellow, too.
Oral Language Find the pencil that is shorter than the first 3
Development
pencil. Color it green.
questions • Point to row 2. The first picture shows a 4
• Use mathematical terms button. Color this first button red. Look at
Comprehension the other buttons. Find the button that is 137
the same size as the first button. Color it

Day 4 activity
red, too. Find the button that is bigger than
experiences the first button. Color it blue.
draw conclusions
• Point to row 3. The first picture shows a star. Color this star orange.
Look at the other stars. Find the star that is bigger than the first star.
Color it red. Find the star that is smaller than the first star. Color it
purple.
• Point to row 4. The first picture shows a crayon. Color this crayon
any color. Look at the other crayons. Find the crayon that is the same
size as the first crayon. Color it the same color as the first crayon.
Find the crayon that is longer than the first crayon. Color it brown.

Day 5
hands-on activity:
Measurement
Materials: index cards; two colors of yarn; crayons;
of length, size, and palm-sized objects of similar shapes and sizes, but
weight different weights. For example, rocks, ball of clay, ball
Literacy of foil, bouncy ball, small inflated balloon, beanbag,
Oral Language
orange, or apple.
Development Preparation: Use the index cards and yarn to make
• Use mathematical terms necklaces. Label half the necklaces “Researcher” and
Mathematical the other half “Tester.” Make a testing station by placing
Thinking & the objects on a table. Place the crayons and extra index
Reasoning cards in a pile on the table.
• Select and use various
types of reasoning and Activity: Group children in pairs. Give each pair one of each
methods of proof necklace to wear, a crayon, and a blank index card. Explain that
the researcher will point to two objects on the table and ask the
tester to predict which one is heavier (or lighter). After the tester
Home–School makes his or her prediction, the pair will test the prediction by
Connection p. 138
Spanish version
having the tester hold one item in each hand to determine which
available (see p. 2) item is heavier and which is lighter. If the tester’s prediction was
true, the researcher should draw a smiley face on the index card. If
it was not true, the researcher should draw a sad face. After four or
five experiments, have children switch necklaces.
3037New.indb 133 6/25/12 10:04 AM

WEEK 16 DAY 1
How Are They Different?
3037New.indb 134 6/25/12 10:04 AM

WEEK 16 DAY 2

1 2
3 4
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WEEK 16 DAY 3

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WEEK 16 DAY 4

3037New.indb 137 6/25/12 10:04 AM

WEEK 16
Name Home–School
Connection
What I Learned Math Concept: Mathematical

What to Do terms are used to compare objects.
Have your child look at the picture below. Ask him or her to
To Parents
point out the differences between the two dogs. Ask questions
that help your child use words such as shorter, longer, bigger,
compare length, size, and weight.
and smaller.
What to Do Next
Use balls of play dough to compare length, size, and weight. Make dough balls of two different
sizes, and guide your child in using words that compare their size and weight. From the dough
balls, roll out two snakes of different lengths and have your child say which one is longer.
3037New.indb 138 6/25/12 10:04 AM

W ee k
17 Let’s Measure!
Math Objective:
Concept To help children begin to use nonstandard units of measurement
Items may be
measured using Math Vocabulary:
nonstandard units. length, long/longer, measure, same, short/shorter, tall

Day 1
SkILLS Prepare for the lesson by gathering books and linking cubes (or some other
group of objects that can be used to model how to measure the length of
Measurement a book). Say:
to measure • We can use objects to measure, or to tell how long or tall something
is. Watch me measure this book. I will use cubes. I will start at one
Literacy
end of the book and link the cubes until I get to the other end.
Oral Language
Development • Let’s count the cubes. (children count) This book is how many
• Respond orally to simple cubes long? (children respond)
questions
Then allow a child to help you model how to measure with nonstandard
units of measure, such as long paper clips, blocks, or markers.
Comprehension
• Recall details
using illustrations, prior Distribute the Day 1 activity page. Say: Listen and look at the picture as
knowledge, or real-life I read a story about how Kalia measured a bench in her garden.
experiences
read aloud Kalia wondered how long her garden bench was. Dad said that she
could use her footsteps to find out. “My feet can measure?” asked
Kalia. “Sure,” said her dad. He showed her what to do. Kalia started at
one end of the bench. She carefully placed one foot in front of the other.
She counted each step as she walked from one end of the bench to
the other: 1, 2, 3, 4, 5, 6, 7. Kalia’s bench was 7 footsteps long!

WEEK 17
DAY 1
Develop the math concept by asking children Let’s Measure!
questions about the story. Say:

• Kalia wanted to measure her garden
bench. What did she use to measure it?
(her footsteps)
• Look at the flowers in front of the garden
box. We can count these flowers to
measure how long the box is. Let’s count
the flowers: 1, 2, 3, 4, 5, 6, 7. How many
flowers long is the box? (7)
Day 1 picture
3037New.indb 139 6/25/12 10:04 AM

Day 2
WEEK 17 DAY 2
SkILLS Reread the Day 1 story. Then reinforce this Let’s Measure!
1
Measurement Say:
to measure Kalia measured her bench using footsteps. 5 6 7
What did we use to measure the box? (flowers)

Literacy 2
Kalia also used other things to measure her

Oral Language
Development bench. 2 3 4
• Respond orally to simple • Look at row 1. Kalia measured her bench
questions 3
using flowerpots. How many flowerpots
long is the bench? (5) That’s right. The 4 5 6
Comprehension
bench is 5 flowerpots long. Circle the
• Recall details
number 5. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 17 143
• Make connections Day 2 activity

using illustrations, prior • Look at row 2. Next, Kalia measured her
experiences
bench using shovels. How many shovels long is the bench? (3)
Yes, the bench is 3 shovels long. Circle the number 3.
• Look at row 3. Finally, Kalia measured her bench using boots.
How many boots long is the bench? (6) Yes, the bench is
6 boots long. Circle the number 6.

Day 3
WEEK 17 DAY 3
SkILLS Before beginning the activity, ensure that your Let’s Measure!
paper clips match the outline on p. 144. If they
Measurement do not, adjust the activity as needed.

to measure Distribute the Day 3 activity and three large
silver paper clips to each child. Introduce the
Literacy
activity by saying:
Oral Language
Development You can use many different things to fi nd
• Respond orally to simple out how long something is, or to measure
questions
something. We will use paper clips to measure
Kalia’s fl owers.
Comprehension
• Recall details Model measuring the first flower as you say: 144 Week 17 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
• Point to the bottom of the first flower. Point Day 3 activity
knowledge, or real-life to the paper clip shape on the line next to

experiences the flower. Place one paper clip on top of that paper clip shape.
Add another paper clip right above the one you just placed. Add
one more paper clip. The paper clips should be touching, with no
space between them. Count the paper clips. How many paper
clips tall is the first flower? (3)
• Point to the second flower. Place a paper clip on the line next to
that flower, just as you did for the first one. Keep adding paper
clips until you reach the top of the line. How many paper clips tall
is the second flower? (2)
• Point to the third flower. Place a paper clip on the line next to that
flower. How many paper clips tall is the third flower? (1)
3037New.indb 140 6/25/12 10:04 AM

Day 4
WEEK 17 DAY 4
SKILLS Distribute the Day 4 activity, crayons, and three Let’s Measure!
large silver paper clips to each child. Guide
1
Measurement
to measure • Look at the worms in row 1. Place one 1 2 3 1 2 3
Literacy
paper clip on the line below the first worm. 2
How many paper clips long is the first

Oral Language
Development worm? (1) Trace the number 1 under that
• Respond orally to simple worm. 1 2 3
questions 3

• Now point to the second worm. Do you
think this worm is longer or shorter than
Comprehension
the first worm? (longer) Let’s see if you are 1 2 3
• Make connections 145
right. Lay one paper clip under the worm.


Day 4 activity
experiences
Is this worm 1 paper clip long, or longer?
(longer) Add another paper clip. How many paper clips long
is the second worm? (2) That’s right. This worm is 2 paper
clips long. It’s longer than the first worm. Trace the number 2
under the worm.
• Point to the leaf in row 2. Do you think this leaf is longer than,
shorter than, or the same length as the stick in row 3? (same
length) Let’s see if you are right. First, measure the leaf using
paper clips. How many paper clips long is the leaf? (3) Trace
the number 3 under the leaf.
• Now measure the stick in row 3. How many paper clips long
is it? (3) Trace the number 3 under the stick. Were you right?
Is the leaf the same length as the stick? (yes) Yes, they are
both 3 paper clips long.
Day 5 Hands-on Math Activity

Measurement
• Use a nonstandard unit Materials: large silver paper clips
to measure
Activity: Provide each child with 10 long paper
Literacy clips. Link paper clips for children (or have them
Oral Language link the paper clips together, if they are able) to
Development make a chain.
Next, suggest a variety of objects to measure
Mathematical that would be between 1 and 10 paper clips long
Thinking & (or tall). For example, have children measure
Reasoning a sheet of paper, cubbyhole, workbook, lunchbox,
types of reasoning and or framed photograph.
methods of proof Have children predict how many paper clips each item measures. Then
have them confirm by placing the chain against each item and counting
Home–School the paper clips. Model mathematical thinking by making observations
Connection p. 146
Spanish version such as, You measured this sheet of paper and found that it is about 6 paper
clips long. Was your prediction true?
3037_wk17.indd 141 6/25/12 10:31 AM

Week 17 DAY 1
Let’s Measure!
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Week 17 DAY 2
Let’s Measure!
5 6 7
2 3 4
4 5 6
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Week 17 DAY 3
Let’s Measure!
3037New.indb 144 6/25/12 10:04 AM

Week 17 DAY 4
Let’s Measure!
1 2 3 1 2 3
2
1 2 3
3
1 2 3
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Week 17
Name Home–School
Connection
What I Learned Math Concept: Items may be

What to Do measured using nonstandard units.
Help your child place the nonstandard units on the line beside This week your child learned to
the flower. Then count how many units fit on the line. For measure using nonstandard units.
What to Do Next
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W EE K
18 First in Line
Math Objective:
Concept To help children develop an understanding of ordinal numbers
Ordinal numbers show
place or position. Math Vocabulary:
first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth,
place, position

Day 1
SKILLS Begin by introducing the ordinal numbers first through fifth. The ordinal
numbers first, second, third, and fifth differ from their corresponding
Number Sense cardinal numbers (1, 2, 3, and 5), so they may require extra practice. Say:
• Identify relative place
or position of objects We use special words to tell about position, or where something or
in a sequence
someone is. For example, when you line up for recess, if you get there
Literacy before anyone else, you might say “I’m fi rst!” The person behind you
Oral Language is second. The words fi rst, second, third, fourth, and fi fth are called
Development ordinal numbers.
questions
Once children are comfortable with the ordinals first through fifth,
• Use number names introduce sixth through tenth.
Comprehension Listening to the Story

• Recall details
Distribute the Day 1 activity page. Say: These 10 animals are in a parade.
I will read a story that tells what place each animal is in.
experiences
Here comes the circus parade! Lion is proud to be first. Bear
read aloud skates along in second place. Monkey is third, making all kinds of
noise. Tiger is fourth. Hippo is fifth, walking gracefully on tippy-toes.
Kangaroo hops along in sixth place. Camel enjoys being seventh.
Zebra, who is eighth, shows off her stripes. Elephant is ninth and
raises her trunk to say hello. Giraffe is tenth: the end of the line. He
can see all the animals marching ahead. Hooray for the parade!

WEEK 18
DAY 1
Distribute crayons. Develop the math concept First in Line

Ask:
• How many animals are in the parade? (10)
Which animal is tenth? (Giraffe) Draw an
X on Giraffe.
• Circle the animal that is second. Which
animal did you circle? (Bear)
• Make a red dot on the camel. Which
number word tells the place Camel is in?
(seventh) 150 Week 18 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
• Which is the sixth animal? (Kangaroo) Day 1 picture
3037New.indb 147 6/25/12 10:05 AM

Day 2
WEEK 18 DAY 2
SKILLS Reread the Day 1 story. Then reinforce this week’s First in Line
math concept by guiding a discussion about the
Number Sense 1 2
story. Say:
or position of objects Our story was about a parade. Who was
in a sequence
the fi rst animal? (Lion) Who was the tenth?
Literacy (Giraffe)
Oral Language 3 4
Development Distribute the Day 2 activity and crayons. Say:

• Respond orally to simple • Point to box 1. The circus animals have
questions
changed places. I see Tiger, Camel, and
Monkey. Is Monkey the second animal in
Comprehension
line? Color the happy face for yes or the © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 18 151
• Recall details
sad face for no. (no) What number is he Day 2 activity
using illustrations, prior in line? (third)

experiences • Point to box 2. Here are Giraffe, Monkey, and Bear. Is Monkey the
second animal in line? Color the happy face for yes or the sad face
for no. (yes)
• Point to box 3. Here are Elephant, Giraffe, and Lion. Is Elephant the
third animal in line? Color the happy face for yes or the sad face
for no. (no) What number is she in line? (first)
• Point to box 4. Now we have four animals: Bear, Dog, Elephant,
and Monkey. Is Monkey the fourth animal in line? Color the happy
face for yes or the sad face for no. (yes)

Day 3
WEEK 18 DAY 3
SKILLS Distribute the Day 3 activity and crayons. Then First in Line

Number Sense
Number words like first, second, third, fourth,
or position of objects and fifth tell where something is in a line.
in a sequence
• The animals are ready to show their tricks
Literacy at the circus. Look at the flags. Point to
Oral Language each one as we count: 1, 2, 3, 4, 5, 6, 7, 8.
Development
• Point to the third flag. Color it blue. Point
questions to the sixth flag. Color it green. Point to
• Use number names the eighth flag. Color it red.
Comprehension • The monkey is juggling balls. How many 152 Week 18 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.
balls is he juggling? (6) Point to the first Day 3 activity
knowledge, or real-life ball. Color it yellow. Point to the fourth ball.
experiences
Color it green.
draw conclusions • Look at the seal with the balloons. How many balloons are there?
(5) Point to the second balloon. Make a red dot on it. Point to the
fourth balloon. Make a blue dot on it. Point to the fifth balloon.
Make a purple dot on it. Draw a sixth balloon. Make a green dot
on the sixth balloon.
3037New.indb 148 6/25/12 10:05 AM

WEEK 18 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Guide First in Line

Number Sense 1
• Identify relative place Here are some things you might see at a
or position of objects circus. Let’s start with the clowns.
in a sequence 2
• Put your finger on row 1. How many clowns

Literacy
are there? (4) Draw a circle around the
Oral Language
third clown. Now draw a line under the
3
Development
• Respond orally to simple fourth clown.
questions
• Put your finger on row 2. These are circus 4

performers. The first one is a seal. What is
Comprehension
the second one? (a dog) What is the third © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 18 153
one? (a bear) Draw a circle around the Day 4 activity
knowledge, or real-life second performer.
experiences
• Put your finger on row 3. These are tightrope walkers. The second
one is an elephant. The first one is a hippo. What is the third one?
(a monkey) Draw a circle around the third tightrope walker.
• Put your finger on row 4. These are snacks you might buy at
a circus. Make a dot on the second snack. What is the second
snack? (ice-cream cone) Draw a circle around the fourth snack.
What is the fourth snack? (hot dog) Draw a line under the third
snack. What is the third snack? (peanuts) Draw an X on the
first snack. What is the first snack? (popcorn)

Day 5 Reinforce this week’s math concept with the following circle time activity:
SKILLS
Preparation: Practice the song below to the tune of “I’m a Little Teapot.”
Number Sense
Activity: Tell children they will be in a circus parade, pretending to be
or position of objects a monkey, tiger, elephant, hippo, camel, lion, giraffe, penguin, seal,
in a sequence and pony.
Literacy Assign each child a role and a position in the parade. For example,
Oral Language say, You are a monkey and you are first. Have
Development children join the parade as their name is called.
• Use number names Keeping in mind the particular way each animal
Mathematical
moves, have children follow the commands in
Thinking & the song:
Reasoning
I’m a little monkey, first in line.
ideas through song I move like this all the time.
or play
When I’m feeling happy, I will hop,
twirl around, and then I’ll drop.
Home–School
Connection p. 154
Spanish version
I’m a little tiger, second in line.
available (see p. 2) I move like this all the time.
When I’m feeling happy, I will hop,
twirl around, and then I’ll drop.
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WEEK 18 DAY 1
First in Line
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WEEK 18 DAY 2
First in Line
1 2
3 4
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WEEK 18 DAY 3
First in Line
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WEEK 18 DAY 4
First in Line
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WEEK 18
Name Home–School
Connection
What I Learned Math Concept: Ordinal

What to Do numbers show place or position.
Have your child look at the picture below. Ask him or her to use
To Parents
ordinal numbers (first, second, third, fourth, fifth, sixth, seventh,
This week your child learned
eighth, ninth, tenth) to tell you what place each animal is in.
about the ordinal numbers first
through tenth.
What to Do Next
Practice ordinal numbers with a box of animal crackers. Select one cracker of each type of animal
and help your child identify each one. Then have your child arrange the animal crackers in a line,
as in a parade. Ask questions such as, Which animal is in third place? in fifth place?
3037New.indb 154 6/25/12 10:05 AM

W EE K
19 Find the Answer

Math Objective:
Concept To help children learn strategies for solving word problems
Word problems
may be solved in Math Vocabulary:
many ways. add, altogether, answer, in all, left, less, more, solve, story problem,
take away

Day 1 Prepare for the lesson by having a box of crayons and a sheet of paper
SKILLS
handy. Then narrate (do not model) a simple addition story problem:
Number Sense I am going to tell you a story. I have 3 crayons. I take 2 more crayons from
• Use numbers and
counting to solve word
the box. How many crayons do I have now? (5) The story I just told you
problems is called a story problem. You imagined the crayons and fi gured out the
answer. Let’s solve the story problem in another way.
Literacy
Oral Language
Model solving the problem using actual crayons:
Development Let’s use real crayons to fi nd the answer. Here are the 3 crayons I started
• Respond orally to simple with: 1, 2, 3. I will take two more: 1, 2. Count all the crayons together: 1, 2,
questions
3, 4, 5. The answer is 5. We were right! Now we’ll draw the story problem.
• Use number names Next, use a sheet of paper to solve the problem using pictures:
Comprehension
Now let’s solve the story problem by drawing pictures of crayons. I will
• Recall details draw 3 crayons: 1, 2, 3. Next, I will draw 2 more. Let’s count the crayons:
• Make connections 1, 2, 3, 4, 5. The answer is 5.
knowledge, or real-life Listening to the Story
experiences
Distribute the Day 1 activity page. Say: Listen and look at the picture as
read aloud I read a story about a teacher who gets one more flower.
Today is Miss Olson’s birthday. The children gave her 4 flowers,

which Miss Olson placed in a vase. Daniel came in with 1 more flower
for Miss Olson. “How pretty!” said Miss Olson. “There are 4 flowers
in the vase. Now I will add 1 more. Thank you, Daniel.”

WEEK 19
DAY 1
Distribute crayons. Develop the math concept by Find the Answer

• Miss Olson had 4 flowers. She got 1 more.
How many flowers does Miss Olson have?
(5) Yes, the answer is 5.
• Here is another way to find the answer. In
the box, draw dots instead of flowers. Draw
4 dots and 1 dot. How many dots are there
in all? (5)
• You can also use your fingers to find the
answer. Hold up 4 fingers. Add another
finger for the flower that Daniel brought.
Day 1 picture
How many fingers are you holding up? (5)
3037New.indb 155 6/25/12 10:05 AM

Day 2 Name
WEEK 19
DAY 2
SKILLS Reread the Day 1 story. Then reinforce this week’s Find the Answer
Listen. Trace the correct answer.
Number Sense 1
• Use numbers and Miss Olson had 4 fl owers. She received 1 4 5 6

counting to solve word more. How many fl owers did she have in all?
problems
(5) How did we fi nd the answer? (by counting; 2
Literacy by adding 1 flower to 4 flowers) 6 7 8

Oral Language Distribute the Day 2 activity and crayons. Say: 3
Development
• Point to row 1. Miss Olson has 3 flowers. 7 8 9
questions Tyler gave her 3 more flowers. How many 4
• Use mathematical terms flowers does Miss Olson have altogether?

• Use number names (6) Trace the number 6.
8 9 10
Comprehension • Point to row 2. Miss Olson collected
Day 2 activity
• Recall details 4 apples after snack time. Then she found
• Make connections 3 more apples on the table. How many apples does she have
knowledge, or real-life in all? (7) Trace the number 7.
experiences
• Point to row 3. Zach was coloring with 5 crayons. He found 3 more
crayons under his chair. How many crayons does Zach have now?
(8) Trace the number 8.
• Point to row 4. Mari was building with blocks. She had 5 blocks.
Zach gave her 4 more blocks. How many blocks does Mari have
now? (9) Trace the number 9.

WEEK 19
DAY 3
SKILLS Use crayons to review the concept of addition Find the Answer
and to introduce the concept of subtraction. Say:
Number Sense 1
• Use numbers and

When you add to a group, you get more. 4 5 6
counting to solve word When you take away from a group, you have
problems
less. I will show you. 2
Literacy I have 5 crayons. One of my students needs 3 4 5

Oral Language 1 crayon, so I give it to her. Now how many 3
Development crayons do I have? (4) Yes, now I have 4

6 7 8
questions
crayons. I have less crayons.
4
2 3 4
• Use number names • Point to row 1. Zach’s mom baked 6
cookies. Zach ate 2 of them. Take away
Comprehension
Day 3 activity
• Recall details the 2 cookies by tracing the X on them.
• Make connections How many cookies are left? (4) Trace the number 4.
knowledge, or real-life • Point to row 2. Miss Olson had 6 flowers. After a few days, 1 flower
experiences
died, so she took it out of the vase. Take away the dead flower by
tracing the X on it. How many flowers are left? (5) Trace the number 5.
• Point to row 3. Mari’s tower had 9 blocks. When it got too tall, 3 blocks
fell off. Take away the 3 blocks that fell off. Trace the X on them. How
many blocks are still standing? (6) Trace the number 6.
• Point to row 4. There were 4 apples on the snack table. Kara and
Zach ate 2 of them. Take away 2 apples. Trace the X on them. How
many apples are left? (2) Trace the number 2.
3037New.indb 156 6/25/12 10:05 AM

Day 4 Name
WEEK 19 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Guide Find the Answer
Number Sense 1
• Use numbers and • Point to row 1. Henry had 6 crayons on his 4 5 6

counting to solve word desk. One crayon fell off his desk. That
problems
means you need to take away 1 crayon. 2
Literacy Draw an X on 1 crayon. How many 2 3 4

Oral Language crayons does Henry have left? (5) Trace 3
Development the number 5. 2 3 4
questions • Point to row 2. Zach saw 2 birds sitting 4
• Use mathematical terms on a branch. Two more birds flew onto

• Use number names the branch. That means you need to add 4 5 6
Comprehension the birds. Count all the birds. How many © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 19 161
• Recall details are there altogether? (4) Trace the Day 4 activity
• Make connections number 4.

knowledge, or real-life • Point to row 3. Emma blew 5 bubbles into the air. Two bubbles
experiences popped. Will you take away 2 bubbles, or will you add 2 bubbles?
(take away) That’s right. Draw an X on 2 bubbles. How many
bubbles are still in the air? (3) Trace the number 3.
• Point to row 4. Max collects rocks. Yesterday he found 2 shiny
rocks. Today he found 3 rough rocks. Will you add 3 rocks, or
will you take away 3 rocks? (add) That’s right. Count all the
rocks. How many rocks does Max have altogether? (5) Trace
the number 5.

Day 5
Number Sense
• Use numbers and Materials: 10 empty plastic bottles with tops,
counting to solve word playground ball
problems
Preparation: Fill the bottles halfway with water
Literacy for stability. Arrange the bottles in a standard
Oral Language 10-pin layout.
Development
Activity: Have children take turns bowling,
knocking down the bottles with the ball.
As children bowl, translate each real-life scenario
Mathematical into a story problem. For example, say: Ten bottles
Thinking &
Reasoning were standing. Maya knocked down 3 of them. How
• Use math to solve many bottles are still standing? (7)
problems
Encourage children to solve the problem by physically counting the
bottles still standing or by using their fingers to represent the bottles.
Before setting up the bottles again, use the opportunity to model
Home–School
Connection p. 162 the inverse addition problem. For example, say: Seven bottles are
Spanish version
standing. I will add 3 more bottles. How many bottles are standing
now? (10)
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WEEK 19 DAY 1
Find the Answer
3037New.indb 158 6/25/12 10:05 AM

WEEK 19 DAY 2
Find the Answer

4 5 6
2
6 7 8
3
7 8 9
4
8 9 10
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WEEK 19 DAY 3
Find the Answer

4 5 6
2
3 4 5
3
6 7 8
4
2 3 4
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WEEK 19 DAY 4
Find the Answer

4 5 6
2
2 3 4
3
2 3 4
4
4 5 6
3037New.indb 161 6/25/12 10:05 AM

WEEK 19
Name Home–School
Connection
What I Learned Math Concept: Word problems

What to Do may be solved in many ways.
Have your child look at the picture below. Ask him or her to count
To Parents
the flowers in the vase. Then point to the flower that the boy is
holding. Ask your child to draw dots in the box to show the story
to solve simple addition and
problem. (4 dots and 1 dot) Ask: How many flowers are there
subtraction problems.
altogether? (5) Finally, have your child color the picture.
What to Do Next
Practice simple word problems with your child by using cereal rings. For example, say, You have
5 cereal rings. I give you 2 cereal rings. How many cereal rings do you have now? (7) Then have your
child come up with a simple word problem for you to solve.
3037New.indb 162 6/25/12 10:05 AM

W EE K
20 Graphs
Math Objective:
Concept To help children collect, organize, and record data
Data can be organized
on a graph. Math Vocabulary:
box, column, count, graph, row

Day 1 Prepare for the lesson by making a graph with two rows. Divide each row
SKILLS
into boxes, until the graph has one box for each child. Label one row with
Number Sense a drawing of a pair of white socks and the other with a crossed-out pair
• Understand the of white socks. Say:
numbers and quantities This is a graph. A graph helps us see how much of something there
is. Let’s use this graph to tell us about our socks. Let’s begin. Are
Data Analysis
you wearing white socks? If so, raise your hand. (children respond)
• Collect, organize, and
record data Together, count the children wearing white socks. Record the number by
coloring in the corresponding number of boxes in the white sock row.
Literacy
Do the same for the children wearing colored socks or no socks. Then say:
Oral Language
Development The graph is fi nished. Which row has more boxes fi lled in, children
• Respond orally to simple wearing white socks or colored socks or no socks? (children respond)
questions
Distribute the Day 1 activity page. Say: Look at the picture and listen as
Comprehension
I read about Abby, a girl who made a graph.
• Recall details
using illustrations, prior Abby wanted to know what kinds of pets her friends had. She
knowledge, or real-life decided to make a graph. She made one row for cats and one row
experiences
for dogs. She asked her friends, “Do you have a cat or a dog?” She
read aloud counted how many friends had cats. She colored the boxes in the cat
row. Then she counted how many friends had dogs. She colored the
boxes in the dog row. She looked at her graph and said, “Most of my
friends are dog lovers!”

WEEK 20
DAY 1
Develop the math concept by focusing attention Graphs

on the graph. Ask:
• What does Abby’s graph show? (how
many cats and dogs Abby’s friends have)
• How many of Abby’s friends have cats? (2)
• How many of Abby’s friends have dogs? (5)
• Do more friends have cats or dogs? (dogs)
Day 1 picture
3037New.indb 163 6/25/12 10:05 AM

Day 2
WEEK 20 DAY 2
SKILLS Reread the Day 1 story. Then reinforce this week’s Graphs
math concept by discussing the story. Ask:
Listen. Color one box in the graph for each sock.
Number Sense
• Understand the
Did Abby’s graph show more friends with
relationship between cats or more friends with dogs? (with dogs)
numbers and quantities Abby’s graph was about two types of pets.
Data Analysis We are going to make a graph about three
• Collect, organize, and types of socks.
record data
Literacy
• All these socks just came out of the dryer.
Oral Language
Development We need to count each kind of sock. First,
• Respond orally to simple count the dark socks. (children count) How © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 20 167
questions many dark socks are there? (4) Find the row Day 2 activity
with the dark sock next to it. There are 4 dark
Comprehension socks, so color 4 boxes in the dark sock row.
• Recall details
• Next, count the striped socks. (children count) How many striped
using illustrations, prior socks are there? (3) On the graph, find the row with the striped sock.
knowledge, or real-life There are 3 striped socks, so color 3 boxes in the striped sock row.
experiences
• Finally, count the white socks. (children count) How many white socks
are there? (5) On the graph, find the row with the white sock. There
are 5 white socks, so color 5 boxes in the white sock row.
• Look at your graph. Are there more white socks or dark socks? (white
socks) Are there more dark socks or striped socks? (dark socks)

Day 3 WEEK 20 DAY 3
SKILLS Distribute the Day 3 activity and crayons. Guide Graphs

children through the activity by saying: Listen. Color one box in the graph for each shape.
Number Sense
• Understand the
• Look at the toy train. What shapes do you
relationship between see? (triangles, squares, rectangles, circles)
Let’s make a graph to show how many of
Data Analysis each shape there are.
• Collect, organize, and
record data
• First, count the triangles on the train. How
many triangles are there? (2) Now point to
Literacy the triangle on the graph. Use green to
Oral Language color 2 boxes in the triangle row.
Development
• Now count the squares on the train. How
many squares are there? (6) Now point to
questions
Day 3 activity
• Use number names the square on the graph. Use red to color
Comprehension 6 boxes in the square row.
• Make connections • Next, count the rectangles on the train. How many rectangles are
knowledge, or real-life there? (5) Now point to the rectangle on the graph. Use orange
experiences to color 5 boxes in the rectangle row.
• Last, count the circles on the train. How many circles are there? (3)
Point to the circle on the graph. Use blue to color 3 boxes in that row.
Model how to read the graph, starting at each shape and moving across
each row.
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Day 4
WEEK 20 DAY 4
SKILLS Distribute the Day 4 activity and crayons. Graphs

Listen. Count the ice-cream cones. Trace the correct number.
Number Sense
• Understand the
We made graphs that use boxes and rows to
relationship between tell us how many. Here is a new type of graph. It
uses columns. We read it from top to bottom.
Data Analysis A teacher asked her students which ice-cream
• Collect, organize, and fl avors they liked best. She made this graph to
record data
show how many children liked each fl avor.
Literacy
• Look at the graph. Color the strawberry
Oral Language
and all of the ice-cream cones in the
Development
column pink. 456 456 456
• Respond orally to simple © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 20 169
questions
• Now count the strawberry ice-cream Day 4 activity
cones. How many children like strawberry
Comprehension ice cream best? (6) Trace the number 6.
using illustrations, prior • Look at the next column on the graph. Color the banana and all
experiences
of the ice-cream cones below it yellow.
• Now count the banana ice-cream cones. How many children like
banana ice cream best? (4) Trace the number 4.
• Look at the last column on the graph. Color the chocolate bar
and all of the ice-cream cones below it brown.
• Now count the chocolate ice-cream cones. How many children
like chocolate ice cream best? (5) Trace the number 5.

Day 5
Number Sense
• Understand the
Materials: chart paper, crayons in primary colors,
relationship between 3" x 3" white self-adhesive notes (one note per child)
Preparation: Draw a grid with 8 rows, one for each
Data Analysis of the colors in a standard box of crayons: red,
• Collect, organize, and orange, yellow, blue, green, purple, brown, black.
record data
Label each row with its matching colored circle.
Literacy Activity: Tell children that you will make a class
Oral Language graph that shows favorite colors. Place children in
Development
small groups and have them share crayons. Give
each child a self-adhesive note, and ask him or her to draw a circle
Mathematical and color it in their favorite color.
Thinking & After children have finished coloring their circles, graph the results.
Reasoning
Ask, Who drew a red circle? Have those children come up and place
types of reasoning and their red circle sticky notes in the red row.
methods of proof
Continue with the other colored circles. Have children count the total
number of circles per color. Analyze the results by asking questions
Home–School
Connection p. 170 such as, Which color do the most children like? (children respond)
Spanish version How do you know? (That color has the most sticky notes.)
3037_wk20.indd 165 6/25/12 10:38 AM

WEEK 20 DAY 1
Graphs
3037New.indb 166 6/25/12 10:05 AM

WEEK 20 DAY 2
Graphs
Listen. Color one box in the graph for each sock.
3037New.indb 167 6/25/12 10:06 AM

WEEK 20 DAY 3
Graphs
Listen. Color one box in the graph for each shape.
3037New.indb 168 6/25/12 10:06 AM

WEEK 20 DAY 4
Graphs
Listen. Count the ice-cream cones. Trace the correct number.
456 456 456

3037New.indb 169 6/25/12 10:06 AM

WEEK 20
Name Home–School
Connection
What I Learned Math Concept: Data can

What to Do be organized on a graph.
Have your child describe the various socks pictured below (dark, white,
To Parents
and striped). Then help your child color in the graph to show how
many of each sock there are. Analyze the results by asking questions
to graph data.
such as, Are there more dark socks than white socks? (no) How many striped
socks are there? (3)
What to Do Next
Lay out real socks for your child to sort and graph. On a sheet of paper, prepare a graph similar to
the one above, labeling each row accordingly. Then have your child color a box for each sock.
3037New.indb 170 6/25/12 10:06 AM

Answer Key
Week 1 Day 1 Day 2 Day 3 Day 4
WEEK 1 DAY 1 WEEK 1 DAY 2 WEEK 1 DAY 3 WEEK 1 DAY 4
Name Confirming Understanding Name Reinforcing the Concept Name Applying the Concept Name Extending the Concept
One to One One to One One to One One to One

Listen. Follow the directions. Listen. Follow the directions. Listen. Color the happy face for yes. Color the sad face for no.
1 1
1 2
blue
red • •
2
2
• •
3 4
green
3 3
• •
14 Week 1 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 1 15 16 Week 1 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math Week 1 17

Find the Pattern Find the Pattern Find the Pattern Find the Pattern
Listen. Circle what comes next. Color to complete the pattern. Extend the pattern.
1 1
1
2
2
3
3
4

Name Confirming Understanding Name Reinforcing the Concept Name Applying the Concept Name Applying the Concept
Count to 5 Count to 5 Count to 5 Count to 5

Listen. Count to tell how many. Listen. Color the happy face for yes. Color the sad face for no. Listen. Follow the directions.
1 Cats are underlined in black. 1

1 2
brown orange
2
2
3 brown
3
3 4
All bees are
orange colored yellow.
4
Bees are underlined in yellow. 4
5 green
3037New.indb 171 6/25/12 10:07 AM

Find the Numbers Find the Numbers Find the Numbers Find the Numbers
Draw lines to match. Count. Circle the correct number. Listen. Draw a line to match. Trace the number.
All numbers should

3 5
1
• • 1 2
be traced. • •
Child’s age should be
circled in red.
4 • • 3
1 • • 2
• • 4
1 2 3 4 5 1 2 3 4 5
2 • • 4
3 4
• • 3
5 • • 1
• • 2
1 2 3 4 5 1 2 3 4 5
• • 5

Basic Shapes Basic Shapes Basic Shapes Basic Shapes

Listen. Color the happy face for yes. Color the sad face for no. Listen. Follow the directions. Listen. Follow the directions.
1
1 2
yellow
pink
yellow
2
yellow yellow
red The circle is traced in blue. The square is traced in red. green
red
3 4 3
brown
purple brown
blue
blue
green green 4
The rectangle is traced in green. The triangle is traced in purple.

The rectangular shapes of the
fence are colored orange.

Compare Shapes Compare Shapes Compare Shapes Compare Shapes

Listen. Draw a line to match. Listen. Find the shapes. Traced in blue. Draw the shapes that come next.
1 1
Traced in red. Traced in brown. All squares colored green.
• •
2
2
• •
All circles traced in red.
All triangles traced in brown.
3
3
• •
4
4
• •
3037New.indb 172 6/25/12 10:07 AM

Sort and Classify Sort and Classify Sort and Classify Sort and Classify
Listen. Follow the directions. Listen. Sort the shoes. Listen. Follow the directions.
Green dot Blue dot Red dot

1
on each on each on each
red round square heart-
button. button. shaped
button.
2 Yellow dot on each

star-shaped button.
red
Drawings will vary.
red 1 2 3 4 5 1 2 3 4 5
4
1 2 3 4 5 1 2 3 4 5

Does It Belong? Does It Belong? Does It Belong? Does It Belong?

Listen. Color the happy face for yes. Color the sad face for no. Listen. Draw an X on the one that does not belong. Listen. Draw an X on the one that does not belong.
1 2 1 1 2
3 4 3 4

Where Is It? Where Is It? Where Is It? Where Is It?

blue
1 2 1 2
purple
green
3 4 3 4
green
yellow red
yellow
blue
red blue
3037New.indb 173 6/25/12 10:07 AM

Time of Day Time of Day Time of Day Time of Day

Listen. Color the happy face for yes. Color the sad face for no. Listen. Draw lines to match. Listen. Circle what happened before.
1 2 1 1
yellow
• •
• •
3 4 3
3
blue
4
• •

Count to 10 Count to 10 Count to 10 Count to 10

Listen. Follow the directions. Listen. Color the happy face for yes. Color the sad face for no. Listen. Follow the directions.
Party hats should be colored. 1 2 1
3 4

What’s the Number? What’s the Number? What’s the Number? What’s the Number?
Listen. Circle how many. Listen. Draw a line to match. Then trace the number. Listen. Color to find the picture.
1 2
• •
6 green
red
9 yellow
6
• •
7 6
6
7
orange
6 9
3 4 5 6 7 8 7
Grapes are
colored green.
3 4
• •
8 8 8 99
8 88 10
7
red 8 purple
• •
9
red Oranges are

colored orange. 8 9 10 4 5 6
• •
10 6 = red 7 = yellow 8 = purple 9 = green 10 = orange
3037New.indb 174 6/25/12 10:08 AM

More or Less More or Less More or Less More or Less

Listen. Circle the one that has the same number. Listen. Circle the group that has less. Then trace the number. Listen. Count and trace. Circle the group that has more.
1 1 1
567
2 2
345 345
2
678
3 3
567 567
234 3
4 4
345 8 9 10 8 9 10

One More One More One More One More

Listen. Draw one more. Circle how many in all. Listen. Add one more. Draw a line to show how many in all. Then trace the number. Listen. Circle the group that has one more.
1 All colored orange.

1 2 1 2
red • •
5
All colored blue.
2
• •
7
blue 2 3 4 2 3 4
All colored yellow.
3 4 3 3 4
• •
8
All colored purple.
3 4 5 3 4 5
• •
4

Take Away One Take Away One Take Away One Take Away One
Listen. Take away one. Circle how many are left. Listen. Take away one. Circle the group that has one less. Listen. Draw a group with one less. Then circle how many.
1 1
1 2
2 2 3 4 2 3 4
2
3 4 5 4 5 6
3 4 3
3 4 5 3 4 5
3
7 8 9 7 8 9 4 5 6 4 5 6
3037New.indb 175 6/25/12 10:08 AM

How Are They Different? How Are They Different? How Are They Different? How Are They Different?
Listen. Follow the directions. Listen. Follow the directions. Listen. Follow the directions.
1 2 1 1 yellow green yellow
yellow red
2
2
red red blue
orange
green
blue 3 3
orange red purple
3 4
red red purple
4 4 same color brown

blue
yellow

Let’s Measure! Let’s Measure! Let’s Measure! Let’s Measure!

Listen. Measure. Circle the correct answer. Listen. Measure each flower using large paper clips. Listen. Follow the directions.
1 1
5 6 7
1 2 3 1 2 3
2
2
2 3 4
1 2 3
3 3
4 5 6
1 2 3
3037_wk17.indd 142 6/12/12 12:03 PM 3037_wk17.indd 143 6/12/12 12:03 PM 3037_wk17.indd 144 6/12/12 12:03 PM 3037_wk17.indd 145 6/12/12 12:03 PM

First in Line First in Line First in Line First in Line

1 2 1
red
red
blue green 2
red blue
purple
green
3 4 3
green
yellow
3037_wk18.indd 150 6/12/12 11:46 AM 3037_wk18.indd 151 6/12/12 11:46 AM 3037_wk18.indd 152 6/12/12 11:46 AM 3037_wk18.indd 153 6/12/12 11:46 AM
3037New.indb 176 6/25/12 10:08 AM

Find the Answer Find the Answer Find the Answer Find the Answer
Listen. Trace the correct answer. Listen. Trace the correct answer. Listen. Trace the correct answer.
1 1 1
4 5 6 4 5 6 4 5 6
2 2 2
6 7 8 3 4 5 2 3 4
3 3 3
7 8 9 6 7 8 2 3 4
4 4 4
8 9 10 2 3 4 4 5 6

Name Confirming Understanding Name Reinforcing the Concept Name Reinforcing the Concept Name Extending the Concept
Graphs Graphs Graphs Graphs

Listen. Color one box in the graph for each sock. Listen. Color one box in the graph for each shape. Listen. Count the ice-cream cones. Trace the correct number.
All pink. All yellow. All brown.
green
red
orange
blue 456 456 456

About Evan-Moor Educational Publishers

Since 1979, Evan-Moor Educational Publishers has provided teachers and educators with practical, creative, and engaging
PreK–8 educational materials to support and enrich the curriculum.
Evan-Moor has built a reputation for creating quality resources that help students develop basic and complex skills in reading,
writing, math, science, social studies, and the arts.
Today, Evan-Moor continues to develop innovative educational materials such as e-books, TeacherFileBox.com, interactive
applications, and award-winning titles that support the diverse needs of today’s classrooms.
Four powerful resources
Features
that develop early Home–School
Connection
literacy skills Resources
in English
Help early learners develop strong literacy
skills in just 15 to 20 minutes a day!
& Spanish !
Everyday Literacy: Everyday Literacy: Everyday Literacy: Everyday Literacy:

Listening & Speaking Reading & Writing Science Math
Supports receptive and Daily activities help Daily activities help young Daily activities help
expressive language beginning readers develop students learn core young students learn
development. essential reading and science concepts and basic math concepts and
writing readiness skills. essential literacy skills. essential literacy skills.
Focuses on skills in key
Lessons are designed Lessons are designed to
areas: Focuses on skills in key
to develop vocabulary and develop vocabulary and
• oral language areas:
oral language. oral language.
• vocabulary • phonemic awareness
Concepts and vocabulary Concepts and vocabulary
• print awareness • alphabet awareness
focus on: focus on:
• comprehension • CVC and high-
• phonological frequency words • life science • number sense
awareness • comprehension • earth science • data analysis
• phonics • physical science • algebra
Correlated to State and • geometry
Common Core State Standards Correlated to State and Correlated to State and • measurement
Grade PreK EMC 2414 Common Core State Standards Common Core State Standards
Grade K EMC 2415 Grade PreK EMC 2417 Grade PreK EMC 5024 Correlated to State and
Grade K EMC 2418 Grade K EMC 5025 Common Core State Standards
Grade 1 EMC 2416
Grade 1 EMC 2419 Grade 1 EMC 5026 Grade PreK EMC 3037
Grade K EMC 3038
Grade 1 EMC 3039
ISBN 978-1-60963-834-4
ISBN
0 9781609639143
23472 03037 5 EMC 3037i
9 781609 638344

Everyday Literacy Math PreK

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Everyday Literacy Math PreK

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Grade PreK Correlated to State and

Math lessons and practice

What I Learned A pattern is

Qué hacer después

26 Semana 2 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.

Also available in a consumable

Benefit from the same targeted skills practice

Correlated to State and Common Core State Standards

Using This E-book

• engage students by projecting this e-book onto an interactive whiteboard

3037New.indb 1 6/25/12 9:53 AM

Writing: Camille Liscinsky EMC 3037

3037New.indb 2 6/25/12 9:53 AM

Week 1 : One to One (Number Sense) 11

Answer Key 171

© Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math 3

3037New.indb 3 6/25/12 9:53 AM

through the week.

Reinforcing the Concept

ure, or to tell how

objec ts to I will Whatatdid

introduces the math to measure

r clips to each child

ren respond questions

to help you mod

questions Then allow a child clips, blocks, or

Oral Langu worm.

one end of the benc

ed from one end Applying the Concept (longer) Add anoth r?

gard en is it? (3) Trace the paper clips long

4 Student Activity Pages 1 Home–School Connection Page

146 Week 17 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.

142 Week 17 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.

4 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.

3037New.indb 4 6/25/12 9:54 AM

Name Confirming Understanding

Reproduce and distribute the Day 1

1. Introduce the weekly concept.

2. Read the story aloud as children Tips for Success

appropriate day’s activity page

2 3 4 2. Practice or extend the math • Wait for children to

giving the next direction.

What I Learned Math Concept: Items may be

Follow the directions to lead the

Send home the Home–School

146 Week 17 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.

© Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math 5

3037New.indb 5 6/25/12 9:54 AM

Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.

© Evan-Moor Corp. • EMC 3037 • Everyday Literacy: Math

Use number names

Everyday Literacy PreK

Student Progress Record

Communicates using drawing and tracing

Tracks print and pictures from left to right

Understands that pictures and symbols have

Oral Language Development

Responds orally to simple questions

Makes connections using illustrations, prior

Listens to stories being read aloud

Makes inferences and draws conclusions

Uses mathematical terms when speaking

Engages in mathematical thinking and

8 Everyday Literacy: Math • EMC 3037 • © Evan-Moor Corp.