Kindergarten - MATH
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 1
Day 1
The lesson's skills list explicitly includes connecting counting to cardinality and instructs students to pair each object with one and only one number name. Activity 1 has students count a stack of letter cards while holding up the accompanying number card and discusses that there are 26 letters. The optional extension has students place a number card beneath each letter, reinforcing the mapping between number names and objects.
Lesson 3
Day 3
Activity 3 asks students to count the dots on number cards and then flip the card to read the matching numeral, so students practice counting object representations and linking that count to a written number. The Getting Started section has students practice counting to 20 aloud, reinforcing rote counting sequences. The instructions note counting may be assisted, indicating students actively count items (dots) rather than only reciting numbers.
Lesson 5
Day 5
Students are shown 1, 2, and 3 apple die-cuts and asked to tell how many and then find the matching number card, requiring them to associate a counted quantity with a numeral. The activity instructs mixing the number cards out of order and repeating the matching so students practice matching quantities to numerals when the numeral cards are not in sequence. Students also take turns showing a number of objects while the partner selects a number card and the student checks whether the card matches the quantity.
Unit 2: H - Hondo and Fabian
Lesson 1
Day 1
The Skills list includes: "When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object." Activity 2 asks students to lay out number cards 1–20 and point to each number while saying them aloud, and to count a stack of die-cut animals by sliding each one as they say a number. Activity 2 also has students find the number card that matches the number of cats and dogs after counting.
Lesson 3
Day 3
In Activity 3 students are given two piles of die-cut animals (one with 3 and one with 5) and asked to lay each pile in a separate line and count each line. The instructions tell students to work left to right and to "make sure to assign one number to each cat or dog." After counting, students are asked which line has more animals and which has fewer.
Lesson 5
Day 5
Students lay out a row of 3 toy animals, match a number card to each group, add one more, and "count again to determine how many he has" before finding the matching number card. The activity asks students to practice reading the numbers 4, 5, and 6 and to answer "What number is one more than 4?" and "What number is one more than 5?", reinforcing counting to identify quantities.
Unit 3: I - The Little Island
Lesson 1
Day 1
Students create a picture of the island and count specific groups of items (one rock, seven trees, seven fireflies, seventeen bushes), counting out loud and sliding each item as they count until they reach the final number. Students glue the counted items on the island and optionally match number cards to the corresponding set. Students therefore practice counting sequences and connecting a final spoken number to a set of objects.
Lesson 3
Day 3
Activity 2 asks students to count 7 die-cut cats and encourages slide-counting left to right as each number is said. Students are directed to match each counted cat with a number card, and they trace and form the numbers 7, 8, and 9 using finger tracing, playdough, and pencil practice. The counting activity includes questions about what number is one more than 7 and one more than 8, reinforcing sequence knowledge.
Lesson 4
Day 4
Students are asked to choose a number between 1 and 9 and find the matching number card, and then check by counting the dots on the back of the card. The activity directs students to identify a numeral and to count physical marks (dots) to verify that numeral, providing practice linking counting to a written number.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 3
Day 3
Activity 2 (Counting Tails) has students look at each set of tails, count them carefully, and write the number in a box or select the matching number card from 0–10. The instructions explicitly direct students to count each set and then record or match a numeral to that count. The counting worksheet descriptions show columns of repeated images that students are expected to enumerate.
Lesson 5
Day 5
Activity 1 (optional extension) asks students to lay paper clips end-to-end across a yarn tail and count how many paper clips long the tail is, so students physically count multiple items and produce a final count. Activity 1 also has students compare and order tails by length (shortest to longest and vice versa), engaging students with comparisons of quantities. The lesson includes repeated tasks where students choose two tails and identify which is longer or shorter.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
Activity 2 has students make rows of leaves and count them by touching each leaf and saying number names, and it asks students to count leaves in scattered, circular, and square arrangements. The extension asks students to count the leaves again after the leaves are rearranged or after the number of leaves is changed while the student looks away. The activity also has students take turns laying out leaves and checking another person's count.
Lesson 2
Day 2
Activity 1 has students lay out a collection of leaves, sort them by an attribute (e.g., small/medium/large or by color), and count the number of leaves in each group. The activity then has students do a new sort by a different attribute and count the number in each newly formed group. Students are encouraged to think of other features to sort by, prompting repeated counting of physical objects.
Lesson 3
Day 3
Activity 2 asks the child to be shown a number card and to count out the corresponding number of leaves, using numbers from 1-10 (or 11-20). This requires students to count individual objects and to match a counted set with a numeral, providing practice in counting concrete items to a given target number. The map activity labels locations with numbers and a path, which gives additional, incidental exposure to number symbols in an ordered context.
Lesson 4
Day 4
Activity 2 directs students to count each group of leaves and match the count to a number card before deciding which group has more, and it suggests using numbers from 1-10 (or 11-20) for the counting tasks. The lesson also includes a review of numbers 1-20, reinforcing number names and numerals prior to the activity.
Unit 6: F - Fireflies
Lesson 1
Day 1
The skills list asks students to count up to 20 things arranged in a line, rectangular array, circle, or in a scattered configuration and to count out a given number from 1–20, which targets counting across different arrangements. Activity 1 has students count out 10 pennies, make 9 more groups of 10, and touch each group while saying "10, 20, 30..." up to 100, which has students label totals by number names and use one-to-one touches while counting. The skills list also states that students should understand that each successive number name refers to a quantity that is one larger, supporting cardinality development.
Lesson 3
Day 3
Students are asked to count out 10 "fireflies" and to practice counting by tens to 100, which has them count concrete objects. Students are given a number card and asked to count out the corresponding number of fireflies, connecting numerals to sets. Students are also asked what the number of fireflies would be if they added one more, practicing incrementing a counted set.
Lesson 5
Day 5
Activity 1 has students place pennies in a bowl and count them after each addition (e.g., start with 1, add 2 and count to 3; add 3 and count to 6; add 4 and count to 10), so students practice counting a set and reporting the total. The extension invites representing these events with equations (e.g., 1 + 2 = 3), linking counted totals to numeric expressions. The activity is repeated and students are encouraged to tell stories about adding a few at a time, providing repeated practice in finding how many objects there are altogether.
Unit 7: E - But No Elephants
Lesson 1
Day 1
Students arrange and count a set of animal pictures in Activity 2 by putting them in a line from left to right and practicing counting using ordinal numbers (e.g., first, second, third) and answering prompts like "Who came third? Who came fifth?" The Student Activity Page provides a concrete set of five animals for students to manipulate. Activity 1 has students order the same five animals from smallest to largest and largest to smallest, requiring them to identify and sequence the items.
Lesson 2
Day 2
Students are asked to lay out all the shapes, name them, sort the shapes into groups by shape, and count the number of each shape. Students are also asked to order each group from smallest to largest, which gives practice in counting and comparing quantities.
Lesson 3
Day 3
In Activity 3, students sort animal pictures by number of legs and are asked to "count the number of animals in each category," with number cards 0, 2, 4, and 6 laid out for reference. The optional extension has students "count the number of legs altogether in each category" and to "count the number of legs by 2s," which has students practice counting quantities and linking counts to numeral labels.
Lesson 4
Day 4
In Activity 1, students sort a collection of household objects into two piles labeled "wants" and "needs." After sorting, students are instructed to count the objects in each category, requiring them to enumerate items and state totals for the two piles.
Lesson 5
Day 5
Students are asked to cut out four elephant pictures and to use those pictures as visual cues to count body parts (ears and feet). Students count together the ears and feet for two elephants and the teacher writes 2+2=4 and 4+4=8 to connect spoken counting with a written total. The activity suggests extending to counting for 3 and 4 elephants so students practice counting larger sets and relating the last number named to the total.
Unit 8: C - Millions of Cats
Lesson 1
Day 1
Students sort die-cut cats by a chosen feature (color, size, or pattern) and count the number of cats in each group. Students re-sort the same cats by a different feature and count those groups as well, providing repeated counting of the same set after rearrangement. The Skills list requires students to count objects in each category and sort categories by count, which directs counting practice tied to object sets.
Lesson 3
Day 3
Students are asked to count 10 die-cut cats and to count each subgroup after the teacher divides the cats into 9+1, then 8+2, and other pairs. After counting each group, students place a number card above each group and write equations such as 9 + 1 = 10 and 8 + 2 = 10. The lesson explicitly asks students to recount all the cats after groups are rearranged and asks, "Are there still 10 cats? They are divided differently, but the overall number of cats is the same."
Lesson 4
Day 4
The Getting Started review asks the child to divide the 10 cats into two groups and count how many are in each group, so students practice counting objects and counting subsets of a known total. The activities include multiple references to collections of cats (poem references to many kittens) that could prompt counting or discussing number of items. One student activity page includes an image of a cat which could be used as a counting cue during review.
Unit 10: O - Owl Babies
Lesson 1
Day 1
Students are instructed to sort shapes into categories and "count each category," which has them count groups of objects. Students are also told to color "the two small circles and the small triangle," requiring them to identify and count a specific number of items. The cut-and-assemble activity has students manipulate and count physical shape pieces as they construct the owl.
Lesson 5
Day 5
Students are asked to count all 10 owl beans in the sky and say the total (10). Students move owls between the sky and the tree to act out addition and subtraction story problems and then count how many are in each location (for example, moving one owl to the sky and counting 9 in the tree). The optional extension has students place 10 owls, arrange a subset in the tree (e.g., 5), and reason about how many will be in the sky without recounting.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
Students manipulate 10 red pom-pom "apples," move fallen apples into baskets, and are asked to state how many have fallen (for example, after moving two apples, the prompt asks for 'how many apples have fallen from the tree (2)'). Students combine groups of apples in repeated problems (e.g., 1+1=2, 2+1=3, 3+2=5) and practice reading and recording the resulting totals as equations.
Lesson 3
Day 3
In Activity 2, students count out 10 red pom-poms, place them in one tree, and write the equation 10 + 0 = 10. Students then move one apple at a time to the other tree, recount by saying the 9 apples followed by 1 more to equal 10, and record equations such as 9 + 1 = 10, 8 + 2 = 10, etc. The activity explicitly directs students to observe and be told that the answer to all of the problems is 10 and to determine how many apples are in the other tree when the total is kept at 10.
Unit 12: D - Dinosaurs Big and Small
Lesson 5
Day 5
Students are given 10 dinosaur die-cuts and match each dinosaur with a number card from 1–10, practicing one-to-one correspondence while counting. Students count a chosen subset (e.g., 4), move those dinosaurs to a separate group, then count the remaining dinosaurs to make a total of 10 and write an equation (e.g., 4 + 6 = 10). The activity repeats with different numbers, reinforcing counting objects to determine totals.
Unit 13: P - Harold and the Purple Crayon
Lesson 5
Day 5
Students build squares, cubes, and rectangular prisms from toothpicks and marshmallows and are asked to count the edges, corners, and faces of those constructions. The activity requires students to verbally count those parts, giving practice with number words while enumerating physical features of a shape.
Unit 14: B - Blueberries for Sal
Lesson 1
Day 1
In Activity 1, students draw number cards, place the corresponding number of blue pom-poms into two pails, count the total number of blueberries, and record the equation and answer. Students are asked to count 10 blueberries and then divide those 10 blueberries between the two pails in as many ways as they can, recording matching equations (e.g., 9+1=10, 8+2=10). The tasks require students to produce totals and to record numerical equations that reflect the counted quantities and different groupings.
Lesson 3
Day 3
Activity 2 has students count 10 "blueberries" into a pail and match them to a number 10 card, and then count additional berries to demonstrate 11 as 10 plus 1, 12 as 10 plus 2, and so on through 19. The activity then asks students to read a number card from 11–19 and count out that many blueberries into the pails, directly linking spoken number names to sets of objects. These steps require students to say number words as they count and to associate the final number said with a specific quantity via the matching task.
Lesson 5
Day 5
Activity 1 has the child represent a shown number (11–19) with blueberries by placing 10 in one pail and the remaining blueberries in a second pail and writing the matching equation (e.g., 10 + 5 = 15). The activity has the child practice these representations in random order for numbers 11–19. An optional extension asks the child to practice writing the equation that corresponds to the number.
Unit 15: R - Rain
Lesson 1
Day 1
Students are asked in Activity 2 to count out die-cut raindrops to match number cards between 1 and 10 and to read a number between 11 and 19 and count out the corresponding raindrops, including making a group of ten and counting the remainder. The Skills section directs students to compare two numbers between 1 and 10, and the activity has students identify which numeral is larger or smaller and then count the corresponding number of raindrops.
Unit 16: N - Night in the Country
Lesson 1
Day 1
In Activity 1 students are given 10 apples (pom-poms), remove a specified number, and are asked to count how many apples remain (e.g., count to get 9 after removing 1). Students are guided to say and write matching equations (e.g., 10 - 1 = 9 and 10 - 3 = 7) and practice several such problems with different numbers of apples.
Unit 17: M - Marshmallow
Lesson 1
Day 1
Students are asked to read a target number (e.g., 15) and cover that many squares on a hundred chart with mini marshmallows, counting as they place them. The activity has students locate the tenth marshmallow and relate it to the numeral 10, then count the remaining marshmallows (e.g., 5) and record the equation 10+5=15. The teacher prompts repeats with numbers 11–19 so students practice composing numbers as ten ones plus additional ones.
Lesson 3
Day 3
Students form a line of marshmallows next to a toy animal and count the number of marshmallows to determine and record the animal's length, practicing one-to-one correspondence. Students repeat the measurement with a second animal and compare the recorded counts to decide which animal is longer, using counting to represent quantity.
Unit 18: U - Umbrella
Lesson 1
Day 1
Students use physical umbrellas to act out addition and subtraction story problems (e.g., 3 + 4 = 7, 5 + 5 = 10) and are asked to count umbrellas seen from different windows. Students model problems with objects and then write the matching equations using sidewalk chalk. The activities require students to count discrete objects and combine counts from separate groups.
Lesson 3
Day 3
Activity 2 directs the child to name all pairs of numbers that add to 10 and to record equations (for example, 9 + 1 = 10) using sidewalk chalk. The child is instructed to use the ten die-cut umbrellas to find and model any equations he missed and to keep all 10 umbrellas for later use. These steps engage the child in counting and using physical objects to represent numeric relationships to 10.
Unit 19: J - Jump Frog Jump
Lesson 5
Day 5
Students count out 16 frogs and lay them in rows of 10, then identify the first row of 10 and the remaining 6. Students are asked to write an addition expression (10+6=16) to represent the total. Students pick a number card (11–19), count the dots on the card, and then count out that many frogs, repeating with several numbers.
Unit 20: K - Kindness
Lesson 1
Day 1
Students are instructed to count each animal character only once starting with Harry and then asked how many characters were in the story (9), which has them state the total after counting. The activities have students cut out animal outlines and number them according to the order in which they are introduced, and then mix up the animals and put them back in order from 1–9. The teacher asks students to identify what number comes after or before a given number and to read aloud selected numerals.
Lesson 3
Day 3
Activity 2 (Apple Giveaway) has the child start with ten pompoms, remove a chosen number, count the apples remaining, and write the resulting equation (e.g., 10-3=). The activity asks the child to predict the number of apples that will be left before counting, and then find and record the number after counting. The lesson also has a counting review where the child continues counting from 9 to 20.
Lesson 5
Day 5
Students are prompted to count aloud during a 100-step walk, supplying each number as they step and stopping every ten steps to highlight those numbers. Students are asked to consider how many acts of kindness occurred in the story, prompting them to think about a total quantity. The counting-aloud activity gives students practice with the sequence of number names while matching one count to one step.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
Activity 1 has students find instruments in the book, count how many instruments are playing (e.g., 1 for trombone, then 2 when trumpet is added), and choose the matching number card and ensemble label (solo, duet, up to a chamber group of 10). Students lay out instrument pictures along with the number 10 and the label for that group, connecting a counted set to a numeral and a group name.
Lesson 5
Day 5
In Activity 1, students are asked to identify how many instrument pictures are present (between 1 and 9) and to write matching equations (for example, 3 + 7 = 10). Students also count when all ten members are laid out and determine how many remain after two leave, writing 10 - 2 = 8. These prompts require students to enumerate objects and connect the count to a numeric equation.
Unit 22: Y - Little Blue and Little Yellow
Lesson 3
Day 3
Students are shown a number card (e.g., 14) and asked to read the numeral. They make that number with physical stickers by placing two rows of 5 blue stickers and then adding 4 yellow stickers, and then write the equation 14 = 10 + 4. The activity is repeated with other numerals (16 and 19), linking written numerals to collections of objects.
Lesson 5
Day 5
Students are asked to count out 10 stickers and place them in a straight line, writing the numbers 1–10 under each sticker. Students cross off stickers one at a time and answer how many are left, writing equations such as 10 - 1 = 9 and continuing until 10 - 10 = 0. These activities require students to assign number names to individual objects and use the final count to record a total after removals.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
The lesson's Skills list explicitly includes: "Count to answer 'How Many?' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration," which directly relates to counting items in different arrangements. Activity 2 instructs students to use pennies as counters to check arithmetic answers, prompting students to count objects to determine sums. The Student Activity Page provides arithmetic problems where students are encouraged to use counters to represent and count quantities.
Lesson 2
Day 2
Students are asked to count the number of stars on the United States flag (50) and to count the total number of stripes (13). The activity prompts the child to count these sets of objects and to comment on why there are that many (one star per state). The Getting Started review also asks the child to find the answer to 2+3, giving additional number practice.
Lesson 3
Day 3
In Activity 2, students toss a soft ball or beanbag back and forth across a blanket representing a river and say successive number words as they catch it (parent says "one," child says "two," and they continue counting). The activity also asks students to try counting by 10s as they catch. The review section asks the child to create and solve an arithmetic problem, which engages number use and counting.
Lesson 5
Day 5
Students are asked to count a pile of 20 craft sticks and to count out a specific number of sticks shown on a number card (11–20), which requires them to use number words while counting objects. Students put sticks in groups of 10 and identify how many extras are needed, reinforcing counting to determine quantity beyond ten. Students are given another pile with a different number and asked to count it and then to count out a different shown number, providing additional practice matching counts to number names.
Unit 25: X - An Extraordinary Egg
Lesson 5
Day 5
Activity 1 has students lay out 40 eggs in 4 rows of 10 and count the eggs by pointing to each one while saying each number, and also count the eggs by tens. Students split the eggs into two unequal groups, count each group, and decide which group has the greater number. If unsure, students are instructed to lay both groups out in groups of 10 to compare the totals.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
The Skills section requires students to "Count to answer 'how many?' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration," which asks students to count objects in different arrangements. Activity 1 has students lay animal cards in rows of 10 and count to 20, remove 7 and recount to 13, and create two groups (9 and 7) and count both groups to compare their sizes. These items require students to count sets of objects and report how many are present.
Lesson 3
Day 3
Activity 2 asks students to sort animal cards into groups based on the number of legs they have and to count how many are in each group, so students practice counting items in a set. The activity also suggests an added challenge to count how many legs are in each group, which requires students to enumerate a collection of objects. The sorting tasks require students to state the criterion and report the counts for each resulting group.
2: Holidays
Unit 27: Halloween
Lesson 3
Day 3
Students make 10 ghost manipulatives, divide them into two unequal groups, and are asked which group has more while being encouraged to count and compare the groups. Students are given subsets (e.g., given back 2, or shown 5) and asked how many more are needed to make 10, requiring them to count to determine totals. Students use the ghosts to solve story problems such as combining groups ("2 ghosts came out to play. 2 more joined them.") and removing objects ("8 ghosts were playing tag. 3 stopped...").
Lesson 5
Day 5
Students line up and count the 10 die-cut stars using a blue construction-paper work mat. Students divide the stars into two groups in multiple ways (10 and 0, 9 and 1, 8 and 2, etc.) and add or remove small numbers of stars (for example add 3) and then count the total. Students write the numbers 1 through 10 on the stars, reinforcing the counting sequence.
Unit 28: Thanksgiving
Lesson 1
Day 1
The lesson's skills list asks students to count to 100 by ones and by tens and to write numbers from 0 to 20 and "represent a number of objects with a written numeral 0-20." Activity directions require the child to record five turkey facts on five separate feathers, and the handprint turkey activity results in a set of feather prints that could be counted. These pieces show students practicing counting and matching numerals to sets of objects.
Lesson 5
Day 5
Students watch a turkey-counting video and sing along, which provides practice with the counting sequence. Students read the numeral printed on each turkey (14, 4, 12) and count out that number of feathers to glue onto the turkey, matching a counted set to a written number. The activity requires students to produce a set whose size corresponds to the final count they reach.
Unit 29: Christmas
Lesson 3
Day 3
The activity 'Five Little Bells' asks the child to "count out five bells and string them on the pipe cleaner," and includes a finger play where fingers are held up to match number words (one through five). It also instructs the child to "count each of the remaining bells as she adds them to the original five bells on the pipe cleaner," prompting counting of physical objects and matching number words to objects.