Kindergarten - MATH
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 1
Day 1
The Skills list explicitly includes the target standard (when counting objects, say the number names in the standard order, pairing each object with one and only one number name...). Activity 1 asks the child to count the letter cards aloud and instructs the adult to hold up the accompanying number card as the child counts. Activity 2's optional extension has the child place a number card beneath each letter, directly pairing a single number with a single object.
Lesson 3
Day 3
Students are asked to practice counting to 20 aloud during the Getting Started review. In Activity 3 students are instructed to count the dots on each side of number cards and then flip the card to read the matching numeral, which has them say number names while associating them with quantities. The activity explicitly has students count physical dots and connect that counted quantity to a written number.
Lesson 4
Day 4
The Getting Started review directs the child to "practice counting to 20 aloud," which requires saying number names in the standard order. That activity explicitly targets reciting number words sequentially.
Lesson 5
Day 5
Students are asked to practice counting to 20 aloud, providing practice saying number names in order. In Activity 1, students are shown sets of 1, 2, and 3 apple die-cuts, asked to tell how many there are, and to find the matching number card, which asks them to connect quantities of objects to numeral symbols. Later students mix number cards and repeat the matching, and students choose or create a collection of objects and check that the numeral card matches their collection.
Unit 2: H - Hondo and Fabian
Lesson 1
Day 1
Students lay out number cards from 1-20 and point to each number as they say the numbers aloud together. Students count a small stack of die-cut animals by sliding each animal over as they say a number, pairing each object with a single number name. Students then find the number card that matches the quantity counted, reinforcing one-to-one correspondence and counting in order.
Lesson 3
Day 3
In Activity 3 students are given two piles of animals (one with 3 and one with 5) and are asked to lay each pile in a separate line and to work from left to right. The instructions tell students to count each line, "making sure to assign one number to each cat or dog," and then to identify which line has more and which has fewer. The Getting Started review also challenges the child to count to 20, providing additional practice saying number names in order.
Lesson 5
Day 5
Students are asked to practice counting to 20 as a review and to count a row of animals in Activity 1. Students lay out a row of 3 dogs and cats, add one more, and are prompted to "count again to determine how many he has" and to "find the number to match." Students also practice reading the numerals 4, 5, and 6 and complete tracing/writing activities for those numbers.
Unit 3: I - The Little Island
Lesson 1
Day 1
Activity 1 (Island Counting) instructs the child to "slide and count out loud each one until she gets to seven," glue each counted tree, then count and stick fireflies and bushes, which has students pair one spoken number with each object. The optional extension asks the child to use number cards to match the number of each object to the correct numeral, connecting counted objects to number names/words. The skills list explicitly states understanding that the last number name said tells the number of objects and that each successive number name refers to a quantity one larger, reinforcing ordered counting and one-to-one correspondence.
Lesson 2
Day 2
The Review section instructs students to "Practice counting to 20 together," which has students recite number names in the standard order. The activities that follow (seasons discussion, handwriting, painting) do not include explicit steps that require students to count physical objects while pairing each object with a spoken number.
Lesson 3
Day 3
Students are asked to count 7 die-cut cats and are encouraged to slide-count each animal from left to right as they say the number, which pairs each object with a number name. Students match each counted set to a number card (7, 8, 9), and they trace and form the numbers with finger, playdough, or pencil. The lesson also includes a review prompt to practice counting to 20 together, reinforcing saying number names in standard order.
Lesson 4
Day 4
The Getting Started review asks the child to find a number card that matches a spoken number and to identify a chosen number card. The child is then instructed to "check by counting the dots on the back," which requires counting actual objects (dots) to verify the numeral. The optional extension asks the child to work with numbers from 11–20, extending the same counting/checking practice to larger quantities.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 1
Day 1
In Activity 1, students fold paper into four boxes labeled 0, 2, 4, and 6 and then find and place animal stickers into the box that matches the number of legs the animal has. The activity asks students to identify animals with no legs, 2 legs, 4 legs, and 6 legs, which requires recognizing and relating a quantity (number of legs) to a written numeral. The student activity pages provide multiple animal images that students can inspect to determine leg counts for the sorting task.
Lesson 2
Day 2
The Getting Started section explicitly instructs students to "Practice counting to 20," which has students say number names in order. The instruction asks students to practice the count sequence verbally, reinforcing the standard order of number words.
Lesson 3
Day 3
Activity 2 (Counting Tails) asks students to look at each set of tails, count them carefully, and write the number in the box, and offers number cards 0–10 for matching if the child cannot write. The student pages are described as columns of repeated images (sea shells/objects) that students are to count and record, implying practice with counting quantities in groups. The lesson models writing or selecting the numeral that matches each counted set.
Lesson 5
Day 5
In Activity 1 (Optional Extension) students are instructed to lay paper clips end-to-end across a tail and "Count how many paper clips long the tail is," which requires verbal counting and matching each paper clip to a number name. Activity 1 also has students order the tails from shortest to longest and longest to shortest, which involves comparing quantities and implicitly attending to magnitude. The lesson gives a concrete manipulatives-based counting task tied to measurement.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
Activity 2 directs the child to make rows of 10 leaves and to count the leaves by touching each one and saying the number. The activity explicitly encourages touching each leaf as she says the consecutive number and to count leaves in different arrangements (rows, circle, scattered). The optional extension has the child recount after the number of leaves is changed, which practices matching one spoken number to one object.
Lesson 2
Day 2
In Activity 1, students sort their collection of leaves into groups (e.g., small, medium, large) and are instructed to "Count the number of leaves in each group." They are then asked to re-sort by a different attribute (color) and again "Count the number of leaves in each group," requiring students to enumerate physical objects and report counts for collections.
Lesson 3
Day 3
Activity 2 directs the child to "count out the corresponding number of leaves" after showing a number card and suggests using numbers 1–10 (or 11–20). The map image labels locations with numbers (1–5) and a dotted path that implies an ordered sequence that students can reference when discussing order or matching numbers to places.
Lesson 4
Day 4
Activity 2 directs students to divide leaves into two groups, count one group and match it to a number card, then count the other group and match it to a number card before deciding which group has more. The review at the start asks students to review numbers from 1–20 and the activity suggests using numbers 1–10 or, as a challenge, 11–20, giving opportunities to say number names aloud.
Unit 6: F - Fireflies
Lesson 1
Day 1
The Skills section directs students to "count to answer 'how many?' questions about as many as 20 things" and to "given a number from 1-20, count out that many objects," which requires students to count objects and produce specified quantities. Activity 1 asks students to "count out 10 pennies" and to make and count 10 groups of 10 pennies, with the teacher modeling touching each group while saying "10, 20, 30..." as students practice counting by tens. The reading questions and Activities provide multiple opportunities for students to verbally count objects and for the adult to prompt counting during hands-on tasks.
Lesson 3
Day 3
Activity 2 instructs students to count out 10 "fireflies" and to practice counting by 10s to 100, giving students practice saying number names in order. The activity also tells students to use a number card and count out the corresponding number of fireflies, directly asking them to match a numeral to a set of objects. Students are then asked what the number would be if they added one more, which practices understanding of quantity and cardinality.
Lesson 4
Day 4
The activities ask students to sort cut-apart creature pictures into groups and "Count the number in each group," giving students opportunities to count discrete objects. The Getting Started review directs students to "Practice counting by 2s and 10s," which has students recite number sequences. The use of individual picture cards provides tangible items for counting actions.
Lesson 5
Day 5
The activity directs students to place pennies (fireflies) in a bowl and count how many are present after each addition (e.g., put one penny, ask how many; add two, ask him to count to get 3; add three, count to get 6; add four, count to get 10). Students are asked repeatedly to "count the number of fireflies in his bowl" and to continue counting totals as more are added until reaching 20. The optional extension has students represent the counts with equations (for example, 1 + 2 = 3), connecting the counted totals to numeric notation.
Unit 7: E - But No Elephants
Lesson 1
Day 1
Activity 2 has students put the animal pictures in a line from left to right and tell the order using ordinal numbers (first, second, third...). The teacher prompt asks students questions like "Who came third? Who came fifth?" and instructs to "practice counting the animals using ordinal numbers." Activity 1 has students order animals from smallest to largest and largest to smallest, which involves arranging and comparing discrete objects in sequence.
Lesson 2
Day 2
In Activity 3 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." The Student Activity Pages provide multiple cut-out shapes (circles, rectangles, triangles) and an assembly diagram that students can manipulate and enumerate. Students are also asked to order each group from smallest to largest, which requires comparing and working with the counted quantities.
Lesson 3
Day 3
Activity 3 asks the child to sort animal pictures by number of legs and to "count the number of animals in each category." The activity also directs the child to count the total number of legs in each category and offers an extension to "count the number of legs by 2s." The number cards 0, 2, 4, and 6 are laid out to organize categories by leg count.
Lesson 5
Day 5
Students are asked to cut the Elephants picture page to make 4 elephants and are shown the pictures to count together. The teacher and child count the ears and feet for two elephants and write equations (2+2=4, 4+4=8) and are invited to count the body parts for 3 and 4 elephants using the pictures as visual cues. The Student Activity Page contains four elephant images in a 2x2 grid that can be used for counting or coloring activities.
Unit 8: C - Millions of Cats
Lesson 1
Day 1
Activity 1 directs the child to sort die-cut cats by a chosen feature and "count the number of cats in each group." The lesson's skills list includes "Classify objects into given categories; count the numbers of objects in each category" and "Count to 100 by ones and by tens," indicating students will practice counting objects.
Lesson 3
Day 3
Activity 2 asks students to count a set of 10 die-cut cats and to divide them into two groups, with instructions to have the child count each group and place a number card above each group. Students are instructed to count the total after regrouping (e.g., 9+1, 8+2, etc.) and to write equations showing the counts. The optional extension asks students to be given a certain number of cats (1–9) and determine how many more are needed to make 10.
Lesson 4
Day 4
The review prompt asks the child to divide the 10 cats into two groups and count how many are in each group, so students practice counting concrete objects to determine group quantities. The lesson also references quantities in the poem discussion (e.g., talking about whether the poem describes the scene with all the cats and the line "we just have two"), which invites students to consider numeric amounts.
Lesson 5
Day 5
Activity 1 asks students to count aloud together using a 100-number chart and instructs an adult to point to each number as they count. The activity also tells students to practice counting in daily life (e.g., while walking or setting the table), encouraging repeated oral counting to higher numbers. Activity 2 has the child place a penny in each space between words and then follow the words left to right while the adult points to them.
Unit 10: O - Owl Babies
Lesson 1
Day 1
In Activity 1 students cut out, sort, and order shapes by size (circles, ovals, triangles) and are instructed to "count each category." The directions also require students to color specific numbers of pieces (e.g., "color the two small circles and the small triangle"), which asks students to identify and enumerate objects. Students then assemble the owl from the cut-out pieces, working with the physical objects they counted.
Lesson 5
Day 5
Students handle 10 owl counters and are asked to count the number of owls aloud (reporting 10). Students move individual owls between the sky and the tree and recount after each change (for example, after one owl flies away they recount and report 9). The extension has students place a specified number in the tree and reason about how many remain in the sky, reinforcing counting and quantity relationships.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
Students handle 10 red pom-pom "apples," move individual apples from the tree into baskets, and are asked how many have fallen, which requires them to count objects to get a total. Students practice representing those counts with written equations such as 1 + 1 = 2 and 2 + 1 = 3 and are encouraged to read the equations aloud. Students are prompted to create their own apple-falling stories and to move the corresponding apples, giving repeated opportunities to match objects to numbers in the context of addition.
Lesson 3
Day 3
In Activity 2, students count out 10 red pom-poms and place them in one tree, and are shown the equation 10 + 0 = 10. Students then move one apple at a time to the other tree and are instructed to count the 9 apples followed by 1 more apple to equal 10, writing equations such as 9 + 1 = 10, 8 + 2 = 10, etc. Students are also asked to choose a number between 1 and 10 for the left tree and figure out how many apples would be in the right tree to make a total of 10, prompting additional counting of concrete objects.
Unit 12: D - Dinosaurs Big and Small
Lesson 5
Day 5
Students lay out ten dinosaur die-cuts and match each dinosaur with a number card from 1–10, directly pairing objects with number names. Students are asked to count a chosen number of dinosaurs, move them to a separate group, and then count the additional dinosaurs needed to total ten. Students write the corresponding equations (for example, 4 + 6 = 10), showing they counted objects and matched counts to number names.
Unit 13: P - Harold and the Purple Crayon
Lesson 1
Day 1
In Activity 2 students are given purple squares and rectangles to sort into two groups: squares and rectangles. After sorting, students are instructed to count the number of each shape. These steps require students to enumerate objects and produce number names for each group.
Lesson 3
Day 3
In Activity 3 students are asked to count the number of flat sides on each solid, the number of edges, and the number of corners with specified totals (6, 12, 8). The activity instructs students to use a purple marker to keep track of which sides/edges/corners have been counted. The cube and rectangular prism cut-outs are provided for students to trace and assemble, giving physical objects for counting.
Lesson 5
Day 5
The Marshmallow Shapes activity directs the child to construct shapes with toothpicks and marshmallows and explicitly instructs her to "count its edges, corners, and faces." The materials list (12 toothpicks and 8 marshmallows) gives students physical objects to manipulate and enumerate during the activity. The activity repeats counting for both a cube and a rectangular prism, giving multiple opportunities to enumerate features.
Unit 14: B - Blueberries for Sal
Lesson 1
Day 1
Activity 1 directs the child to draw number cards and place the corresponding number of blue pom-pom "blueberries" in each pail, which requires students to match a numeral to a set of objects. The activity then has the child count the total number of blueberries and explicitly asks the child to "count 10 blueberries," requiring oral counting of objects. The child is also asked to divide 10 blueberries between two pails in many ways and record matching equations, giving repeated practice with counting and using quantities.
Lesson 3
Day 3
In Activity 2 students are asked to count 10 "blueberries" and place them in a pail, then find and match the number 10 card. The activity then models 11 as 10 plus 1 and has students add one blueberry to a second pail, continuing through numbers 11–19. Students are asked to read a number card from 11–19 and count out that many blueberries using the pails.
Lesson 5
Day 5
Activity 1 asks a child to represent a shown number (11–19) by placing 10 blueberries in one pail and the remaining blueberries in a second pail, and to practice these in random order. The activity also encourages the child to write the matching equation (for example, 10 + 5 = 15). These tasks require students to create physical sets that correspond to a given numeral and to determine the number of remaining objects for each number card.
Unit 15: R - Rain
Lesson 1
Day 1
Students are asked to count out a given number of die-cut raindrops after being shown number cards between 1 and 10, which requires saying the number names in order while pairing each object with a number. Students repeat the activity for the smaller of two numbers and are asked to read a number card between 11 and 19 and count out the corresponding raindrops, making a group of 10 and then counting the remainder. These tasks have students produce a one-to-one correspondence between number names and individual raindrops while using the standard counting sequence.
Lesson 3
Day 3
Activity 2 has students use raindrop manipulatives to represent equations: they read addition/subtraction equations, show the equation using raindrops to check their answers, and lay out 5 raindrops then remove one and count. The directions explicitly say to "move one raindrop accordingly and have her count," which requires students to count objects after a change. Earlier directions also have students manipulate die-cuts to match pages, which can involve matching objects to illustrations.
Lesson 5
Day 5
In Activity 1 students number raindrop die-cuts from 1 to 20, lay them in a line, and are instructed to point to each number while reading it aloud. They spread the numbered pieces, find a prompted number, stand on it, and then count aloud from 1 to that number.
Unit 16: N - Night in the Country
Lesson 1
Day 1
Activity 1 has students work with 10 physical apple manipulatives, move a specified number into a basket, and then count how many apples remain in the tree. The instructions ask the child to count the remaining apples multiple times (e.g., after 1 falls, after 3 fall) and to say the matching subtraction equation aloud. The skills list also explicitly includes representing addition and subtraction with objects and using objects or drawings to solve problems.
Lesson 2
Day 2
Students are asked to figure out the answer to 10-5 using fingers or small objects, which requires them to represent numbers with physical objects. That prompt directs students to manipulate concrete items (fingers or small objects) to model a numeric situation and determine a result.
Lesson 5
Day 5
Students manipulate 10 paper "apples" on a tree and move a chosen subset to baskets to represent apples falling. They say the number sentence that matches the scenario (for example, 10 minus 3 equals 7) and write or copy the corresponding equation. Students are asked to create several scenarios and write matching equations on their own.
Unit 17: M - Marshmallow
Lesson 1
Day 1
Activity 1 gives the child twenty mini marshmallows and asks her to read a target number (for example, 15) and cover that many boxes on a 100-chart with mini marshmallows, placing one marshmallow per numbered box. The child is instructed to cover numbers 1–10 first and then add marshmallows on 11–15, to find the tenth marshmallow (lifting it to see the number 10), to count the remaining marshmallows (counting to 5), and to repeat the procedure with numbers 11–19 while writing matching equations (e.g., 10+5=15).
Lesson 3
Day 3
Activity 2 directs the child to form a line of marshmallows next to a toy from top to bottom and then count the number of marshmallows that indicate the length of the animal. The activity tells the child to write down the counted length and to measure a second animal and record that number. The optional extension invites continued measurement of different toy animals, providing additional counting practice.
Lesson 5
Day 5
The lesson instructs the child to "touch and count the two faces of the can," prompting students to pair a touch to each counted face. It asks the child to report how many faces each solid has (sphere 0, cube 6, rectangular prism 6, cylinder 2), requiring students to name quantities. The lesson has the child stack two and three marshmallows and discuss the counts, reinforcing counting of discrete objects.
Unit 18: U - Umbrella
Lesson 1
Day 1
Students are asked to use umbrellas to act out addition and subtraction story problems (e.g., 3 people with umbrellas on one side and 4 on the other; 5 umbrellas in one window and 5 in another). Students are encouraged to show the problems with the umbrellas and then write the matching equation using sidewalk chalk. Students are also prompted to create their own math story problems, tell the story, show it with umbrellas, and write the matching equation.
Lesson 3
Day 3
Activity 2 asks students to work with 10 die-cut umbrellas to find all pairs that add to 10 and to record equations (for example, 9 + 1 = 10). Students are instructed to use the umbrellas to find any equations they missed and to list combinations such as 9+1, 8+2, 7+3, 6+4, and 5+5. An optional extension asks students to identify the number that pairs with a given number to make 10.
Unit 19: J - Jump Frog Jump
Lesson 1
Day 1
The Skills list explicitly asks students to "Count to 100 by ones and by tens," which requires saying number names in standard order. Activity 2 (Jumping Math) directs students to count aloud while performing one jump per count and to count to 100, and suggests counting by tens (and optionally by 2s or 5s), which has students pair number words with individual actions.
Lesson 2
Day 2
Students are asked to count to 100 by 10s, which practices saying number names in sequence. In the finger-play activity "Five Little Speckled Frogs," students sing a counting song that practices counting down from 5 and are instructed to "count down on his fingers" while bending fingers as frogs jump. These activities require students to say number names and to coordinate number words with finger movements.
Lesson 5
Day 5
Activity 1 directs the child to count out 16 frogs and lay them in rows of 10, to show the first row of 10 and identify that 16 is 6 more than 10. The activity also has the child count the number of dots on number cards (11–19) and then count out that many frogs, repeating with several numbers between 11 and 19. These tasks require the child to enumerate physical objects and produce number names while counting.
Unit 20: K - Kindness
Lesson 1
Day 1
In Activity 1 students are asked to "count each animal character only once, starting with Harry" and then report how many characters were in the story (9 animals). Students cut out animal outlines and "number them according to the order in which they are introduced in the book," which pairs numerals with specific animals. The teacher then mixes the animals and asks students to put them back in order from 1–9 and calls out numbers asking the student to point to that number and identify the number that comes before and after a given number.
Lesson 2
Day 2
The review asks the child to continue counting aloud starting with the number 6 up to 20, which requires saying number names in the standard order. The lesson also prompts repeated verbal practice of sounds while forming letters, showing a pattern of oral repetition that supports rote counting practice.
Lesson 3
Day 3
The review asks the child to continue counting aloud starting with the number 9 up to 20, which practices saying number names in order. Activity 2 provides ten red pompoms as physical objects and asks the child to give away a chosen number, find and count the apples remaining, and write the corresponding equation (for example, 10-3=). The activity also prompts the child to predict the number remaining before counting, implying use of the physical objects to determine quantity.
Lesson 4
Day 4
Students are asked to continue counting aloud from 2 to 20, which has them say number names in the standard order. The review also prompts the child to use small objects for solving 10 - 6, which provides an incidental opportunity to manipulate and count objects.
Lesson 5
Day 5
Activity 1 asks the child to take a 100-step walk and "encourage your child to supply each number as you step," and to stop every 10 steps to highlight that number. This requires the child to say number names in standard order while pairing each step (an item to be counted) with a spoken number name. The directions also note assisting the child as necessary to maintain this counting behavior.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
Activity 1 has the child find instrument pictures in the book and choose matching number cards (e.g., find the trombone and choose the number card 1; add the trumpet and change the number card to 2). The child is instructed to continue through the book, laying out all 10 instrument pictures along with the number 10 and the label "a chamber group of 10." These steps require the child to determine the number of objects in a set and match that set to a numeral and label.
Lesson 2
Day 2
The Review prompt asks the child to say how many instruments are playing during a solo (expected answer: 1), which elicits stating a quantity. Activity 1 has the child handle instrument pictures and make piles to classify instruments, which involves manipulating discrete objects that could be counted.
Lesson 3
Day 3
Students are asked how many instruments are playing during a solo (1) and a duet (2), prompting them to say number names. Students are asked to place instrument pictures in the order they appear in the book, which has them identify and sequence objects. Students sort jobs on index cards into 'Goods' and 'Services' and place those cards in a line under headings, which involves handling multiple items.
Lesson 5
Day 5
In Activity 1 the teacher has the child count pictures of instruments that are laid out and asks the child to tell how many are here and how many are missing, and to write matching equations (e.g., 3 + 7 = 10). The child is also asked to determine how many remain after removing 2 from a set of ten and to write 10 - 2 = 8, which requires determining the quantity of objects after removal.
Unit 22: Y - Little Blue and Little Yellow
Lesson 3
Day 3
Activity 2 asks the child to read a numeral (14), place two rows of 5 blue stickers and then place 4 yellow stickers to make 14, and to write the equation 14 = 10 + 4; this requires the child to manipulate and count stickers to represent a quantity. The Getting Started prompt asks the child to put two pencils in a row, which involves producing a set of two objects on request. These tasks involve students working with concrete objects and numerals to represent specific quantities.
Lesson 5
Day 5
Students are asked to count out 10 stickers and place them in a straight line, which requires counting objects. Students are instructed to write the numbers 1-10 under each sticker, creating a direct pairing of one number name (written numeral) with one object. Students cross off stickers sequentially and record equations (10-1=9, 10-2=8, etc.), reinforcing the relationship between counted objects and number names.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
The lesson's skills list includes counting to answer "How Many?" questions about up to 20 things and counting out a given number from 1–20, which involves counting objects. Activity 2 directs students to use pennies as counters to check arithmetic answers and to use pennies with the student activity page, implying hands-on counting of objects. The lesson also includes counting skills such as "Count to 100s by ones and by tens," supporting number-name sequencing in general.
Lesson 2
Day 2
The lesson explicitly asks the child to count the number of stars on the American flag (50) and to count the total number of stripes (13), which requires enumerating visible items. The flag activity and the prompt to look up state flags provide opportunities for students to count and report totals of concrete symbols.
Lesson 3
Day 3
In Activity 2 (Tossing a Rock Across the River) students toss a soft ball or beanbag back and forth and are instructed to say "one" when the parent catches it, then have the child say "two," and to "continue tossing and counting." This activity directs students to say number names in order while pairing each catch (an object/event) with a successive number name. The activity also includes an extension to count by tens, providing additional practice with ordered number words.
Lesson 5
Day 5
Students are asked to count a pile of 20 craft sticks, which requires saying number names while enumerating objects. Students are shown a number card from 11–20 and asked to count out that number of sticks, practicing matching a numeral to a set by selecting one stick per count. Students count a second pile and count out a different shown number, and they group sticks into tens and identify extras, reinforcing counting to determine cardinality.
Unit 24: Q - The Quilt Story
Lesson 1
Day 1
Students are asked to "name and count the number of sides on each shape" and to "count the number of corners on each shape," including counting a hexagon's six corners. Students are asked to use "6 triangles to make a hexagon," which requires counting out six pieces. Students are given a collection of shapes to sort and manipulate, providing opportunities to enumerate and organize discrete items.
Unit 25: X - An Extraordinary Egg
Lesson 1
Day 1
Students are asked to count to 50 while pointing to each number on a number chart and to count by tens to 50, practicing the number-name sequence. Students are given a small object to represent an egg and asked to find a given number between 1 and 50 and place the "egg" on it, practicing matching a numeral to an object. Students also practice reading several numbers between 1 and 50 when the teacher points to them.
Lesson 3
Day 3
Students are asked to find the number 18 on the number chart and to read the number 27 when it is pointed out, which practices number recognition. In Activity 2, students choose a number between 1 and 99, find it on the Hundred Chart, point to and name the next number, and circle it, which practices saying number names in standard order and identifying successors. These tasks require students to say number words aloud and to locate numbers in sequence on a chart.
Lesson 5
Day 5
Students are asked to lay out eggs into 4 rows of 10 and then "count the eggs by pointing to each one and saying each number as she counts," which requires saying number names in standard order while pairing each verbal count with an object. The activity also directs students to count groups of eggs after dividing them into two unequal groups and to compare which group has the greater number, reinforcing one-to-one counting for separate collections. The instruction to "lay both groups out in groups of 10 to compare them" gives additional practice in aligning counts across objects.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
The Skills section instructs students to "Count to answer 'how many?' questions about as many as 20 things arranged in a line, a rectangular array, or a circle; given a number from 1-20, count out that many objects." Activity 1 has students lay animal cards in rows of 10 and count how many there are (20), count after removing 7 to find 13, and count two groups (9 and 7) to determine which is greater. Several prompts ask students to "count the animals" and to count out or create specified numbers of animals for story problems.
Lesson 3
Day 3
Activity 2 asks the child to sort animal cards into groups and "count how many are in each group," which requires enumerating objects. The activity also offers an added challenge to "count how many legs are in each group," which has the child count component parts of objects. The directions repeatedly ask the child to sort, count, and report criteria, providing multiple opportunities to count tangible items.
Lesson 5
Day 5
Activity 1 asks the child to line up animal cards and put a sticky note on each card, numbering the animals from 1 to 20 and using number cards as a guide. The activity then has the child choose animals by their assigned number and identify or compare those specific animals (for example, identifying #5 and #18). These steps require students to assign a unique numeric label to each animal card and to use those labels to refer to individual objects.
2: Holidays
Unit 27: Halloween
Lesson 1
Day 1
Activity 2 asks the child to predict and then "count the number of times around it takes to wrap him into a mummy," which requires saying number names while enumerating wraps. The Skills list explicitly includes using matching and counting strategies to identify whether one group has more, less, or equal numbers, indicating counting practice and use of one-to-one matching or counting to compare groups. The activity also has the child compare his prediction to the actual counted total, involving enumeration and attention to quantity.
Lesson 2
Day 2
The Review directs the child to "count from 1 until she can't count any higher (or until 100...)," so students practice reciting number names in order. The lesson states "the adult human body has 206 bones," exposing students to number words in context. Activity 2 asks the child to point to bones while dancing and Activity 1 lists specific body parts to color, providing discrete items that students could identify.
Lesson 3
Day 3
Students make a set of 10 paper ghosts and are asked to divide them into two unequal groups and then are encouraged to count and compare the groups. Students are prompted to count how many ghosts they have after being given or having some taken away (e.g., give back 2 and ask how many more are needed to make 10). Students are asked to use the ghosts to solve story problems (e.g., "2 ghosts came out to play. 2 more joined them. How many ghosts are playing now?") and to create and solve their own story problems with the ghosts.
Lesson 4
Day 4
The Getting Started review directs the child to count by tens to 100, which has the child say number names in order. The review also asks the child to name two pairs of numbers whose sum is 10, which requires the child to identify and verbalize number names and relationships. No classroom activity text describes counting physical objects with one-to-one pairing.
Lesson 5
Day 5
Students are asked to line up and count the 10 die-cut stars using a work mat, which requires saying number names in order while enumerating objects. Students are prompted to add 3 more stars (and other scenarios like 4+5, 3+1) and then count the total, practicing recounting objects after changes. Students write the numbers 1 through 10 on the stars and glue them to the paper, linking number names/numerals with the objects they counted.
Unit 28: Thanksgiving
Lesson 1
Day 1
The Skills section explicitly states that students will "Count to 100 by ones and by tens," which addresses saying number names in order. The Skills section also states students will "Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects)," which connects counting with representing quantities.
Lesson 4
Day 4
Students are told to 'Use three rectangles to make a stovepipe hat,' which specifies a concrete quantity for a hands-on task. The craft instructions direct students to 'Draw large circles for the eyes' positioned to match their eyes and to cut strips of paper to form a beard, which involve working with distinct, countable pieces. These steps require students to gather and place a set number of items while making the mask.
Lesson 5
Day 5
In Activity 1 students are instructed to read the number on each turkey's breast and then count out that number of feathers and glue them onto the turkey. The student activity page shows turkeys labeled 14, 4, and 12, prompting students to create sets of feathers that match each numeral.
Unit 29: Christmas
Lesson 3
Day 3
The activity asks the child to "count out five bells and string them on the pipe cleaner," requiring the child to enumerate physical objects. The child is instructed to "count each of the remaining bells as she adds them to the original five bells on the pipe cleaner," which has the child pair each added object with a number word. The finger play "Five Little Bells" has the child chant number words in order while holding up one, two, three, four, and five fingers to match the words.
Unit 30: February Celebrations
Lesson 2
Day 2
Activity 2 asks the child to determine how many pennies equal a nickel, a dime, and a quarter and poses challenges such as how many nickels equal a dime or a quarter. The child is asked to sort a cup of mixed change into piles of pennies, nickels, dimes, and quarters and then review the name and value of each coin. These tasks require the child to relate numeric values to groups of coins and to determine counts to show equivalence.