Kindergarten - MATH
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 5
Day 5
In Activity 1 students count 1, 2, and 3 apple die-cuts and find the matching number card, and they also choose a number of objects while a partner picks the number card so students check correspondence between objects and numerals. The activity asks students "What number is one more than 1?" and "What number is one more than 2?", prompting students to reason about adding one to a quantity. The optional extension allows use of up to 10 objects, and Option 2 offers tactile formation of numbers for children not tracing with a pencil.
Unit 2: H - Hondo and Fabian
Lesson 3
Day 3
In Activity 3 students are given two piles of die-cut animals (one with 3 and one with 5), lay them in lines, count each pile left to right, and state which line has more or fewer animals. The Optional Extension explicitly has students determine how many animals there are altogether and shows the equation 3 + 5 = 8, using the animals as objects to represent the addition.
Lesson 5
Day 5
Students lay out a row of 3 toy animals, match number cards, then add one more animal and recount to determine the new total. Students are asked explicit one-more questions such as "What number is one more than 4?" and "What number is one more than 5?" Students form numbers physically with pipe cleaners or trace dotted numbers to connect quantities with numeral symbols for 4, 5, and 6.
Unit 3: I - The Little Island
Lesson 3
Day 3
Activity 2 asks students to count 7 die-cut cats using slide-counting and to match each one with a number card, providing practice using objects to represent quantities. The activity explicitly asks "What number is one more than 7?" and "What number is one more than 8?", which asks students to find a sum within 10 (adding one). Students also trace and form the numbers 7, 8, and 9 with finger tracing and playdough, reinforcing number sense for those sums.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 2
Day 2
Students lay out a collection of leaves and sort them according to attributes such as size (e.g., small, medium, large). Students count the number of leaves in each group after sorting, and then perform a new sort (by color) and count the number in each color group. The activity prompts students to think of other features to use for sorting, encouraging further counting and grouping of objects.
Lesson 4
Day 4
Students divide a collection of leaves into two groups, count each group, and match each count to a number card (using numbers 1–10 or 11–20). Students compare the two matched numbers to decide which group has more. An optional extension asks students to determine how many more leaves the smaller group would need to make it equal to the larger group.
Unit 6: F - Fireflies
Lesson 3
Day 3
Activity 2 directs students to count out a set of 10 "fireflies" and to use number cards to count out the corresponding number of fireflies, so students represent numbers with objects. The activity then asks students what the number of fireflies would be if they "added one more," explicitly prompting an addition within the numeric range 1–10 (or 11–20 if ready). The task uses concrete objects (fireflies) to model the numeric change.
Lesson 5
Day 5
Students use pennies as fireflies and physically add groups (start with 1, add 2 to get 3, then add 3 to get 6, then add 4 to get 10), counting to find the total. Students are prompted to invent their own stories about catching fireflies and determine how many they have altogether, practicing addition in context. An optional extension asks students to represent an addition event with an equation (for example, 1 + 2 = 3).
Unit 7: E - But No Elephants
Lesson 3
Day 3
Activity 3, "How Many Legs," has students lay out number cards (0, 2, 4, 6), sort animal pictures by number of legs, and count the number of animals in each category. The activity asks students to "count the number of legs altogether in each category" and to "count the number of legs by 2s," which asks students to combine repeated quantities. These tasks require students to quantify and combine groups of items, providing practice that can function as simple addition (e.g., tallying legs).
Lesson 5
Day 5
Students cut and use four elephant pictures as manipulatives and count body parts to find totals. Students and the teacher count together for two elephants and write 2+2=4 and then 4+4=8, explicitly connecting pictures to written addition equations. Students are invited, if able, to determine totals for 3 and 4 elephants using the pictures as visual cues to count.
Unit 8: C - Millions of Cats
Lesson 1
Day 1
The Skills section explicitly requires students to "Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawing) and record each decomposition by drawing an equation (e.g., 5=2+3 and 5=4+1)." Activity 1 has students sort die-cut cats and "Count the number of cats in each group," which has students using objects to represent and count quantities. These items show students practicing composing numbers within 10 and representing quantities with objects or drawings.
Lesson 2
Day 2
The review prompt asks the child to "close her eyes, choose 5 cats, and divide them into two groups," which has the child work with a set of 5 concrete objects and partition them into parts. The activity uses physical items (cats) for children to manipulate and separate into groups, showing use of objects to represent numerical groupings within 10.
Lesson 3
Day 3
Activity 2 has students use die-cut cat counters to count to 10 and physically divide them into two groups (for example 9 and 1, then 8 and 2). Students are asked to count each group, place number cards above the groups, and write the corresponding addition equations (9 + 1 = 10, 8 + 2 = 10, etc.) through all pairs that make 10. The optional extension asks students to determine how many more cats are needed to make 10 when given a number from 1–9, using the counters to model the situation.
Unit 10: O - Owl Babies
Lesson 1
Day 1
The Skills section explicitly lists "Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations." Activity 1 directs students to cut, sort, and count shape categories and to order shapes by size, producing counts for each category. The student activity page provides cut-out shapes (objects) that students handle while sorting and counting.
Lesson 5
Day 5
Students cut out and assemble a tree mat and use 10 bean "owls" as manipulatives to represent problems. They begin with all 10 owls in the sky and are asked addition problems (e.g., "Three baby owls flew to the tree. Then two more came. How many are in the tree now?") and subtraction problems (e.g., "Six owls were sitting in the tree. Three owls flew away. How many owls are still in the tree?"). An extension has students place different numbers in the tree and predict how many are in the sky for pairs that total 10, supporting work with complements to 10 without counting.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
The Skills section explicitly lists solving addition and subtraction word problems and adding and subtracting within 10 using objects or drawings. In Activity 1, students manipulate 10 red pom-pom "apples," move fallen apples into baskets, count how many have fallen, and write equations such as 1 + 1 = 2, 2 + 1 = 3, and 7 + 3 = 10. Students are asked to create addition stories, read the equations aloud, and are encouraged to write the numbers and equations themselves.
Lesson 3
Day 3
In Activity 2 (Ten Little Apples) students count 10 red pom-poms, place them in one tree, and use the two-tree diagram to represent the situation. Students physically move one apple at a time to the other tree and write equations such as 10 + 0 = 10, 9 + 1 = 10, 8 + 2 = 10, etc. Students are prompted to choose a number between 1 and 10 for the left tree and determine how many apples are in the right tree when the total is 10, using the objects and diagram to find the missing addend.
Lesson 4
Day 4
The review asks the child to name the sum of 2 + 1 and to identify two numbers that "go together" to make 10, which prompts students to work with addition within 10. The lesson also prompts recall of number combinations to make 10, supporting practice with addition facts.
Unit 12: D - Dinosaurs Big and Small
Lesson 1
Day 1
The Skills list explicitly asks students to "For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., using objects or drawings) and record the answer with a drawing or equation." This statement indicates students will use objects or drawings to find an addend that makes 10. Activity 1 has students use physical objects (yarn pieces) to represent lengths, showing use of manipulatives and measurements.
Lesson 5
Day 5
Students are given 10 dinosaur manipulatives, match them to number cards 1–10, choose a number of dinosaurs to move aside, count the remaining dinosaurs needed to total 10, and write the corresponding equation (e.g., 4 + 6 = 10). The activity repeatedly has students use objects to represent parts of a total and produce addition equations. The optional extension asks students to be given a number and identify the number that makes 10, then write the equation.
Unit 14: B - Blueberries for Sal
Lesson 1
Day 1
Activity 1 has students draw two number cards, place the corresponding number of blue pom-poms in each foil 'pail', write the matching equation, count the total, and record the answer, which has students add quantities using objects and record equations. The activity then asks students to count 10 blueberries and divide them between the two pails in as many ways as possible, recording equations such as 9+1=10, 8+2=10, etc., which practices composing numbers to make 10 with manipulatives and written equations. The Skills section explicitly lists composing and decomposing numbers to make 10 and recording compositions or decompositions by drawing or equation, reinforcing the concrete-to-symbolic connection.
Lesson 3
Day 3
Activity 2 has students count 10 "blueberries" into a pail and match the number 10 card. The teacher then shows the number 11 card and has the child add one blueberry to a second pail to show 11 = 10 + 1, and repeats adding berries to illustrate 12 = 10 + 2, continuing through 19. The child is asked to read a number card from 11–19 and count out that many blueberries using the pails.
Lesson 4
Day 4
The Getting Started review asks the child to name number pairs that add up to 10, which engages students with sums within 10. The review also asks the child to read 13 and explain it as "10 plus 3 more," which models decomposing a number into ten and additional ones.
Unit 15: R - Rain
Lesson 1
Day 1
The lesson's skills list explicitly includes "Fluently add and subtract within 5 (M)" and asks students to "Compare two numbers between 1 and 10 presented as written numerals." Activity 2 directs students to take number cards, identify which is larger or smaller, and count out that number of die-cut raindrops, and it asks students to make a group of 10 and count the remainder for numbers 11–19. Students therefore handle written numerals, use physical raindrop objects to represent quantities, and practice counting and grouping with manipulatives.
Lesson 3
Day 3
Activity 2 asks students to write addition equations with totals of 5 or less, read the equation, tell the answer, and then check the answer by showing the equation using raindrop manipulatives. The activity has students lay out 5 raindrops and remove one while counting to find how many remain, explicitly introducing and naming subtraction as "taking away." An optional extension has students read written subtraction equations (for example, 5 - 1 = 4, 5 - 2 =, etc.) and use raindrops to find the solutions.
Lesson 4
Day 4
The Getting Started review asks the child for the answers to 4 + 1 and 3 + 2, which requires students to add within 10. These prompts ask students to produce sums of small whole numbers and practice basic addition facts.
Unit 16: N - Night in the Country
Lesson 1
Day 1
The Skills list explicitly names representing addition and subtraction with objects or drawings and solving addition and subtraction word problems within 10. Activity 1 has students place 10 apples (pom-poms), remove 1 or 3 apples, count how many remain, and write matching subtraction equations such as 10 - 1 = 9 and 10 - 3 = 7. The activity directs students to practice several subtraction problems using different numbers of apples and to read the corresponding equations.
Lesson 2
Day 2
The lesson explicitly asks the child to figure out the answer to 10-5 using fingers or small objects, giving direct practice with subtraction within 10. It instructs the child to use physical objects (fingers or small objects) to represent and solve that subtraction problem, which matches the 'using objects to represent the problem' example in the standard.
Lesson 3
Day 3
The Getting Started review asks the child "what '5 minus 1' would equal," which directly prompts a subtraction calculation. Activity 2 (War!) has students handle number cards, turn over cards, and compare which card shows the higher number, providing practice with comparing numeric values. The War activity also involves collecting cards based on outcomes, which involves tracking quantity outcomes after each turn.
Lesson 5
Day 5
Activity 1 has students work with 10 "apples" as manipulatives, deciding how many apples fall and physically moving those apples to baskets. Students are prompted to state the matching number sentence (for example, 10 - 3 = 7) and to write or trace the equation. Students are also asked to generate several falling-apple scenarios and write the matching subtraction equations independently.
Unit 17: M - Marshmallow
Lesson 1
Day 1
In Activity 1 students use twenty mini marshmallows and a 100-chart to represent numbers and physically cover counts up to a chosen number (e.g., cover 1–10 then 11–15). Students are asked to determine how many more marshmallows are needed to make 15 and to record the relation with an equation (10+5=15). Students repeat with numbers 11–19 and complete equations such as 10+____=12, using objects and written equations to represent the situation.
Unit 18: U - Umbrella
Lesson 1
Day 1
The Skills list explicitly includes solving addition and subtraction problems and adding and subtracting within 10 using objects or drawings. Activity 1 (Umbrella Math) has students act out addition and subtraction word problems with umbrellas as manipulatives and write the matching equations with sidewalk chalk. Students are also asked to create their own math story problems, show them with umbrellas, and write the corresponding equations.
Lesson 2
Day 2
Students are asked to solve the equation "2 + 3 = ___" using fingers, small objects, or mental math, which gives direct practice with addition within 10. The instruction explicitly suggests using objects or fingers to represent the problem. This engages students in adding small whole numbers with manipulatives.
Lesson 3
Day 3
Students are asked to name all pairs of numbers that add to 10 and to record equations (e.g., 9 + 1 = 10, 8 + 2 = 10, 7 + 3 = 10, 6 + 4 = 10, 5 + 5 = 10). Students are instructed to use die-cut umbrellas as manipulatives and sidewalk chalk or paper to represent and find missing equations. Students are prompted earlier to answer 5 + 5, reinforcing an addition fact within 10.
Lesson 4
Day 4
The Review prompt asks the child to name a pair of numbers that adds up to 10, which relates to adding within 10. No other activity provides explicit practice with addition or subtraction problems or asks students to represent problems with objects or drawings.
Lesson 5
Day 5
Students play Umbrella Memory by turning over two numbered umbrellas and determining whether the two numbers add up to ten; if so, they keep the pair. Students use physical objects (numbered umbrellas) to represent and compute sums within 10 as part of the game. The activity requires students to add two one-digit numbers and decide whether their sum equals ten.
Unit 19: J - Jump Frog Jump
Lesson 2
Day 2
The finger-play activity "Five Little Speckled Frogs" asks the child to count backwards from 5 and to "count down on his fingers as he sings," with directions to bend down fingers as frogs jump away. The activity therefore has students use their fingers as objects to represent a subtraction scenario (starting with five and removing one each verse).
Lesson 3
Day 3
Activity 2 (Jumping to Ten) has students make nine numbered "lily pads" and physically jump to the number that, when paired with a called number, makes 10. Students are instructed to choose which number is needed to go with a given number to make 10 and to show the answer by jumping to that numbered pad. The example provided ('call out "3," she will jump to the number 7') explicitly models finding an addend to make a sum of 10 using physical objects and movement.
Lesson 4
Day 4
The review prompt asks the child to "name the pairs of numbers that equal 10," which has students identify number combinations that add to 10. The review also includes singing "Five Little Speckled Frogs," an activity that involves counting down and could reinforce basic subtraction or counting sequences.
Lesson 5
Day 5
In Activity 1 students count out frogs as manipulatives, lay 16 in a ten-frame arrangement, identify that 16 is 10 plus 6, and write the addition equation 10+6=16. Students repeat this decomposition with numbers between 11 and 19 and count dots on number cards, using the frogs to represent the quantities. These tasks have students using objects to represent addition and composing numbers as addition expressions.
Unit 20: K - Kindness
Lesson 1
Day 1
The Skills section explicitly lists "Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawing to represent the problem." Activity 1 has students count nine animal characters, cut out animal outlines, number them in story order, mix them up, and put them back in order while identifying numbers before and after. The Student Activity Page provides a 3x3 grid of animal illustrations that students can handle as objects for counting and ordering.
Lesson 3
Day 3
Activity 2 (Apple Giveaway) has students use ten red pompoms as apples and a container as a basket. Students are asked to subtract a chosen number between 1 and 10 from 10 by giving away that many pompoms, write the equation (for example, 10-3=), count the remaining apples, and record the answer. The activity asks students to predict the number remaining before counting, and uses physical objects to represent the subtraction situation.
Lesson 4
Day 4
Students are explicitly asked to figure out the answer to 10 - 6 and are encouraged to use small objects or mental math to do so. The Getting Started counting prompt asks students to continue counting from 2 to 20, reinforcing number knowledge up to 20. The lesson mentions using objects as a strategy, which aligns with one suggested method in the standard.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
In Activity 1, students match instrument pictures with number cards (e.g., find the trombone and choose the number card 1). Students add the next instrument (the trumpet) and change the number card to 2, and continue this process through groups up to 10. The activity uses physical objects (instrument pictures and number cards) to represent quantities up to 10.
Lesson 5
Day 5
Activity 1 has students lay out pictures of 1–9 instruments, tell how many are here and how many are missing, and write matching equations such as 3 + 7 = 10. Activity 1 also has students lay out all ten members, remove a specified number (e.g., 2), determine how many remain, and write subtraction equations such as 10 - 2 = 8. These steps use objects (pictures) to represent addition and subtraction situations within 10 and require students to solve and record the corresponding equations.
Unit 22: Y - Little Blue and Little Yellow
Lesson 1
Day 1
The Skills section explicitly instructs students to decompose numbers less than or equal to 10 into pairs and to record each decomposition by a drawing or equation (for example, 5 = 2 + 3 and 5 = 4 + 1). The Skills also direct students to compose and decompose numbers 11–19 into ten ones and additional ones and to record those compositions with drawings or equations. Activity 1 has students arrange and continue sticker sequences, which involves counting and extending numeric patterns.
Lesson 3
Day 3
Activity 2 has students use stickers as concrete objects to build numbers: they place two rows of 5 blue stickers to represent ten, then add four yellow stickers to make 14 and write the equation 14 = 10 + 4; the activity repeats with 16 and 19. The activity explicitly has students represent a sum with objects and record a matching equation.
Lesson 5
Day 5
Activity 1 has students count out 10 stickers, place them in a line, cross off one or more stickers, and write equations such as 10-1=9 and 10-2=8. Students use physical objects (stickers) to represent and compute subtraction within 10 by counting how many remain after crossing off. The activity has students repeatedly practice subtracting from 10 and recording the result with a numeric equation.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
Students are asked to use pennies as counters to check George Washington's arithmetic problems (3+5 and 9-3) and to find the correct answers. The Student Activity Page presents eight addition and subtraction equations (e.g., 4+2, 3+2, 5-1, 5-3) that students are to solve, all within 10. The text explicitly instructs students to use physical objects (pennies) to represent and solve the problems and to record answers on the activity page.
Lesson 2
Day 2
Students are asked in the Review to find the answer to 2 + 3, which is an explicit instance of adding within 10. The activities also ask students to count the number of stars (50) and stripes (13) on the flag, showing practice with counting quantities using an image. Several cut-and-paste activities provide physical pictures students handle, which could be used as manipulatives though no explicit math directions are given.
Lesson 3
Day 3
Getting Started instructs the child to "create and solve an arithmetic problem," prompting students to generate and work through an arithmetic task. Activity 2 has students toss a "rock" (beanbag) back and forth and say "one," "two," and continue tossing and counting, so students use objects to represent and tally repeated events. The optional extension asks students to count by 10s while catching, reinforcing using manipulatives to track quantities.
Lesson 5
Day 5
Students count a pile of up to 20 craft sticks and count out a shown number from 11–20 using the sticks. Students put sticks in groups of 10 and identify how many extra sticks are needed to reach the shown number, using physical objects to represent quantities. Students repeat with a different pile and different target numbers, practicing representing numbers as ten plus some extras.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
The Skills list explicitly includes solving addition and subtraction word problems and adding and subtracting within 10. In Activity 1 students use animal cards as objects to model problems (e.g., remove 7 animals to show subtraction, count remaining animals, and write the equation 10+3=13) and solve a spoken addition story problem (Four animals + three more). Students also create and solve their own story problems with the animals and show partitions of 10 using the cards (9+1, 8+2, etc.).
Lesson 2
Day 2
The review asks the child to use animal cards to "create and solve a story problem," which has students generate and solve a problem situation. The vocabulary review includes the word "arithmetic: math problems involving numbers," which exposes students to the idea of numerical problem solving.
Lesson 3
Day 3
The review section asks the child to "name three pairs of numbers that add up to equal 10," which directly engages addition within 10. Activity 2 has the child sort animal cards, count how many are in each group, and (as an added challenge) "count how many legs are in each group." These tasks require children to work with number combinations and totals related to adding small quantities.
2: Holidays
Unit 27: Halloween
Lesson 1
Day 1
The skills list explicitly names solving addition and subtraction word problems and adding and subtracting within 10, including using objects or drawings to represent the problem. In Activity 2, students make a prediction and count the number of toilet-paper wraps, then compare the prediction to the actual count, which involves counting and comparing quantities.
Lesson 3
Day 3
Students manipulate 10 ghost counters, dividing them into two unequal groups and counting to compare which group has more. Students are asked how many more ghosts are needed to make 10 after being given 2 (answer: 8) and after being given 5 (answer: 5), practicing missing-addend reasoning. Students solve explicit story problems such as "2 ghosts came out to play. 2 more joined them. How many ghosts are playing now?" and "8 ghosts were playing tag. 3 stopped to get a drink. How many ghosts are still playing tag?" and are encouraged to create and solve their own story problems using the ghosts.
Lesson 4
Day 4
The review asks the child to name two pairs of numbers whose sum is 10, which has students identify and think about addition combinations within 10. The review also asks the child to count by 10s to 100, which practices number sequencing though not addition within 10. No other parts of the activities present math problems or representations.
Lesson 5
Day 5
Students are asked to line up and count 10 die-cut stars and to divide the stars into two groups in multiple ways (10+0, 9+1, 8+2, etc.). Students are given scenarios where some stars are present and more become visible (e.g., put 2 stars, then 3 more become visible) and are encouraged to add the 3 stars and count the total. Several explicit addition examples within 10 are practiced (4+5, 3+1, 6+2) using physical star counters.
Unit 29: Christmas
Lesson 1
Day 1
The lesson's listed skills include "Fluently add and subtract within 5," which indicates students are expected to practice basic addition and subtraction. In Activity 1, students handle and glue rectangular strips and stick foam shapes on a paper tree, using physical shapes and drawings as manipulatives. The activity also asks students to count and discuss numbers of sides and to create patterns with shapes, involving concrete handling of objects and representations.
Lesson 3
Day 3
Students are asked to count out five bells and string them on a pipe cleaner, and to chant the "Five Little Bells" finger play holding up fingers for 1–5. The directions tell students to count each of the remaining bells as they add them to the original five bells on the pipe cleaner, using the bells as manipulatives. Finger motions and counting accompany the addition of objects so students handle and enumerate small quantities.
Unit 30: February Celebrations
Lesson 1
Day 1
The lesson's Skills section explicitly lists the math skill: "Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem." This is the only place the standard appears in the provided text. There are no math examples, word problems, or tasks elsewhere in the Reading, Questions, or Activities sections that provide practice with addition or subtraction within 10.
Lesson 2
Day 2
Activity 2 has students handle pennies, nickels, dimes, and quarters and asks specific equivalence questions (e.g., how many pennies equal a nickel; how many pennies equal a dime; how many nickels equal a dime). Students are asked to sort a cup of mixed change into piles of pennies, nickels, dimes, and quarters, using coins as objects to represent value. The activity includes challenge questions that require counting and grouping (for example, asking how many nickels equal 25 cents).
Lesson 3
Day 3
Students cut apart heart-shaped cards that show addition equations (e.g., 5 + 4 = 9, 9 + 1 = 10, 3 + 4 = 7) and read each problem aloud. Students separate piles of problem halves and answer halves and then match each problem to its correct answer, practicing sums within 10. The activity requires students to manipulate paper pieces to find matching problems and answers.