Kindergarten - MATH
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 1
Day 1
The Skills list explicitly includes "Understand that each successive number name refers to a quantity that is one larger." Activity 1 has students count letter cards and hold up the accompanying number card, having them say number names in order and pair each object with a number. Activity 2's optional extension asks students to place a number card beneath each letter, reinforcing the ordered sequence of number names.
Lesson 3
Day 3
Students are asked to practice counting to 20 aloud in the Getting Started review, which practices the sequence of number names. In Activity 3 students count dots on number cards and then flip the card to read the matching numeral, connecting spoken number names to quantities. The lesson also has students review number cards and practice number recognition, reinforcing counting sequences and numeral-quantity matching.
Lesson 4
Day 4
Students are asked to practice counting to 20 aloud during the Getting Started review, which exposes them to the sequence of number names. The lesson includes no other explicit numerical activities beyond this counting practice.
Lesson 5
Day 5
Students match sets of 1, 2, and 3 apple die-cuts to number cards laid out 1–10 (and repeat the matching with the cards mixed up). Students choose numbers of objects while checking a partner's choice and are asked explicit questions, "What number is one more than 1?" and "What number is one more than 2?" Students are also prompted to practice counting to 20 aloud in the Getting Started review.
Unit 2: H - Hondo and Fabian
Lesson 1
Day 1
The Skills list explicitly states: "Understand that each successive number name refers to a quantity that is one larger." Activity 2 has students lay out number cards in order from 1–20 and point to each number as they say the number names aloud. In Activity 2 students count a stack of die-cut animals by sliding each one over as they say each number and then find the number card that matches the total.
Lesson 2
Day 2
Students are prompted to practice counting to 20 aloud during the Getting Started review, which exposes them to the sequence of number names. In the Bingo activity, students are encouraged to substitute a clap for a letter and to clap all 5 letters of "B-I-N-G-O," which has students produce a sequence of five repeated actions corresponding to items.
Lesson 3
Day 3
Students are asked in the review to "challenge your child to count to 20," which has them practice the counting sequence. In Activity 3 students lay out two lines of animals (3 and 5), count each line while assigning one number to each cat or dog, and are asked which line has more or fewer. The activity is repeated with different numbers, giving students repeated opportunities to count objects and match number words to quantities.
Lesson 5
Day 5
Students lay out a row of 3 animals, match number cards to each animal, then add one more and count again to determine how many they have, then find the matching number. Students practice reading the numerals 4, 5, and 6 and are asked explicit questions, "What number is one more than 4?" and "What number is one more than 5?". Students repeat the add-one/count/match routine until they have up to 6 animals, linking the action of adding one to the next number name.
Unit 3: I - The Little Island
Lesson 1
Day 1
The lesson explicitly lists the math skill: "Understand that each successive number name refers to a quantity that is one larger." In Activity 1, students count out loud each tree until they reach seven, glue one rock (counting one), and count and stick the fireflies and bushes, practicing sequential counting and relating number words to counted quantities. An optional extension has students match number cards to the counted objects, connecting number names to quantities.
Lesson 3
Day 3
Students count 7 die-cut cats using slide-counting (sliding each animal left to right) and match each object to a number card, connecting count words to quantities. They trace the numbers 7, 8, and 9, form them with playdough, and practice writing them, reinforcing the number-to-quantity link. Students are explicitly asked, "What number is one more than 7?" and "What number is one more than 8?", prompting thinking about the successor relationship.
Lesson 4
Day 4
Students are asked to choose a number between 1 and 9 and find the matching number card, practicing number recognition. Students are also asked to identify a number card and check it by counting the dots on the back, connecting number names/ numerals to visible quantities. An optional extension invites working with numbers 11–20, indicating further opportunities to link number names and quantities.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 3
Day 3
Activity 2 "Counting Tails" has students look at sets of tails, count them, and write the number in a box. If students cannot write yet, they are directed to choose a matching number card from 0–10, and an adult may model writing the correct numeral. The counting pages include columns of repeated images for students to enumerate.
Lesson 5
Day 5
Students are asked to choose two tails and identify which is longer or shorter, and to put the tails in order from shortest to longest and vice versa, which requires comparing quantities. The optional extension has students lay paper clips end-to-end across a tail and count how many paper clips long the tail is, engaging them in counting a measured quantity. Students also order tails after counting, which connects number labels to relative lengths.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
Students make rows of 10 leaves and are instructed to count the leaves by touching each one and saying the number aloud. The skills list explicitly requires students to count to answer "how many?" for up to 20 things and to count out a given number from 1–20. An optional extension asks the child to count again after the number of leaves is changed, encouraging repeated sequential counting while touching each leaf.
Lesson 2
Day 2
Students sort a collection of leaves into groups (for example, small, medium, and large) and count the number of leaves in each group. Students repeat the sorting using a different attribute (color) and count the number of leaves in each new group. Students are asked to count and compare quantities as they perform multiple sorts.
Lesson 3
Day 3
Activity 2 asks students to see a number card and count out the corresponding number of leaves, giving students practice matching number names or numerals to concrete quantities. The activity specifies using numbers from 1–10 (and optionally 11–20), which provides repeated practice with counting sets across a sequence of number names.
Lesson 4
Day 4
The lesson asks students to review numbers 1–20 and to count two groups of leaves, matching each counted group to a number card (Activity 2). Students are directed to count one group, match it to a number card, then count the other group and match it before deciding which group has more. The optional extension asks students how many more leaves the smaller group would need to make it equal to the bigger group, prompting comparison of quantities.
Unit 6: F - Fireflies
Lesson 1
Day 1
The Skills list explicitly states the target: "Understand that each successive number name refers to a quantity that is one larger." The lesson asks students to count objects to answer "how many?" (up to 20) and to count out a given number of objects, which requires linking number names to quantities. Activity 1 has students count out 10 pennies and make additional groups, then touch each group while counting "10, 20, 30..." to practice sequential counting of groups.
Lesson 3
Day 3
In Activity 2, students count out 10 "fireflies" and practice counting by tens to 100, then are given a number card and asked to count out the corresponding number of fireflies. Students are then asked what the number of fireflies would be if they added one more, using numbers from 1-10 or 11-20. These steps require students to name the next number and relate that successive number name to the larger quantity after adding one object.
Lesson 5
Day 5
Students place pennies in a bowl and count how many fireflies they have after each addition, e.g., beginning with 1, then adding 2 and counting to 3, then adding 3 and counting to 6, then adding 4 and counting to 10. Students repeat the activity, tell stories about catching a few fireflies at a time, and count totals up to 20. The optional extension asks students to represent situations with equations such as 1 + 2 = 3.
Unit 7: E - But No Elephants
Lesson 1
Day 1
Students put animal pictures in a left-to-right sequence of visits and are asked to tell the order using ordinal words ("first, second, third..."). The teacher asks targeted questions such as "Who came third? Who came fifth?" and will assist the child to practice counting the animals using ordinal numbers. Students also order animals from smallest to largest and from largest to smallest, discussing relative positions.
Lesson 2
Day 2
Students are asked to sort shapes into groups by shape and count the number of each shape, and the Gray Elephant Shapes page lists multiple shapes that students can count (e.g., one large circle, three medium circles). Activity 3 also asks students to order shapes from smallest to largest, which requires attending to attributes and may involve counting during grouping. The activity instructions prompt students to count quantities of objects as part of the craft assembly.
Lesson 5
Day 5
Students cut out and work with up to four elephant pictures and are prompted to count ears and feet for 1, 2, 3, and 4 elephants using the pictures as visual cues. The teacher models and students say the rhyme changing the number name (e.g., "TWO enormous elephants...") and count body parts together. Students write and see equations such as 2+2=4 and 4+4=8 as they connect counted quantities to written number expressions.
Unit 8: C - Millions of Cats
Lesson 1
Day 1
The Skills section includes "Count to 100 by ones and by tens," and another skill asks students to "count the numbers of objects in each category and sort the categories by count." Activity 1 directs students to sort die-cut cats by a feature and "count the number of cats in each group." Activity 2 involves comparing groups of cats but also reinforces identifying and listing attributes that could be counted.
Lesson 3
Day 3
Students count a set of 10 die-cut cats and divide them into groups, counting each group and placing number cards to show group sizes. Students create and read equations such as 9 + 1 = 10 and 8 + 2 = 10 after rearranging cats and recounting the totals. Students continue decomposing 10 into pairs (7+3, 6+4, etc.) and an optional extension asks students, given a number 1–9, how many more cats are needed to make 10.
Lesson 5
Day 5
Activity 1 has students count aloud while an adult points to each number on a 100-number chart and encourages the child to continue counting as high as possible. The activity also asks students to count in daily routines and to notice the pattern of counting, reinforcing ordered number names.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
Students manipulate concrete objects (red pom-pom "apples") and count how many have fallen after each shake, with prompts such as 1 + 1 = 2 and 2 + 1 = 3. They practice combinations that add one more (for example, 8 + 1 = 9, 4 + 2 = 6) and read the resulting equations aloud. Students are encouraged to move one apple at a time to show the added quantity and to read the written equations.
Lesson 3
Day 3
Students practice the operation 2 + 1 during the review and are asked to identify that the answer is 3. In Activity 2 (Ten Little Apples), students count out 10 apples, move one apple to the other tree, and are guided to count the 9 apples followed by "1 more" to equal 10 while writing equations such as 9 + 1 = 10 and 10 + 0 = 10.
Unit 12: D - Dinosaurs Big and Small
Lesson 5
Day 5
Students match each of ten dinosaur die-cuts with number cards 1–10, establishing number-to-quantity correspondence. Students choose a number, count that many dinosaurs into a separate group, and then count how many more are needed to total 10. Students write equations (for example, 4 + 6 = 10) that link the counted quantities to number names.
Unit 13: P - Harold and the Purple Crayon
Lesson 5
Day 5
Students construct a cube and a rectangular prism using toothpicks and marshmallows and are asked to count the shapes' edges, corners, and faces. Students count these features aloud after building each three-dimensional figure. The activities require students to use number words in sequence while enumerating physical parts of the models.
Unit 14: B - Blueberries for Sal
Lesson 3
Day 3
In Activity 2 students count 10 blueberries and match them to a number 10 card, then the teacher shows the number 11 card and places one blueberry in a second pail to show that 11 means 10 plus 1 more. The activity continues by adding a second blueberry and showing that 12 means 10 plus 2 more and continues through the numbers 13–19. Students are then shown a number card from 11–19 and asked to read the number and count out that many blueberries using the pails.
Lesson 5
Day 5
Activity 1 has students work with number cards 11–19 and physically place 10 blueberries in one pail and the remaining blueberries in a second pail. Students write matching equations (for example, 10 + 5 = 15) for each number and practice these in random order. The optional extension asks students to practice writing the equation that corresponds to the shown number.
Unit 15: R - Rain
Lesson 1
Day 1
Activity 2 has students receive two number cards between 1 and 10 and decide which is larger and which is smaller. Students count out the corresponding number of die-cut raindrops for each card. Students also read number cards between 11 and 19 and count out that many raindrops, including making a group of 10 and then counting the remainder.
Lesson 3
Day 3
Activity 2 has students write and read simple addition equations (totals 5 or less) and then check answers by showing the equation with raindrops. Students are asked to lay out 5 raindrops, remove one, and then count the remaining raindrops to find how many are left. The optional extension explicitly shows 5 - 1 = 4 and gives further practice with subtracting one and other small subtraction problems.
Lesson 5
Day 5
Students number raindrop die-cuts from 1–20, lay them in a line, and point to each number while reading it aloud. Students find a chosen number, move to it, stand on it, and then count aloud from 1 to that number (for example, count to 19 after standing on 19). These actions practice verbal number sequence and counting up to a specific numeral.
Unit 16: N - Night in the Country
Lesson 1
Day 1
Activity 1 has students count remaining apples after taking some away (e.g., start with 10 apples, remove 1, count 9) and say/write matching equations (10 - 1 = 9). The activities require students to count physical objects and to relate that counting to numeric results when apples are removed. The skills list also includes representing addition and subtraction with objects and comparing numbers between 1 and 10, which involves number-to-quantity connections.
Unit 17: M - Marshmallow
Lesson 1
Day 1
In Activity 1 students place mini marshmallows on a 1–100 chart by covering numbers 1–10 and then adding marshmallows on 11–15, which requires them to count in order and map number names to quantities. Students are asked to lift the tenth marshmallow to see the number 10 and then count how many more marshmallows are needed to make 15 (counting 5 more) and record the equation 10+5=15. The activity is repeated for numbers 11–19, including a prompt to write 10+__=12 and fill in the missing number, linking number words to quantities beyond ten.
Lesson 3
Day 3
Students form a line of marshmallows next to a toy and count the number of marshmallows to record the toy's length (Activity 2). Students write down the counted numbers for two animals and determine which animal is longer, using counted quantities to compare sizes. The review asks students to break the number 16 into two parts, engaging them with number relationships and composition.
Unit 19: J - Jump Frog Jump
Lesson 1
Day 1
Students are asked to "Count to 100 by ones and by tens" in the Skills list, which requires verbal counting in sequence. In Activity 2 (Jumping Math) students count their jumps (by ones) and are challenged to count all the way to 100, connecting number words with successive actions. The optional extensions include counting by 10s, 2s, or 5s, reinforcing repeated oral counting sequences.
Lesson 2
Day 2
Students practice counting backwards from five using the "Five Little Speckled Frogs" finger-play and are instructed to count down on their fingers, bending down a finger each time a frog leaves the log. The activity asks students to create motions and to count down on their fingers as they sing the repeated verses (five, four, three, two, one).
Unit 20: K - Kindness
Lesson 1
Day 1
Students count the animals in the story and number animal cutouts according to the order they are introduced (1–9), which connects number names to objects. Students put mixed-up animal cards back in order from 1–9 and are asked to point to a called number, reinforcing sequence knowledge. The teacher asks what number comes after and before a given number (for example, after 4 is 5 and before 4 is 3), prompting students to identify successors and predecessors.
Lesson 2
Day 2
The Review section asks the child to continue counting starting with the number 6 up to 20, so students practice reciting successive number names in order. The activity pairs counting with a physical action (standing up and running in place), providing an opportunity for oral counting practice and sequence fluency.
Lesson 3
Day 3
Students are asked to continue counting starting with the number 9 up to 20, which has them recite successive number names in order. In the Apple Giveaway activity, students manipulate ten pompoms, remove a chosen number, count the remaining apples, and write the equation (e.g., 10-3=) to record the result. The Apple activity also asks students to predict the number of apples remaining before they count, prompting use of number relationships.
Lesson 4
Day 4
The review instruction asks the child to start with the number 2 and continue counting to 20, so students practice reciting successive number names in order. The counting prompt directly engages students in the sequence of number words from 2 through 20.
Lesson 5
Day 5
Activity 1 has students take a 100-step walk, stopping every 10 steps to highlight that number and encouraging the child to supply each number as steps are taken. The activity has students verbally count successive number names while coordinating them with individual steps, with adult support as needed.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
Students locate an instrument (the trombone) and select the number card 1 while labeling it "solo." Students add the trumpet and are asked "How many instruments are playing now? (2)" and then change the number card to 2 and label it "duet." Students continue adding instruments one at a time and update the matching number cards through 10, matching explicit quantities of instruments to number names and ensemble labels.
Lesson 3
Day 3
Students are asked to name how many instruments are playing during a solo (1) and a duet (2), which connects number words to specific small quantities. Students also place instrument pictures in the order they appear in the book, which engages sequencing of items.
Unit 22: Y - Little Blue and Little Yellow
Lesson 5
Day 5
Students count out 10 stickers and place them in a straight line while writing the numbers 1–10 under each sticker, matching number names to actual quantities. Students cross off one sticker, recount the remaining stickers (e.g., 10 then 9) and write equations such as 10-1=9, then continue crossing off and recounting to produce 10-2=8, etc., showing the numerical sequence when counting down.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
The lesson lists counting skills explicitly: "Count to 100s by ones and by tens" and "Count to answer 'How Many?' questions... up to 20." In Activity 2 students are instructed to use pennies as counters to check arithmetic problems, which requires students to count small sets of objects. The Student Activity Page contains simple addition and subtraction problems that can be solved by counting objects.
Lesson 3
Day 3
Activity 2 has students and an adult toss a soft ball back and forth and count each catch aloud: the adult says "one," the child says "two," and they "continue tossing and counting." Students are asked to keep track of how many tosses they can make without dropping the rock, tying each additional toss to the next number name. The activity also suggests counting by 10s as catches are made, providing further practice with successive number names.
Lesson 5
Day 5
In Activity 1, students count a pile of up to 20 craft sticks and then are asked to count out a shown number from 11–20, matching number names to physical quantities. Students count additional piles of sticks and count out different numbers on request, repeatedly linking spoken/written numbers to sets of objects. The grouping into tens and identifying extras has students reason about quantities when forming a ten and remaining ones.
Unit 25: X - An Extraordinary Egg
Lesson 3
Day 3
Activity 2 has students find a chosen number on a Hundred Chart, point to and name the next number, and circle it, providing direct practice with number succession. The review section also prompts students to locate and read specific numerals (18 and 27) on the number chart, reinforcing number identification and position in the sequence.
Lesson 4
Day 4
In the Review section students are asked to find the number 12 on a number chart and answer "what comes next." The teacher also points to the number 41, asks the child to read it, and then asks what comes next. These prompts require students to identify and name the successive number in the counting sequence.
Lesson 5
Day 5
Students count a set of eggs by pointing to each egg and saying each number, practicing the counting sequence aloud. Students also count the eggs by tens when eggs are arranged in 4 rows of 10, reinforcing number sequence and grouping. Students divide the eggs into two unequal groups, count each group, and decide which group has more, using one-to-one counting to compare quantities.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
Students count animals in rows of 10 and count to 20 ("Have your child lay the animals in rows of 10 and count how many there are (20)"). Students solve join problems ("Four animals went walking... Three more animals joined them. How many animals are walking in the forest altogether?"). Students decompose and compose numbers using 10s and ones (take away 7 to get 13 and write 10+3=13) and explicitly explore 10 as sums including 9+1 ("Ask him to show you all the ways you could divide those animals into two groups (9+1, 8+2, ...)").
2: Holidays
Unit 27: Halloween
Lesson 1
Day 1
The lesson's math skills list asks students to identify whether one group has greater, less, or equal numbers using matching and counting strategies and to solve addition/subtraction problems within 10, which involves counting and number relationships. In Activity 2, students make a prediction for how many toilet-paper "wraps" it will take, then count the actual number of wraps and compare the prediction to the result, giving practice with counting and comparing numeric quantities.
Lesson 3
Day 3
Students make and manipulate 10 ghost counters, divide them into two unequal groups, and are asked which group has more while being encouraged to count and compare the groups. Students are asked to remove and return a specific number of ghosts (e.g., give back 2) and determine how many more are needed to make 10, and they solve story problems such as '2 ghosts came out to play. 2 more joined them. How many ghosts are playing now?' using the ghosts to find answers.
Lesson 5
Day 5
Students count 10 die-cut stars and line them up on a work mat. Students add specified numbers of stars (for example, start with 2 then add 3 more) and count the total, and they repeat similar addition/counting scenarios (4+5, 3+1, 6+2). Students write the numbers 1 through 10 on the stars and glue them to the paper.
Unit 28: Thanksgiving
Lesson 1
Day 1
The lesson's math skills list includes "Count to 100 by ones and by tens" and "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 requires students to count and map counts to numerals. The activities involve creating turkeys and recording five turkey facts on separate feathers, which could involve counting items and writing numbers.
Lesson 5
Day 5
In Activity 1 students read the numeral on each turkey and count out that exact number of feathers to glue onto the turkey, which requires matching number names/numerals to set size. The lesson also directs the child to watch and sing along with a turkey-counting video, giving students practice saying counting sequence aloud.
Unit 29: Christmas
Lesson 3
Day 3
The finger play 'Five Little Bells' instructs the child to hold up one, two, three, four, and five fingers in sequence while chanting the corresponding number words, linking number names to concrete finger quantities. The activity asks the child to count out five bells and to count each remaining bell as she adds them to the pipe cleaner, giving repeated practice counting items in order as they are added.