Kindergarten - MATH
1: Letters
Unit 2: H - Hondo and Fabian
Lesson 1
Day 1
The lesson's listed Math skill explicitly states that students will "Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies." The Counting Cats and Dogs activity has students count die-cut animals by sliding each one as they say a number and then find the number card that matches the number of cats and dogs. The Questions to Explore also ask, "How does comparing two things teach us about each one?", which prompts comparative thinking.
Lesson 3
Day 3
In Activity 3 students are given two piles of die-cut animals (one with 3 and one with 5) and asked to lay each pile in a separate line and count each line, assigning one number to each animal. The activity then asks students which line has more animals and which line has fewer, with repetition using different quantities. The Optional Extension has students combine the two piles and write the equation 3 + 5 = 8, reinforcing numerical comparison and total.
Unit 3: I - The Little Island
Lesson 1
Day 1
The lesson's Skills list explicitly includes the target standard wording: "Directly compare two objects with a measurable attribute in common to see which object has 'more of'/'less of' the attribute, and describe the difference." Activity 1 has students count and place specific quantities of items (one rock, seven trees, seventeen bushes, seven fireflies) on a drawn island, and an optional extension asks students to match object counts to number cards.
Lesson 5
Day 5
Activity 1 asks students to use a ruler and tape measure to measure their height and the lengths of household items (table, sofa, room) and to write down those measurements. The activity prompts students to compare the recorded measurements and answer which item is the longest and which is the shortest. The introductory discussion asks students to compare the size of the island to other things (e.g., continent, animals), prompting direct size comparisons.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 1
Day 1
The lesson's Skills list explicitly states that students will "Directly compare two objects with a measurable attribute in common to see which object has more of/less of the attribute, and describe the difference." Activity 1 has students sort animals into boxes labeled 0, 2, 4, and 6 legs, which has students identify and organize animals by a measurable attribute (number of legs). Activity 2 has students draw two animal cards and state one similarity and one difference between the animals, providing opportunities to note structural differences such as number of legs or presence/absence of parts.
Lesson 5
Day 5
Students are given eight yarn "tails" of different lengths and are asked to choose two and say which one is longer and which is shorter. Students are prompted to put the tails in order from shortest to longest and then from longest to shortest, practicing comparative language. An optional extension has students lay paper clips end-to-end across a tail and count how many paper clips long it is, providing a simple unit-based measurement.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
The Skills list explicitly asks students to "identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies," which directly targets comparing measurable attributes (quantity). Activity 2 has students make rows of 10 leaves, count by touching each leaf, rearrange leaves (rows, circle, scattered), and recount after changing the number, giving repeated practice in determining and checking which group or configuration has more, less, or the same number.
Lesson 2
Day 2
Students lay out a collection of leaves and examine features to find similarities and differences. They sort the leaves according to size (small, medium, large) and count the number of leaves in each group. They also perform a second sort by color and count the number in each color group.
Lesson 4
Day 4
Activity 2 instructs students to divide leaves into two groups, count each group, match each count to a number card, and then decide which group has more. The activity suggests using numbers 1-10 (or 11-20 for a challenge) and includes an optional extension asking how many more leaves the smaller group would need to equal the larger group. The materials require direct, side-by-side comparison of two sets of objects (leaves) using a measurable attribute (count).
Unit 6: F - Fireflies
Lesson 1
Day 1
The lesson's Skills list explicitly states that students will "Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, or weight)," which relates to comparing measurable attributes. Questions to Explore include "How can a group of different objects be sorted by their similarities and differences?", prompting students to consider attributes for comparison. Activity 1 has students count groups of pennies (groups of 10 up to 100), which gives students experience with comparing quantities of objects in groups.
Unit 7: E - But No Elephants
Lesson 1
Day 1
In Activity 1 students are asked to talk about the sizes of five animals, identify which is the biggest and which is the smallest, and consider if two are close in size. Students cut out, name, color, and then order the animals from smallest to largest and from largest to smallest. The Questions to Explore and Skills sections explicitly note that "Objects can be measured and compared" and include classifying and sorting by count, supporting comparative discussion.
Lesson 2
Day 2
Students are asked to sort shapes into groups and count the number of each shape, which gives practice comparing quantities across groups. Students are also asked to order each group from smallest to largest, which requires them to compare the sizes of shapes and arrange them by a measurable attribute (size).
Unit 8: C - Millions of Cats
Lesson 3
Day 3
Students divide 10 die-cut cats into two groups (for example 9 and 1), count each group, and place a number card above each group. Students rearrange the cats into other partitions (8+2, 7+3, etc.), count each group again, and write equations representing the group sizes and total. In an optional handwriting activity students arrange coins into a lowercase c and are told that the lowercase c is half the height of the uppercase C, which presents a direct statement about a measurable attribute (height).
Lesson 4
Day 4
Students are asked to divide the 10 cats into two groups and count how many are in each group, which has them produce and record two quantities. The poem and story reference numbers of cats (e.g., lines implying multiple cats and "we just have two"), giving context where quantity is noted. The counting activity requires students to determine numerical amounts for two sets of objects.
Unit 9: G - The Real Mother Goose
Lesson 3
Day 3
In Activity 2 students are shown a collection of tops and lids and are asked to put the objects in order from smallest to largest. Students are also asked to find a way to sort the objects and to tell how they decided to group them. The activity has students handle round objects of different sizes and make circle prints of different-sized lids.
Unit 10: O - Owl Babies
Lesson 1
Day 1
Students cut out and sort circles, ovals, and triangles and are asked to order the shapes within their categories by size. Students are instructed to identify and color the biggest triangle and biggest oval and to color the two small circles and the small triangle. The activities require students to count each category and talk about differences between shapes (e.g., number of sides, circle vs. oval).
Lesson 3
Day 3
The handwriting options ask the child to make the smallest letter o, then a bigger one, and then a really big one, prompting direct size comparisons. The text explicitly directs the adult to point out that an uppercase O is the same shape as a lowercase o but the lowercase o "only comes as high as the dotted line" and is described as "half the height" of the uppercase. Option 1 also directs the child to notice that the lowercase o comes only to the dotted line while the uppercase reaches higher, reinforcing a height comparison.
Lesson 5
Day 5
Students manipulate 10 owl counters, placing some in the tree and some in the sky and count how many are in each location (e.g., start with 10 in the sky, move some to the tree, ask "How many are in the tree now?"). The activity asks students to move one owl from tree to sky and recount (showing 9 in the tree and 1 in the sky) and to solve story problems about owls moving between the two places. The optional extension has students reason about complementary counts (e.g., if 5 are in the tree, how many will be in the sky) without counting.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 3
Day 3
In Activity 2, students count 10 red pom-poms and place them in one tree, then are asked how many apples are in the other tree (0) and to write the equation 10 + 0 = 10. Students move one apple at a time to the other tree, recount each tree (9 and 1, 8 and 2, etc.), and write the corresponding equations. Students are also asked to choose a number for the left tree and determine how many apples would be in the right tree if the total is 10.
Unit 12: D - Dinosaurs Big and Small
Lesson 1
Day 1
In Activity 1 students measure their own height by cutting a piece of yarn to their length and measure dinosaur lengths by cutting yarn to specified feet (e.g., 3 ft for Caudipteryx). Students lay the yarn pieces side-by-side with index cards and are asked explicit comparison questions: Who is longer? Is the child longer than some dinosaurs? Which is the longest? The activity prompts students to describe differences using comparative language (longer/shorter).
Lesson 3
Day 3
Activity 2 asks students to construct a simple balance and choose two objects to compare. Students are prompted to predict which object is heavier, place one object in each bowl, observe which bowl is lower and which side the bead indicates, and state which object is heavier. Students compare several sets of objects and are challenged to add another object to the lighter bowl to make the bowls hold equal weight.
Lesson 5
Day 5
Activity 2 asks students to be on the lookout for adjectives when reading, explicitly listing size-related comparative words such as "longer" and "tallest." Students are also asked to look through supplemental books and share adjectives they found or thought about, which prompts use of comparative descriptive language.
Unit 13: P - Harold and the Purple Crayon
Lesson 1
Day 1
Activity 2 asks students to sort purple cut‑outs into two groups (squares and rectangles) and have them count the number of each. The teacher script asks "What is the difference between a square and a rectangle? (A square has 4 sides of equal length.)" The skills list includes "Analyze and compare two- and three-dimensional shapes... using informal language to describe their similarities, differences, parts... and other attributes."
Lesson 3
Day 3
The lesson asks the child to show one square and one rectangle and to explain the difference, noting that a square has 4 equal sides while a rectangle has 2 longer sides and 2 shorter sides. The child is asked to decide which solid (cube or rectangular prism) matches the square or rectangle and to trace the bottom of each to notice that the cube bottom is a square and the prism bottom is a rectangle. The child is also asked to count the number of flat sides (6), edges (12), and corners (8) on the assembled cube and rectangular prism.
Unit 14: B - Blueberries for Sal
Lesson 3
Day 3
Activity 2 has students count 10 blueberries into one pail and then put blueberries into a second pail to show 11 is 10 plus 1 more, continuing this process through 19. The activity asks the child to read a number card from 11–19 and count out that many blueberries using the two pails. The description explicitly shows one set of objects (pails of blueberries) being used to demonstrate which set has more and by how many.
Lesson 5
Day 5
In Activity 1, students place 10 blueberries in one pail and the remaining blueberries in a second pail for numbers 11–19, producing two groups with measurable quantities. Students write equations (for example, 10 + 5 = 15) that make the two quantities explicit.
Unit 15: R - Rain
Lesson 1
Day 1
Activity 2 asks students to compare two number cards between 1 and 10 by asking which one is larger or smaller and then have the child count out that number of die-cut raindrops. Students are also asked to read a number between 11 and 19 and make a group of 10 plus the remainder to count out that many raindrops. The activity therefore has students create and compare two physical sets of raindrops corresponding to given numbers.
Lesson 2
Day 2
The lesson asks the child to look at number cards 5 and 4 and asks which one is greater, prompting a direct comparison of quantity. During the Rain and Ice activity the child is asked to describe water and ice using their senses and is given comparative language (e.g., "It has more of a white color" for ice) and to observe how the ice and water change over time. The child is also asked to observe both a cup of water and a piece of ice side-by-side (ice left out and water placed in freezer) and report how they differ.
Lesson 3
Day 3
The review asks the child to compare the numerals 9 and 7 and identify which is smaller, directly prompting a comparison of two quantities. Activity 2 has the child lay out 5 raindrops, remove one, and count how many remain, using concrete objects to represent and check quantities. The child is asked to read and show simple equations (e.g., 5 - 1 =) and use raindrops to find solutions, which practices reasoning about amounts.
Unit 16: N - Night in the Country
Lesson 3
Day 3
Activity 2 (War!) has students each turn over the top number card at the same time and determine which card shows the higher number; the player with the higher number keeps both cards. The instructions explicitly state this is to "practice comparing two numbers." The game requires students to identify which of two numbers is larger during each turn.
Unit 17: M - Marshmallow
Lesson 3
Day 3
Activity 2 instructs students to choose two stuffed animals, form a line of marshmallows alongside each animal from top to bottom, count the marshmallows, and write down each length. The activity asks the child to determine which animal is longer and offers extension to measure additional animals. The introduction to the activity prompts students to consider comparative words (one may be bigger, longer, or heavier).
Lesson 5
Day 5
Students are asked to touch and count the faces of 3-D shapes: the can (cylinder) is identified as having 2 faces, the sphere 0, the cube 6, and the rectangular prism 6. Students stack one, two, and three marshmallows and are asked what shape the stack makes and are told the stack becomes a "taller" cylinder. Students are prompted to find other examples of cylinders around the house (cans, pencils, cups), reinforcing comparison of shape attributes in different objects.
Unit 19: J - Jump Frog Jump
Lesson 1
Day 1
The lesson's Skills list explicitly states that students will "Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight)." The examples given (size, weight) are measurable attributes that relate to comparing quantities or amounts. This statement indicates students will engage with comparing physical attributes of objects.
Lesson 5
Day 5
Activity 1 asks the child to count out 16 frogs, lay them in a row of 10 and identify "How many more than 10 is 16?" (6), and to write the related addition 10+6=16. The activity also has the child count dots on a number card (11–19) and then count out that many frogs, which requires comparing a numeral/dot set to a set of frogs to match quantities.
Unit 20: K - Kindness
Lesson 2
Day 2
Students are given three circle stencils of varying sizes and instructed to "trace the larger circle pattern" onto card stock and to "trace the smaller circle" twice onto pink paper. Students cut out the different-sized circles and glue the small pink circles onto the larger white circles to make ears. The activity language explicitly uses size terms (larger/smaller) as students select and assemble parts based on those differences.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
The Skills list explicitly asks students to "Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight)," which directs students to notice and group objects by measurable attributes. Activity 2, Option 2 has students use several glasses filled with different amounts of water and ‘‘experiment with adding or removing water and notice how the sound changes,'' which has students observe differing quantities. Activity 1 asks students to add instruments and change the number card (from 1 to 10) as instruments are added, which has students track and compare counts of instruments.
Lesson 2
Day 2
Students are asked to classify instrument pictures "by size" as one suggested way and to make piles of different groups, which requires noticing and sorting by a measurable attribute. The opening prompt asks the child how many instruments are playing during a solo, which has students attend to quantity. Students are also prompted to come up with a second way to classify the instruments, encouraging further comparison between groups.
Lesson 3
Day 3
Students are shown a can and a paper towel roll and asked whether they are the same shape and what is the same and different; the provided answer notes "the shape is the same, but the size is different." Students are asked to observe a die-cut cone and compare cone vs. cylinder shapes and to identify which instruments have cylinder or cone shapes, noting when instruments have both shapes. The lesson prompts students to notice and describe attributes (shape and size) of paired objects during discussion.
Unit 22: Y - Little Blue and Little Yellow
Lesson 2
Day 2
In Option 2 the child is given two pieces of yellow yarn with explicit lengths (one 3" and one 5") and asked to choose the short piece for the left stroke and the long piece for the right stroke when forming a Y. This requires the child to attend to and use the measurable attribute of length to select the appropriate piece. The activity pairs two concrete objects with the same attribute (length) for a direct, side-by-side decision.
Unit 25: X - An Extraordinary Egg
Lesson 2
Day 2
Students are asked to hold and describe a chicken egg using measurable attributes (color, size, shape, weight, texture, flexibility) and to answer guided questions about those attributes. The lesson prompts students to measure or compare the egg's size to another object and to determine how much it weighs, suggesting use of a homemade balance to find an equivalent object. Students also test whether the egg floats or sinks, which elicits observation of a measurable attribute (buoyancy) relative to water.
Lesson 5
Day 5
In Activity 1 students divide the eggs into two unequal groups and count each group by pointing and saying each number and by tens. Students are asked to decide which group has the greater number of eggs and, if unsure, to lay both groups out in groups of 10 to compare them. The activity repeats with several different pairs of numbers so students practice the comparison multiple times.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
The Skills list explicitly asks students to "identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies." Activity 1 has students create two groups of animals (one with 9 and one with 7), count both groups, and tell which group has the greater number of objects. The activity also has students lay animals in rows and count totals and decompose counts (e.g., 10+3=13), reinforcing comparison of quantities.
Lesson 3
Day 3
Activity 2 asks students to examine animal cards, note similarities and differences, and sort the animals into groups based on the number of legs they have. Students are instructed to count how many animals are in each group and, as an added challenge, to count how many legs are in each group. The prompt also asks students to sort by a different criterion and to infer a hidden sorting rule, which requires observing and comparing attributes.
Lesson 5
Day 5
Students are instructed to line up animal cards in order from shortest to tallest in real life and number them, which requires direct comparison of height. Students are asked to choose two animals by number and compare them verbally (examples include "The elephant is bigger than the onyx" and "The rhino has more legs than the hornbill"). Students repeat this pairwise comparison for several pairs, practicing identification of which object has more/less of an attribute and describing the difference.
2: Holidays
Unit 27: Halloween
Lesson 3
Day 3
Students divide 10 ghost manipulatives into two unequal groups and are asked which group has more, with encouragement to count and compare the groups. Students are asked to take away and add back ghosts and to answer how many more are needed to make all 10, explicitly practicing determination of the difference. Students use the ghosts to solve story problems (e.g., 2 ghosts joined by 2 more; 8 ghosts minus 3) and create their own story problems to compare quantities and find how many more or fewer.
Unit 29: Christmas
Lesson 1
Day 1
The activity provides five rectangular strips with explicit lengths (2", 3", 4", 5", 6") and asks the child to put the rectangles in order from shortest to longest and glue them onto paper. The instructions prompt the child to identify the shapes and to place them by length, which requires comparing the measurable attribute (length) of the rectangles. The task of ordering the strips requires students to recognize and label the shortest and longest pieces.