Kindergarten - MATH
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 5
Day 5
Students count small sets of objects (1–3 apples) and match them to number cards, practicing quantity-to-symbol correspondence. Students are explicitly asked "What number is one more than 1?" and "What number is one more than 2?", prompting them to compute increment-by-one. The activity includes choosing objects for a partner to identify and checking whether the chosen numeral matches the set, giving practice with small-number comparisons.
Unit 2: H - Hondo and Fabian
Lesson 5
Day 5
Students lay out small sets of animals, match a number card to each set, add one more animal, and count again to determine the new total. Students are asked explicit questions such as "What number is one more than 4?" and "What number is one more than 5?" Students practice reading and writing the numbers 4, 5, and 6 through tracing, freehand writing, and forming numbers with pipe cleaners.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 4
Day 4
Activity 2 has students divide collected leaves into two groups, count each group, and match each count to a number card, then decide which group has more. The activity explicitly allows using numbers from 1-10 (or 11-20 for challenge), so students practice counting and comparing quantities. The optional extension asks students to determine how many more leaves the smaller group would need to make the groups equal, which requires finding a difference between two counts.
Unit 6: F - Fireflies
Lesson 3
Day 3
In Activity 2 students count out a set of "fireflies" corresponding to a number card and practice counting by tens. The activity then asks students to determine what the number of fireflies would be if they "added one more," using numbers from 1–10 (or 11–20 if ready). Students therefore practice physically composing a set and adding one to it.
Lesson 5
Day 5
In Activity 1, students place pennies in a bowl to represent fireflies and add more (e.g., start with 1, add 2 to make 3), then count how many they have after each addition. Students are prompted to tell their own stories about catching a few fireflies at a time and to calculate how many they have altogether each time. An optional extension asks students to represent some of these events with written equations such as 1 + 2 = 3.
Unit 7: E - But No Elephants
Lesson 5
Day 5
Students cut and arrange up to four elephant pictures and use those images to count body parts (ears and feet). Students and the teacher count two elephants together and write the equation 2+2=4 to show that 2 ears plus 2 ears equals 4 ears, and the teacher models 4+4=8 for feet. Students are invited to determine the numbers of ears and feet for 3 and 4 elephants using the pictures as visual cues.
Unit 8: C - Millions of Cats
Lesson 1
Day 1
Students sort die-cut cats by attributes and count the number of cats in each group (Activity 1), providing practice with composing and comparing small sets. The Skills list asks students to decompose numbers less than or equal to 10 into pairs and record each decomposition with an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1), which has students generate simple addition equations. The activities and skill statements involve counting and creating addition representations of small numbers.
Lesson 2
Day 2
The Getting Started review instructs the child to "close her eyes, choose 5 cats, and divide them into two groups based on one characteristic." This requires students to physically partition a set of five objects into two subsets, giving concrete experience with decomposing the number 5.
Unit 10: O - Owl Babies
Lesson 5
Day 5
Activity 1 has students move up to 10 owl counters to represent addition and subtraction story problems (e.g., "Three baby owls flew to the tree. Then two more came. How many are in the tree now?"). Students are asked to act out put-one-fly-away sequences (removing one owl at a time) and to create their own stories to model with the owls. The optional extension has students place 5 owls in the tree and predict how many are in the sky, and to explore other pairs that total 10.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
Students manipulate red pom-pom "apples" and move them into baskets to model addition, and they are guided to write and read equations such as 1 + 1 = 2 and 2 + 1 = 3. The activity explicitly includes examples that produce sums up to 5 (e.g., 3 + 2 = 5) and the Skills list names representing addition and subtraction with objects and solving addition and subtraction problems. Students are prompted to practice reading and (optionally) writing the equations while using concrete objects.
Lesson 3
Day 3
Students are shown the equation 2 + 1 and asked to state the answer, providing a direct example of adding within 5. In the Ten Little Apples activity, students count physical apples and write addition equations (10 + 0 = 10, 9 + 1 = 10, 8 + 2 = 10, etc.), practicing forming and recording addition sentences while manipulating objects. Students also choose a number of apples (1–10) and determine how many apples make the total 10, which practices finding complementary addends.
Lesson 4
Day 4
The lesson shows the equation 2 + 1 and asks the child if he knows the answer (3), which involves adding within 5. The lesson also asks the child to think of two numbers that go together to make 10, which prompts thinking about number combinations and addition.
Unit 14: B - Blueberries for Sal
Lesson 1
Day 1
Students draw two number cards, place the corresponding number of blue pom‑pom "blueberries" in two pails, write the equation, and count the total number of blueberries (Activity 1). The lesson explicitly lists skills in which students decompose numbers less than or equal to 10 into pairs and find the number that makes 10 for any number 1–9, and asks students to record those decompositions as equations (Activity 1 examples like 9+1=10, 8+2=10).
Unit 15: R - Rain
Lesson 3
Day 3
Activity 2 asks students to read and solve addition equations whose totals are 5 or less (examples given: 4+1, 2+3, etc.) and to check their answers by showing the equation with raindrop manipulatives. The activity has students lay out 5 raindrops and physically remove raindrops to answer subtraction problems and introduces the word "subtracting" as "taking away." An optional extension has students read and solve written subtraction equations within 5 (e.g., 5−1, 5−2, 4−1, 3−2) and use the raindrops to find solutions.
Lesson 4
Day 4
The review prompt explicitly asks the child to answer 4 + 1 and 3 + 2, requiring students to compute addition facts that result in 5. Those two problems are direct instances of adding within 5. No other explicit math drills or activities appear in the lesson text.
Unit 16: N - Night in the Country
Lesson 3
Day 3
The lesson directly asks the child one subtraction question: "Ask your child what '5 minus 1' would equal," which is an explicit instance of a subtraction within 5. No other parts of the lesson provide structured addition or subtraction practice; Activity 2 (War) practices comparing numbers but does not require computing sums or differences within 5.
Unit 18: U - Umbrella
Lesson 1
Day 1
The Skills list explicitly includes "Fluently add and subtract within 5." Activity 1 (Umbrella Math) has students act out addition and subtraction problems with umbrellas and write matching equations (examples include 3 + 2 = 5, 5 - 1 = 4, 4 - 3 = 1). Students are also asked to create their own math story problems with umbrellas, show them with manipulatives, and write the equations.
Lesson 2
Day 2
The Getting Started review asks the child to solve the problem "2 + 3 = ___" using fingers, small objects, or mental math, which directly engages an addition fact within 5. The prompt encourages using physical strategies (fingers, objects) and mental calculation, giving explicit practice on that specific sum.
Unit 19: J - Jump Frog Jump
Lesson 2
Day 2
Activity 3 has students sing "Five Little Speckled Frogs" and count backwards from 5, with instructions to create motions and to count down on their fingers as they sing. The activity repeats the sequence for five, four, three, two and one, prompting students to bend down fingers as they go, which practices decrementing a set of up to five.
Unit 20: K - Kindness
Lesson 4
Day 4
In the Getting Started review, students are asked to figure out the answer to 10 - 6 using small objects or mental math. The review also asks a student to continue counting from 2 to 20, which supports basic number sense related to early operations.
Unit 22: Y - Little Blue and Little Yellow
Lesson 1
Day 1
The Skills section explicitly asks students to decompose numbers less than or equal to 10 into pairs in more than one way and to record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). The skills objective therefore has students represent whole numbers as sums of two parts and to write equations for those decompositions.
Lesson 5
Day 5
Activity 1 asks students to count out 10 stickers, cross off one or more, and write corresponding subtraction equations (for example, 10 - 1 = 9 and 10 - 2 = 8). Students repeatedly perform subtraction actions and record numeric expressions as they remove stickers until all are crossed off. These actions require students to compute and write subtraction results.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
Students are asked to solve addition and subtraction problems in Activity 2 using pennies as counters to check answers (e.g., 3+2, 2+1, 5-4, 5-3, 4-1, 5-1). The Student Activity Page presents eight arithmetic problems, most of which result in sums or differences within 5, and students are encouraged to complete the page and check work with manipulatives. The lesson explicitly directs students to observe addition and subtraction problems and recall what each one means, encouraging hands-on practice with basic facts.
2: Holidays
Unit 27: Halloween
Lesson 3
Day 3
Activity 1 has students physically sort and count 10 ghost manipulatives into two unequal groups and compare which group has more, encouraging them to count to find answers. The activity asks students to take away all ghosts and give back 2, then ask how many more are needed to make 10, and repeats with 5, prompting students to reason about quantities. The teacher story prompts include "2 ghosts came out to play. 2 more joined them. How many ghosts are playing now?" and ask students to use the ghosts to find answers and create their own story problems.
Lesson 5
Day 5
Activity 1 has students line up and count 10 die-cut stars and divide them into two groups in all possible ways (10+0, 9+1, 8+2, 7+3, 6+4, 5+5). The activity then places 2 stars on the mat and asks the child to add 3 more and count the total, and repeats similar scenarios (examples given include 3+1 and 2+3). Students are encouraged to add physical stars and count totals, practicing concrete addition with small numbers.
Unit 29: Christmas
Lesson 1
Day 1
The lesson's Skills list explicitly names "Fluently add and subtract within 5." The written activities focus on shape identification, ordering rectangular strips, gluing shapes to form a tree, and reading about conifers, which are the only student tasks described.
Unit 30: February Celebrations
Lesson 2
Day 2
Students are asked to identify that a penny is worth 1 cent and that a nickel is worth 5 cents, and they are asked how many pennies equal one nickel (5). Students are asked how many pennies equal a dime (10) and how many nickels equal a dime (2), and challenged to figure how many nickels make 25 cents (5). Students sort a cup of mixed change into piles of pennies, nickels, dimes, and quarters and review the name and value of each coin.
Lesson 3
Day 3
Activity 3 has students read addition problems aloud, cut hearts apart, and match each problem with its answer, so students practice solving concrete addition equations. Several of the provided equations are within 5 (for example 2+1=3, 1+2=3, 1+0=1, 3+2=5, 2+2=4), which gives students opportunities to work with sums at or below 5. The matching/mending activity requires students to identify and pair problems and solutions, engaging them in solving and checking simple addition facts.