Kindergarten - MATH
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 1
Day 1
Students are asked to count a stack of letter cards and are told there are 26 letters; if they cannot count to 20 they are prompted to practice aloud a few times. The skills list explicitly includes saying number names in standard order, pairing each object with one number name, and understanding that each successive number name refers to a quantity one larger. An optional extension asks students to place number cards beneath letters and discusses that numbers have a specific order.
Lesson 3
Day 3
The Getting Started prompt asks the child to practice counting to 20 aloud, giving explicit practice with one-to-one counting up to 20. Activity 3 has the child count dots on number cards and then flip the card to read the matching numeral, providing repeated practice with counting objects and connecting counts to written numbers.
Lesson 4
Day 4
The Getting Started review directs the child to "practice counting to 20 aloud," which gives students explicit practice counting by ones. The lesson includes no other references to counting activities beyond this oral practice to 20.
Lesson 5
Day 5
The Getting Started review asks the child to practice counting to 20 aloud. Activity 1 has students match quantities to number cards laid out in order from 1–10, count 1–3 apples (with an optional extension up to 10 objects), and answer "What number is one more than 1?" and "What number is one more than 2?" The student activity pages provide tracing and independent writing practice for the numerals 1, 2, and 3.
Unit 2: H - Hondo and Fabian
Lesson 1
Day 1
The Skills section instructs students to say number names in standard order and that each successive number name refers to a quantity one larger. Activity 2 has students lay out number cards in order from 1–20 and point to each number as they say them aloud together. Activity 2 also has students count die-cut animals by sliding each one as they say a number, reinforcing one-to-one correspondence and matching the counted set to a number card.
Lesson 2
Day 2
Students are instructed to practice counting to 20 aloud during the Getting Started review. The lesson explicitly directs oral counting practice by ones up through 20 as part of the review activity.
Lesson 3
Day 3
The review asks the child to "count to 20," providing an explicit counting task. Activity 3 has students lay out two lines of animals, count each line from left to right while assigning one number to each animal, and identify which line has more or fewer. The optional extension has students combine two sets (3 and 5) and determine the total, reinforcing counting and simple aggregation of quantities.
Unit 3: I - The Little Island
Lesson 1
Day 1
Students are directed to create an island diagram and count specific quantities: one rock, seven big trees, seventeen small bushes, and seven little fireflies, with instructions to "slide and count out loud each one until she gets to seven" and then glue them. The Skills section explicitly states students should "Understand that the last number name said tells the number of objects counted" and "Understand that each successive number name refers to a quantity that is one larger." An optional extension asks students to use number cards to match the number of each object to the correct numeral.
Lesson 4
Day 4
Students practice number recognition and counting by ones for numbers 1–9 by choosing a number card, identifying it, and checking by counting the dots on the back. An optional extension asks students who are ready to try numbers from 11–20. These activities require students to verbally identify and count individual objects to determine a numeral.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 3
Day 3
Students count objects on the "Counting Tails" sheets and write the corresponding number in the box. The lesson instructs using number cards from 0 to 10 for students who are not ready to write numbers, modeling the matching of counted sets to numerals. The "Pin the Tail on the Monkey" activity has students work with up to five tails, which requires counting small sets.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
Students are instructed to gather at least 50 leaves and to count the leaves by touching each one and saying the number, which practices counting by ones. Students are asked to make rows of 10 leaves, an activity that organizes items into tens. An optional extension explicitly invites students to "count the leaves by 10s."
Lesson 3
Day 3
Activity 2 directs the child to show a number card and count out the corresponding number of leaves using numbers from 1–10, or for more challenge, 11–20. This requires students to count individual objects and practice one-to-one correspondence and sequential counting by ones. The lesson explicitly suggests extending the activity to numbers 11–20 for additional practice.
Lesson 4
Day 4
Students are asked to review numbers from 1-20 and to count numbers from 1-20 as part of the Getting Started review. In Activity 2, students count two groups of leaves, match each group's count to number cards, and decide which group has more, with suggested use of numbers 1-10 or, as a challenge, 11-20. The activity explicitly requires students to count objects and associate counts with numeral cards.
Unit 6: F - Fireflies
Lesson 1
Day 1
Activity 1 directs students to count out 10 pennies, create 10 groups of 10, and then touch each group while an adult models counting "10, 20, 30..." up to 100. The instructions tell the child to practice counting by tens with support and note that repeating the pattern will make counting by tens familiar. The skills list also includes counting to answer "how many?" for quantities up to 20 and understanding that each successive number name refers to a quantity one larger.
Lesson 2
Day 2
The Getting Started review explicitly instructs to "Practice counting by 2s and counting by 10s with your child," which requires students to practice skip-counting by tens. There is an outdoor bug-collecting activity where students gather and examine multiple insects, which could involve counting, although no counting directions are given.
Lesson 3
Day 3
The Review section instructs practice counting by 2s and 10s. Activity 2 explicitly has students count out 10 "fireflies" and practice counting by 10s to 100. Activity 2 also has students count out corresponding numbers of "fireflies" for number cards and add one more using numbers from 1-10 (or 11-20).
Lesson 4
Day 4
Students practice counting by 2s and 10s during the Review section. Students count the number of creatures in each group after sorting them, practicing counting individual items in small sets.
Lesson 5
Day 5
Students practice counting by ones as they add pennies that represent fireflies, counting totals after each addition (e.g., 1, then 3, then 6, then 10). Students continue creating and counting story problems until they reach 20 fireflies and then reset and begin again. An optional extension invites students to represent some of these additions with equations (for example, 1 + 2 = 3).
Unit 7: E - But No Elephants
Lesson 4
Day 4
Activity 1 instructs the child to sort a collection of household objects into two piles (wants and needs) and then have him count the objects he considers 'wants' and those he considers 'needs.' This gives students explicit practice counting small sets of physical objects by ones. No other part of the materials asks students to count larger sequences or perform skip-counting.
Unit 8: C - Millions of Cats
Lesson 1
Day 1
The lesson's Skills list explicitly states the goal: "Count to 100 by ones and by tens." In Activity 1, students are instructed to sort die-cut cats by a chosen feature and "count the number of cats in each group," giving students occasions to count objects. The activities also include small-group comparison tasks (Venn diagram) that involve identifying and listing attributes, which may involve counting shared/unique items.
Lesson 5
Day 5
Activity 1 asks the child to 'see how high he can count' and to use a 100 number chart while an adult points to each number as they count together. The instructions tell the child to continue counting from the highest number he can reach, and to look for everyday opportunities to count (walking, setting the table) so the child practices the counting pattern. The chart is recommended to be posted where the child can investigate it independently.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 3
Day 3
The Ten Little Apples activity has students count out 10 apples, place them in a tree, and count as apples are moved (e.g., counting 9 apples then 1 more to equal 10). Students write equations that sum to 10 (10 + 0 = 10, 9 + 1 = 10, 8 + 2 = 10, etc.), practicing counting and one-to-one correspondence within ten. The Getting Started review includes a simple counting-related equation (2 + 1 = 3), reinforcing counting by ones at small numbers.
Unit 14: B - Blueberries for Sal
Lesson 3
Day 3
Activity 2 has students count 10 "blueberries" and match them to the number 10 card. The activity then shows number cards 11–19, has students add 1 or 2 more blueberries to illustrate 10 plus 1, 10 plus 2, and continues through 19. Students are also asked to read a number card from 11–19 and count out that many blueberries using pails.
Unit 15: R - Rain
Lesson 1
Day 1
Activity 2 has students take number cards between 1 and 10, identify which is larger or smaller, and count out that many die-cut raindrops. The activity also asks students to read a number between 11 and 19 and count out that many raindrops, with an explicit suggestion to make a group of 10 and then count the remainder. The Skills list includes writing numbers from 0–20, which supports practice with numbers beyond ten.
Lesson 2
Day 2
The lesson asks the child to look at the number 18 and explain how it is formed, prompting the child to say it is 'one group of 10 and 8 more.' The lesson also has the child compare number cards 5 and 4 and identify which is greater, engaging students with small-number recognition and place-value language.
Lesson 5
Day 5
Students number raindrop die-cuts from 1–20, lay them in a line, point to each number, and read it aloud. Students spread the numbers, find a called number, move to it, and stand on it. Students count aloud from 1 up to the number they stand on (for example, counting to 19).
Unit 17: M - Marshmallow
Lesson 1
Day 1
Students are given a 100-chart (numbers 1–100) and an activity that asks them to read a number card (e.g., 15) and cover that many numbers on the chart with mini marshmallows by counting 1–10 and then 11–15. The activity has students find the tenth marshmallow and read the number 10 on it, and it repeats with numbers from 11–19 while encouraging students to write equations such as 10+5=15. The lesson text and illustrated number chart explicitly present numbers up to 100 for reference.
Lesson 3
Day 3
Students count marshmallows to measure the length of stuffed animals and record those counts, explicitly practicing one-to-one counting of discrete objects. The activity asks students to choose additional animals and optionally continue measuring and counting more animals. The Getting Started review asks the child to break the number 16 into two parts, indicating work with numbers beyond very small sets.
Unit 19: J - Jump Frog Jump
Lesson 1
Day 1
The Skills list explicitly states: "Count to 100 by ones and by tens." Activity 2 (Jumping Math) directs students to count while they jump and challenges them to "count all the way to 100," with prompting as necessary. Activity 2 also instructs students to "Try jumping while counting by 10s" and offers skip-counting extensions by 2s or 5s.
Lesson 2
Day 2
The guide explicitly asks the child to "count to 100 by 10s," which directs students to practice counting by tens up to 100. Activity 3 has students sing "Five Little Speckled Frogs" and count backward from five using their fingers, giving practice with one-by-one counting in a limited range. The activities include finger counting and verbal counting prompts that provide some counting practice.
Unit 20: K - Kindness
Lesson 2
Day 2
Students are asked to continue counting by ones starting with the number 6 and to count up to 20 during the review activity. The prompt explicitly directs a student to continue counting from a given number, which requires verbal sequential counting by ones.
Lesson 5
Day 5
Activity 1 directs the child to take a 100-step walk and encourages the child to supply each number as they step, which has the child count aloud by ones up to 100. The activity also instructs stopping every 10 steps to highlight that number, prompting the child to notice and name the tens (10, 20, 30, etc.). These instructions require oral counting and periodic emphasis on groupings of ten during the counting task.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
In Activity 1, students match instrument pictures to number cards as instruments are added one at a time, selecting the number card 1 for a single trombone and then changing to 2 when a trumpet is added. The activity continues through the book with students adjusting number cards and labels up to the group of 10, at which point students lay out all 10 instruments and the number 10 label.
Unit 22: Y - Little Blue and Little Yellow
Lesson 5
Day 5
Students count out 10 stickers and place them in a straight line and write the numbers 1–10 under each sticker. Students cross off stickers one at a time, recount the remaining stickers, and write equations such as 10-1=9 and 10-2=8. These activities give students practice with one-to-one counting and counting backward by ones within the range to 10.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
The Skills list explicitly states: "Count to 100s by ones and by tens. (M)." The Skills list also includes a related counting item: "Count to answer 'How Many?' questions about as many as 20 things..." In Activity 2, students use pennies as counters to check arithmetic problems, which requires counting small quantities by ones.
Lesson 3
Day 3
In Activity 2, students repeatedly toss a "rock" and count aloud as each catch is made, with the adult saying "one" on the first catch and the child saying "two" on the next, continuing the sequence. The activity explicitly directs students to "continue tossing and counting," encouraging sequential counting by ones during the game. Activity 2 also instructs students to "try to count by 10s as you catch," providing an opportunity to practice counting by tens.
Lesson 4
Day 4
The Getting Started review explicitly directs the child to "count by 10s to 100," which requires students to practice skip-counting by tens up to 100. No other part of the lesson text gives instructions or activities that involve counting sequences to 100.
Lesson 5
Day 5
Students count a pile of 20 craft sticks and count out numbers shown on number cards from 11–20. Students put sticks in groups of 10 and identify how many extras are needed. Students count additional piles of sticks to determine different totals.
Unit 25: X - An Extraordinary Egg
Lesson 1
Day 1
The lesson explicitly lists the skill "Count to 100 by ones and by tens" and includes Activity 1, "Counting Alligator Eggs," which asks the child to count to 50 by ones while pointing to each number on a number chart. Activity 1 also challenges the child to count by tens to 50 and to point to 10, 20, 30, etc., as she counts. The activity has the child locate and read individual numbers between 1 and 50 and place a small object on the corresponding number.
Lesson 3
Day 3
Students are asked to find specific numbers on a number chart (e.g., find 18 and read 27) and to locate numbers chosen between 1 and 99 on a Hundred Chart. Students are prompted to point to and name the next number after a given number, circling it with a marker, which practices one-by-one succession on the chart.
Lesson 4
Day 4
Students are asked to find the number 12 on a number chart and asked what comes next, which requires understanding the next number in sequence by ones. Students are also asked to read the number 41 and then asked what comes next, providing another instance of practicing numerical sequencing. These prompts require students to recognize consecutive numbers and apply one-by-one counting steps.
Lesson 5
Day 5
Students lay out 4 rows of 10 eggs and count the eggs by pointing to each one and saying each number, practicing counting by ones. Students are explicitly asked to "count the eggs by tens as well," which has them practice skip-counting by tens using the rows of ten. Students also divide the eggs into two unequal groups, count each group, and lay groups out in tens to compare which is greater.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
Students are asked to lay animal cards in rows of 10 and count how many there are (20) and to tell how many groups of 10 there are. Skills and activities ask students to count objects to answer "how many?" for as many as 20 things and to write numbers from 0 to 20. Students practice composing numbers like 13 as 10 + 3 and identifying groups of ten in Activity 1.
Lesson 4
Day 4
In the Getting Started review, students are asked to "count by 1s and 10s to 50." This instruction directs students to practice counting aloud by ones and by tens. No other explicit counting-to-100 tasks are provided in the activities.
Lesson 5
Day 5
In Activity 1, students are asked to number the animal cards from 1 to 20 by writing one number on each sticky note. They can use number cards as a guide to copy, which has them practice ordering and writing consecutive numbers. These tasks require students to count and sequence numbers by ones within the range 1–20.
2: Holidays
Unit 27: Halloween
Lesson 2
Day 2
Students are prompted in Getting Started to count from 1 until she can't count any higher (or until 100, whichever comes first), which asks them to practice counting by ones up to 100. The activity instructs an adult to have the child perform continuous oral counting, giving direct practice in sequential one-by-one counting.
Lesson 3
Day 3
The Getting Started review explicitly instructs: "Challenge your child to count to 100 by tens." Activity 1 directs the child to count and compare two unequal groups of 10 ghosts and to determine how many more are needed to make 10, which has students count individual ghosts by ones. Activity 1 also has students use the ghosts to solve simple addition and subtraction story problems, encouraging counting to find answers.
Lesson 4
Day 4
The Getting Started review explicitly instructs the child to "Count by 10s to 100," which directly practices skip-counting by tens. The review also asks the child to name two pairs of numbers whose sum is 10, which engages basic number sense and number relationships.
Unit 28: Thanksgiving
Lesson 1
Day 1
The Skills section explicitly lists: "Count to 100 by ones and by tens. (M)", which names both counting to 100 and skip-counting by tens. The Skills also require students to "Write numbers from 0 to 20" and "Represent a number of objects with a written numeral 0-20," indicating practice with number recognition and one-to-one correspondence up to 20.
Lesson 5
Day 5
Students are asked to watch a turkey counting video and sing along, and then read numbers on turkey cutouts (shown as 14, 4, 12) and count out that number of feathers to glue on each turkey. The activity requires students to identify a numeral and count individual items, reinforcing one-to-one counting for those specific quantities. The materials explicitly prompt students to produce counts corresponding to given numerals.
Unit 30: February Celebrations
Lesson 2
Day 2
Students are told that a penny is worth 1 cent and that 100 pennies make up a dollar, connecting pennies to the quantity 100. Students are asked to determine how many pennies equal a nickel (5), how many pennies equal a dime (10), and how many nickels equal a dime (2) or a quarter (5), which connects coin values to groups of 5s and 10s. Students sort a cup of mixed change into piles of pennies, nickels, dimes, and quarters, providing practice with grouping coins by value.