Kindergarten - MATH
1: Letters
Unit 6: F - Fireflies
Lesson 5
Day 5
Students use pennies as fireflies to combine quantities and count how many they have altogether, including steps that reach 10 (1, then +2 = 3; +3 = 6; +4 = 10). Students are prompted to repeat the activity and tell stories about catching a few fireflies at a time, combining groups to find totals. An optional extension invites students to represent these addition actions with equations (example given: 1 + 2 = 3).
Unit 8: C - Millions of Cats
Lesson 1
Day 1
The Skills section explicitly tells students to decompose numbers less than or equal to 10 into pairs in more than one way and to record each decomposition by drawing an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). Activity 1 has students count and sort groups of die-cut cats, which gives opportunities to use objects for counting and comparing quantities. The Venn diagram activity reinforces comparing and listing characteristics but does not extend to targeted addition-to-10 practice.
Lesson 3
Day 3
Activity 2 has students count 10 die-cut cats, divide them into two groups (e.g., 9 and 1), count each group, and place number cards above each group. Students write the equation 9 + 1 = 10, and the activity continues through 8+2, 7+3, 6+4, 5+5, 4+6, 3+7, 2+8, and 1+9. The Optional Extension explicitly asks the child to be given a certain number from 1–9 and determine how many more cats are needed to make 10.
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 partition a set of 10 and enumerate the two addends. The review prompt uses a concrete set of 10 objects (cats) for the child to manipulate and count.
Unit 10: O - Owl Babies
Lesson 5
Day 5
Students use 10 owl manipulatives and move some into the tree or sky to model addition and subtraction, beginning with all 10 and then moving owls to show situations (e.g., "Have one owl fly away to the sky. Now that there is one in the sky, how many are in the tree? (9)"). The activity explicitly directs repeating this process until all owls are in the sky and includes an optional extension that prompts pairs that total 10 (10 and 0, 9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5).
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
The Skills section explicitly lists the target: "For any number from 1 to 9, find the number that makes 10 when added to the given number -- e.g., by using objects or drawings -- and record the answer with a drawing or equation." Activity 1 has students manipulate 10 red pom-poms as apples, move fallen apples into baskets to model addition, and write equations such as 1+1=2, 2+1=3, 4+2=6, 7+3=10. The activity asks students to read and practice the written equations and encourages them to write equations themselves when able.
Lesson 3
Day 3
Activity 2 (Ten Little Apples) has students count 10 red pom-poms, place them on a tree diagram, and write the equation 10 + 0 = 10. Students move one apple at a time to the other tree while counting and write each resulting equation (9 + 1 = 10, 8 + 2 = 10, 7 + 3 = 10, 6 + 4 = 10, 5 + 5 = 10). The activity then challenges students to choose a number between 1 and 10 and figure out how many apples belong on the other tree so the total is 10.
Unit 12: D - Dinosaurs Big and Small
Lesson 1
Day 1
The Skills section explicitly lists the target: "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." The Activities and Reading Questions (measuring lengths, comparing dinosaurs, and creating a dinosaur puzzle) do not include tasks in which students practice finding complements to 10 or recording sums with drawings or equations.
Lesson 5
Day 5
Students use 10 dinosaur die-cuts as objects, match them to number cards 1–10, and when given a number they count that many dinosaurs and move them aside, then count the additional dinosaurs needed to total 10. Students write the corresponding equation for each example (e.g., 4 + 6 = 10). The optional extension asks students to name and write the number that pairs with a given number to make 10.
Unit 14: B - Blueberries for Sal
Lesson 1
Day 1
The skills list explicitly includes the target standard: 'For any number from 1 to 9, find the number that makes 10 when added to the given number.' Activity 1 directs students to count 10 blueberries (blue pom-poms), divide the blueberries between two pails in as many ways as possible, and record matching equations (e.g., 9+1=10, 8+2=10). Students draw number cards, place the corresponding number of pom-poms in each pail, write the equation, and count the totals, using objects and written equations.
Lesson 2
Day 2
The Getting Started Review explicitly asks the child to "name some number pairs that add up to equal 10," which directly references making 10. The lesson also specifies 20 blue pom-poms from Lesson 1 as available manipulatives, giving students concrete objects that could be used for number work.
Lesson 3
Day 3
The review asks the child to "name some number pairs that equal 10," prompting verbal identification of pairs. Activity 2 has students count 10 blueberries into one pail, then add blueberries to a second pail to show 11 = 10 + 1 and continue through 19, and asks students to read a number card from 11–19 and count out that many blueberries using the pails. Students thus use manipulatives (pom-poms/blueberries and pails) to model quantities around ten.
Lesson 4
Day 4
Students are asked in the Getting Started review to "name some number pairs that add up to 10," which has them produce sums to 10 verbally. Students are also asked to read the number 13 and explain it as "10 plus 3," showing work with ten-and-some composition.
Unit 16: N - Night in the Country
Lesson 1
Day 1
Students work with 10 apples (red pom-poms) and are asked to remove a given number (e.g., 1 or 3), count how many remain, and record the matching equation such as 10 - 1 = 9 and 10 - 3 = 7. The activity uses objects and counting to determine the number left after taking some away and directs students to practice several of these problems with different numbers of apples.
Lesson 5
Day 5
In Activity 1 students work with 10 apples placed in a tree, move a chosen number of apples to baskets, and state the matching number sentence (for example, 10 - 3 = 7). Students write or trace the subtraction equation and come up with several scenarios involving apples falling, recording the matching equations.
Unit 17: M - Marshmallow
Lesson 1
Day 1
Students use mini marshmallows and a 100-chart to model numbers from 11 to 19 by covering 1–10 and adding remaining marshmallows, e.g., covering to 15 and then counting 5 more. Students lift the tenth marshmallow to identify the ten and count how many more are needed, then record the result as an equation such as 10+5=15. Students repeat the activity with other numbers 11–19 and fill in blanks like 10+____=12, practicing writing equations that show 10 plus some ones equals the target number.
Unit 18: U - Umbrella
Lesson 1
Day 1
Activity 1 directs students to use umbrellas to act out addition problems and to write the matching equation with sidewalk chalk. One example problem has students count 5 umbrellas and then 5 more and record 5 + 5 = 10, using objects and an equation. The skills list also states students will decompose numbers ≤10 and solve addition within 10 using objects or drawings.
Lesson 3
Day 3
Activity 2 asks students to name all pairs of numbers that add to 10 and to record all the equations using sidewalk chalk (for example, 9 + 1 = 10). Students are instructed to use 10 die-cut umbrellas as manipulatives to find any missing equations and are guided to produce the list 9+1, 8+2, 7+3, 6+4, and 5+5. An optional extension asks the child to be given a number and state which number goes with it to make 10.
Lesson 5
Day 5
Students play the Umbrella Memory game with umbrellas labeled 1–9 (with two 5s). Students turn over two umbrellas and keep them if the two numbers add to ten, which uses physical objects to identify number pairs whose sum is 10.
Unit 19: J - Jump Frog Jump
Lesson 3
Day 3
Activity 2 (Jumping to Ten) has students create nine numbered "lily pads" labeled 1–9 and tape them around the room. The teacher calls out a number between 1 and 9 and the child chooses and jumps to the number that, when added to the called number, makes 10 (example: call out 3, child jumps to 7). The activity instructs repeating for all pairs that make the sum 10, using the numbered pieces as physical representations.
Lesson 4
Day 4
The Review section explicitly asks the child to "name the pairs of numbers that equal 10," which prompts students to identify number pairs summing to 10. The review also includes a counting/song activity ("Five Little Speckled Frogs") that may engage students with counting and number relationships.
Unit 20: K - Kindness
Lesson 3
Day 3
In Activity 2, students use ten red pompoms as apples and a basket to represent 10 items and then give away (subtract) a chosen number between 1 and 9. Students write the equation as they perform the action (for example, 10-3=) and then find and record the number of apples remaining. Students are asked to predict how many will remain before counting, and the activity continues with different numbers between 1 and 9.
Lesson 4
Day 4
In the Review section, the child is asked to "figure out the answer to 10-6, using small objects or mental math," which has the child find the number that combines with 6 to make 10. The prompt explicitly allows use of small objects or mental strategies, which aligns with using manipulatives or drawings to determine the complement to 10.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 5
Day 5
Activity 1 has students choose a number of instruments between 1 and 9 and lay out pictures to represent how many are present, then tell how many are missing. Students are instructed to write the matching equation (for example, 3 + 7 = 10) and to repeat for all combinations that make 10. The activity also has students lay out all ten, remove a given number, state how many remain, and write subtraction equations like 10 - 2 = 8.
Unit 22: Y - Little Blue and Little Yellow
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 and to record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1). This indicates students will practice using objects or drawings and writing equations to represent number pairs. The skill language therefore connects to working with addend pairs for totals up to 10.
Lesson 3
Day 3
In Activity 2, students are shown the number card 14, place two rows of 5 blue stickers to make ten, then place four yellow stickers and write the equation 14 = 10 + 4. The activity repeats this process with 16 and 19, using stickers as objects and recording the result as an equation. Students use concrete objects (stickers) to compose a ten and then add remaining objects to represent the whole number.
Lesson 5
Day 5
Students count out 10 stickers as objects and place them in a line. Students cross off a specified number of stickers and determine how many remain (for example, crossing off 1 and saying 9), then write equations such as 10 - 1 = 9. Students continue the process until all stickers are crossed off and record equations through 10 - 10 = 0, using objects and equations to relate numbers to 10.
Unit 23: W - George Washington's Birthday
Lesson 1
Day 1
The lesson's math skills state students will "add and subtract within 10, e.g., by using objects or drawings to represent the problem." Activity 2 directs students to use pennies as counters to check addition and subtraction (e.g., verifying 3+5 and 9-3) and to complete a Student Activity Page with addition problems such as 4+2, 3+2, and 2+1. Students are instructed to record answers on the activity page, using the quill pen if desired.
Lesson 5
Day 5
Activity 1 directs students to use a pile of 20 craft sticks, count a given number (via number cards 11–20), and then put the sticks in groups of 10 and identify how many extras there are. Students use physical objects to make a group of ten and then identify the remaining ones beyond ten. This shows students decomposing numbers into a ten and some extras using manipulatives.
Unit 26: Z - Greedy Zebra
Lesson 1
Day 1
The Skills list explicitly includes the target skill and Activity 1 uses animal cards (objects) to practice number combinations with ten. In Activity 1 students are asked to show all the ways to divide a group of 10 animals into two groups and the lesson lists example decompositions (9+1, 8+2, 7+3, 6+4, 5+5). Students also lay animals in rows of 10 and work with tens and remaining ones (e.g., 10+3=13), showing use of objects and equations.
Lesson 3
Day 3
The Getting Started review asks the child to "name three pairs of numbers that add up to equal 10," which prompts students to produce number pairs that sum to 10. Activity 2 asks students to sort animals and count how many are in each group and, as an added challenge, to count how many legs are in each group, providing practice with counting and number combinations.
2: Holidays
Unit 27: Halloween
Lesson 1
Day 1
The Skills section explicitly lists the target standard: "For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation." The Skills section also includes "Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawing to represent the problem," which supports using objects or drawings for sums within 10.
Lesson 3
Day 3
Students make 10 ghosts and divide them into two groups, count and compare group sizes. The activity explicitly asks students to take away all the ghosts and be given back 2 and to determine how many more are needed to make 10 (answer 8), and to try again with 5 ghosts (5 more needed). Students are asked to use the ghosts to solve story problems such as joining and separating scenarios and to create and solve their own story problems using the ghosts.
Lesson 4
Day 4
Students are asked during the review to "name two pairs of numbers whose sum is 10," which directly engages them in identifying number pairs that make 10. The review also asks students to "Count by 10s to 100," reinforcing familiarity with the number 10. No other math tasks are provided beyond these brief review prompts.
Lesson 5
Day 5
Students line up and count 10 die-cut stars and are asked to divide the stars into two groups in as many ways as possible, with examples listed (10+0, 9+1, 8+2, 7+3, 6+4, 5+5). Students act out addition scenarios using the stars (for example, start with 2 stars, add 3 more and count the total) and repeat with given pairs such as 4+5, 3+1, and 6+2. Students write the numbers 1 through 10 on the stars and glue them to paper, creating physical representations of the groupings.
Unit 29: Christmas
Lesson 1
Day 1
The lesson's math skills state that students compose and decompose numbers from 11 to 19 into ten ones and some further ones and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8). The skills also include fluently adding and subtracting within 5, which indicates some practice with basic addition and equation recording.
Unit 30: February Celebrations
Lesson 3
Day 3
Students cut out hearts from the 'Fixing Broken Hearts' activity, read each addition problem aloud, and match problem halves with answer halves. The activity page contains a set of simple addition equations printed on heart shapes and includes at least one explicit complement-to-10 equation (9 + 1 = 10). Students physically manipulate the printed drawings to pair problems with sums.