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Title: "Bursting with Math"
Description:
Using "Starburst" jelly beans to sort, graph and add.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics (K  2)
Title: "Bursting with Math"
Description: Using "Starburst" jelly beans to sort, graph and add.
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Title: Is Your Order Up or Down?
Description:
The students will be afforded opportunities to actively explore ordering numbers (from least to greatest and greatest to least). The students will engage in a whole group and cooperative learning group setting to explore ordering whole numbers. Students will also explore interactive web activities in an effort to enhance their understanding of ordering whole numbers.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7]
Subject: Mathematics (K)
Title: Is Your Order Up or Down?
Description: The students will be afforded opportunities to actively explore ordering numbers (from least to greatest and greatest to least). The students will engage in a whole group and cooperative learning group setting to explore ordering whole numbers. Students will also explore interactive web activities in an effort to enhance their understanding of ordering whole numbers.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Counting Backward from Ten
Description:
Students will be introduced in this lesson to the concept of orally counting backward from ten using a book, number cards, and the Internet.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3]
Subject: Mathematics (K)
Title: Counting Backward from Ten
Description: Students will be introduced in this lesson to the concept of orally counting backward from ten using a book, number cards, and the Internet.
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Title: Fishy Addition!
Description:
In this lesson, students will use manipulatives to act out and solve simple addition problems.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 10: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (0) 13: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. [KNBT1] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3]
Subject: Mathematics (K)
Title: Fishy Addition!
Description: In this lesson, students will use manipulatives to act out and solve simple addition problems.
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Title: Recording Two Ways
Description:
In this lesson, one of a multipart unit from Illuminations, students make sets of pasta shapes, count some away, and then record the subtraction in vertical and horizontal formats. They draw a set and cross out some shapes; then, they write in both formats the subtraction that the drawing represents.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 11: 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. [KOA4]
Subject: Mathematics Title: Recording Two Ways
Description: In this lesson, one of a multipart unit from Illuminations, students make sets of pasta shapes, count some away, and then record the subtraction in vertical and horizontal formats. They draw a set and cross out some shapes; then, they write in both formats the subtraction that the drawing represents. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Building Sets of Eight
Description:
In this lesson, one of a multipart unit from Illuminations, students explore the number 8. They make and decompose sets of eight, write the numeral 8, and compare sets of up to eight objects.
Standard(s): [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7]
Subject: Mathematics Title: Building Sets of Eight
Description: In this lesson, one of a multipart unit from Illuminations, students explore the number 8. They make and decompose sets of eight, write the numeral 8, and compare sets of up to eight objects. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Building Numbers to Five
Description:
In this lesson, one of a multipart unit from Illuminations, students make groups of zero to five objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5]
Subject: Mathematics Title: Building Numbers to Five
Description: In this lesson, one of a multipart unit from Illuminations, students make groups of zero to five objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Create a House Number: Grades 12
Description:
In this lesson, one of a multipart unit from Illuminations, students look for all the possible solution sets for a mathematics problem involving a threedigit house number. They experiment with numbers to find all possible ways to add three different digits to obtain the given sum of six and explore the ways three digits can be placed together to form different threedigit numbers.
Standard(s): [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2]
Subject: Mathematics Title: Create a House Number: Grades 12
Description: In this lesson, one of a multipart unit from Illuminations, students look for all the possible solution sets for a mathematics problem involving a threedigit house number. They experiment with numbers to find all possible ways to add three different digits to obtain the given sum of six and explore the ways three digits can be placed together to form different threedigit numbers. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Comparing Sets
Description:
In this lesson, one of a multipart unit from Illuminations, a children s book sets the stage for encouraging students to review counting back. Students write subtraction problems and model them with cubes. They then compare sets and record differences in the form of a table. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 17: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (1) 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [1OA1] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Language Arts,Mathematics Title: Comparing Sets
Description: In this lesson, one of a multipart unit from Illuminations, a children s book sets the stage for encouraging students to review counting back. Students write subtraction problems and model them with cubes. They then compare sets and record differences in the form of a table. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Building Sets of Ten
Description:
In this lesson, one of a multipart unit from Illuminations, students explore sets of up to 10 items and practice writing the numbers 0 through 10. Students count back from 10, identify sets of up to 10 objects, and record 10 on a chart. They also construct and decompose sets of up to 10 items. This lesson provides opportunities for reasoning and communication.
Standard(s): [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 10: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3]
Subject: Mathematics Title: Building Sets of Ten
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of up to 10 items and practice writing the numbers 0 through 10. Students count back from 10, identify sets of up to 10 objects, and record 10 on a chart. They also construct and decompose sets of up to 10 items. This lesson provides opportunities for reasoning and communication. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Further Investigating Greater Than, Less Than, and Equal To
Description:
Students build upon their understanding of greater than, less than, and equal to by observing quantity and making comparison using varied instructional materials. The fish cutout, with its mouth open, represents the greater than or less than symbol; the clam cutout represents the equal to symbol. Using fish lips as a transition point, children will apply their understanding of greater, less, and equal to the standard symbols as the teacher introduces symbolic notation at an developmentally appropriate level.
Standard(s): [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (2) 8: Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. [2NBT4] [MA2013] (4) 7: Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. [4NBT2]
Subject: Mathematics Title: Further Investigating Greater Than, Less Than, and Equal To
Description: Students build upon their understanding of greater than, less than, and equal to by observing quantity and making comparison using varied instructional materials. The fish cutout, with its mouth open, represents the greater than or less than symbol; the clam cutout represents the equal to symbol. Using fish lips as a transition point, children will apply their understanding of greater, less, and equal to the standard symbols as the teacher introduces symbolic notation at an developmentally appropriate level. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Let's Count to 10
Description:
In this eightlesson unit from Illuminations, students make groups of zero to ten objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are included in each lesson. The unit is most appropriate for students learning at the kindergarten and grade one levels.
Standard(s): [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 10: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 11: 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. [KOA4]
Subject: Mathematics Title: Let's Count to 10
Description: In this eightlesson unit from Illuminations, students make groups of zero to ten objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are included in each lesson. The unit is most appropriate for students learning at the kindergarten and grade one levels. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Let's Count to 5
Description:
In this sevenlesson unit, from Illuminations, students make groups of zero through five objects and connect number words to the groups. They use numerals to record the size of a group. Familiar nursery rhymes and songs and visual, auditory and kinesthetic activities are included in each lesson. The unit is most appropriate for students learning at the prekindergarten and kindergarten levels.
Standard(s): [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 10: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 11: 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. [KOA4]
Subject: Mathematics Title: Let's Count to 5
Description: In this sevenlesson unit, from Illuminations, students make groups of zero through five objects and connect number words to the groups. They use numerals to record the size of a group. Familiar nursery rhymes and songs and visual, auditory and kinesthetic activities are included in each lesson. The unit is most appropriate for students learning at the prekindergarten and kindergarten levels. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Multiple Patterns
Description:
In this lesson, one of a multipart unit from Illuminations, students explore patterns that involve doubling. They use objects and numbers in their exploration and record them using a table.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (3) 10: Use place value understanding to round whole numbers to the nearest 10 or 100. [3NBT1]
Subject: Mathematics Title: Multiple Patterns
Description: In this lesson, one of a multipart unit from Illuminations, students explore patterns that involve doubling. They use objects and numbers in their exploration and record them using a table. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Building Sets of 17 and 18
Description:
In this lesson, one of a multipart unit from Illuminations, students explore sets of up to18. They construct sets up to 18, write the numerals 17 and 18, and model 17 and 18 with bean sticks, cubes, and ten frames.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2]
Subject: Mathematics Title: Building Sets of 17 and 18
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of up to18. They construct sets up to 18, write the numerals 17 and 18, and model 17 and 18 with bean sticks, cubes, and ten frames. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Pyramid Power
Description:
In this lesson, one of a multipart unit from Illuminations, students make sets of a given number, explore relationships between numbers, and write numbers that enumerate how many elements are in a group. They make and record sets of one more and one less than a given number. They have the opportunity to apply their reasoning and communication skills in this lesson.
Standard(s): [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: Health,Mathematics Title: Pyramid Power
Description: In this lesson, one of a multipart unit from Illuminations, students make sets of a given number, explore relationships between numbers, and write numbers that enumerate how many elements are in a group. They make and record sets of one more and one less than a given number. They have the opportunity to apply their reasoning and communication skills in this lesson. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Begin with Buttons: Looking Back and Moving Forward
Description:
In this lesson, one of a multipart unit from Illuminations, students review the work of the previous lessons through a variety of activity stations, one of which involves using an interactive Web site. Students model with buttons and record addition and subtraction.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 10: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 11: 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. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5]
Subject: Mathematics Title: Begin with Buttons: Looking Back and Moving Forward
Description: In this lesson, one of a multipart unit from Illuminations, students review the work of the previous lessons through a variety of activity stations, one of which involves using an interactive Web site. Students model with buttons and record addition and subtraction. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: The Game of Compare
Overview:
This activity is like the card game WAR. The students turn over cards and compare the numbers on the cards. The student with the larger number retrieves the cards. If the same number is turned over, the students turn over another card and compare the new numbers to decide who get the cards. Standard(s):
[MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7]
The Game of Compare Overview: This activity is like the card game WAR. The students turn over cards and compare the numbers on the cards. The student with the larger number retrieves the cards. If the same number is turned over, the students turn over another card and compare the new numbers to decide who get the cards.
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Title: The Great Bear Race
Overview:
Racing Bears is a counting game. The math focus points are counting spaces and moving on a gameboard and thinking strategically about the moves on a gameboard. Standard(s):
[MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3]
The Great Bear Race Overview: Racing Bears is a counting game. The math focus points are counting spaces and moving on a gameboard and thinking strategically about the moves on a gameboard.
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Title: Calendar Math
Overview:
In this podcast our class will demonstrate how we use calendar math each day. We discussed the days of the week. We graphed the daily, monthly and yearly weather. We used the 100's chart to practice skip counting and even and odd numbers. We used straws to count the days of school, grouping ones, tens and one hundreds. Standard(s):
[MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (1) 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1NBT1] [MA2013] (1) 17: Tell and write time in hours and halfhours using analog and digital clocks. [1MD3]
Calendar Math Overview: In this podcast our class will demonstrate how we use calendar math each day. We discussed the days of the week. We graphed the daily, monthly and yearly weather. We used the 100's chart to practice skip counting and even and odd numbers. We used straws to count the days of school, grouping ones, tens and one hundreds.
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Title: Traveling Numbers
Overview:
This podcast shows the various places numbers can be found when traveling. It also shows the shapes that can be found in traffic signs. Standard(s):
[MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6]
Traveling Numbers Overview: This podcast shows the various places numbers can be found when traveling. It also shows the shapes that can be found in traffic signs.
Web Resources
Informational Materials
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Title: Know Your Numbers in a Flash
Description:
This website creates flashcards or allows teachers to create their own flashcards to assist students in number recognition and illustrations for onetoone correspondence.
Standard(s): [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5]
Know Your Numbers in a Flash
http://www.apples4th...
This website creates flashcards or allows teachers to create their own flashcards to assist students in number recognition and illustrations for onetoone correspondence.
Teacher Tools
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Title: Know Your Numbers in a Flash
Description:
This website creates flashcards or allows teachers to create their own flashcards to assist students in number recognition and illustrations for onetoone correspondence.
Standard(s): [MA2013] (0) 6: 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. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5]
Know Your Numbers in a Flash
http://www.apples4th...
This website creates flashcards or allows teachers to create their own flashcards to assist students in number recognition and illustrations for onetoone correspondence.
Thinkfinity Learning Activities
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Title: Illuminations Activities
Description:
This Web page, from Illuminations, allows users to access all of Illuminations' online, interactive activities. The activities span the grades and encompass all areas of mathematics.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 13: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. [KNBT1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (1) 2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1OA2] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Subject: Mathematics Title: Illuminations Activities
Description: This Web page, from Illuminations, allows users to access all of Illuminations' online, interactive activities. The activities span the grades and encompass all areas of mathematics. Thinkfinity Partner: Illuminations Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12

