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The Great Bear Race

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Angie Ramey

Kindergarten class At Walnut Park Elementary School


Walnut Park Elementary School

Gadsden City Schools


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.

Length: 03:49

Content Areas: Math

Alabama Course of Study Alignments and/or Professional Development Standard Alignments:

MA2015 (K)
4. Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. [K-CC4a]
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. [K-CC4b]
c. Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]
MA2015 (K)
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 1-20, count out that many objects. [K-CC5]
MA2015 (K)
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.) [K-CC6]
MA2015 (K)
7. Compare two numbers between 1 and 10 presented as written numerals. [K-CC7]
MA2015 (K)
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.) [K-OA1]
MA2015 (K)
12. Fluently add and subtract within 5. [K-OA5]
MA2015 (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. [1-G3]

AQTS_2.D.6: Instructional Strategies [Ability to make developmentally appropriate choices in selecting teaching strategies to assist diverse learners in meeting instructional objectives.]


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