## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• K.CC.1 – Count to 100 by ones and by tens.

• 20 learning outcomes – click to view

Samples: Number recognition to 10. Identifying numbers in pictures. Counting sheep - to 10.

• #### Identifying numbers from 1 to 10

• Activities: 2 course, 2 extra
• #### Identifying numbers in the environment

• Activities: 1 course, 0 extra
• #### Counting objects to 10

• Activities: 3 course, 10 extra
• #### Counting to 10 - How many altogether.

• Activities: 2 course, 0 extra
• #### Counting to Ten on the Number Line

• Activities: 3 course, 0 extra
• #### Connecting Number Names to Ten

• Activities: 7 course, 11 extra
• #### Place Value - Counting Ones

• Activities: 1 course, 0 extra
• #### Subitising using Dot Patterns

• Activities: 2 course, 4 extra
• #### Counting to 20

• Activities: 2 course, 6 extra
• #### Counting to 20 on a Number Line

• Activities: 4 course, 0 extra
• #### Counting to 30 on a Number Line

• Activities: 2 course, 3 extra
• #### One More

• Activities: 3 course, 0 extra
• #### Two More Than

• Activities: 2 course, 1 extra
• #### Counting to Thirty using Place Value

• Activities: 1 course, 0 extra
• #### Counting to Twenty using Place Value

• Activities: 2 course, 0 extra
• #### Number Chart 1 to 100

• Activities: 4 course, 0 extra
• #### Counting to 100 on a number line

• Activities: 3 course, 2 extra
• #### Skip counting 10's

• Activities: 4 course, 3 extra
• #### Groups and Rows of 10.

• Activities: 4 course, 3 extra
• #### Number Line - Print and keep a copy handy

• Activities: 0 course, 1 extra
• K.CC.2 – Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

• 4 learning outcomes – click to view

Samples: Counting to 10 on the Number Line. Counting on the Number Line to 20. Counting to 30 on the Number Line.

• #### Counting to Ten on the Number Line

• Activities: 3 course, 0 extra
• #### Counting to 20 on a Number Line

• Activities: 4 course, 0 extra
• #### Counting to 30 on a Number Line

• Activities: 2 course, 3 extra
• #### Counting to 100 on a number line

• Activities: 3 course, 2 extra
• K.CC.3 – Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

• 6 learning outcomes – click to view

Samples: Number recognition to 10. Counting sheep - to 10. Counting to 20 using counters. Counting on the Number Line to 20.

• #### Identifying numbers from 1 to 10

• Activities: 2 course, 2 extra
• #### Counting objects to 10

• Activities: 3 course, 10 extra
• #### Counting to 20

• Activities: 2 course, 6 extra
• #### Counting to 20 on a Number Line

• Activities: 4 course, 0 extra
• #### Counting to 10 - How many altogether.

• Activities: 2 course, 0 extra
• #### Subitising using Dot Patterns

• Activities: 2 course, 4 extra
• ##### Mathematics
• K.CC.4 – Understand the relationship between numbers and quantities; connect counting to cardinality.

• K.CC.4.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.

• 11 learning outcomes – click to view

Samples: Counting sheep - to 10. Counting to 10 - How many altogether: Activity 1. Counting to 10 on the Number Line.

• #### Counting objects to 10

• Activities: 3 course, 10 extra
• #### Counting to 10 - How many altogether.

• Activities: 2 course, 0 extra
• #### Counting to Ten on the Number Line

• Activities: 3 course, 0 extra
• #### Connecting Number Names to Ten

• Activities: 7 course, 11 extra
• #### Place Value - Counting Ones

• Activities: 1 course, 0 extra
• #### Counting to 20

• Activities: 2 course, 6 extra
• #### Counting to 20 on a Number Line

• Activities: 4 course, 0 extra
• #### Counting to 30 on a Number Line

• Activities: 2 course, 3 extra
• #### Subitising using Dot Patterns

• Activities: 2 course, 4 extra
• #### Subitising using objects

• Activities: 4 course, 2 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 0 extra
• K.CC.4.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.

• 9 learning outcomes – click to view

Samples: Counting sheep - to 10. Counting to 10 - How many altogether: Activity 1. Ordering groups of objects to 10.

• #### Counting objects to 10

• Activities: 3 course, 10 extra
• #### Counting to 10 - How many altogether.

• Activities: 2 course, 0 extra
• #### Connecting Number Names to Ten

• Activities: 7 course, 11 extra
• #### Place Value - Counting Ones

• Activities: 1 course, 0 extra
• #### Subitising using Dot Patterns

• Activities: 2 course, 4 extra
• #### Subitising using objects

• Activities: 4 course, 2 extra
• #### Counting to 20

• Activities: 2 course, 6 extra
• #### Counting to 30 on a Number Line

• Activities: 2 course, 3 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 0 extra
• K.CC.4.c – Understand that each successive number name refers to a quantity that is one larger.

• 5 learning outcomes – click to view

Samples: One More Than. Count on 2 - numbers up to 10. Counting to 10 on the Number Line. Counting Backwards.

• #### One More

• Activities: 3 course, 0 extra
• #### Two More Than

• Activities: 2 course, 1 extra
• #### Counting to Ten on the Number Line

• Activities: 3 course, 0 extra
• #### Counting Backwards

• Activities: 2 course, 2 extra
• #### Counting Backwards on a number line

• Activities: 3 course, 0 extra
• K.CC.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.

• 6 learning outcomes – click to view

Samples: Counting to 20 using counters. Counting on the Number Line to 20. Ordering groups of objects to 10.

• #### Counting to 20

• Activities: 2 course, 6 extra
• #### Counting to 20 on a Number Line

• Activities: 4 course, 0 extra
• #### Connecting Number Names to Ten

• Activities: 7 course, 11 extra
• #### Subitising using Dot Patterns

• Activities: 2 course, 4 extra
• #### Subitising using objects

• Activities: 4 course, 2 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 0 extra
• ##### Mathematics
• K.CC.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.CC.7 – Compare two numbers between 1 and 10 presented as written numerals.

• ##### Mathematics
• K.OA.1 – Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

• 14 learning outcomes – click to view

Samples: Counting to 10 - How many altogether: Activity 1. One More Than. Counting Backwards. One Less Than.

• #### Counting to 10 - How many altogether.

• Activities: 2 course, 0 extra
• #### One More

• Activities: 3 course, 0 extra
• #### Counting Backwards

• Activities: 2 course, 2 extra
• #### One Less Than

• Activities: 2 course, 1 extra
• #### Two More Than

• Activities: 2 course, 1 extra
• #### Two Less Than

• Activities: 2 course, 2 extra
• #### Adding to 10 (visual)

• Activities: 5 course, 4 extra
• #### Adding On To 10 (with Visual Cues)

• Activities: 3 course, 0 extra
• #### Subtracting up to 10 (using counters)

• Activities: 4 course, 0 extra
• #### Subtracting from 10 (visual cues)

• Activities: 4 course, 2 extra
• #### Subtracting up to 10 with visual cues

• Activities: 3 course, 0 extra
• #### Plus two

• Activities: 2 course, 0 extra
• #### Take away 1 (numbers under 10)

• Activities: 2 course, 0 extra
• #### Subtracting 2

• Activities: 2 course, 0 extra
• K.OA.2 – Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

• 9 learning outcomes – click to view

Samples: Adding dots. Add on to 10. Subtraction with visual cues: Activity 1. Addition to 20. Make 10.

• #### Adding to 10 (visual)

• Activities: 5 course, 4 extra
• #### Adding On To 10 (with Visual Cues)

• Activities: 3 course, 0 extra
• #### Subtracting up to 10 with visual cues

• Activities: 3 course, 0 extra
• #### Single digit addition

• Activities: 5 course, 10 extra
• #### Make 10.

• Activities: 3 course, 0 extra
• #### Single digit addition (missing number)

• Activities: 5 course, 5 extra
• #### Single digit subtraction.

• Activities: 3 course, 3 extra
• #### Single digit subtraction - missing number

• Activities: 3 course, 3 extra
• #### Adding to 10

• Activities: 1 course, 2 extra
• K.OA.3 – 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).

• 3 learning outcomes – click to view

Samples: Subitising - Matching pairs of quantities. Subitising - dots. How many altogether. Matching equal amounts.

• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 0 extra
• #### Subitising using Dot Patterns

• Activities: 2 course, 4 extra
• #### Subitising using objects

• Activities: 4 course, 2 extra
• K.OA.4 – 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.

• 4 learning outcomes – click to view

Samples: Subitising - dots. How many altogether. Subitising - Matching pairs of quantities. Adding dots.

• #### Subitising using Dot Patterns

• Activities: 2 course, 4 extra
• #### Subitising using objects

• Activities: 4 course, 2 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 0 extra
• #### Adding to 10 (visual)

• Activities: 5 course, 4 extra
• K.OA.5 – Fluently add and subtract within 5.

• ##### Mathematics
• K.NBT.1 – 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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

• 6 learning outcomes – click to view

Samples: Place Value Teens Mab using blocks to count. Counting to 20 - includes a bundle of 10.

• #### Place Value Teens

• Activities: 4 course, 0 extra
• #### Counting to Twenty using Place Value

• Activities: 2 course, 0 extra
• #### Counting to 20

• Activities: 2 course, 6 extra
• #### Adding On To 10 (with Visual Cues)

• Activities: 3 course, 0 extra
• #### Single digit addition

• Activities: 5 course, 10 extra
• #### Add on 10

• Activities: 3 course, 4 extra
• ##### Mathematics
• K.MD.1 – Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

• 4 learning outcomes – click to view

Samples: Light or Heavy. Compare length (longer-shorter). Measure length using informal units - blocks.

• #### Light or Heavy

• Activities: 1 course, 0 extra
• #### Compare length (longer/shorter)

• Activities: 2 course, 0 extra
• #### Measure length using informal units - blocks

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 2 course, 4 extra
• K.MD.2 – Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

• 5 learning outcomes – click to view

Samples: Compare length (longer-shorter). Compare length (taller-shorter).

• #### Compare length (longer/shorter)

• Activities: 2 course, 0 extra
• #### Directly compare length

• Activities: 3 course, 1 extra
• #### Compare mass directly and indirectly

• Activities: 3 course, 1 extra
• #### Compare the length of 3 things

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 2 course, 4 extra
• ##### Mathematics
• K.MD.3 – Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10).

• ##### Mathematics
• K.G.1 – 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.

• 8 learning outcomes – click to view

Samples: Shapes - Identifying colours: Activity 1. Shapes - Identifying size (biggest, smallest). Shapes match.

• #### Shapes - colours

• Activities: 2 course, 0 extra
• #### Shapes - big or small

• Activities: 1 course, 0 extra
• #### Shapes match

• Activities: 1 course, 0 extra
• #### Using shapes to fill a space

• Activities: 1 course, 0 extra
• #### Shapes in pictures

• Activities: 1 course, 0 extra
• #### Describe position by using everyday language.

• Activities: 2 course, 3 extra
• #### Describe movement using everyday language

• Activities: 1 course, 0 extra
• #### Identify and describe two-dimensional shapes in the environment

• Activities: 5 course, 7 extra
• K.G.2 – Correctly name shapes regardless of their orientations or overall size.

• 9 learning outcomes – click to view

Samples: Sorting shapes according to colour and shape. Naming 2D shapes. Shapes match. Using shapes to fill a space.

• #### Classify and sort two-dimensional shapes

• Activities: 4 course, 3 extra
• #### Naming and identifying two-dimensional shapes

• Activities: 5 course, 4 extra
• #### Shapes match

• Activities: 1 course, 0 extra
• #### Using shapes to fill a space

• Activities: 1 course, 0 extra
• #### Shapes in pictures

• Activities: 1 course, 0 extra
• #### Identify and describe two-dimensional shapes in the environment

• Activities: 5 course, 7 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Identifying shapes based on attributes

• Activities: 2 course, 0 extra
• K.G.3 – Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

• 8 learning outcomes – click to view

Samples: Objects match - drawings. Objects match: Activity 1. Using shapes to fill a space. Shapes in pictures.

• #### Objects match - drawings

• Activities: 1 course, 0 extra
• #### Objects match

• Activities: 2 course, 0 extra
• #### Using shapes to fill a space

• Activities: 1 course, 0 extra
• #### Shapes in pictures

• Activities: 1 course, 0 extra
• #### Identify and describe two-dimensional shapes in the environment

• Activities: 5 course, 7 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Identify and describe three-dimensional objects in the environment

• Activities: 3 course, 1 extra
• #### Classify and sort three-dimensional shapes

• Activities: 3 course, 3 extra
• ##### Mathematics
• K.G.4 – Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

• 8 learning outcomes – click to view

Samples: Objects match - drawings. Objects match: Activity 1. Using shapes to construct a picture. Environmental objects 1.

• #### Objects match - drawings

• Activities: 1 course, 0 extra
• #### Objects match

• Activities: 2 course, 0 extra
• #### Identify and describe two-dimensional shapes in the environment

• Activities: 5 course, 7 extra
• #### Identify and describe three-dimensional objects in the environment

• Activities: 3 course, 1 extra
• #### Classify and sort three-dimensional shapes

• Activities: 3 course, 3 extra
• #### Classify and sort two-dimensional shapes

• Activities: 4 course, 3 extra
• #### Identifying shapes based on attributes

• Activities: 2 course, 0 extra
• #### Naming and identifying two-dimensional shapes

• Activities: 5 course, 4 extra
• K.G.5 – Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

• 3 learning outcomes – click to view

Samples: Shapes match. Using shapes to fill a space. Constructing 2D shapes. Constructing 2D shapes. Draw Shapes. Draw Shapes.

• #### Shapes match

• Activities: 1 course, 0 extra
• #### Using shapes to fill a space

• Activities: 1 course, 0 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 4 extra
• K.G.6 – Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

• 3 learning outcomes – click to view

Samples: Joining shapes. Tessellating patterns. Joining 3D objects to make composite objects.

• #### Joining shapes

• Activities: 1 course, 0 extra
• #### Creating tessellating patterns

• Activities: 1 course, 0 extra
• #### Joining 3D objects to make composite objects

• Activities: 1 course, 0 extra