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Resources by Strand
Mathematical Practices
(K.MP) Counting and Cardinality
(K.CC) Operations and Algebraic Thinking
(K.OA) Number and Operations in Base Ten
(K.NBT) Measurement and Data
(K.MD) Geometry
(K.G)
(K.MP) Counting and Cardinality
(K.CC) Operations and Algebraic Thinking
(K.OA) Number and Operations in Base Ten
(K.NBT) Measurement and Data
(K.MD) Geometry
(K.G)
Strand: MATHEMATICAL PRACTICES (K.MP)
The Standards for Mathematical Practice in Kindergarten describe mathematical habits of mind that teachers should seek to develop in their students. Students will become mathematically proficient in engaging with mathematical content and concepts as they learn, experience, and apply these skills and attitudes (Standards K.MP.1-8). 
Standard K.MP.1
Make sense of problems and persevere in solving them. Explain the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. When a solution pathway does not make sense, look for another pathway that does. Explain connections between various solution strategies and representations. Upon finding a solution, look back at the problem to determine whether the solution is reasonable and accurate, often checking answers to problems using a different method or approach.Standard K.MP.2
Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Contextualize quantities and operations by using images or stories. Decontextualize a given situation and represent it symbolically. Interpret symbols as having meaning, not just as directions to carry out a procedure. Know and flexibly use different properties of operations, numbers, and geometric objects.Standard K.MP.3
Construct viable arguments and critique the reasoning of others. Use stated assumptions, definitions, and previously established results to construct arguments. Explain and justify the mathematical reasoning underlying a strategy, solution, or conjecture by using concrete referents such as objects, drawings, diagrams, and actions. Listen to or read the arguments of others, decide whether they make sense, ask useful questions to clarify or improve the arguments, and build on those arguments.Standard K.MP.4
Model with mathematics. Identify the mathematical elements of a situation and create a mathematical model that shows the relationships among them. Identify important quantities in a contextual situation, use mathematical models to show the relationships of those quantities, analyze the relationships, and draw conclusions. Models may be verbal, contextual, visual, symbolic, or physical.Standard K.MP.5
Use appropriate tools strategically. Consider the tools that are available when solving a mathematical problem, whether in a real-world or mathematical context. Choose tools that are relevant and useful to the problem at hand, such as physical objects, drawings, diagrams, physical tools, technologies, or mathematical tools such as estimation or a particular strategy or algorithm.Standard K.MP.6
Attend to precision. Communicate precisely to others by crafting careful explanations that communicate mathematical reasoning by referring specifically to each important mathematical element, describing the relationships among them, and connecting their words clearly to representations. Calculate accurately and efficiently, and use clear and concise notation to record work.Standard K.MP.7
Look for and make use of structure. Recognize and apply the structures of mathematics, such as patterns, place value, the properties of operations, or the flexibility of numbers. See complicated things as single objects or as being composed of several objects.Standard K.MP.8
Look for and express regularity in repeated reasoning. Notice repetitions in mathematics when solving multiple related problems. Use observations and reasoning to find shortcuts or generalizations. Evaluate the reasonableness of intermediate results.
Strand: COUNTING AND CARDINALITY (K.CC)
Know number names and the counting sequence (Standards K.CC.1–3).
Core Guide- Counting and Cardinality (K.CC) - Kindergarten Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Counting and Cardinality (K.CC)
OER CurriculumEngage NY
- Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. - Kindergarten Mathematics Module 1: Numbers to 10 Curriculum in A Story of Unit (Engage NY)
In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations. Reasoning and dialogue begin immediately. In Topics C, D, E, and F, students order, count, and write up to ten objects to answer "how many?" questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count. In Topics G and H, students use their understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less. - Kindergarten Mathematics Module 5: Numbers 10-20; Count to 100 by Ones and Tens
Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.
- Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards. - Kindergarten Unit 1: Counting With Friends (Georgia Standards)
In this unit, students will recognize and order numbers 0-20, count to tell the number of objects (to 20), compare numbers (to 10), and write the numbers 0-20. - Kindergarten Unit 2: Comparing Numbers (Georgia Standards)
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes composing and decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking.
Instructional Tasks- Assessing Counting Sequences Part I
In this task the teacher asks the student to begin counting at a certain number and complete a sequence in order to assess their understanding of counting. - Assessing Counting Sequences Part II
In this assessment the teacher gives the student a number and asks them to say which number comes after it. - Assessing Reading Numbers
This task is a one-on-one with a student where the teacher shows the numbers 1-10, one number at a time, in random order. The teacher asks, what number is this?" - Assessing Sequencing Numbers
In this task the teacher asks student(s) to put numbers in order from the smallest number to the biggest number or in the order they would say them if they were counting. - Assessing Writing Numbers
In this activity the teacher asks the student to write the number when spoken. - More and Less Handfuls
Each student grabs two handfuls of counters. The student combines his/her handfuls into one collection and then counts them. The student then draws and records the quantity on a student-recording sheet.
Review Activitiy- Bags of Stuff
The purpose of this task is to give students an opportunity to count real objects and write numbers. - Choral Counting
The teacher will need a 100 chart or large number line and a pointer. As a whole group, have students chant the counting sequence starting with one to thirty, using the pointer to follow the number sequence. Over time, increase the range to one to fifty and then one to one hundred. - Counting Circles
This task is a game where students practice counting sequences of no more than 10 numbers. - Counting by Tens
The objective of this lesson is to gain automaticity counting to 100 and to establish the importance of multiples of ten. The final goal of this lesson is for students to be able to count by tens and articulate the term for this. - Dice Addition 1
This task supports students in correctly writing numbers. Because students have to trace the number instead of coloring in a bubble with the number in it or circling the correct number, they gain handwriting practice as well as counting and addition practice. - Find The Numbers 0-5 or 5-10
In this task each student places a set of number cards 0-5 face up, in sequence, in front of him or herself. The students take turns rolling the 0-5 die. After rolling he or she needs to find the matching number in the row of cards, say the number name out loud to the other student(s) and turn it face down. - Five by Two
This game will reinforce the number before and after as well as reading and sequencing numbers. - Number After Bingo 1-15
This task asks students to play the "Number After" game which resembles bingo and reinforces the student's understanding of the concept of number after. - Number Line Up
In this activity students are each given a number sign and then must place themselves in number order. - Number TIC TAC TOE
This activity is a game of tic, tac, toe with students coloring a number on a grid when they hear the number spoken. - One More Concentration
This game is a version of the traditional memory or concentration game. - Pick a Number, Counting On
The teacher puts multiple numbers in a hat or on sticks from the known counting sequence. S/he randomly picks one number and asks the class to count on ten numbers from that number. The class does this chorally. - Race to the Top
This game involves students rolling dice and then writing the number on a grid. - Rainbow Number Line
In this activity students use crayons to trace numbers on a strip of paper to make their own personal colorful number strip for their desk. - Start-Stop Counting
This activity is a game similar to Duck, Duck, Goose, with students counting as they touch heads. - Teen Go Fish
This task is a game using a deck of cards with the numbers 11-19. Students play in small groups with the goal of the game to make pairs of cards with the same number.
Standard K.CC.1.
Count to 100 by ones and by tens.Standard K.CC.2.
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).Standard K.CC.3.
Read and write numbers using base ten numerals from 0 to 20. Represent a number of objects with a written numeral, in or out of sequence (0 represents a count of no objects).
Count to tell the number of objects (Standards K.CC. 4–5).
Core Guide- Counting and Cardinality (K.CC) - Kindergarten Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Counting and Cardinality (K.CC)
OER CurriculumEngage NY
- Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. - Kindergarten Mathematics Module 1: Numbers to 10 Curriculum in A Story of Unit (Engage NY)
In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations. Reasoning and dialogue begin immediately. In Topics C, D, E, and F, students order, count, and write up to ten objects to answer "how many?" questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count. In Topics G and H, students use their understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less.
- Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards. - Kindergarten Unit 1: Counting With Friends (Georgia Standards)
In this unit, students will recognize and order numbers 0-20, count to tell the number of objects (to 20), compare numbers (to 10), and write the numbers 0-20. - Kindergarten Unit 2: Comparing Numbers (Georgia Standards)
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes composing and decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking.
Instructional Tasks- Counting Mat
This task gives students another way to practice counting and gain fluency with connecting a written number with the act of counting. This task should be introduced by the teacher and would then be a good independent center. - Counting Overview
This standard asks students to count with automaticity and meaning, and to be able to record their findings. Lastly, students need to be able to compare two numbers. - Goodie Bags
In this task students compare 3 quantities and order them from least to greatest using various items. - Goody Bags
In this activity students are given a bag of counting objects and they count the objects, record the number on a post-it note and stick the post-it note onto the outside of the bag. - More and Less Handfuls
Each student grabs two handfuls of counters. The student combines his/her handfuls into one collection and then counts them. The student then draws and records the quantity on a student-recording sheet. - The Napping House
The purpose of the task is for students to use the context of "The Napping House" to connect counting and cardinality. The teacher or students could also write a simple equation on the classroom dry-erase board each time another person or animal gets into the bed. This would connect counting to addition and subtraction for the students, and would connect with standard K.OA.1. For example, when the child gets in with granny, the equation would be 1+1=2 and so on for each animal added to the bed
Review Activitiy- Color Week
The purpose of this task is to help students understand the connection between counting and cardinality. Thus, oral counting and recording the number in digit form are the most important aspects of this activity. - Counting Cup
This activity is designed to ensure that students are able to count out their own collection of manipulatives. - Counting Objects and Ordering Numbers
In this lesson kindergarteners count and order numbers with and without a number line. (6 minutes) - Finding Equal Groups
The purpose of this task is for students to build fluency in counting. - IXL Game: Count to 20
This game helps kindergarteners learn how to count to 20. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use. - Mingle & Count: A Game of Number Sense
This lesson shows a game designed to practice counting by forming groups based on a given number. (5 minutes) - Number Rods
This activity gives students practice counting for meaning. This task also allows students to see the size of the rod grow as the number gets larger.
Standard K.CC.4.
Understand the relationship between numbers and quantities; connect counting to cardinality.
- When counting objects, say the numbers in the standard order. Pair each quantity of objects with one and only one number and each number with the correct quantity of objects.
- Understand that the last number said represents the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
- Understand that each successive number refers to a quantity that is one greater than the previous number.
Standard K.CC.5.
Use counting to answer questions about "how many." For example, 20 or fewer objects arranged in a line, a rectangular array, or circle; 10 or fewer objects in a scattered configuration. Using a number from 1-20, count out that many objects.
Identify and compare quantities of objects and numerals (Standards K.CC.6–7).
Core Guide- Counting and Cardinality (K.CC) - Kindergarten Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Counting and Cardinality (K.CC)
OER CurriculumEngage NY
- Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes.
- Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards. - Kindergarten Unit 2: Comparing Numbers (Georgia Standards)
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes composing and decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking.
Instructional Tasks- More and Less Handfuls
Each student grabs two handfuls of counters. The student combines his/her handfuls into one collection and then counts them. The student then draws and records the quantity on a student-recording sheet. - Which number is greater? Which number is less? How do you know?
The purpose of this task is for students to explain how they know one quantity is greater or less than another quantity. Students will easily be able to identify which number is greater or less. However, explaining their reasoning will help them solidify their number sense skills.
Review Activitiy- Biggest Number Wins
Given a set of number cards students play a game which requires them to determine which of two numbers is greater. - Guess the Marbles in the Bag
This activity has students guess how many objects are in a bag and then use the comparison terms less than, greater than or equal to to compare the various guesses.
Standard K.CC.6.
Use matching or counting strategies to identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.Standard K.CC.7
Compare two numbers between 1 and 10 presented as written numerals using "greater than," "less than," or "equal to."
Strand: OPERATIONS AND ALGEBRAIC THINKING (K.OA)
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from (Standards K.OA.1–5).
Core Guide- Operations and Algebraic Thinking (K.OA) - Kindergarten Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Operations and Algebraic Thinking (K.OA)
OER CurriculumEngage NY
- Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. - Kindergarten Mathematics Module 4: Number Pairs, Addition and Subtraction to 10
Module 4 marks the next exciting step in math for kindergartners, addition and subtraction! They begin to harness their practiced counting abilities, knowledge of the value of numbers, and work with embedded numbers to reason about and solve addition and subtraction expressions and equations. In Topics A and B, decomposition and composition are taught simultaneously using the number bond model so that students begin to understand the relationship between parts and wholes before moving into formal work with addition and subtraction in the rest of the module.
- Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards. - Kindergarten Unit 5: Investigating Addition and Subtraction (Georgia Standards)
For numbers 0 10, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes quickly recognizing the cardinalities of less sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking. - Kindergarten Unit 6: Further Investigation of Addition and Subtraction (Georgia Standards)
For numbers 0 10, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes quickly recognizing the cardinalities of less sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking.
Instructional Tasks- Bobbie Bear's Buttons
The purpose of this task is for students to find different pairs of numbers that sum to 4. - Christina's Candies
This task is meant to be presented as a sequence of questions posed by the teacher to the students. Once a student finds one answer, the teacher then asks him/her to find another. The student is asked to use objects, pictures, or equations to demonstrate his/her thinking. - IXL Game: Subtraction with Pictures - Numbers up to 10
This IXL game helps the kindergartener understand subtraction. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use. - Make 9
In this task students are asked to make 9 in as many ways as they can by adding two numbers between 0 and 9. - Many Ways to Do Addition 1
This lesson should be taught after students have had many experiences solving addition equations. The purpose of this task is not to teach or model the addition strategies. Rather the purpose of this task is make explicit different ways students can solve problems so that they will be able to find the most efficient strategy in any given situation and increase their addition fluency. - My Book of Five
The purpose of this task is to help students develop fluency with addition facts to 5.
Review Activitiy- Dice Addition 1
This task supports students in correctly writing numbers. Because students have to trace the number instead of coloring in a bubble with the number in it or circling the correct number, they gain handwriting practice as well as counting and addition practice. - Dice Addition 2
This task asks students to write equations, not just record sums, when using dice to generate sums. - IXL Game: Addition with Pictures - Sums up to 10
This game helps the kindergartener understand addition using objects. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use. - Make 9
In this task students are asked to make 9 in as many ways as they can by adding two numbers between 0 and 9. - My Book of Five
The purpose of this task is to help students develop fluency with addition facts to 5. - Pick Two
This task could be used by teachers as an opportunity to gauge their students' ability to write equations and whether they may be ready to begin a discussion about what the equal sign means. - Quick Images: Visualizing Number Combinations
The educator in this Teaching Channel video uses quick images to identify combinations of 8 - best done in the latter part of Kindergarten. (6 minutes) - Shake and Spill
The purpose of this task is for students to decompose a number as a sum of two other numbers in more than one way. - Ten Flashing Fireflies
The purpose of this task is to help students develop fluency with addition facts to 10. - Ten Frame Addition
The purpose of this task is for students to practice adding numbers within ten and become familiar with the ten-frame. - What's Missing?
For this task the teacher shows the student 6 counters (small, flat objects). The student is then asked to close his/her eyes. while some of the counters are hidden under a sheet of heavy paper. When the student opens his/her eyes, s/he determines how many were hidden based on the number of counters still showing.
Standard K.OA.1
Represent addition and subtraction with objects, fingers, mental images, simple drawings, or sounds. For example, use clapping, act out situations, and use verbal explanations, expressions, or equations.Standard K.OA.2
Solve addition and subtraction word problems within 10. Use objects or drawings to represent the problem.Standard K.OA.3
Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings. Record each decomposition by a drawing or equation. For example, 5 = 2 + 3 and 5 = 4 + 1.Standard K.OA.4
Make sums of 10 using any number from 1 to 9. For example, 2 + 8 = 10. Use objects or drawings to represent and record the answer.Standard K.OA.5
Fluently add and subtract using numbers within 5.
Strand: NUMBER AND OPERATIONS IN BASE TEN (K.NBT)
Compose and decompose numbers 11–19 to gain foundations for place value (Standard K.NBT.1).
Core Guide- Number and Operations in Base Ten (K.NBT) - Kindergarten Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Number and Operations in Base Ten (K.NBT)
OER CurriculumGeorgia Standards of Excellence Curriculum Frameworks
- Kindergarten Unit 2: Comparing Numbers (Georgia Standards)
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes composing and decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking.
Instructional Tasks- What Makes a Teen Number?
The purpose of this task is to help students understand the base-ten structure of teen numbers. This task was designed specifically to support students in developing fluency with tens and teen numbers.
Review Activitiy- IXL Game: Numbers and counting up to 20: Count tens and ones - up to 20
This game helps the kindergartener understand counting tens and ones. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use.
Standard K.NBT.1
Compose and decompose numbers from 11-19 into ten ones and some further ones. Use objects or drawings and record each composition or decomposition by a drawing or equation. For example, 18 = 10 + 8. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Strand: MEASUREMENT AND DATA (K.MD)
Describe and compare measurable attributes of objects (Standards K.MD.1–2)
Core Guide- Measurement and Data (K.MD) - Kindergarten Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Measurement and Data (K.MD)
OER CurriculumEngage NY
- Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. - Kindergarten Mathematics Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10
After students observed, analyzed, and classified objects by shape into pre-determined categories in Module 2, they now compare and analyze length, weight, volume, and, finally, number in Module 3. The module supports students understanding of amounts and their developing number sense. The module culminates in a three-day exploration, one day devoted to each attribute: length, weight, and volume.
- Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards. - Kindergarten Unit 4: Measuring and Analyzing Data (Georgia Standards)
In this unit, students will describe and compare measurable attributes, classify objects and count the number of objects in each category.
Instructional Tasks- Longer and Heavier? Shorter and Heavier?
The purpose of this task is for students to compare two objects according to different measurable attributes. Students should work on comparing objects along a single measurable attribute before tackling this task. - Size Shuffle
The purpose of this task is for students to understand and practice using comparison language for height. - Which is Heavier?
The teacher will pre-select a group of classroom objects (8-12) for the students to use. Each student will choose two objects to weigh. Each object will go in one side of the balance scale. - Which is Longer?
The purpose of this task is for students to compare two objects to determine which object is longer and which object is shorter. This task asks students to work at the most basic level of measuring for kindergarteners, comparing one object to another without the use of a measuring tool.
Review Activitiy- Longer and Shorter
The purpose of this task is for students to compare the height of two objects. This task would be good independent practice for students after they have been introduced to the idea of taller and shorter in a whole group setting. - Which is heavier?
The purpose of this task is for students to use a balance scale to compare the weights of two different objects. It is best if the objects appear to be close to the same weight so that comparing them on a balance scale is meaningful. This task also introduces students to the way in which a balance scale works, which is not obvious. - Which weighs more? Which weighs less?
In this activity students choose from a varied group of blocks and compare two by weight.
Standard K.MD.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.Standard 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 length of two pencils and describe one as shorter or longer.
Classify objects and count the number of objects in each category (Standard K.MD.3).
Core Guide- Measurement and Data (K.MD) - Kindergarten Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Measurement and Data (K.MD)
OER CurriculumEngage NY
- Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes.
- Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards. - Kindergarten Unit 1: Counting With Friends (Georgia Standards)
In this unit, students will recognize and order numbers 0-20, count to tell the number of objects (to 20), compare numbers (to 10), and write the numbers 0-20. - Kindergarten Unit 2: Comparing Numbers (Georgia Standards)
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes composing and decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and represent thinking. - Kindergarten Unit 3: Sophisticated Shapes (Georgia Standards)
Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes. - Kindergarten Unit 4: Measuring and Analyzing Data (Georgia Standards)
In this unit, students will describe and compare measurable attributes, classify objects and count the number of objects in each category.
Instructional Tasks- Goodie Bags
In this task students compare 3 quantities and order them from least to greatest using various items.
Review Activitiy- IXL Game: Sorting, ordering, and classifying: Put numbers up to 30 in order
This game helps the kindergartener classify objects into given categories. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use. - Sort and Count I
Using cards or various objects students must look at the items and decide two or three different ways to sort them. - Sort and Count II
The purpose of this task is for students to sort the same set of objects according to different attributes and to practice counting to tell the number of objects in a set.
Standard K.MD.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Limit the category counts to less than or equal to 10.
Strand: GEOMETRY (K.G)
Identify and describe shapes, including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres (Standards K.G.1–3).
Core Guide- Geometry (K.G) - Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Geometry (K.G)
OER CurriculumEngage NY
- Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. - Kindergarten Mathematics Module 2: Two-Dimensional and Three-Dimensional Shapes (Engage NY)
Module 2 explores two-dimensional and three-dimensional shapes. Students learn about flat and solid shapes independently as well as how they are related to each other and to shapes in their environment. Students begin to use position words when referring to and moving shapes. Students learn to use their words to distinguish between examples and non-examples of flat and solid shapes.
- Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards. - Kindergarten Unit 3: Sophisticated Shapes (Georgia Standards)
Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.
Review Activitiy- Shape Hunt Part 1
This game is a scavenger hunt. It can be played indoors or outdoors. In the play area, the teacher should scatter 6 shapes cut out of construction paper attached to whatever appropriate surfaces are nearby. The shapes should be clearly numbered. Students go out to the play area with a blank paper with 6 empty slots. When the student finds a shape they should copy it to their own paper in the appropriate spot. - Shape Hunt Part 2
The main difference between this task and part 1 is that students are now given the task of finding and identifying real-world shapes in their environment. - Shape Sequence Search
Given a bingo-like sheet showing various shapes the student must find the sequence of shapes that the teacher reads, e.g. triangle-rectangle-rectangle-circle.
Standard 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.Standard K.G.2
Correctly name shapes regardless of their orientations or overall sizes.Standard K.G.3
Identify shapes as two-dimensional ("flat") or three-dimensional ("solid").
Analyze, compare, create, and compose shapes (Standards K.G.4–6).
Core Guide- Geometry (K.G) - Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Kindergarten Mathematics - Geometry (K.G)
OER CurriculumEngage NY
- Kindergarten Mathematics (Engage NY)
In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in Pre-K-Grade 12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. - Kindergarten Mathematics Module 6: Analyzing, Comparing, and Composing Shapes
Kindergarten comes to a close with another opportunity for students to explore geometry in Module 6. Throughout the year, students have built an intuitive understanding of two- and three-dimensional figures by examining exemplars, variants, and non-examples. They have used geometry as a context for exploring numerals as well as comparing attributes and quantities. To wrap up the year, students further develop their spatial reasoning skills and begin laying the groundwork for an understanding of area through composition of geometric figures.
- Georgia Standards of Excellence Mathematics
GeorgiaStandards.Org (GSO) is a free, public website providing information and resources necessary to help meet the educational needs of students. The goal of this web site is to provide information that will enhance and support teaching and learning of Georgia standards. - Kindergarten Unit 3: Sophisticated Shapes (Georgia Standards)
Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.
Review Activitiy- Alike or Different Game
In this task/game students are given a set of cards showing various shapes. The student pairs take turns drawing two cards and naming something that is the ALIKE or DIFFERENT between the two cards. - IXL Game: Identify Shapes
This IXL game helps the kindergartener correctly name shapes. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use.
Standard K.G.4
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes and orientations, using informal language to describe their similarities, differences, and other attributes (for example, color, size, shape, number of sides).Standard K.G.5
Model and create shapes from components such as sticks and clay balls.Standard 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?"
The Online Core Resource pages are a collaborative project between the Utah State Board of Education and the Utah Education Network. If you would like to recommend a high quality resource, contact Trish French (Elementary) or Lindsey Henderson (Secondary). If you find inaccuracies or broken links contact resources@uen.org.