Curriculum for Pre-kindergarten

Students learn the meaning of same, different, alike, larger, and smaller. They identify and match objects based on size, color, shape, and even purpose.

Pretest: Sorting and labeling objects by attribute

In the pretest, students identify and label objects that are the same, different, larger, and smaller. They also sort objects into groups based on their attributes

Identify two out of three objects that are the same

Build an understanding of the word "same." The identify which two objects are the same when shown three objects

Identify two out of three objects that are different

Practice the difference between "same" and "different." Then look at three objects and choose two objects that are different

Identify whether two objects are the same or different

Practice comparing objects. Look at two objects and tell whether they are the same or different

Identify which of two similar objects is larger

Practice comparing objects. Look at two objects that look alike but are different sizes. Tell which one is larger

Identify which of two similar objects is smaller

Practice comparing objects. Look at two objects that look alike but are different sizes. Tell which one is smaller

Match pairs of similar items that differ in size and/or color

Match pictures that show the same object. The objects may be different sizes or different colors, but are alike because they show the same object

Match pairs of similar items that differ in size and color

Match pairs of similar objects that differ in size and color. Look at pictures and match the pictures that show the same object, even if the color or size is different

Match pairs of different items that are used together

Match pairs of different objects to show which ones are used together. Instead of matching the same objects, this time you match objects based on what objects go together or what objects are used together

Students build upon their understanding of size, color, shape, and purpose to sort dissimilar objects based on a common attribute. They must also ignore objects that do not fit the given descriptors.

Identify objects that belong to a given category

Practice sorting objects by type of object. Feed a creature objects in a given category by clicking on all of the objects in that category

Identify objects of a given color

Practice with sorting objects by color. Feed a creature objects of a given color by clicking them

Sort objects based on two given categories (Level 1)

Practice sorting objects by type of object. Drag each picture to the correct category

Sort objects based on two given categories (Level 2)

Practice sorting objects. Sort the objects into two different categories. Not all objects shown are in the categories, so some objects won't be used

Sort objects based on two given colors

Practice sorting objects by color. Sort the objects into two different categories based on their colors. Not all objects shown are of the given colors, so some objects won't be used

Exit ticket: Sorting and labeling objects by attribute

In the exit ticket, students identify and label objects that are the same, different, larger, and smaller. They also sort objects into groups based on their attributes

Students learn to count objects with 1:1 matching by interacting with each object, either by tapping it or by moving it. They work with uniform objects that are both aligned and scattered. Automatic voice prompts give directions and guidance.

Pretest: Counting to 5

In the pretest, students identify numerals from 1-5 and count up to 5 concrete objects. They also identify the number that comes next in the series, or "one more."

Count uniform objects (Part 1)

Practice counting. Count up to three of the same object. Say the answer out loud

Count uniform objects (Part 2)

Practice counting. Count up to three of the same object. Say the answer out loud

Align groups of uniform objects and identify the total

The game will sort objects into categories, with 1, 2, or 3 per category. Count how many are in each category and say the answer out loud

Count scattered uniform objects

Practice counting objects that are not lined up in a row. Count up to three pieces of fruit that are scattered on the screen. Say the number out loud

Students learn the numeric representation and value of numbers 1-3. They learn to identify and write the numerals and count from 1-3 with concrete objects.

Identify and write the numeral 1

Students learn how to write one as a numeral

Identify and write the numeral 2

Students learn how to write two as a numeral and identify it from a set of numbers

Determine if a set has 1 or 2 objects

Students count to determine if a set has 1 or 2 objects, then select the corresponding numeral

Identify and write the numeral 3

Students learn how to write three as a numeral and identify it from a set of numbers

Identify the correct numeral from 1-3

Given a number, students select the correct numeral from 1-3

Count to determine the number of objects in a set (Level 1)

Students count up to 3 concrete objects, then select the numeral that matches the set

Count to determine the number of objects in a set (Level 2)

Students continue counting up to 3 concrete objects, then select the numeral that matches the set

Count concrete objects to show 1-3 (Level 1)

Students click and drag concrete objects to count up to 3

Count concrete objects to show 1-3 (Level 2)

Students continue to create sets of 1-3 concrete objects by counting

Count concrete objects in sets

Students count concrete objects and select the numeral to label the set. Then, they see that different numbers represent different values

Identify sets of 1-3 objects (Level 1)

Students identify the set that shows a given value from 1-3

Identify sets of 1-3 objects (Level 2)

Students continue identifying the set that shows a given value from 1-3

Identify numerals from 1-3

Students review the numerals that represent 1-3

Students learn the numeric representation and value of number 4. They learn to identify and write the numeral and count from 1-4 with concrete objects.

Identify and write the numeral 4

Students practice counting to four. They learn how to write four as a numeral and identify it from a set of numbers

Identify the correct numeral from 1-4

Students count sets of four objects and identify the corresponding numeral for 4.Then, students select the correct numeral from 1-4 for a given number

Count and label the number of objects in a set

Students review counting to 4 with. They count the number of objects in a set and identify the corresponding numeral from 1-4

Explore the concept of pairs

Students learn that a pair is a set of two like objects. Students create pairs with concrete objects

Count sets of 4

Students tap and count 4 concrete objects. Students begin to view four as a set of 2 pairs

Count to determine the number of objects in a set

Students count or subitize up to 4 to determine the number of objects in a set

Count concrete objects to show 1-4

Students click and drag concrete objects to count up to 4

Identify sets of 1-4 objects

Students identify the set that shows a given value from 1-4

Students learn the numeric representation and value of number 5. They learn to identify and write the numeral and count from 1-5 with concrete objects.

Write and count to 5

Students practice counting to five. They learn how to write five as a numeral and identify the it from a set of numbers. They count and label sets of 5 objects. Given a number from 1-5, they select the correct numeral

Count concrete objects up to 5 (Level 1)

Students tap and count up to 5 concrete objects

Count concrete objects up to 5 (Level 2)

Students have further practice counting up to 5 objects

Count concrete objects to show 1-5

Students click and drag concrete objects to count up to 5

Identify sets of 1-5 objects

Students identify the set that shows a given value from 1-5

Students work with sets of identical objects to determine the total when one more is added. They may or may not count each object as they begin to rely on their ability to visually recognize totals up to five.

Determine the total after "one more" is added to a set of identical objects (Part 1)

Practice with the concept of one more. As each bird lands on a branch, tell how many birds by clicking on the numeral

Add "one more" object to a set and determine the total

Practice with the concept of one more. See how many blocks a child has. Then give the child one more block. Tell how many blocks they have now

Determine the total after "one more" is added to a set of identical objects (Part 2)

Practice identifying one more. Count how many objects are in a group. Then tell how many there are when one more is added

Determine the missing numbers on a number line numbered 1-5

Space worms have the numbers in order on their bodies! Fill in the one or two missing numbers on each space worm

Students work with sets of identical objects to determine what remains when one is taken away. Students learn to count backward from 5 and identify missing numbers in this series.

Determine what remains after one is taken away

Students practice with the concept of "one less." As a fish swims away from a set, they determine the amount that remains and click on that number

Count backward from 5

Students learn to count backward from 5 with a rhyme. They use the rhyme to find a missing number in the series

Identify the missing number in a series

Students have more practice identifying a missing number in a series counting backward from 5

Exit ticket: Counting to 5

In the exit ticket, students identify numerals from 1-5 and count up to 5 concrete objects. They also identify the number that comes next in the series, or "one more."

Students identify circles, squares, triangles, and rectangles of different sizes, colors, and orientation. Students also work with triangles and rectangles with different proportions. They learn the positions above, below, next to, in front of, and behind.

Pretest: 2-D shapes and relative positions

In the pretest, students identify circles, triangles, and rectangles of various colors, sizes, and orientations. They also identify objects' relative positions, responding to words like "on" or "on top of."

Identify circles from among a set of two-dimensional shapes

Practice recognizing circles. Then find and click on the circles in a set of shapes to feed them to the creature

Identify squares from among a set of two-dimensional shapes

Practice recognizing squares. Then find and click on the squares to feed them to the creature

Identify triangles from among a set of two-dimensional shapes

Practice recognizing triangles. Then find and click on the triangles to feed them to the creature

Identify rectangles from among a set of two-dimensional shapes

Practice recognizing rectangles. Then find and click on the rectangles to feed them to the creature

Identify the position above or below a given object (Part 1)

Practice the positional words "above" and "below." Help guide a spaceship through space by telling it to go above or below an asteroid

Identify the position above or below a given object (Part 2)

Practice the positional words "above" and "below" by tapping the space above or below the birds

Move objects up or down as instructed

Practice the words "up" and "down" by dragging handles up or down to reveal a space scene

Position a shape above or below another shape as instructed

Practice the words "above" and "below." Listen to the directions telling where to put the given shapes

Position an object next to another object as instructed

Practice the meaning of the positional phrase "next to" by positioning objects next to other objects

Position an object in front of or behind another object as instructed

Practice the positional terms "in front of" and "behind" by placing objects in front of or behind other objects

Exit ticket: 2-D shapes and relative positions

In the exit ticket, students identify circles, triangles, and rectangles of various colors, sizes, and orientations. They also identify objects' relative positions, responding to words like "on" or "on top of."

Students continue developing their ability to count with 1:1 matching, moving in a left to right progression as well as from top to bottom to count objects in rows. They continue to develop their visual recognition of totals without counting.

Pretest: Counting to 10

In the pretest, students identify numerals from 0-10 and count up to 10 concrete objects in scattered arrangements. They also identify the number that comes next in the series

Recognize that one more than 5 is 6

Learn that one more than 5 is 6. Count a row 5 objects, then see one more object added to the row. Learn that the next number after 5 is 6 as a 6 tile is placed beside the 5 tile

Count 6 similar aligned objects from left to right

Count up to 6 similar objects that are in a row. Practice one-to-one correspondence by clicking on each object as you count

Tap objects to count the total to 6

Count 6 objects that are not in a row, and click on the number that tells how many

Identify totals of up to 6 identical objects

Count up to 6 objects, then click on the number that tells how many

Recognize that one more than 6 is 7

Learn that one more than 6 is 7. Count a row 6 objects, then see one more object added to the row. Learn that the next number after 6 is 7 as a 7 tile is placed beside the 6 tile

Count 7 similar aligned objects from left to right

Count up to 7 similar objects that are in a row. Practice one-to-one correspondence by clicking on each object as you count

Tap objects to count the total to 7

Count 7 objects that are not in a row, and click on the number that tells how many

Identify totals of up to 7 identical objects

Count up to 7 similar objects that are in a row. Click on the number that tells how many

Align groups of identical objects and identify the total

Learn that it is easier to count objects when they are in a row. Line up 6 or 7 objects in a row, then count. Click on the number that tells how many

Count identical objects in two rows from left to right, top to bottom

Practice counting up to 6 objects that are placed in two rows by counting left to right and top to bottom

Students work with groups of identical objects to split totals in different ways (a precursor to learning fact families). They count objects in different alignments, including circular, two rows, and vertical column. In the final exercise, they see that when objects are rearranged, the total remains the same.

Combine and split groups of 6 identical objects and determine totals

Count how many pencils a girl has, then count how many pencils a boy has. Then, put all of the pencils together and count how many there are altogether

Split a group of 6 identical objects into two groups in different ways

Split 6 flowers into two groups in different ways. First, split the flowers into two groups of 3. Then split the flowers into a group of 1 and a group of 5

Combine and split groups of 7 identical objects and determine totals

Count how many pencils a girl has, then count how many pencils a boy has. Then, put all of the pencils together and count how many there are altogether

Split a group of 7 identical objects into two groups in different ways

Split 7 flowers into two groups in different ways. First, split the flowers into a group of 3 and a group of 4. Then split the flowers into a group of 1 and a group of 6

Distribute and count 7 identical objects aligned in a circular arrangement

Distribute 7 balls to 7 children who are standing in a circle. Then count the balls and click on the number to tell how many

Distribute and count 6 identical objects aligned in two rows

Practice one-to-one correspondence. Distribute 6 bowls of food to 6 pets who are sitting in two rows. Then count the bowls to tell how many

Distribute and count 5 or 6 identical objects aligned in a column

Practice counting objects that are in a column. Sew 5 or 6 buttons on a jacket. Then count the buttons and click on the number to tell how many

Students continue developing their ability to count with 1:1 matching, moving in a left to right progression as well as from top to bottom to count objects in rows.

Recognize that one more than 7 is 8

Learn that one more than 7 is 8. Count a row 7 objects, then see one more object added to the row. Learn that the next number after 7 is 8 as an 8 tile is placed beside the 7 tile

Count 8 similar aligned objects from left to right

Count up to 8 similar objects that are in a row. Practice one-to-one correspondence by clicking on each object as you count

Identify totals of up to 8 identical objects

Practice counting. Count up to 8 identical objects that are in a row

Align groups of identical objects and identify the total

See that it is easier to count if you line up the objects in a row first. Align up to 8 objects in a box, then count them and click on the number that tells how many there are

Count identical objects in two rows from left to right, top to bottom

Practice counting up to 8 objects that are placed in two rows by counting left to right and top to bottom

Students match groups of uniform objects to a total written in digits. They work with both aligned and scattered objects to match objects to a number or match a number to objects. Students begin to create parts (or groups) for totals of up to eight objects.

Identify the total of 8 identical objects aligned in two groups

Count how many pencils a girl has, then count how many pencils a boy has. Then, put all of the pencils together and count how many there are altogether

Split a set of 8 objects into two groups in different ways

Split 8 flowers into two groups in different ways. First, split the flowers into two groups of 4. Then split the flowers into a group of 2 and a group of 6

Identify the total of 8 identical objects aligned in a circle

Distribute 7 balls to 7 children who are standing in a circle. Then count the balls and click on the number to tell how many

Identify the total of 8 identical objects aligned in two rows

Distribute bowls of food to 8 dogs who are sitting in two rows. Then count the bowls to tell how many

Identify the total of 7 identical objects aligned vertically

Practice counting objects that are in a column. Sew buttons on a jacket. Then count the buttons and click on the number to tell how many

Students are introduced to the concept of 0. They continue developing their ability to count with 1:1 matching, moving in a left to right progression as well as from top to bottom to count objects in rows.

Recognize that 0 is an amount that is one less than 1

Learn the meaning of zero. Find one less than 3, one less than 2, and one less than 1. See that the 0 tile goes to the left of 1 in the row of numbers

Determine which set of identical objects has a total of 0

Practice with the concept of zero. Look at three plates and choose the plate that has 0 pieces of fruit

Determine totals of identical objects, including 0

Practice with the concept of zero. Look at the number of pencils that two children have on their desks. One of the children has 0 pencils. The other child has some pencils. Click on the numbers to tell how many pencils each child has

Recognize that one more than 8 is 9

Learn that one more than 8 is 9. Count a row 8 objects, then see one more object added to the row. Learn that the next number after 8 is 9 as a 9 tile is placed beside the 8 tile

Count 9 similar aligned objects from left to right

Count up to 9 similar objects that are in a row. Practice one-to-one correspondence by clicking on each object as you count

Identify totals of up to 9 identical objects

Practice counting. Count up to 9 identical objects that are in a row

Align groups of identical objects and identify the total

See that it is easier to count if you line up the objects in a row first. Align up to 9 objects in a box, then count them and click on the number that tells how many there are

Students work with groups of identical objects to split totals in different ways (a precursor to learning fact families). They count objects in different alignments, including circular and rows. In the final exercise, they see that when objects are rearranged, the total remains the same.

Combine and split groups of 9 identical objects and determine totals

Count how many pencils a girl has, then count how many pencils a boy has. Then, put all of the pencils together and count how many there are altogether

Split a group of 9 identical objects into two groups in different ways

Split 9 flowers into two groups in different ways. First, split the flowers into a group of 3 and a group of 6. Then split the flowers into a group of 2 and a group of 7

Count 7 identical objects aligned in a circular arrangement

Practice counting objects that are in a circular arrangement. Count identical objects that are arranged in a circle

Distribute and count 9 identical objects aligned in a circular arrangement

Distribute balls to 9 children who are standing in a circle. Then count the balls and click on the number to tell how many

Students continue developing their ability to count with 1:1 matching, moving in a left to right progression as well as from top to bottom to count objects in rows.

Recognize that one more than 9 is 10

Learn that one more than 9 is 10. Count a row 9 objects, then see one more object added to the row. Learn that the next number after 9 is 10 as a 10 tile is placed beside the 9 tile

Count 10 similar aligned objects from left to right

Count up to 10 similar objects that are in a row. Practice one-to-one correspondence by clicking on each object as you count

Identify totals of up to 10 identical objects

Practice counting. Count up to 10 identical objects that are in a row

Align groups of identical objects and identify the total

See that it is easier to count if you line up the objects in a row first. Align up to 10 objects in a box, then count them and click on the number that tells how many there are

Count identical objects in two rows from left to right, top to bottom

Practice counting up to 10 objects that are placed in two rows by counting left to right and top to bottom

Exit ticket: Counting to 10

In the exit ticket, students identify numerals from 0-10 and count up to 10 concrete objects in scattered arrangements. They also identify the number that comes next in the series

Students work with groups of identical objects to split totals in different ways (a precursor to learning fact families). They count objects in different alignments, including circular and two rows. In the final exercise, they see that when objects are rearranged, the total remains the same.

Combine and split groups of 10 identical objects and determine totals

Count how many pencils a girl has, then count how many pencils a boy has. Then, put all of the pencils together and count how many there are altogether

Split a group of 10 identical objects into two groups in different ways

Split 10 flowers into two groups in different ways. First, split the flowers into two groups of 5. Then split the flowers into a group of 3 and a group of 7

Distribute and count 10 identical objects aligned in two rows

Practice one-to-one correspondence. Distribute bowls of food to 10 pets who are sitting in two rows. Then count the bowls to tell how many

Students are introduced to the terms "taller," "higher," and "about the same" regarding height and length. They work with familiar objects to make determinations about height or weight, eventually manipulating objects to create the desired height or weight.

Determine which of two objects is taller

Practice with the words "taller" and "shorter." Place two objects next to each other, then click the taller object

Determine which of two objects is longer or shorter

Practice with the words "longer" and "shorter." Place two objects next to each other, then click the longer or shorter object

Identify two objects that are about the same height

Practice identifying objects that are about the same height. Look at two pairs of objects. Choose the pair of objects that are about the same height. Then look at three objects and choose the two objects that are about the same height

Identify two objects that are about the same length

Look at three objects, and choose the two objects that are about the same length. Then show where to cut one ribbon to make it about the same length as another ribbon

Identify an object that is about the same length or height as a given object

Practice comparing length and height. Look at three objects and choose the one that is about the same length or height as a given object

Add cars or take them away to make a train the same length as a given train

Practice making trains of the same length. Add train cars or take train cars away to make a train the same length as a given train

Add cubes or take them away to make a tower the same height as a given tower

Build a tower with cubes to make a tower that is the same height as another tower. Then take cubes away from a tower until it is the same height as another tower

Students are introduced to the concept of weight, including the terms "lighter" and "heavier." Students will compare familiar objects to make determinations about weight.

Explore the concepts of "lighter" and "heavier"

Students will learn the terms "lighter" and "heavier." Given two sets of like objects, they will choose which group is heavier

Determine which object is heavier

Given two different objects to compare, students will choose the one that is heavier

Determine which object is lighter

Given two different objects to compare, students will choose the one that is lighter

Students are introduced to the terms "first" and "last," then use this knowledge to identify which items are first and last in a series of 5 or less. Then, students are introduced to the concept of one-to-one correspondence.

Develop the concept of "first" and "last"

Students will learn the terms "first" and "last" in relation to objects in a line. Students will practice identifying the objects in these positions

Identify objects that are first and last in a series

Students will identify and select the first and last objects in a series. The number of objects in the series ranges from 3 to 5

Begin to understand the concept of one-to-one correspondence

Students will place given objects into a series of boxes. Students will determine if the number of objects is equal to the number of boxes

Students are introduced to the concepts of "more," "less," "same," and "different." Given two sets of 5 or less objects, students will compare the number of items in each group and identify which shows more or less, or same or different amounts.

Determine which of two sets shows "more"

Students are introduced to the concept of "more," given two sets of objects. Students will identify which of two sets has more items. Sets contain 5 or less items

Determine which of two sets shows "fewer"

Students are introduced to the concept of "fewer," given two sets of objects. Students will identify which of two sets has fewer items. Sets contain 5 or less items

Identify the number of cubes in two given stacks and compare them

Given two rods of 5 or less base-10 cubes to compare, students will determine which stack has more or less. Students will then count the number of cubes in each rod. Students are thereby introduced to the concept of comparing numbers

Begin to understand the concepts of "same" and "different" amounts of objects

Students are introduced to the concept of "same," or equal, amounts of objects. Given two rods of 5 or less base-10 cubes to compare, students will determine if the two rods show same or different amounts of cubes

Determine if two sets of base-10 cubes show the same amount

Given two rods of 5 or less base-10 cubes, students will compare the sets and determine if they do or do not show the same amount of cubes

Students count identical objects aligned in a row. Then additional objects, identical except for the color, are added to the row. Students count those objects and then determine the total.

Count two groups of objects and determine the total (Part 1)

Count how many objects are in each of two groups. Then tell how many there are altogether. The sums are up to 5

Count two groups of objects and determine the total (Part 2)

Count how many objects are in each of two groups. Then tell how many there are altogether. The sums are up to 5

Students count identical objects aligned in a row. Then some of the objects are taken away (balloons pop, pears are eaten, etc.). Students count the remaining objects to determine the difference.

Determine the number of objects at different points in a subtraction scenario (Part 1)

Visualize subtraction situations. Count some balloons. Tell how many pop and how many are left. Then count some pieces of fruit. Tell how many are eaten, and tell how many are left. The minuends are up to 5

Determine the number of objects at different points in a subtraction scenario (Part 2)

Visualize subtraction situations. Count some pieces of fruit. Tell how many are eaten, and tell how many are left. Then count some balloons. Tell how many pop and how many are left. The minuends are up to 5

Students move toward more abstract thinking by using cubes to represent real objects (birds, balloons, apples, etc.). They build understanding that the number of cubes represents the objects with 1:1 matching and can be used in determining totals in simple addition stories.

Match cubes 1:1 with objects aligned in a row (Level 1)

Match cubes one-to-one with up to 4 objects. This will help students model story problems using cubes as a model

Match cubes 1:1 with objects aligned in a row (Level 2)

Practice modeling a situation with cubes. Look at a picture of up to 4 objects. Place the correct number of cubes to model the number of objects

Determine the number of objects represented by cubes

Practice modeling a situation with cubes. Look at a picture of up to 4 objects. Place the correct number of cubes to model the number of objects. Then, the objects will be hidden. Look at the number of cubes, and tell how many objects are hidden

Match cubes 1:1 with objects aligned in a row (Level 3)

Practice one-to-one correspondence and modeling. Model different colored objects with different colored cubes. Make sure the number of cubes matches the number of objects

Determine the number of objects represented by cubes in an addition scenario (Level 1)

Model addition situations with cubes. Use a different colored cubes for different colored objects. Then, the objects will be hidden. Find how many objects there are altogether by counting the cubes

Determine the number of objects represented by cubes in an addition scenario (Level 2)

Practice modeling with cubes. Listen to a description telling a number of objects and model the number of objects using cubes. Then, set up addition problems with sums to 5 by modeling the two addends with cubes

Determine the total of two groups of objects based on their representation in cubes

Use cubes to model an addition story problem. Then solve the problem by finding the total number of cubes

Students move toward more abstract thinking by using cubes to represent real objects . They build understanding that the number of cubes represents the objects with 1:1 matching and can be used in determining totals in simple subtraction stories.

Represent subtraction scenarios using cubes to match objects 1:1

Model subtraction situations with up to 5 cubes. Look at how many pieces of fruit were eaten. Click on cubes to make that number plums or apples disappear

Determine the number of objects represented by cubes in a subtraction scenario

Use cubes to model a subtraction story problem. Click on cubes to make them disappear. Then the objects will be hidden. Find how many objects are hidden by counting the remaining cubes