Curriculum for Kindergarten

Students consider the size, shape, and color of objects to determine whether they are the same, different, or alike. Additionally, they are introduced to dissimilar objects that "match" because of a related function, such as a sock and a shoe.

Identify two out of three objects that are the same

On a picture of three creatures, choose the two that are the same. Click on the ones that are exactly the same. The one that is different will be different color, have different features, and a different pose

Identify two out of three objects that are different

Learn how to tell if things are different. On a picture of three creatures, choose two that are not the same. Two will be exactly the same. The one that is different will be different color, have different features, and a different pose

Identify differences between two similar images

Compare two pictures and find 5 difference between between them

Identify items that belong together based on their use

Match things that are used together. Select the item out of three choices that is used with a given item. Move the correct item next to the picture. Then, match three pictures to the items they are commonly used with

Identify whether two objects have the same shape (with different colors and patterns)

State whether two objects have the same shape. One shape is given, then different shapes in various colors and patterns scroll next to it. Click a check or an x to state whether the shapes match

Identify whether two objects have the same color (with different shapes and patterns)

Learn to compare the color of two objects. The objects may have a single color or a pattern made of two colors. Click Check or X to state whether the colors of two figures match

Identify whether two objects have the same pattern (with the same and with different colors)

Students see what it means to have the same pattern. They then choose two out of three objects that have the same pattern (and also the same color). They repeat this activity with the same pattern when the colors are different

Identify whether two objects have the same pattern (with different shapes and colors)

Compare the pattern on two objects. Match each of three figures to the same pattern in gray by dragging the gray pattern up to its partner. Then click Check or X to state whether the patterns of two figures match

Students sort similar objects based on narrow categories (such as "bears"), broad categories (such as "clothes"), and self-determined categories. They identify objects that do not belong in a group without being given the name of the category. Finally, students count to determine the total number of objects in a group.

Sort similar objects into given categories

Sort five objects into two categories. Drag each picture to the correct box. One picture will be left out of the boxes

Sort objects into self-determined groups

Sort 4-5 objects into two categories. Drag each picture to the correct category box. Then, decide how to separate 4-5 objects into two boxes without being given the category

Identify which of four objects does not fit with the group

Select the item that is different. Given four pictures, choose the one that does not belong in the same category as the other three

Identify objects that belong to a category and count the total

In a picture, find all of the items that belong to a given category. Then, identify the number of items found

Count totals of objects in a category

Select the correct number for the picture shown. Then, match the correct number to the picture given 3 pictures and three number choices. The numbers are less than 5

Identify sets of objects with a given total

Identify the set that contains the stated number of items. Two or three choices are given. The numbers are less than 5

Identify a set of objects with a given total

Identify the picture with the stated number in it. From four pictures, choose two that contain the correct number of objects

Sort objects into two groups and identify totals

Given a mixed set of two types of objects, sort them into two groups. Then, identity the number of objects in each group. The set contain less than 5 objects each

Students count in sequence to determine position or total up to 5. They relate objects to digits and see digits in a variety of fonts. They work with aligned objects, scattered objects, fingers, and the number line. Students learn strategies for counting with 1:1 match and learn that sets of objects with the same total can be aligned in different ways.

Match a numbered set of 1, 2, or 3 cubes to an identical numbered set of cubes

Match sets of cubes. A person with 1-3 cubes is shown. Then, there are three other people with sets of cubes. Select the set that matches the first set. The numbers are written in different fonts to practice number recognition

Match numbered and non-numbered sets of cubes to a number 1-3

Select the pictures that show the stated number (1, 2, or 3) of cubes. Four pictures are given in each problem. The numbers are written in different fonts to practice number recognition. Some numbers are obscured to encourage counting the cubes

Match sets of cubes to numbers 1-3

Given images with the numbers 1-3 and cards with sets of cubes, drag the correct set of cubes to each number. The numerals and the sets are in random order. Three sets of cubes and numbers are shown at a time

Match numbers 1-3 to their positions on a number line labeled with numbers and dot patterns

Put numbers on a number line. Drag the numbers 1-3 to their appropriate location on a number line. The number line spans the numbers 0 to 10 and is labeled with the numbers and dot patterns of each number. The numbers are presented in various fonts

Identify a numbered set of cubes that matches an identical set of 4 or 5 numbered cubes

Match sets of cubes. One person with 4 or 5 cubes is shown. Then, there are three other people with sets of cubes ranging from 2 to 5. Select the set that matches the first set. The numbers are written in different fonts to practice number recognition

Match numbered and non-numbered sets of cubes to number 4 or 5

Select the pictures that show the stated number (4 or 5) of cubes. Four pictures are given in each problem. The numbers are written in different fonts to practice number recognition. Some numbers are obscured to encourage counting the cubes

Count 2-5 aligned objects to determine the total

Given a row of 2-5 cubes, type or select the number of cubes shown

Match numbers 1-5 to arrangements of fingers displayed on a hand

Match a hand with the a number of fingers displayed to the correct numeral. Three numbers and hands are shown at a time

Match sets of cubes to numbers 1-5

Match a set of objects to the number. Given images with the numbers 1-5 and cards with sets of cubes, drag the correct set of cubes to each number. The numerals and the sets are in random order. Three sets of cubes and numbers are shown at a time

Identify numbered sets of cubes that match a given total up to 5

Select the pictures that show the stated number (1-5) of cubes. Four pictures with sets of cubes are given in each problem. More than one picture may contain the desired number of cubes, so select all that apply

Match numbers 1-5 to their positions on a number line labeled with numbers and dot patterns

Drag the numbers 1-5 to their appropriate location on a number line. The number line spans the numbers 0 to 10 and is labeled with the numbers and dot patterns of each number. The numbers to drag are presented in various fonts

Align scattered objects to count and determine the total

A randomly arranged set of objects (1-5) is presented. Drag the objects to a box to line them up to make it easier to count. Then, type or select the number shown

Count to find the total of scattered objects by matching 1:1 numbers to objects

Count the number of objects shown. Click on them to change their color to mark that they have been counted. Then, select the number

Identify a set of scattered objects that matches a given total up to 5

Count the number of objects shown. Type or select the number. Then, given a statement of how many objects to find, select the container that has the correct number of items in it

Students use digits 1-5 to sequence objects and to determine position or total. They work with aligned objects, scattered objects, and the number line. They explore the composition of the number 3 and begin using +, -, and = signs.

Identify sets of 0 among sets of scattered objects

Learn how to count backwards from 3 to 0 by selecting how many objects are in a series of images where one is removed in each consecutive picture. Then, choose a set that contains 0 from a choice of 3-4 pictures

Identify a set of scattered objects that matches a given total up to 5

Select the correct choices out of 4 pictures for the states number of objects. The pictures contain a person, a set of linking cubes, and the number of cubes

Sequence scattered objects numbered 1-5 in ascending order

There are pictures of train cars with the numbers 1-5 on them. Line them up in increasing order behind the engine labeled with a 0

Continue a count sequence on a number line from a given point to reach a given position

Practice counting to 5. A grasshopper starts at 0 on the number line and jumps to each number. Type in the number where he stops, counting all the way 5

Identify missing numbers up to 5 on a numbered number line

Given a number line from 0 to 10, type in the missing numbers. The numbers will be between 1 and 5. Each exercise will be missing one or two numbers

Identify the object at a given position in a set of aligned objects

Move an object to a stated location. First, fill in the numbers as the object pauses at each location until it reaches the given point. Then, move the object to the correct location with or without labeled numbers

Identify the position of an object in a set of aligned objects

Type the number of a location in a set of aligned doors. There are 8 doors and the location will be a number between 1 and 5

Students count in sequence to determine position or total up to 9. They relate objects to digits and see digits in a variety of fonts. They work with aligned objects, scattered objects, fingers, and the number line. Students learn strategies for counting with 1:1 match and learn that sets of objects with the same total can be aligned in different ways.

Recognize that one more than 5 is 6

Learn the number 6. Five items are shown. Select the correct numeral to represent that. Then, another item is added, showing that the digit 6 comes after 5

Recognize that one more than 6 is 7

Learn the number 7. Six items are shown. Select the correct numeral to represent that. Then, another item is added, showing that the digit 7 comes after 6

Identify the number of fingers up to 7 displayed on two hands

Two hands are displayed showing between 0 and 7 fingers. Click or type the number of fingers shown

Match numbers 0-7 to arrangements of fingers displayed on two hands

Three numbers and three pictures of hands displaying fingers are shown. Match the hands to the numbers 0-7

Identify a set of aligned objects that matches a given total up to 7

Identify the image showing up to 7 cubes. Three choices of rows of cubes are given. Click on the one that matches the number

Match numbered patterns of dots to an identical numbered pattern of dots up to 7

Match numbered dot patterns. Small octopuses are holding flags with numbers and dot patterns. Drag all that match the father octopus' number and pattern over to him. The numbers are written in various fonts

Identify sets of numbered cubes that match a given total of 6 or 7 (Part 1)

Identify the number of cubes shown, out of an option of two numbers. Then, a cube is added. Identify the number again for a total of 6 or 7. Select the pictures with the same total of cubes. The digits on the pictures are written in a variety of fonts

Identify sets of numbered cubes that match a given total of 6 or 7 (Part 2)

Choose sets that contain a stated total. Select all pictures that contain the given number of cubes (6 or 7). The digits in the pictures are written in a variety of fonts and the cubes are arranged in various configurations

Place numbers below 10 on a number line marked at intervals of 5

Drag a given number to its place on a number line marked at intervals of 5. Given numbers are from 1-7

Count objects as they move away from a set and identify the total

Birds fly away from a tree, one at a time. Count the birds that leave and type or select the number of how many flew away

Count scattered objects two different ways to arrive at the same total

Learn that the order in which a set is counted does not change the total. Follow the arrows to click on beads to change their color and count them. Then, enter the number. Count the items in a different order and enter the number again

Recognize that one more than 7 is 8

Learn the number 8. Seven items are shown. Select the correct numeral to represent that. Then, another item is added, showing that the digit 8 comes after 7

Identify the number of fingers up to 8 displayed on two hands

Two hands are displayed showing between 0 and 8 fingers. Click or type the number of fingers shown

Match numbers 0-8 to arrangements of fingers displayed on two hands

Three numbers and three pictures of hands displaying fingers are shown. Match the hands to the numbers 0-8

Identify a set of aligned objects that matches a given total up to 8

Identify the image showing up to 8 cubes. Three choices of rows of cubes are given. Click on the one that matches the number

Identify sets of numbered cubes that match a given total up to 9 (Part 1)

Identify the number of cubes shown, out of an option of two numbers. Then, one cube at a time is added. Identify the number again for a total of 8. Three or four pictures are then shown. Select the ones with the same total of cubes. The digits on the pict

Identify sets of numbered cubes that match a given total up to 9 (Part 2)

Select all of the pictures that contain the given number of cubes, up to 9. The digits in the pictures are written in a variety of fonts and the cubes are arranged in various configurations

Count objects as they move away from a set and identify the total

Birds fly away from a tree, one at a time. Count the birds that leave and type or select the total of how many flew away

Count scattered objects two different ways to arrive at the same total

Learn that the order in which a set is counted does not change the total. Follow the arrows to click on beads to change their color and count them. Then, enter the number. Count them again in a different order and enter the number again

Identify the total number of scattered objects after a known total has been rearranged

Learn that the number of objects does not change when they are moved around. Count the items in a container and enter the total. Then, the items move around. Count them again and enter the total

Students work increasingly with 0 and with numbers 6-10 to determine totals and recognize digits. They work with scattered objects, non-identical objects, fingers, and the number line.

Recognize that one more than 8 is 9

Learn the number 9. Eight items are shown. Select the correct numeral to represent that. Then, another item is added, showing that the digit 9 comes after 8

Determine the total of up to 9 scattered objects (Part 1)

A randomly arranged set of up to 9 objects is presented. Drag the objects to a box to line them up to make it easier to count. Then, enter the number shown

Count out a given number of objects from a larger set

Learn to select a specific number of items from a larger set. A large group of objects is given. Place a specified number (1-9) of them into a box. Drag the correct number of objects to the box

Determine the total of up to 9 scattered objects (Part 2)

A randomly arranged set of up to 9 objects is presented. Click on each to change its color to make it easier see which ones have been counted. Then, enter the number shown

Determine the total of up to 9 non-identical scattered objects

There are a up to 9 bears hiding among trees. Count the number of bears and enter the total number

Match sets of non-identical objects to numbers up to 9

Three sets of up to 9 items are given. Match them to one of three pictures with the correct number

Match numbered patterns of dots to an identical numbered pattern of dots up to 9

Distinguish between similar-looking numerals. Small octopuses are holding flags with numbers and dot patterns. Match them to one of the two father octopuses. Not all of the small octopuses have a matching father. The numbers are written in various fonts

Identify a set of scattered objects that matches a given total up to 10

Identify the container with the given number of objects. Three containers are shown. Count the objects inside and the select the one with the correct number of items

Match numbered patterns of dots to an identical numbered pattern of dots up to 10

Small octopuses are holding flags with numbers and dot patterns up to 10. Drag all that match the father octopus' number and pattern over to him. The numbers are written in various fonts

Match numbers 0-10 to their position on a number line labeled with numbers and dot patterns

Drag the numbers 0-10 to their appropriate location on a number line. The number line spans the numbers 0 to 10 and is labeled with the numbers and dot patterns of each number. The numbers to drag are presented in various fonts

Continue a count sequence on a number line from a given point to reach a given position

Practice counting to 10. A grasshopper starts at a number on the number line and jumps to each number. Enter each consecutive numbers to get him to keep jumping until he reached the destination number

Identify missing numbers up to 9 on a number path

Given a number line from 0 to 10, type in the missing numbers. The numbers will be between 1 and 9. Each exercise is missing two or three numbers

Students use familiar representations (cubes, base-10 blocks, a number path, and real-world objects) to explore the concept of one more. They begin to count on rather than count all.

Identify numbers 1-5

Students will identify a particular number (1-5) from a set

Complete number path with missing numbers

Students will select the missing numbers in a number path showing 1-10

Identify the number that comes next in a series

Given a series of numbers between 1 and 10, students will count on to identify the number that comes next. Students will have to count on from a number rather than starting from 1

Explore the concept of one more with cube models

Using cubes as a model, students will count the number of objects in a set, then add one more

Explore the concept of one more with base-10 block models

Students will use base-10 blocks to model counting by 1s to 10, finding "one more" each time. Using base-10 blocks as a model, students will count the number of objects in a set, then add one more

Explore the concept of one more on a number path

Students will use the concept of one more to complete a number path with missing numbers

Explore the concept of one more using real-world objects

Students will count the number of objects in a set, then add one more. Students will then solve several problems with hidden objects

Count on from a given number to find one more

Given a number, students will count on to identify the number that is one more, without additional supports

Students use familiar representations (cubes, base-10 blocks, a number path, and real-world objects) to explore the concept of one less. Then, they use their understanding of one more and one less to solve +/- 1 equations.

Count and explore the concept of one less

Students will count a number of objects, then identify the remaining amount when one is taken away. Students are introduced to the concept of one less

Explore the concept of one less with cube models

Using cubes as a model, students will count the number of objects in a set, then take one away to find one less

Explore the concept of one less with base-10 block models

Students will use base-10 blocks to model counting backwards by 1s from 10, finding "one less" each time. Then, using the base-10 blocks as a model, students will count the number of objects in a set, then take away one to find one less

Explore the concept of one less on a number path

Students will use the concept of one less to complete a number path with missing numbers

Explore the concept of one less using real-world objects

Students will count the number of objects in a set, then take one away to find one less. Students will then solve several problems with hidden objects

Students become familiar with the appearance and names of two-dimensional shapes. They work with squares, circles, triangles, rectangles, and hexagons. Students identify examples from among non-examples. Our sound feature allows non-readers access to shape names.

Identify positions above and below an object

Learn to identify the position as above or below an object. Select the stated location by clicking on the correct position

Position objects above and below an object

Position 1 or 2 objects above or below to a stationary object. Select both the correct location and the correct color as directed

Position an object in front of or behind an object (Part 1)

Learn to identify the position as in front of or behind an object. Select the stated location by clicking on the correct position

Position an object in front of or behind an object (Part 2)

Identify a location as "in front of" or "behind" an object. Drag a character to the stated position

Identify the lines

Learn to identify lines. Select lines in various orientations from among a group containing lines and curves

Identify curved lines

Learn to identify curves. Select curves in various orientations and forms from among a group containing lines and curves

Identify rectangles, triangles, or circles from among a set of shapes

Identify rectangles, triangles, and circles from sets of shapes. Click on the shapes that match the stated figure

Identify properties of triangles

Learn the characteristics of a triangle. Then, select those shapes that are triangles

Identify properties of rectangles

Learn the characteristics of a rectangle. Then, select those shapes that are rectangles

Identify hexagons from among a set of shapes

Determine which of two shapes is a hexagon. Then, select all of the hexagons out of many shapes

Identify properties of hexagons

Learn the characteristics of a hexagon. Then, select those shapes that are hexagons to complete a picture

Identify real world objects composed of 2D shapes

Select real-world objects that contain a given shape out of a set of 6 objects. The shapes include circles, rectangles, and triangles

Match real world objects to their 2D shapes

Select the correct 2-dimensional figure that models a real-world objects. The object and its matching figure may be oriented in different directions

Match a 2D shape to its name

Given the name of a shape, match it to the correct shape. Click the x or checkmark next to each of the three shapes to indicate whether it matches the word

Identify shapes with a given number of sides, corners, or curved lines

Select the shapes that have the stated characteristic. Out of a set of 5 shapes, choose those that have the given number of sides or angles

Identify and sort triangles and rectangles

Students will identify rectangles and triangles from a group of shapes. Then, students will sort triangles and rectangles

Identify 2D shapes and move them into positions above, below, in front of, and behind

Practice 2-dimensional shapes and position. Drag a specified shape to the directed location with respect to a static picture

Students become familiar with the appearance and names of three-dimensional shapes. They work with cubes, spheres, cones, and cylinders. Students also reinforce their understanding of positions (above, below, in front of, next to, and behind). Our sound feature allows non-readers access to shape names.

Sort shapes into the categories flat and solid

Learn to differentiate between 2-dimensional and 3-dimensional figures. Then, sort them into their categories

Match shapes to real-world objects

Match real-world objects to 3-dimensional solid figures

Identify cylinders from among 3-D shapes

Learn to identify cylinders from a set of 3-dimensional solids. Click on cylinders among a group of other solids

Identify cones from among 3-D shapes

Practice identifying cones from a set of 3-dimensional solids. Click on cones among a group of other solids

Identify cones and cylinders

Students will match names to the corresponding 3-D shapes. Tasks focus on cones and cylinders

Identify cubes from among 3-D shapes

Learn to identify cubes from a set of 3-dimensional solids. Click on cubes among a group of other solids

Identify cones, cubes, and cylinders

Students will match names to the corresponding 3-D shapes. Tasks focus on cones, cubes, and cylinders

Identify spheres from among 3-D shapes

Practice identifying spheres from a set of 3-dimensional solids. Click on spheres among a group of other solids

Identify cones, cubes, cylinders, and spheres

Students will match names to the corresponding 3-D shapes. Tasks focus on cones, cubes, cylinders, and spheres

Identify 3-D shapes by name

Choose the correct name for a given solid. Two choices will be given

Identify 3-D shapes among real-world objects

Find the basic 3-dimensional solid shapes used in pictures of real-life objects. When presented with a set of less than 10 pictures, click the ones that contain the specified solid

Identify and position 3D shapes above, below, in front of, or behind an object

Students identify a specified 3D shape and practice positioning it correctly above, below, in front of, or behind a dinosaur friend

Position 3-D shapes above, below, in front of, and behind an object

Practice 3-dimensional solids and position. Drag a specified solid to the directed location with respect to a static picture

Practice position terms

Students will practice the terms "next to" and "far from" with regard to an object's position. They will select the objects "next to" or "far from" a reference object

Deepen understanding of the terms "next to" and "far from"

Students will learn that there is more than one position that can be "next to" an object. They will continue practicing identification of places that are "next to" and "far from" a reference object

Practice using position terms in context

Students will place objects "next to" and "far from" a reference object. Students will recognize that there are multiple locations that can be "next to" or "far from" a given place

Identify objects in positions above, below, next to, and in front of

Practice the position words "above", "below", "next to", and "in front of". Click in one of two characters that are in the correct position relative to the stated character

Students apply their previous understanding of flat and solid shapes to distinguish between the two.

Distinguish between flat and solid shapes

Differentiate between flat shapes and solid shapes. Following the directions, click on all of the correct type of shape out of the mixed set

Identify which shape in a set of three is not like the others

Choose the one shape of a set of three that is different from the other two. The differences can include flat versus solid figures or the shape of the figure

Using familiar, real objects, students use the language of comparison (tallest, taller, longest, longer, shortest, shorter) as they explore length.

Determine which of two objects is longer or shorter

Learn the terms "longer" and "shorter". Two items are given. Drag them in the boxes to line them up and compare their lengths. Then, click on the correct one that the prompt asks for

Identify the longest or shortest object in a set

Compare the lengths of three similar items. Click on the item that is either the longest or the shorted, as specified by the prompt

Compare objects based on longer/shorter

Compare the lengths of three similar items. Click on the item that is shorter than or longer than one of the other two, as specified by the prompts

Determine which of two objects is taller

Compare objects by height. Move two objects closer together and then determine the taller one

Compare objects based on taller/tallest and shorter/shortest

Compare the heights of three objects. Following the prompt, select either the tallest or shortest of the set or identify the one that is taller or shorter than the one specified

Students work with familiar linking cubes to count cubes to determine length of sticks. They compare lengths using longer, shorter, and the same as.

Identify the longer or shorter of two linking cube sticks (aligned and unaligned)

Determine which of two sticks made of linking cubes is longer or shorter. Then, give the number of cubes of the selected stick

Identify two out of three linking cube sticks that are the same length

Choose two out of three sticks that have the same length. Then, identify the number of cubes used in each of those sticks

Build a stick of a given length of cubes or shorter, longer, the same as a given stick

Create sticks of a given length using linking cubes. Either a certain number of cubes will be specified, or directions will be to make a stick longer, shorter, or the same length as a given stick

Complete a statement comparing length of sticks

State the number of cubes in each of two linking cube sticks. Then, select the stick that is longer or shorter as the directions specify

Identify sticks that are longer than a given length (unaligned)

Out of a set of 5 unaligned linking cube sticks, choose all sticks that are longer than a given length

Using familiar, real objects, students use the language of comparison (heavier, lighter, about the same) as they explore weight. To do so, they employ a virtual balance scale to compare.

Determine which of two objects is heavier or lighter

Compare two objects by weight. Place an object into a container. Then, compare the weight of the filled container to the empty container by selecting the heavier or lighter item as specified by the prompt

Determine which of two objects on a balance scale is heavier or lighter

Learn how to use a balance scale. Place an item on each end of the scale. Then, identify the lighter and heavier object, as prompted, by clicking on it

Determine which of two balance scales holds objects that are about the same weight

Identify items that have the same weight. Given two pictures of balance scales, select the one that shows items of the same weight

Identify which picture of objects on a balance scale matches a description of their weight (Level 1)

Practice reading balance scales. Given two pictures of balance scales, select the one that matches the problem statement

Identify which picture of objects on a balance scale matches a description of their weight (Level 2)

Practice reading balance scales. Given three pictures of balance scales, select the one that matches the problem statement

Students learn the word capacity and use it to measure the amount of liquid a container can hold. Using the unit "glasses," they measure by pouring glasses into a larger container and by pouring from a larger container into glasses. They also compare measured capacities of two containers.

Identify which of two containers has a greater capacity

Learn to compare capacity of two containers. Click on one of the two given containers to identify the one with greater capacity

Measure capacity by pouring

Pour the contents of glasses into a larger container or vice versa. Then, state how many glasses it took to fill the larger container or how many glasses can be filled from the larger container

Compare two containers based on measured capacities

Select the container that has the greater capacity based on the stated measured capacity. The containers vary in height, width, and form

To prepare for comparing numbers, students work with real world objects to determine if there are "enough" to make pairs. They then determine whether a set of real objects has more than, fewer than, or the same as another set of objects.

Pair objects and determine whether there are enough to complete each pair

Practice one-to-one correspondence by pairing objects. Determine if there are enough objects to create pairs

Compare paired objects to determine more, fewer, and the same as

Compare two sets of objects to determine if the sets are equal or which one has more or fewer. The objects are already paired

Compare sets of objects to determine which shows fewer

Compare two given sets of objects to determine which shows fewer items. Objects in each set are arranged in horizontal lines

Show more, fewer, or the same number of objects as a given set of objects

Create a set of toys that contains the same number, fewer, or more objects than a given set. Identify the number of items in each set

Students compare two sets of objects using the words "more," "fewer," "greater," and "less." They work with aligned objects and numbers.

Compare sets to determine which shows "more" objects

Students will compare two aligned sets of identical items to determine which group has "more."

Use cubes to show "more" than a given set

Given a set of cubes, students will collect a second set showing "more" than the original value

Count and compare two sets of objects (Part I)

Students will count and compare two sets of aligned objects to determine which shows "more" or "greater."

Identify numbers that are greater than others

Given two numbers, students will select the number that is greater

Compare sets to determine which shows "fewer" objects

Students will compare two aligned sets of items to determine which group has "fewer."

Use cubes to show "fewer" than a given set

Given a set of cubes, students will collect a second set showing "fewer" than the original value

Count and compare two sets of objects (Part II)

Students will count and compare two sets of aligned objects to determine which shows "fewer" or "less."

Identify numbers that are less than others

Given two numbers, students will select the number that is less than the other

Students compare two sets of objects using the words more, fewer, and same. They work with similar and dissimilar objects, both aligned and scattered, in vertical and horizontal alignments. Finally, they begin to compare numbers.

Explore number path

Students explore number path and identify the number that comes next in the series. They begin to relate moving along a number path to increasing values

Use number paths to compare numbers within 10 (Level 1)

Students count as they move along a number path. They begin to understand that the last number name represents the value of the objects counted. Then, students compare numbers along a number path to determine which is smaller

Use number paths to compare numbers within 10 (Level 2)

Students count as they move along a number path. Then, students compare numbers along a number path to determine which is greater

Identify the greater number

Given two numbers, students will identify which is greater

Identify the smaller number

Given two numbers, students will identify which is smaller

Students learn the basics of addition with totals to 5. They work with real-world objects and math cubes in two colors to represent addends. They learn the meaning and use of the + and = symbols and solve equations based on real-world and cube models. Students also compose number bonds and addition statements based on the models.

Identify totals to 4

Students click on real-world objects to collect them and then identify the total to 4

Identify totals to 5 and state as addition (Part 1)

Students click on real-world objects to collect them and then identify the total to 5. They then count subsets of the group based on color. Finally, students complete an addition statement based on the model

Identify totals to 5 and state as addition (Part 2)

Students identify a total of up to 5 real-world objects, and then click to split them into two groups based on color. They identify the number of each addend, and then complete an addition statement based on the model

Identify and use + and = signs

Students click words in an addition statement to replace them with + and = symbols. They identify + and = signs and insert them into equations

Solve addition equations to 5 based on a model

Students identify addends and total in an equation based on a model of real-world objects. They solve addition equations to 5 based on a model of real-world objects

Solve addition equations to 5 based on a word problem

Students click on collections of objects to represent given addends and then find the total. They find the total of two addends in a word problem represented by steps taken

Use cubes in two colors to represent a set of real-world objects

Students drag cubes in two colors to match a set of real-world objects. Then, given a set of real-world objects, they select the cube pattern that matches

Solve addition equations to 5 based on a model of cubes

Students compose an addition equation based on a set of cubes in two colors. They solve addition equations based on a model of colored cubes

Solve addition equations to 5

Students identify, out of two options, the sum of an addition expression with totals to 5. Then they solve addition equations with totals to 5

Identify correct addition sentences to 5

Students choose the correct addition sentence from among three options with totals to 5

Students extend their addition skills to totals of 8 using familiar tools and methods. They use and build models using real-world objects and math cubes. They compose number bonds, addition statements, and equations.

Identify addition and find the sum

Students identify an addition expression as two addends and a + sign. They solve an addition equation based on a model of real-world objects and identify the total as the sum

Solve addition equations to 6 based on a model

Students identify addends and the total of real-world objects and then drag those values into an addition equation. Then, they identify the number of addends in a model of real-world objects and solve the related addition equation

Solve addition equations to 6 based on a model of cubes

Students identify the number of addends in a model of real-world objects and solve the related addition equation. Then, they identify the number of addends in a model of math cubes and solve the related addition equation

Solve addition equations to 7 based on a model (Part 1)

Given a pair of addends based on a model of real-world objects, students drag the + sign into an equation and find the sum. Students then find the sum of an equation based on a model of math cubes

Model addition to 7 and solve

Students color a model to represent an addition equation and solve for the sum

Solve addition equations to 7 based on a model (Part 2)

Based on a model of real-world objects, students complete an addition statement

Solve addition equations to 8 based on a model

Students compose an addition equation based on a set of real-world objects in two colors and solve for the sum. They then compose and solve addition equations based on a model of colored cubes

Model addition to 8 and solve

Students color a model, compose an addition equation based on it, and solve for the sum

Students deepen their understanding of addition by strengthening the connection between concrete objects, base-10 blocks, and equations. They determine both sums and missing addends. They record equations, including the + symbol.

Identify correct addition sentences to 8

Students observe models and choose the correct corresponding addition sentence or select the correct model based on a given addition sentence

Write addition sentences based on a model and see that different combinations of addends can result in the same sum

In a fun game, students paint spots or baby dinosaurs in two different colors to create addition models. Then, they write the corresponding addition equations

Select models that show the same sum and match a model to the correct equation

Select various cube models that show the same sum. Then, students are shown a model of addition and have to find another model with the same sum. Finally, students select the correct addition equation that matches a model

Sort items by shape and color to create addition models. Identify whether the sums are the same or different in two equations

Students work with two possible ways to reach the same sum by sorting objects by color and shape

Observe models and write many addition equations with the same sum

Students observe models and write 4 addition equations with the sum of 7 and repeat the process with a sum of 8

Solve simple word problems with the help of a model and learn where to place the plus sign

Using real world objects and situations, students learn to solve word problems and practice the placement of the plus sign

Solve word problems by selecting the addition equation that best represents it

Real world objects and situations help students practice solving word problems by choosing from among three possible addition equations

This topic introduces formal subtraction concepts including writing and solving expressions and equations. Students acting out take away stories and working at the pictorial level. Then the concrete objects and pictorial representations are tied to or matched to the representative subtraction expression or equation using the minus sign with no unknown.

Solve subtraction problems (5 or less objects)

Students will use objects to solve subtraction problems involving numbers that are 5 or less

Solve more subtraction problems (5 or less objects). Rephrase subtraction as "taking away."

Students will solve more subtraction problems using 5 or less objects. Students will begin to understand subtraction as a process of "taking away."

Solve subtraction problems (5 or less objects) phrased as "taking away."

Students will solve more subtraction problems using 5 or less objects, phrased as taking away a smaller number of objects from a larger group

Learn about the meanings of the minus and equals signs

Students will learn that - represents taking away and = represents something having the same value. Students will select - and = signs hidden in a picture. They will click and drag numbers and these signs to complete subtraction equations

Identify minus and plus signs

Students will click and drag minus and plus signs to sort them. Then, students will select the equation with a minus sign from a given set of equations

Rewrite word problems as subtraction equations

Students will represent word problems in equation form using what they know about minus and equals signs. Then, students will solve the subtraction equations

Solve word problems and number sentences involving subtraction within 5

Students will solve word problems involving subtraction within 5 using picture models and equations. Students then use picture models to fill in and solve number sentences also involving subtraction within 5

Solve subtraction problems within 5 using picture models for support

Given a word problem, model, and incomplete number sentence, students will solve subtraction problems within 5

Match number sentences to associated word problems

Given a word problem and picture model, students will select the correct number sentence that represents the problem

Match linking cubes to a set of objects

Given a set of objects, students will take away a certain amount of cubes to match the initial set. Then, children will be given a set of objects and select a corresponding set of cubes that represents the same amount

Represent subtraction problems with linking cubes. Write number sentences to match models

Students will use cubes to model taking away a certain number from a given set. Then, they will represent this model by writing a number sentence and solving the subtraction equation. Problems have 5 or less cubes

Use models to complete subtraction number sentences within 5

Students will see a linking cube model (of 5 or less cubes) where several cubes are taken way. They will complete a given number sentence based on the model. There is a gradual release of support as the task progresses

Solve subtraction equations with and without using linking cube models

Students will view a linking cube model (of 5 or less cubes) and use it to solve a subtraction equation. Then, students will solve equations without models

Solve expressions involving subtraction of numbers less than 5

Given an expression subtracting numbers less than 5, students will select the solution

More practice solving subtraction equations within 5

Students will practice solving subtraction equations within 5. Students will solve equations without models or other supports

Solving subtraction problems using greater numbers (6 or less)

Students are given a picture model to represent a subtraction problem. Students complete a number sentence to show what number they began with, what was taken away, and what remains

Solve subtraction problems with greater numbers (6 or less) using linking cubes for support

Students are given linking cubes to represent a subtraction problem. Students will help create a number sentence to represent this problem and solve for the answer. Students review appropriate use of the minus sign in this task

Create number sentences to represent word problems involving subtraction (7 or less)

Given a word problem involving subtraction of numbers 7 or less, students will make a number sentence to represent and solve the problem

More practice making number sentences representing subtraction of 7 or less objects

Students will select a certain amount of objects to take away from a given set. Students will then make a number sentence representing the total amount, amount taken away, and what remains, and using the correct sign

More practice using cubes to model subtraction problems and create number sentences

Students will use cubes to model a subtraction problem. Students will create a number sentence to represent and solve the subtraction equation. Numbers in the task are 7 or less

Select equations that represent a model of subtraction

Given a picture model of a subtraction problem, students will select the correct equation that corresponds to the problem. Numbers in the task are 7 or less

Write number sentences to represent subtraction problems with support

Children will select matching pairs from a group of objects. Then, given a cube model of a subtraction problem, students will write a number sentence to represent the equation with support. Numbers in the task are 7 or less

Students use the connections between concrete objects, base-10 blocks and equations to build upon their understanding of addition. They find missing addends and sums and record equations, including the + symbol.

Use linking cubes to solve addition sentences to 9

Students use different colors of linking cubes to compose 9. Then, they use the cubes to solve addition equations with sums up to 9

Create models and write corresponding addition sentences

Students create models with different colors of circles and write an addition sentence to match them. Students learn that there are multiple ways to compose the same sum

Complete and solve addition equations with linking cube models (Part 1)

Students learn to associate the addition sign with composing numbers. Students use linking cube models to solve addition equations up to 9

Model different ways to compose 8 and 9

Students observe models and write addition equations with the sum of 9 and 8

Select models that show a given sum (Part 1)

Given two linking cube models, students select the model that shows a given sum

Use linking cubes to solve addition sentences to 10

Students use linking cubes to model and solve addition equations with sums up to 10

Complete and solve addition equations with linking cube models (Part 2)

Students continue to associate the addition sign with composing numbers up to 10. Students use linking cube models to solve addition equations

Select models that show a given sum (Part 2)

Given two linking cube models, students select the model that shows a given sum

Use picture models to solve word problems with addition up to 10

Students use picture models to solve word problems requiring addition up to 10. Students progress from finding the sum to writing and solving the entire equation

Solve word problems by selecting the addition equation that best represents it

Given a word problem and picture model, students select the corresponding addition equation

Students use the connections between concrete objects, number sentences and word problems to explore subtraction from 9 and 10. They learn to see subtraction as "taking away" and associate the minus sign with subtraction.

Complete and solve subtraction equations with linking cube models

Students will use linking cube models to complete a subtraction number sentence and solve for the difference

Match pictures to the number sentences

Given a subtraction number sentence, students will choose the picture that matches the equation

Solve word problems involving subtraction from 8 or 9

Students will decide if a word problem models addition or subtraction. Then, they solve the equation

Complete and solve equations based on linking cube models that show "taking away"

Students will use linking cube models to complete a subtraction number sentence and solve for the difference

Solve more number stories involving subtraction from 8 or 9

Students will decide if a word problem models addition or subtraction and choose the appropriate sign. Then, they solve the equations based on the word problem, subtracting from 8 or 9

Match a number sentence to the word problem

Students will select the number sentence that matches a given word problem and picture

Solve word problems involving subtraction from 10

Students will complete and solve a subtraction number sentence based on a word problem

Write number sentences to represent subtraction from 9 and 10

Students will write a complete number sentence to represent a word problem modeling subtraction from 9 and 10

Write number sentences to represent subtraction

Students will model "taking away" by interacting with model. Then, they will write and solve a number sentence

Solve subtraction equations within 10

Students will solve subtraction equations within 10 by finding the difference

Students use concrete objects, a number path, and equations to practice adding and subtracting 0 or 1 from a number. Students find number pairs that make 10 and use ten-frames and cube models to solve missing addend equations.

Solve addition equations by adding 1

Students learn that finding the next number on a number path is the same as adding 1. Then they solve word problems and complete addition equations by adding 1

Solve subtraction equations by subtracting 1

Students learn that finding the number that comes before another on a number path is the same as subtracting 1. Then they solve word problems and complete subtraction equations by subtracting 1

Review that 0 represents no objects

Students review that 0 represents no objects. They visualize this by seeing an amount of objects taken away until nothing remains

Add 0 to a number

Students learn that adding 0 to a number means that the amount remains the same. They find that adding 0 means there is no movement along the number path

Subtract 0 from a number

Students learn that subtracting 0 from a number means that the amount remains the same. They explore this idea by working with a number path and concrete objects

Add or subtract 0 from a number

Students solve equations by adding or subtracting 0 from a number. They discover that the original amount is unchanged in these types of equations

Add sets of concrete objects to complete a ten-frame

Given an amount of objects arranged in a ten frame, students select the amount that, when added, makes 10

Identify the amount of concrete objects needed to make 10

Given an amount of objects arranged in a ten-frame, students count and identify how many more must be added to make 10

Identify amounts that make 10 when added together

Students identify two amounts of objects that, when added together, make 10. They visualize this by finding the amount that completes a ten-frame

Identify pairs of numbers that make 10

Students identify pairs of numbers that can be added to make 10

Identify the missing addend to make 10

Given a set of cubes, students determine how many must be added to make 10. Students use cube models to complete missing addend equations where the sum is 10

Students differentiate a "ten" from ones using a ten-frame or rod. They begin to explore the composition of 2-digit numbers and number names. These exercises form a foundation for later learning about place value and addition strategies. Students use a number line for the first time.

Count objects and learn the concept of a ten-frame

Students practice counting a variety of objects in ten-frames. Then, they practice identifying a ten-frame

Learn the numbers 10-12 using a ten-frame and additional objects

Students complete and count ten-frames before counting any remaining objects. Students count and learn the numbers from 10-12 as they go

Use cubes and ten-rods to count to 11 and 12

Students count out 10 cubes and any remaining cubes. Then, students identify the numbers 11 and 12

Use a number line and practice the numbers 11 and 12

Students observe a number line and reinforce the numbers 11 and 12. Then, students fill in missing numbers on the number line. Next, students reinforce the names of numbers by hearing the number and then typing in the correct number

Learn the numbers 13, 14, and 15 using ten-frames and remaining objects

Students count out ten-frames and remaining objects to learn the numbers 13, 14, and 15. Then, students practice counting ten-frames and remaining objects altogether to count to 13, 14, and 15

Count and identify the numbers 13 through 15 using cubes and ten rods

Students practice counting to 15 using ten rods and cubes. Then, students practice writing the numerals 13, 14, and 15. Additionally, students name the numbers by hearing or reading the correct word for 13, 14, and 15

Identify numbers on a number line and reinforce knowledge of numerals 1-15

Students practice matching numerals 13, 14 and 15 to the number name with a number line visualization. Then, students reinforce number knowledge by hearing a number between 1 and 15, and then typing the correct numeral

Learn the numbers 16, 17, 18, and 19 using ten-frames and remaining objects

Students count out ten-frames and remaining objects to learn the numbers 16, 17, 18, and 19. Students also practice typing the correct numeral for each of these new numbers

Learn the number 20

Students use ten-frames to count to 19. Then, students learn that two ten frames are 20. In addition, students practice the numeral 20

Use a number line to fill in missing numbers, especially focusing on numbers 10-20

Using a number line visualization, students type in missing numbers 17, 18, 19, and 20, and name them. Then, students use a number line to review the order of numbers by filling in missing numbers from 1 to 20

Form 2-digit numbers within 20 using ten rods and additional cubes

Students practice forming 2-digit numbers within 20 using ten rods and additional cubes

Count to 2-digit numbers within 20 using partially filled ten frames and additional dots

Students practice counting to 2-digit numbers within 20 using partially filled ten frames and additional dots

Students further their understanding of teen numbers by applying them to positions on a number line and simple equations.

Count to 2-digit numbers within 20 with or without separating a group of ten objects into a ten-frame

Students separate objects into groups of ten and extra objects. Then, they count the total number of objects to form a 2-digit number within 20

View an incomplete number line and put missing 2-digit numbers within 20 in the correct spot

Students view an incomplete number line and practice placing missing 2-digit numbers within 20 in the correct spot. The number line is progressively less populated, adding challenge for students as they place the missing numbers

Use 10-frames and remaining dots to add and solve for 2-digit numbers within 20

Given a group of dots, students will make a complete 10-frame and count the remainder. They will add the two numbers together to get the total number. Numbers in the task are within 20

Count 11 to 19 objects in different arrangements

Students practice counting 11-19 objects by giving each object a number before stating the total number of objects. Then, students can choose to count with help or on their own. Different arrangements of the objects provide an extra challenge

Decompose numbers 11-20 using models involving 10-frames

Students will use a model of a 10-frame and some extra ones to decompose 2-digit numbers within 20. Students will complete an addition number sentence based on the model

Decompose numbers 11-20 without using models

Students will decompose 2-digit numbers within 20 using the concept of adding ones to a group of 10. Students will complete an addition number sentence to represent this understanding of numbers 11-20

Complete number sentences involving numbers 11-20

Students will fill in the missing number in a number sentence decomposing numbers 11-19. Students will begin to recognize that these numbers are generated by adding a group of 10 to a 1-digit number

Students will explore how multiples of 10 are represented by 10-frames or number names. Students begin to order multiples of 10 on a number path to practice skip-counting by 10s. They begin to see 2-digit numbers as groups of 10 and some 1s.

Use 10-frames to explore multiples of 10 (20, 30)

Students will use full 10-frames to count groups of tens. They will learn about the numbers twenty and thirty and use 10-frames to understand that they represent groups of ten

Use 10-frames to explore multiples of 10 (40, 50)

Students will use full 10-frames to count groups of tens. They will learn about the numbers forty and fifty and use 10-frames to understand that they represent groups of ten

Match number names to their numeric forms (0-50)

Students will match number names to their numeric form, and vice versa. All numbers are 50 or less

Skip count by 10s to 50, using 10-frames. Identify missing multiples of 10 in a set

Students will identify the number shown by groups of 10-frames, then count by 10s in ascending order to 50. They will begin to notice how the value increases along with the numbers. Students then identify the missing multiple of 10 in a given set

Use 10-frames to explore multiples of 10 (60, 70)

Students will use full 10-frames to count groups of ten. They will learn about the numbers sixty and seventy and use 10-frames to understand that they represent groups of ten

Use 10-frames to explore multiples of 10 (80, 90)

Students will use full 10-frames to count groups of tens. They will learn about the numbers eighty and ninety and use 10-frames to understand that they represent groups of ten

Given the number name, identify the numeric form of multiple of 10

Given the number name of a multiple of 10, students will identify and type the numeric form

Use 10-frames to explore the concept of 100

Students will use full 10-frames to count groups of tens. They will learn that the number one hundred is ten tens, or represents 100 ones

Match number names to their numeric forms (60-100)

Students will match the names of multiples of 10 to their numeric form. Students will fill in the missing multiples of 10 on a number path from 0-100

Count by 1s and 10s

Students will review counting by 1s to 10. Then, students will practice skip-counting by 10s to 100

Order multiples of 10 on a number path

Students will place multiples of 10 in their correct space on a number path

Begin to understand that 2-digit numbers are composed of multiples of 10 and some ones

Students are given a set of full 10-frames and a few loose dots. Students will add the components together to find a 2-digit number. Then, students will begin to add a 1-digit number to a multiple of 10 to find a 2-digit number

Given a number name, identify the numeric form of a 2-digit number

Given the number name of a 2-digit number, students will identify and type the numeric form

Order 2-digit numbers on a number path

Students will complete number paths with missing 2-digit numbers. Students will begin to understand that numbers within each set of 10 begin with the same digit