G-Kinder Bridges CCSS Sup STDNT Pgs

BRIDGES 1ST EDITION KINDERGARTEN
CCSS SUPPLEMENT
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
CCSS Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Recommended Timing for Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 & 6
Unit Planners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7–24
Materials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 & 26
Repeating Activities (used every month) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27–106
September No Additional Supplements Used . . . . . . . . . . . . . . . . . . . . . . . 107–108
October Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109–134
November Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135–154
December Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155–182
January Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183–192
February Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193–202
March Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203–228
April Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229–256
May Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257–304
CCSS Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305–312
BKSUPCCSS-B P201305
Bridges in Mathematics 1st Edition Kindergarten CCSS Supplement
The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130.
© 2013 by The Math Learning Center
All rights reserved.
Prepared for publication on Macintosh Desktop Publishing system.
Printed in the United States of America.
QP1174 BKSUPCCSS-B P201305

The Math Learning Center grants permission to classroom teachers to reproduce blackline
masters in appropriate quantities for their classroom use.
Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend

of concept development and skills practice in the context of problem solving. It incorpo-
rates the Number Corner, a collection of daily skill-building activities for students.
The Math Learning Center is a nonprofit organization serving the education community.
Our mission is to inspire and enable individuals to discover and develop their mathematical
confidence and ability. We offer innovative and standards-based professional development,
curriculum, materials, and resources to support learning and teaching. To find out more,
visit us at www.mathlearningcenter.org.
Introduction
Introduction
The Bridges in Mathematics 1st edition Kindergarten CCSS Supplement is a collection of activities designed
to help Bridges 1st edition students meet the Common Core State Standards for Mathematics published in
2010. These activities were drawn from Bridges Kindergarten Supplement Sets A1, A4, A6, C1, C2, C3, C4, C5,
C6, D1, D2, D7, D8 & D9. The full versions of these sets are available as free downloadable PDFs on The Math
Learning Center website (bridges1.mathlearningcenter.org/bksup). Also, the pre-made calendar markers used
in October through May can be purchased from the Math Learning Center or downloaded as free, printable
PDFs. (bridges1.mathlearningcenter.org/markers-grk)
Note: This document is set up to print double-sided (back-to-back).
Here’s what you’ll find in this packet:
1. CCSS Summary – page 4

A summary of the supplement and the Common Core State Standards they address, covering the entire
school year.
2. Recommended Timing for Activities – pages 5 & 6

A chart outlining the teaching order of the activities found in this supplement.
3. Unit Planners – pages 7–24

Planners designed to replace the Planning Guides found at the beginning of the Bridges Teachers Guides
Volumes 1 & 2. These planners identify sessions that were omitted to make room for the supplement
sets and describe the timing and direction for inserting supplement Activities. We suggest you insert
these planners into your Bridges Teacher Guides so you can see at a glance when to teach the supple-
ment activities throughout the school year.
4. Materials List – pages 25 & 26

A complete list of materials required to teach the activities in each supplement set. Materials include
those contained in the Bridges kits and common materials found in the classroom or at home.
5. Activities – pages 27–304

Activities and worksheets organized around a mathematical domain and cluster (e.g., domain: Measure-
ment & Data; cluster: Describe and Compare Measureable Attributes). Many of the activities will take an
hour of instructional time, though some are shorter, requiring 30–45 minutes. Almost all the activities are
hands-on and require various math manipulatives or common classroom supplies. The blacklines needed
to make display masters, game materials, and student sheets are included after each activity.
Note: The activities are presented in teaching order by month. Sets may not follow standard page order.
See timing chart for reference.
6. Correlations – pages 305–312

The Common Core State Standards correlations to Bridges in Mathematics 1st edition Kindergarten in-
clude correlations to Bridges sessions, Supplement Activities, Practice Book pages, and informal and for-
mal assessment suggestions found in the Bridges materials and on the Bridges 1st edition support web
pages.
© The Math Learning Center bridges1.mathlearningcenter.org Bridges in Mathematics 1st Edition Kindergarten CCSS Supplement • 3
4 • Bridges in Mathematics 1st Edition Kindergarten CCSS Supplement
Bridges in Mathematics & the Common Core State Standards (CCSS) Summary – Kindergarten
COUNTING & CARDINALITY OPS & ALG THINKING NUMBER & OPS BASE 10 MEASUREMENT & DATA GEOMETRY
• Rote Count to 100 by 1’s & 10’s • Represent & Solve Addition & • Compose & Decompose • Length & Weight • Identify & Describe 2-S & 3-D
• Read & Write Numbers to 20 Subtraction Word Problems Numbers 11-19 into Tens & • Classify & Count Objects Shapes
K
• Count Objects to 20 • Add & Subtract within 10 Some Ones Bridges: Sep, Oct, Mar–May • Use Positional Language
• Compare Sets & Numbers • Add & Subtract Facts to 5 Bridges: Jan–Apr Number Corner: Oct, Nov, Mar– • Analyze, Compare, Create Shapes
Bridges: Sep–Feb Bridges: Feb, Apr, May Number Corner: Oct–May May Bridges: Sep, Nov, Dec, May
Number Corner: Sep–May Number Corner: Dec–May Supplement Sets: A1 Supplement Sets: C1, D1, D2, D7, Number Corner: Sep
Supplement Sets: A1, A4, A6 Supplement Sets: A4 D8, D9 Supplement Sets: C1, C2, C3, C4, C5, C6
Pacing Guide (163 sessions total; school calendars determine specific timing)
SEP OCT NOV DEC JAN FEB MAR APR MAY/JUN
21 SESSIONS 18 SESSIONS 16 SESSIONS 13 SESSIONS 19 SESSIONS 18 SESSIONS 13 SESSIONS 18 SESSIONS 27 SESSIONS
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6 UNIT 7 UNIT 8 UNIT 9
NC & Units
21 Sessions 16 Sessions 13 Sessions 9 Sessions 19 Sessions 18 Sessions 10 Sessions 14 Sessions 18 Sessions

Shapes Bugs Butterflies Ladybugs & Pennies New Games Sea Creatures Frogs & Toads More Games Shapes & Story
(2-D Shapes, Sort- (Sorting, Graphing, (2-D Shapes, Pat- (Skip Counting, (Numbers to 20, (Graphing Data, (Numbers to 20, (Numbers to 30, Problems
ing, Counting, Com- Numbers to 10) terning, Numbers to Add/Sub., Coins) Counting by 10s and Add & Subtract, Skip Counting, Esti- Addition & Subtrac- (Add & Subtract
paring Sets) 10, Comparing Sets) 1s, Comparing and Word Problems, mating & Measuring tion Word Problems, Word Problems,
Ordering Sets Numbers to 20) Length) Length, Money) Length, Shapes)
SET A1: Counting on SET A1: Counting on SET A1: Counting on SET A1: Counting on SET A1: Counting on SET A1: Counting on SET A1: Counting on SET A1: Counting on SET A1: Counting on
the Number Line the Number Line the Number Line the Number Line Number Line Number Line Number Line Number Line Number Line
(use during NC) (use during NC) (use during NC) (use during NC) (use during NC) (use during NC) (use during NC) (use during NC) (use during NC)
CCSS Supplement Sets
SET A4: Addition & SET A4: Addition & SET A4: Addition & SET A4: Addition & SET A4: Addition & SET A4: Addition & SET A4: Addition & SET A4: Addition & SET A4: Addition &
© The Math Learning Center bridges1.mathlearningcenter.org
Subtraction Subtraction Subtraction Subtraction Subtraction Subtraction Subtraction Subtraction Subtraction

(use during NC) 2 Sessions (use during NC) (use during NC) (use during NC) (use during NC) 3 Sessions 4 Sessions 4 Sessions
(use during NC) (use during NC) (use during NC)
NC = Number SET C3: Flying Set C2: Locations SET C5: Growing SET C6: 3-D Shapes SET D7: Coins
Corner SET A6: One Dot, Butterflies 1 Session Shapes in the World (use during NC) SET D8: Measuring SET C1: 3-D Shapes
Many Dots (use during NC) (use during NC) (use during NC) Tools 3 Sessions
Set C4: Bear & Box
(use during NC) (use during NC)
SET D1: Length (use during NC) SET C2: Locations
3 Sessions 2 Sessions
Set D2: Weight
3 Sessions SET D9: Morning,
Afternoon, Evening
(use during NC)
SEP OCT NOV DEC JAN FEB MAR APR MAY/JUN

Counting by 1s; Counting by 1s; skip Counting by 1s; Numeral recogni- Numeral recogni- Counting by 1s; Counting by 1s; Counting by 10s and Counting by 10s and
Num Corner
numeral recognition counting; picture counting by 10s tion; counting by 1s; tion; counting by 1s; counting by 10s counting by 10s and 1s; skip counting; 1s; skip counting;
and writing; sorting; graphs; composing and 1s; skip count- counting by 10s and and counting by 10s and 1s; sorting; 3-D 1s; early addition; early addition; time sorting; morning,
2-D shapes and decomposing ing; picture graphs; 1s; picture graphs; and 1s; composing Shapes bar graphs; coin to the hour; bar noon, and night;
quantities & numbers positional language positional language and decomposing recognition graphs; measuring time to the hour
shapes tools
Recommended Timing
Recommended Timing for Activities

Activities listed in recommended teaching order.
SEPTEMBER
Set, Strand & Topic Activity or Independent Worksheet Page
Set A1: Number & Operations: Counting on the Number Line Activity 1: The Rainbow Number Line (use during Number Corner) A1.1
Set A4: Number & Operations: Addition & Subtraction Activity 1: Numbers & Combinations to Ten through the School A4.1
Year; Dots & Fingers (use during Number Corner)
OCTOBER
Set A6: Number & Operations: One Dot, Many Dots Calendar Pattern October Pre-made Calendar Markers (use during Number Corner) A6.1
Set A1: Number & Operations: Counting on the Number Line Activity 2: Kid Count Number Line (use during Number Corner) A1.7
Year; Frames & Bunny Ears (use during Number Corner)
Activity 2: Butterfly Race A4.23
NOVEMBER
Set C3: Geometry: Flying Butterflies Calendar Pattern November Pre-made Calendar Markers (use during Number Corner) C3.1
Year; More Frames & Bunny Ears (use during Number Corner)
Set D1: Measurement: Length Activity 1: Longer, Shorter, or the Same? D1.1
Activity 2: How Long is the Teacher’s Necklace or Necktie? D1.3
Activity 3: Compare, Spin & Win D1.5
DECEMBER
Set C4: Geometry: Bear and Box Calendar Pattern December Pre-made Calendar Markers (use during Number Corner) C4.1
Year; Quick Fives (use during Number Corner)
Set C2: Geometry: Locations Activity 1: The Bear in the Box C2.1
Set D2: Measurement: Weight Activity 1: Comparing Weights D2.1
Activity 2: A Pound of Potatoes D2.5
Activity 3: Spin & Compare Weights D2.9
JANUARY
Set C5: Geometry: Growing Shapes Calendar Pattern January Pre-made Calendar Markers (use during Number Corner) C5.1
Year; Combinations to 10 on Frames and Fingers (use during
Number Corner)
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© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 5

Recommended Timing
Recommended Timing for Activities (cont.)
FEBRUARY
Set C6: Geometry: 3-D Shapes in the World Calendar Pattern February Pre-made Calendar Markers (use during Number Corner) C6.1
Year; How Many Empty Squares? (use during Number Corner)
MARCH
Set D7: Measurement: Coins Calendar Pattern March Pre-made Calendar Markers (use during Number Corner) D7.1
Set A1: Number & Operations: Counting on the Number Line Activity 3: Capture the Number (use during Number Corner) A1.9
Year; How Many Empty Squares? (use during Number Corner &
extend to combinations to 10)
Activity 3: Fives Up A4.35
Activity 4: Frogs & Lily Pads A4.45
APRIL
Set D8: Measurement Tools Calendar Pattern April Pre-made Calendar Markers (use during Number Corner) D8.1
Year; How Many Empty Squares? (use during Number Corner &
extend to combinations to 10)
Activity 5: Pond Game A4.53
Activity 6: Spin, Add & Compare A4.59
MAY
Set D9: Measurement: Morning, Afternoon, Evening Calendar Pattern May Pre-made Calendar Markers (use during Number Corner) D9.1
Year; Dot Card Subtraction (use during Number Corner & extend
to combinations to 10)
Set C2: Geometry: Locations Activity 2: Left & Right C2.5
Activity 3: Little Frog’s Playground C2.7
Set A4: Number & Operations: Addition & Subtraction Activity 7: Bug Catchers A4.67
Activity 8: Piggy Banks A4.73
Set C1: Geometry: 3-D Shapes Activity 1: Mystery Bag Sorting C1.1
Activity 2: Shape Detectives C1.5
Activity 3: 3-D Shape Walk C1.11
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6 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

Unit Planners
August/September Planner (Bridges & CCSS Kindergarten Supp. Sets A1 & A4)
Note: For Number Corner, start Supplement Set A1, pages A1.1–A1.6, The Rainbow Number Line, the
first day of school. Also, in conjunction with Our Month in School, use Supplement Set A4, pages A4.1–
A4.2, Dots & Fingers.
DAY 1 DAY 2 SESSION 1 SESSION 2 SESSION 3

Introduce Number Corner Introduce Number Corner Problems & Investigations Introduce Work Places Work Place Mini-Lesson
Daily Routines Daily Routines Shape Sorting Geoboards & Geobands
Work Places
1A Unifix Cubes Work Places
1B Pattern Blocks 1D Geoboards &
1C Polydrons Geobands
SESSION 4 SESSION 5 SESSION 6 SESSION 7 SESSION 8
Work Place Mini-Lesson Problems & Investigations Work Place Mini-Lesson Problems & Investigations Work Place Mini-Lesson
A Bucket of Bugs: Sorting & Graphing Introduce the Work Place Sorting & Graphing Making Name Cards
Counting to 100 Shapes by Size Menu Cards Shapes by Name
Work Places
Work Places Work Places
1E Bucket of Bugs

Moving Along With Shapes Problems & Investigations Problems & Investigations Problems & Investigations More Cruising With Shapes
Sorting Shapes: Sides & Goodbye Shapes! Goodbye Shapes!
Work Places Corners Work Places
Home Connection 1

Problems & Investigations Problems & Investigations Work Place Mini-Lesson Work Place Mini-Lesson Problems & Investigations
Triangles & Squares: Mak- Assembling the Shoo Fly Which Bug Will Win? Which Bug Will Win? Bug Sorting
ing Blocks for a Class Quilt Quilt
Work Places Work Places Home Connection 3
Home Connection 2 1F Which Bug Will Win?
SESSION 19
Moving Along With Bugs
Work Places
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Unit Planners
October Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4 & A6)
Note: For October Number Corner use the pre-made calendar markers in Supplement Set A6, One Dot,
Many Dots. Also use Supplement Set A1, pages A1.7–A1.8, Kid Count Number Line, and in conjunction
with Our Month in School, use Supplement Set A4, pages A4.2–A4.4, Frames & Bunny Ears.
Session 34 has been omitted to accommodate Supplement Sets A1, A4 & A6.

Introduce Number Corner Introduce Number Corner Problems & Investigations Work Place Mini-Lesson Work Place Mini-Lesson
Daily Routines Daily Routines Bug Sorting & Graphing Unifix Cube Patterns, Unifix Cube Patterns,
Part 1 Part 2

1G Unifix Cube Patterns

Problems & Investigations Introduce Geoboard Problems & Investigations Problems & Investigations Work Place Mini-Lesson
Bugs to Ten Shapes Popsicle Stick Tallying Bugs, Tallies & Number Munch, Crunch, What a
Bingo Lunch!
Home Connection 4 Work Places
1H Geoboard Shapes Work Places
1I Bucket of Frogs

Work Place Mini-Lesson Work Place Mini-Lesson Problems & Investigations Problems & Investigations Moving Along with
Beat You to Ten Beat You to Ten Bugs, Tallies & Numbers Butterfly Countdown Butterflies
Bingo
Work Places Work Places Work Places
1J Beat You to Ten
Home Connection 6
Home Connection 5
SUPPLEMENT SUPPLEMENT SESSION 33

Supplement Set A4 Supplement Set A4 Introduce Pattern Block
Activity 2: Butterfly Race Activity 2: Butterfly Race Designs
(Introduce as Work Place
S1) Work Places
1K Pattern Block Designs
Work Places
S1 Butterfly Race
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Unit Planners
November Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4, C3 & D1)
Note: For November Number Corner use the pre-made calendar markers in Supplement Set C3, Flying
Butterflies. Also use Supplement Set A1, pages A1.7–A1.8, Kid Count Number Line, and in conjunction
with Our Month in School, use Supplement Set A4, page A4.4, Frames & Bunny Ears.
Sessions 34, 42 & 47 have been omitted to accommodate Supplement Sets A1, A4, C3 & D1.

Introduce Number Corner Introduce Number Corner Work Place Mini-Lesson Work Place Mini-Lesson Moving Along With
Daily Routines Daily Routines Hungry Caterpillars Hungry Caterpillars Caterpillars
Work Places Work Places Work Places

1L Hungry Caterpillars
Home Connection 7
SESSION 38 SESSION 39 SESSION 40 SESSION 41 SUPPLEMENT
Problems & Investigations Problems & Investigations Work Place Mini-Lesson Introduce Count & Supplement Set D1
The Butterfly Quilt, Part 1: The Butterfly Quilt, Part 2: Count & Compare Compare Butterflies Activity 1: Longer,
Making the Quilt Blocks Assembling the Quilt Butterflies Shorter, or the Same?
Work Places
1M Count & Compare Work Places
Butterflies
SUPPLEMENT SUPPLEMENT SESSION 43 SESSION 44 SESSION 45

Supplement Set D1 Supplement Set D1 Problems & Investigations Work Place Mini-Lesson Introduce Pattern Block
Activity 2: How Long is Activity 3: Compare, Bugs to Ten & Numeral Pattern Block Puzzles Puzzles
the Teacher’s Necklace or Spin & Win Cards: A Match Game
Necktie? Work Places
Home Connection 8 1N Pattern Block Puzzles
Work Places
SESSION 46
Introduce Which Numeral
Will Win?
Work Places
1O Which Numeral Will
Win?
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Unit Planners
December Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4, C2, C4 & D2)
Note: For December Number Corner use the pre-made calendar markers in Supplement Set C4, Teddy
Bear & Box. Also use Supplement Set A1, pages A1.7–A1.8, Kid Count Number Line, and in conjunction
with Our Month in School, use Supplement Set A4, pages A4.5–A4.6, Quick Fives.
DAY 1 DAY 2 SUPPLEMENT SUPPLEMENT SUPPLEMENT

Introduce Number Corner Introduce Number Corner Supplement Set C2 Supplement Set D2 Supplement Set D2
Daily Routines Daily Routines Activity 1: The Bear in Activity 1: Comparing Activity 2: A Pound of
the Box Weights Potatoes
Home Connection 9
SUPPLEMENT SESSION 48 SESSION 49 SESSION 50 SESSION 51

Supplement Set D2 Problems & Investigations Problems & Investigations Work Place Mini-Lesson Introduce Count &
Activity 3: Spin & Growing Patterns: These A Growing Pattern of Count & Compare Pennies Compare Pennies
Compare Weights Ladybugs Have Two Ladybugs
Spots Work Places Work Places
Work Places 1P Count & Compare
Home Connection 10 Pennies
SESSION 52 SESSION 53 SESSION 54

Problems & Investigations Problems & Investigations Problems & Investigations
Ladybug Chart: Counting There’s a Shape in My There’s a Shape in My
by 1s & 2s Pocket Pocket

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Unit Planners
January Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4 & C5)
Note: For January Number Corner use the pre-made calendar markers in Supplement Set C5, Growing
Shapes. Also use Supplement Set A1, pages A1.7–A1.8, Kid Count Number Line, and in conjunction with
Our Month in School, use Supplement Set A4, pages A4.6–A4.7, Combinations to 10 on Frames & Fingers.

Introduce Number Corner Introduce Number Corner Problems & Investigations Problems & Investigations Work Place Mini-Lesson
Daily Routines Daily Routines Bugs to Ten, Numeral Which One is Covered Beat You to 20
& Tally Cards: A Match Up? A Memory Game
Home Connection 11 Game Home Connection 12

Introduce Beat You to 20 Work Place Mini-Lesson Introduce Bucket of Sea Problems & Investigations Work Place Mini-Lesson
What’s in the Bag? A Creatures Ten & More Sea Creatures, Ten & More Sea Creatures,
Work Places Bucket of Sea Creatures Part 1 Part 2
2A Beat You to 20 Work Places
2B Bucket of Sea Creatures Work Places
2C Ten & More

Work Places Work Place Mini-Lesson Work Place Mini-Lesson Moving Along With Coins Moving Along With Coins
Sock Boxes & Coins: Beat Race You to 15¢
Home Connection 13 You to 20¢ Work Places Work Places
Work Places
Work Places 2E Race You to 15¢ Home Connection 14
2D Sock Boxes & Coins:
Beat You to 20¢
SESSION 68 SESSION 69 SESSION 70 SESSION 71

Problems & Investigations Introduce Spin & Write Assessment Assessment
Mystery Numbers Assessment by Observa- Assessment by Observa-
Work Places tion: Watching Children at tion: Watching Children at
2F Spin & Write Work Places Work Places

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Unit Planners
February Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4 & C6)
Note: For February Number Corner use the pre-made calendar markers in Supplement Set C6, 3-D
Shapes in the World. Also use Supplement Set A1, pages A1.7–A1.8, Kid Count Number Line, and in con-
junction with Our Month in School, use Supplement Set A4, pages A4.7–A4.8, How Many Empty Squares?
DAY 1 DAY 2 DAY 100 ACTVITIES DAY 100 ACTVITIES DAY 100 ACTVITIES
Introduce Number Corner Introduce Number Corner Day 100 Activities (See Day 100 Activities (See Day 100 Activities (See
Daily Routines Daily Routines February Number Corner) February Number Corner) February Number Corner)
Home Connection 15
DAY 100 ACTVITIES SESSION 72 SESSION 73 SESSION 74 SESSION 75

Day 100 Activities (See Problems & Investigations Problems & Investigations Problems & Investigations Problems & Investigations
February Number Corner) Shark, Seal & Whale Shark, Seal & Whale Shark, Seal & Whale Shark, Seal & Whale
Dramas, Part 1 Dramas, Part 2 Picture Problems Picture Problems
Work Places Home Connection 16

Problems & Investigations Problems & Investigations Problems & Investigations Problems & Investigations Problems & Investigations
Making Sea Creature Making Sea Creature Making Sea Creature Solving Students’ Sea Solving More Sea Creature
Picture Problems Picture Problems Picture Problems Creature Picture Problems Problems
Work Places Work Places Work Places Work Places Work Places
2G Ten & More: Memory 2H Sock Boxes & Coins:
Beat You to Zero
Home Connection 17
Work Places Problems & Investigations Problems & Investigations
Sea Creature Problems: Sea Creature Problems:
Finishing Up Finishing Up
Work Places
Home Connection 18
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Unit Planners
March Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4 & D7)
Note: For March Number Corner use the pre-made calendar markers in Supplement Set D7, Coins. Also
use Supplement Set A1, pages A1.9–A1.12, Capture the Number, and in conjunction with Our Month in
School, extend Supplement Set A4, pages A4.7–A4.8, How Many Empty Squares?, with combinations
to 10. Session 86 & 87 have been omitted to accommodate Supplement Sets A1, A4 & D7.
DAY 1 DAY 2 SESSION 84 SESSION 85 SUPPLEMENT

Introduce Number Corner Introduce Number Corner Work Place Mini-Lesson Introduce Sea Creature Supplement Set A4
Daily Routines Daily Routines Bucket of Sea Creatures: Handfuls Activity 3: Fives Up
Handfuls
Work Places
2I Sea Creature Handfuls
Home Connection 19
SUPPLEMENT SUPPLEMENT SESSION 88 SESSION 89 SESSION 90

Supplement Set A4 Supplement Set A4 Problems & Investigations Problems & Investigations Problems & Investigations
Activity 3: Fives Up Activity 4: Frogs & Lily Which One Does Not Sorting Sea Creatures Sorting Sea Creatures: A
(Introduce as Work Place Pads (Introduce as Work Belong Worksheet
S2) Place S3) Work Places

Problems & Investigations Work Place Mini-Lesson Introduce Frog Handfuls
Sorting Frogs Frog Handfuls
Work Places
Work Places 2J Frog Handfuls
Home Connection 20
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Unit Planners
April Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4 & D8)
Note: For April Number Corner use the pre-made calendar markers in Supplement Set D8, Measuring
Tools. Also use Supplement Set A1, pages A1.9–A1.12, Capture the Number, and in conjunction with Our
Month in School, extend Supplement Set A4, pages A4.7–A4.8, How Many Empty Squares?, with combi-
nations to 10. Sessions 98 & 104 have been omitted to accommodate Supplement Sets A1, A4 & D8.

Introduce Number Corner Introduce Number Corner Work Place Mini-Lesson Introduce Unifix Cube Work Places
Daily Routines Daily Routines Unifix Cube Measuring Measuring
Home Connection 21
2K Unifix Cube Measuring
SESSION 97 SESSION 99 SESSION 100 SUPPLEMENT SUPPLEMENT

Work Place Mini-Lesson Work Place Mini-Lesson Work Places Supplement Set A4 Supplement Set A4
Count & Compare Unifix Race You to 30¢ Activity 5: Pond Game Activity 5: Pond Game
Cubes Home Connection 22 (Introduce as Work Place
Work Places S4)
Work Places 2M Race You to 30¢ Work Places
2L Count & Compare
Unifix Cubes
SESSION 101 SESSION 102 SESSION 103 SUPPLEMENT SUPPLEMENT

Work Place Mini-Lesson Work Places Work Place Mini-Lesson Supplement Set A4 Supplement Set A4
Patterns & Numbers, Part 1 Patterns & Numbers, Activity 6: Spin, Count & Activity 6: Spin, Count
Part 2 Compare & Compare (Introduce as
Work Places Work Place S5)
2N Patterns & Numbers Work Places Work Places

Problems & Investigations Problems & Investigations Problems & Investigations
Frog Picture Problems More Frog Picture Making Frog Problems,
Problems Day 1
Home Connection 23
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Unit Planners
May/June Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4, C1, C2 & D9)
Note: For May Number Corner use the pre-made calendar markers in Supplement Set D9, Morning,
Noon & Night. Also use Supplement Set A1, pages A1.9–A1.12, Capture the Number, and in conjunction
with Our Month in School, use Supplement Set A4, page A4.9, Dot Card Subtraction.
DAY 1 DAY 2 SESSION 108 SUPPLEMENT SESSION 109

Introduce Number Corner Introduce Number Corner Problems & Investigations Supplement Set C2 Problems & Investigations
Daily Routines Daily Routines Making Frog Problems, Activity 2: Left & Right Solving Students’ Frog
Day 2 Problems
Home Connection 24 Work Places
SESSION 110 SESSION 111 SESSION 112 SUPPLEMENT SESSION 113

Problems & Investigations Introduce Frog Problems Work Places Supplement Set C2 Work Place Mini-Lesson
Solving More Students’ Activity 3: Little Frog’s Frog Jump Measuring
Frog Problems Work Places Home Connection 25 Playground
2O Frog Problems
SESSION 114 SUPPLEMENT SUPPLEMENT SESSION 115 SESSION 116

Introduce Frog Jump Supplement Set A4 Supplement Set A4 Problems & Investigations Problems & Investigations
Measuring Activity 7: Bug Catchers Activity 7: Bug Catchers Where Do You See It? Which One Does Not
(Introduce as Work Place Belong?
Work Places S6) Work Places
2P Frog Jump Measuring Work Places Work Places
SUPPLEMENT SUPPLEMENT SESSION 117 SUPPLEMENT SUPPLEMENT

Supplement Set A4 Supplement Set A4 Introduce Polydrons: Can Supplement Set C1 Supplement Set C1
Activity 8: Piggy Banks Activity 8: Piggy Banks You Build It? Activity 1: Mystery Bag Activity 2:
(Introduce as Work Place Sorting Shape Detectives
S7) Work Places
Work Places 2Q Polydrons: Can You
Build It?
Home Connection 26
SUPPLEMENT SESSION 118 SESSION 119 SESSION 120 SESSION 121

Supplement Set C1 Introduce Fill It First Work Place Mini-Lesson Work Place Mini-Lesson Work Places
Activity 3: 3-D Shape Geoboards: Squares & Geoboards: Squares &
Walk Work Places Triangles Triangles
2R Fill It First!
Work Places
2S Geoboards: Squares &
Triangles
SESSION 122 SESSION 123

20130410

20130410

Materials List
Kindergarten CCSS Supplement Materials Lists

MANIPULATIVES & PRINT MATERIALS A1 A4 A6 C1 C2 C3 C4 C5 C6 D1 D2 D7 D8 D9
FROG Frogs (100)* √ √
BUG Bugs (100)* √
U1 Unifix cubes (1,000) √ √
PPBT Pattern Blocks (3 sets) √
BPP Balance scale (1) √
PDS Polydrons, Squares (40)* √ √
PDT Polydrons, Triangles (100)* √ √
M100 Game Markers (100) √
MB10S Individual Chalkboards, chalk, erasers* (class
√
set; whiteboards and pens may be substituted)
LCGPC Calendar Grid Pocket Chart* √ √ √ √ √ √
Month & Year Calendar Grid Cards* √ √ √ √ √ √
QZ452 Bridges Supplement Card Set*
• Kid Count Cards
• Ten Frame Bug Cards
√ √
• Ten & More Ten-Frame Cards
• Count & Compare Butterflies cards
• Count & Compare Unifix Cubes cards
All manipulatives and print materials available from Math Learning Center. Those items marked with an asterisk are included in the Bridges
Kindergarten Package.
GENERAL MATERIALS
A1 A4 A6 C1 C2 C3 C4 C5 C6 D1 D2 D7 D8 D9
(PROVIDED BY THE TEACHER)
Overhead projector or document camera √
Blank transparencies if you are using an overhead
4
projector
“Helper Jar” (A popsicle stick for each student
with his/her name written on it, placed in a √ √ √ √ √ √ √ √ √ √ √
container)
8.5” x 11” white cardstock, individual sheets 1 30 20 3 16 16 16 18 1 2 16
8.5” x 11” pastel cardstock, individual sheets 17
1 ½” x 2” sticky notes √
3” x 5” index cards √ √
Construction paper in a variety of colors √ √ √ √
Butcher paper √
18” x 24” chart paper (lined and unlined) √ √ √
Overhead pens (black, blue, red, green) √
Dry wipe pens (black, blue & red) √
Marking pens, including a highlighter pen √ √ √
Glue sticks √
Crayons √
Scissors, class set √
Regular masking tape √
Blue masking tape √
String √
20130410
Yardstick or pointer √ √

Materials List
Kindergarten CCSS Supplement Materials Lists (cont.)
GENERAL MATERIALS
A1 A4 A6 C1 C2 C3 C4 C5 C6 D1 D2 D7 D8 D9
Rug yarn or ribbon in 4-6 different colors √
Rainbow sentence strips in 5 different colors √
Xylophone, keyboard, piano, or internet access √
Teddy bear or other stuffed animal √ √
Copy paper box with lid √ √
Lunch sack or small gift bag √
Grocery sack or large gift bag √ √
Collection of 3-D objects from around the
√
classroom
3/4” adhesive dots, red and blue √ √
A necklace or necktie belonging to the teacher √
1 pound of potatoes, onions, or carrots in a small
√
sack with handles
8–12 common household or classroom items of
√
varying weights (between 8 ounces & 2 pounds)
Cafeteria tray √
60 pennies √
6 small paper cups (3 oz), 1 large paper cup (8
√
oz)
Measuring tools (e.g., a digital clock, a small ana-
log clock, a medical or scientific thermometer, a
round outdoor thermometer, a digital thermom- Opt
eter, a kitchen scale, a bathroom scale, a cloth
measuring tape, a carpenter’s tape measure, etc.)
Clipboards (Class Set) Opt
CHILDREN’S BOOKS
A1 A4 A6 C1 C2 C3 C4 C5 C6 D1 D2 D7 D8 D9
Splash! by Ann Jonas Opt
All about Where by Tana Hoban Opt Opt
Left Hand, Right Hand by Janet Allison Brown Opt
Cubes, Cones, Cylinders & Spheres by Tana Hoban Opt
Stone Soup (any version) Opt
Length by Henry Pluckrose Opt
Weight by Henry Pluckrose Opt
How Long Is It? by Donna Loughran Opt
Millions to Measure by David Schwartz Opt
How Big Is a Foot? by Rolf Myller Opt

20130410

KINDERGARTGEN –
SEPTEMBER TO MAY
CCSS SUPPLEMENT ACTIVITIES
THESE SETS are USED EACH MONTH DURING NUMBER CORNER
Set A1: Number & Operations: Counting on the Number Line
SEP – Activity 1: The Rainbow Number Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A1.1
OCT–FEB – Activity 2: Kid Count Number Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . A1.7
MAR– MAY – Activity 3: Capture the Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . A1.9
Set A4: Number & Operations: Addition & Subtraction

Activity 1: Numbers & Combinations to Ten through the School Year;
SEP – Dots & Fingers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.1
OCT – Frames & Bunny Ears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.2
NOV – More Frames & Bunny Ears. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.4
DEC – Quick Fives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.5
JAN – Combinations to 10 on Frames and Fingers. . . . . . . . . . . . . . . . . . . . . . . . . . A4.6
FEB–APR – How Many Empty Squares?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.7
MAY – Dot Card Subtraction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.9
Set A1 Number & Operations: Counting on the Number Line
Set A1 H Activity 1
ACTIVITY
The Rainbow Number Line

Overview You’ll need
The teacher works with input from students to record H 11 rainbow sentence strips in 5 different colors (see
one number each school day on a colored sentence strip Advance Preparation)
posted on the classroom wall. New sentence strips are H a yardstick
added as needed, and the number line that results can
H wide-tipped black felt marker
be used for many different counting and numeral recogni-
tion activities through the year. H red and blue dry wipe or overhead markers
H Coin and Bill cards (optional, pages A1.4–A1.6, run one
Skills & Concepts
copy of each on cardstock)
H locate numbers from 1 to at least 31 on a number line
H count by ones forward from 1 to 100
Advance Preparation You’ll need 3 of one color strip,
H count backward from 10 and 2 each of the other four colors. Write a 0 at the far left
H read aloud numerals from 0 to at least 31 side of one of the 3 identically colored strips, but leave
the rest of the strip unmarked otherwise. Laminate all 11
H identify ordinal positions through the 31st
strips so you can reuse them in future years and also mark
on them with an overhead or dry wipe marker this year.
Post just the first strip before school starts. Place it near
your Number Corner display board where all the students
can see it easily.
Instructions for The Rainbow Number Line

1. On the first day of school, call children’s attention to the single sentence strip you’ve posted. Explain
that this is a number line, and you’ll be writing a number on it for each school day that passes. Read the
numeral 0 with the class, and explain that you wrote this number on the line yesterday, before school
even started. Ask them what number you’ll need to write for today, and then use a black wide-tipped
marker to record the numeral 1 on the line. Gauge the amount of space you leave between the 0 and the
1 knowing that you’ll only be writing the numerals up through 9 before you switch to another strip.
2. The following day during Number Corner, record the numeral 2 on the line for the second day of
school. Continue each day in this fashion through the ninth day of school. Then attach a second strip to
the first, and add a new number to the strip each day until you’ve reached the 19th. Attach a third strip
for the numerals 20–29, a fourth for the numerals 30–39, and so on. Use a different color strip each time,
so each decade appears on a new color. When you’ve used all 5 colors, start over. Repeat the same se-
quence of colors so children can anticipate what you’ll post next.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
© The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.1

Activity 1 The Rainbow Number Line (cont.)
Starting on about the 10th day of school, you can use the line for a variety of counting exercises and ac-
tivities, including the ones listed below.
• Point to each numeral as students count forward with you. When you get to the last recorded nu-
meral, ask students to predict what number you’ll be writing on the line the following day.
• Start at any number 10 or less and point to each numeral as students count backward with you to 0.
Have them practice counting from different numbers below 10 backwards to 0 on a regular basis.
• Have students take turns pointing on the line to specific numerals you name. You might also have
them point to numerals that correspond to events in your classroom (e.g., someone’s age, birth date,
the number of cans the class collected for the annual food drive, the number of muffins someone
brought to school for a special treat today, and so on).
• Have students practice counting by 2s to 10. Point to the numbers, or underline them in red or blue,
as the students count along with you.
• Cover up the zero with a post-it note, and have students name the ordinal position of each numeral
on the line, first, second, third, fourth, and so on. (If you cover the zero, the ordinal numbers will
correspond to the cardinal numbers. That is, the 1 will be the first number on the line. The 2 will be
the second number, 3 will be the third number, and so on.)
• Cover up the zero with a post-it note and give different students a turn to point with the yardstick to
the first numeral on the line, the second, the third, the fifth, the tenth, and so on.
3. Have students practice counting by 1s through 100 during the spring months. You can also continue
to have students practice counting backwards from 10 or other numbers less than 10. Once you reach
50 or 60, you might have students practice counting by 5s or 10s along the line. Point to the numbers or
circle them in red or blue as students count with you.
Extensions
• Prepare a collection of coin cards by running 1 copy each of the Coin and Bill Cards on cardstock.
Color the coins and the dollar bill, cut the cards apart, and laminate if desired. Post a penny card be-
low the number line for each day of school through the tenth. After that, post a dime card below each
multiple of 10 through 100, and a quarter card when under the numerals 25, 50, 75, and 100. When
you reach Day 100, post the dollar bill below the numeral 100. Reinforce the name and value of the
coins on a regular basis, and point to the dimes as students count by tens on the line.
• Use the fact that the sentence strips change color with every new decade to introduce and reinforce
the tens place, and the special role it plays in our number system. Several months into school, as you’re
starting into the 40s or 50s, you might introduce the idea that the 4 in 42 means 4 tens, while the 2
means 2 ones, that is, 42 means 4 tens and 2 ones. If you’re keeping the Link a Day paper chain, you can
use the loops that have been grouped into tens and ones to demonstrate what you mean. You might also
have students build collections of Unifix cubes grouped into tens and ones to match the number of days
you’ve been in school.
• Use the penny and dime cards to help students analyze the magnitude of digits through 99 on the
basis of their place values and represent the place value of each digit in a two-digit whole number. If
you reuse the penny cards for each decade and move the dimes ahead on the line as you go, you can
help students understand, for instance, that 43 is the same as 4 dimes and 3 pennies, and count the
amount with them by tens and ones, “ten, twenty, thirty, forty, forty-one, forty-two, forty-three”. Plan
A1.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center

Activity 1 The Rainbow Number Line (cont.)
to do this several times a week, if not daily, for some months running if your kindergarteners are ex-
pected to develop place value understandings.
4 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 4
10¢ 1¢ 1¢ 1¢
10¢
10¢
10¢
• Extend the number line through the last day of school to give students exposure to counting past 100
and reading 3-digit numerals.

Set A1 Number & Operations: Counting on the Number Line Blackline Optional Run 1 copy on cardstock. Color and laminate if desired and cut apart.
Coin & Bill Cards page 1 of 3
1¢ 1¢ 1¢
1¢ 1¢ 1¢
1¢ 1¢ 1¢

1¢ 10¢ 10¢
10¢ 10¢ 10¢
10¢ 10¢ 10¢

10¢ 10¢ 25¢
25¢ 25¢ 25¢
$1.00

Set A1 H Activity 2
ACTIVITY
Kid Count Number Line

The teacher gives half the students Kid Count cards and H the Kid Count Cards (pages A1.18–A1.32, run one copy
the other half numbered index cards. Holding their cards, of each on cardstock and cut apart.)
students are seated in two parallel number lines, and then H blue masking tape (see Advance Preparation)
practice counting forwards and backwards as they stand
H half class set of index cards (see Advance Preparation)
up and sit down in turn.
H a ruler or pointer of some type
Skills & Concepts
H a bell, chime bar, or your key ring
H locate numbers on a number line
H Ten Frame Bug Cards and Ten & More Ten Frame Cards
H count by ones and reading numerals
(optional, pages A1.33–A1.38 and A1.39–A1.47, run
H order numerals from 1 to at least 10 one copy of each on cardstock and cut apart.)
H rote count backward from any number in the range of
1 to at least 10 Advance Preparation Use blue masking tape to create a
H identify ordinal positions line in your classroom long enough to accommodate half
of your students standing side-by-side. An alternative is
to reserve the gym for 15–20 minutes the day(s) you do
this activity with your class. Write one numeral on each of
the index cards, starting with 1. You’ll need a half-class set
of Kid Count cards and half a class set of numbered index
cards. If you have 26 students, for instance, you’ll need
Kid Count cards 1–13, and numbered index cards 1–13.
Instructions for Kid Count Number Line

1. Gather the children into your discussion circle or in the gym, depending on where you’re going to
conduct the activity. Show them the line you’ve taped on the floor in your classroom, or the line you’re
planning to use in the gym. Explain that today the class is going to work together to make a kid-sized
number line, using the Kid Count cards from the Number Corner and some other cards you’ve made es-
pecially for this activity.
2. Give half your students each a Kid Count card, and reassure the others that they’ll each get a num-
bered index card in a minute or two. Call the numbers out one by one, starting with 1, as the students
holding Kid Count cards each stand up and arrange themselves along the tape line in order. As you do
this, use the language of ordinal numbers as well as the names of the numerals (i.e., “If you’re holding
the card that shows a 1, you’re first in line. The person holding the card that shows 2 will be second in
line. The number 3 card comes third in line. Yep, that’s you, Jesse!)

Activity 2 Kid Count Number Line (cont.)
3. Once all the children holding cards are standing in order along the line, ask them to hold their cards
up in front of them for everyone to see. Walk along slowly behind the line, pointing to each student as
the rest of the class reads and counts along with you.
4. Repeat Step 3, but this time, name each child’s ordinal position in line (i.e., first, second, third, fourth,
fifth, etc.) as the class recites them with you. Reinforce the language of ordinal numbers by asking the
first child in line to hold up her hand, the third child in line to hop 3 times, the fourth child in line to
wave to his or her classmates, and so on. You can also ask your class to name the second child in line,
the eighth child in line, the thirteenth child in line, and so forth.
5. Give each of the students still seated a numbered index card. Tell them that when you give the signal,
they are going to walk, not run, to stand facing the person who is holding the matching Kid Count card.
Then they’re both going to sit down right where they are. Borrow one of the index cards from a student
and demonstrate how you expect the children to walk to their partner, stand in front of him or her, and
then both sit down. When everyone has found his or her partner, you will have two parallel lines of chil-
dren seated facing each other.
6. Ring your bell or jingle your keys and have the students holding numbered index cards find their
partners. When all the students are seated, have the class count from 1 to the last number as each pair
stands up. Then count backwards from the last number as each pair sits back down. Finally, have each
pair stand (and turn to face the door if you’re going back to the classroom) as the class recites the ordi-
nal numbers, first, second, third, fourth, and so on.
1 2 3 4 5 6 7 8 9 10
ˇ† Num er or er d Co n n mb r a ds † umb r C rn r id o n nu be c r s ˇ† Numb r C r er id o n n mbe c ds umb r C r er id o n n mbe c ds ˇ† umb r C r er id o n nu be c ds † umb r C rn r K d o nt u be c r s ˇ† umb r C r er id o n nu be c ds ˇ† umb r C r er id o n nu be c ds ˇ† umb r C r er id o n nu be c ds Numb r C r er id o n n mb r c ds
1 2 3 4 5 6 7 8 9 10
Extensions
• Repeat the activity as described above, but use 10-frame cards from your Bridges Kit instead of num-
bered index cards. (The Ten-Frame Bug 1–10 cards are first introduced in Bridges Session 23. The
Ten & More Ten Frames 11–20 cards are first introduced in Bridges Session 61.)
• Give all the students in your class a Kid Count card and have them arrange themselves in order
along the taped line. Walk along slowly behind the line, gently tapping each student on the shoul-
der to call out his or her number and sit down on the line. Then have each student stand as the class
counts from 1 to the final number, in unison. Finally, have each child in line take one step forward
and wave as the class names his or her ordinal position in line, first, second, third, fourth, fifth, and
so on. This version of the activity is especially fun if you have an audience of parents, office staff, or
another kindergarten. If possible, have someone take a digital photo of the class to post beside your
classroom number line.

Set A1 H Activity 3
ACTIVITY
Capture the Number

The teacher divides the class into two teams. Students H class number line from Set A1, Activity 1 (see Advance
from each team take turns drawing a ten-frame card from Preparation)
a stack, finding the matching numeral on the class number H 11 ⁄2" × 2" sticky notes in 3 different colors (see
line, and marking it with a sticky note. After playing the Advance Preparation)
game several times with the class, the teacher can intro-
H Ten Frame Bug Cards 0–10 (pages A1.33–A1.38, run
duce Capture the Number as a partner game for children
one copy of each on cardstock and cut apart.)
to play during Work Places.
H Ten & More Ten-Frame Cards 10–20 (optional, pages
Skills & Concepts A1.39–A1.47, run one copy of each on cardstock and
H locate numbers from 0 to at least 20 on a number line cut apart.)
H read numerals from 0 to at least 20 H Count & Compare Unifix Cubes Cards 10–27 (optional,
H rote count by ones forward from 0 to 39 pages A1.48–A1.52, run one copy of each on card-
stock and cut apart.)
H count objects in a set of up to at least 20 objects
H describe numbers from 1 to 9 using 5 as a benchmark
Advance Preparation Post the first four sentence strips
number
from Activity 1 on the whiteboard to form a number line
that runs from 0 to 39, at a height where the students can
easily reach it. Cut the sticky notes in half to form 1" by
11 ⁄2" rectangles. You’ll need 10 rectangles in one color, 10
in a second color, and 2 in a third color. Post 5 of one
color to the lower left of the number line, 5 of the other
color to the lower right, and 1 of the third color in the
middle. Keep the remaining notes in reserve for a second
round of the game
Instructions for Capture the Number

1. Gather children to your discussion area and seat them all facing the whiteboard. Point to each number
on the line as students count with you from 0 through 39. Then explain that you’re going to play a game
on the number line today. Divide the children into two teams, and assign each team a color to match
the colors of your sticky notes; yellow and blue, for example. Explain that the single sticky note in the
middle of the board is for you.
2. Show children the stack of Ten Frame Bug cards. Then mix up the cards and place them face-down in
a stack. Explain that members of each team are going to take turns pulling a card from the top of the stack,
finding the matching number on the number line, and marking it with a sticky note for their team.

Activity 3 Capture the Number (cont.)
3. Call on a student from one of the teams to take a card from the top of the stack. Ask him or her to
show it to the class, and have students determine how many bugs are on the card.
Students Jaimee got lots of bugs on her card!

Two butterflies, my best ones!
Nine, there are nine because I counted them.
There’s one missing so it must be 9.
Five and then 1, 2, 3, 4.
1, 2, 3, 4, 5, 6, 6, 7, 8, 9…yep, it’s 9!
4. Then have that student locate and mark the matching numeral on the number line with a sticky note
in his or her team’s color. Encourage other students to help, and offer assistance as necessary.
5. Have students from each team take turns back and forth until all but one of the cards is gone. Take
the last card yourself and mark the corresponding numeral on the line with the odd-colored sticky note.
Then ask students to name the numerals each team captured as you record them on the board.
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Yellow Team got 1, 2, 5, 7, and 10.

Blue Team got 0, 3, 6, 8, and 9.
Mrs. R. got 4.
6. Play the game again if time allows, or save the sticky notes for another day.
Extensions
• Repeat the game as described above, but have the class capture the numerals from 10 through 20 by
using the Ten & More Ten-Frame cards instead of the Ten-Frame Bug cards. You might also have stu-
dents capture the numerals from 10 through 27 by using the Count & Compare Unifix Cubes cards.
• Set up Capture the Number as a Work Place, you’ll need
º Capture the Number Record Sheet, 0–10 (page A1.13, run 1 half-class set plus a few extra)
º Zero Cards (page A1.17, one copy on cardstock, see Advance Preparation below)
º 3 sets of Count & Compare Butterflies Cards ( pages A1.53–A1.56, run three copies of each sheet on
different color cardstock and cut apart.)
º crayons in two different colors

º Capture the Number Record Sheet, 0–20 (optional, page A1.14, run as needed)
º Capture the Number Record Sheet, 0–10 Challenge (optional, page A1.15, run as needed)
º Capture the Number Record Sheet, 0–20 Challenge (optional, page A1.16, run as needed)
º 3 sets of cards from Work Place 2C (Ten & More Ten-Frame, optional)
Advance Preparation To set Capture the Number up as a Work Place, run a half-class set of the Capture
the Number Record Sheet, 0–10 blackline on page A1.13. Cut the sheets in half and place them in a Work
Place tub. Run 1 copy of the Zero Cards (page A1.17) on cardstock. Cut the cards apart and laminate them.
Add these to your Count & Compare Butterflies cards so that each set has 13 cards: 3 zeros, and 1 card each
for 1–10. In addition to the record sheets and the 3 sets of cards, you’ll need to add 6 crayons or colored pen-
cils, each a different color.
• Introduce Capture the Number as a partner game. In this game, students take turns drawing ten-
frame cards, locating the corresponding numerals on a number line, and coloring in dots above those
numerals on the line. The players each use a different color so they can tell who has captured each
numeral. Play continues until all the dots above the numbers are colored in. If a player draws a Zero
card and the 0 has already been marked, that player looses his or her turn. The player with the most
dots colored in at the end of the game wins. Choose a volunteer to play the game with you while the
other children watch, and then make it available during Work Places.
NAMES Mrs. R. and Danny DATE

© The Math Learn ng Center
Capture the Number Record Sheet, 0–10
0 1 2 3 4 5 6 7 8 9 10
Danny I won! I got 6 dots, and you only got 5, Mrs. R!
• Some students may enjoy counting out cubes in their color to match the numbers they capture, form-
ing these into trains, and setting them above the numbers on the line. At the end of the game, each
student can link his or her trains end-to-end to compare their winnings. The player with the longer
train wins the game.

• There are several different versions of the Capture the Number Record Sheet on pages A1.13–A1.16,
each a little more challenging. You can introduce these as needed. You may choose to use some of
them with small groups or individuals. Students playing Capture the Number, 0–20 can use a set of
the Ten & More Ten-Frame cards from Work Place 2C and just capture and color the numerals from
10–20. If they want to play for all the numerals on the line, they can combine a set of Count and Com-
pare Butterfly cards with a set of Ten & More Ten-Frame cards.
• Capture the Number, 0–10 Challenge and Capture the Number, 0–20 Challenge are played like the
first two versions of the game, with a small twist. In the challenge games, students take turns draw-
ing a card, using the landmark numbers along the line to find the location of the matching numeral,
writing the numeral in themselves, and then coloring in the dot.
NAMES DATE
Set A1 Number & Operations: Counting on the Number Line B ac

Capture the Number Record Sheet, 0–10 Challenge
0 5 10
NAMES DATE
Set A1 Number & Operations: Counting on the Number Line Blac

0 5 10 15 20

Set A1 Number & Operations: Counting on the Number Line Blackline Run a half-class set plus a few extras and cut in half.
10
10
9
9
8
8
7
7
6
6
DATE
DATE
5
5
4
4
3
3
2
2
1
1
0
0
NAMES
NAMES

NAMES DATE
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
A1.14 • Bridges in Mathematics Kindergarten Supplement

Set A1 Number & Operations: Counting on the Number Line Blackline Run as needed.
NAMES DATE
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
© The Math Learning Center

10
10

DATE
DATE
5
5
0
0
NAMES
NAMES

20
20
15
15

DATE
DATE
10
10
5
5
0
0
NAMES
NAMES

Set A1 Number & Operations: Counting on the Number Line Blackline Run 1 copy on cardstock.
A1.17 Zero Cards
A1.17 Zero Cards
A1.17 Zero Cards

A1.17 Zero Cards
A1.17 Zero Cards
A1.17 Zero Cards

Zero Cards
A1.17 Zero Cards
A1.17 Zero Cards
A1.17 Zero Cards

Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate.
Kid Count Cards page 1 of 15
2
ˇ† Number Corner Kid Count number cards
1

4
3

6
5

8
7

10
9

12
11

14
13

16
15

18
17

19 20

21 22

23 24

25 26

27 28

29 30

Ten Frame Bug Cards page 1 of 6
ˇ† Bridges in Mathematics Ten-Frame Bug Cards






Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on white cardstock. Cut apart on thin lines. Laminate.
Ten & More Ten Frame Cards page 1 of 9
ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame


ˇ† 2C/2G Ten & More Ten-Frame

Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on colored cardstock. Cut apart on thin lines. Laminate.






Count & Compare Unifix Cubes Cards page 1 of 5
ˇ† 2L Count & Compare Unifix Cubes










Set A1 Number & Operations: Counting on the Number Line Blackline Make 3 copies on different color cardstock. Cut apart on thin lines.
Count & Compare Butterflies Cards page 1 of 4
ˇ† 1M Count & Compare Butterflies Cards








Set A4 Number & Operations: Addition & Subtraction
Set A4 H Activity 1
ACTIVITY
Numbers & Combinations to Ten Through the School Year

Overview Skills & Concepts
Below, you’ll find a set of exercises to add to your Number H count objects in a set using one-to-one correspon-
Corner routines each month. These exercises involve the dence and produce sets of given sizes
numbers 1 through 10, and are designed to be taught from H recognize the number of objects in a small set without
the start of each month, in conjunction with the Our Month counting
in School workout. They are short and simple, and provide
H read and write numerals to 10
a solid foundation on which to help kindergartners build
skills with early addition and subtraction. H model addition by joining sets of objects and model
subtraction by removing objects from sets for num-
bers less than 10.
H verbally describe mathematical relationships involving
addition and subtraction situations for numbers less
than 10
H compose and decompose numbers from 2 to 10
H record mathematical thinking by writing simple addi-
tion and subtraction sentences
September: Dots & Fingers

You’ll need
H Five Plus Dot cards (pages A4.10 – A4.14, run 1 copy of
each sheet on white cardstock)
1. In addition to posting the number of days students have been in school on the Our Month in School
pocket chart each day, have children hold up the corresponding number of fingers. Also, post the corre-
sponding dot card.
Our Month in School

Activity 1 Numbers & Combinations to Ten Through the School Year (cont.)
2. Continue to post a dot card and have students show the number of days with their fingers through the
tenth day of school. After the first 3 to 4 days, vary the routine by doing one or more of the following:
• Point to a numeral card on the Our Month in School Chart and have children show that number of
fingers. Encourage students to begin showing the number without counting their fingers one by one.
• Show a number of fingers on your own hand(s) to represent the quantity on one of the dot cards
posted so far. Have students name the number of fingers they see.
• Point to one or more of the posted dot cards, and ask students to name the quantity and show that
many on their fingers. Encourage the group to find more than one way to show the quantity.
Students It’s 4!
I can make that on one hand!
I do it like this, 1 and then 3.
I do 2 and 2.
3. After you have been in school for 10 days, you will have posted all of the dot cards, 1-10. Continue
throughout the rest of the month with the activities described above. From time to time, take several of
the cards down, mix them up, and place them in a stack, face down. Turn the first card up and show it
to the students for about half a second before turning it face down again. Ask students to pair-share how
many dots they saw, and then have the group hold up their fingers to show the corresponding number of
dots. Show the card a second time so they can confirm their responses.
October: Frames & Bunny Ears

You’ll need
H Ten Frames sheet (page A4.15, run 1 copy on paper,
post on your calendar display board)
H 3/4” adhesive dots or marking pens in two different
colors
H Five Plus Dot cards (pages A4.10 – A4.14, run 1 copy of
each sheet on white cardstock)
1. In addition to posting a weather card each day during the Our Month in School workout, place an ad-
hesive dot, or make a colored circle on the Ten Frame sheet. Start in the upper left-hand corner of the
sheet, and work your way across the top row, using the same color dot for the first five school days in
October.

Our Month in School

Set A4 Number & Operations Addi ion & Sub raction Blackline Run 1 copy on paper post on your calendar display board
Ten Frames
2. Each day, have children show the number of days you’ve been in school so far this month with their
fingers, and name the quantity. Starting from the first day, ask them to place their fists on top of their
heads (like bunny ears) and show the number without looking at their fingers, if possible. While some
children may need to move their hands down to count or double-check the number of fingers they’re
holding up, others will begin to gain confidence at showing the correct number of fingers quickly, sight
unseen, as they develop a “feel” for the numbers one through ten.
Encourage them to explain how they can tell how many dots are on the Ten Frame Sheet.
Teacher We all agree that there are 3 dots so far on our Ten Frame Sheet. How do you know it’s 3?
Students I went 1, 2, 3!
I can just do 3 on my fingers
I can just see it’s 3!
There are 2 and then 1 more. That’s 3.
There’s 5 in the whole row, but 2 are empty, so that makes 3.
3. Continue in this fashion through the tenth day. (Switch dot colors on the sixth day, and move across
the second row of the first frame from left to right.)
4. From the eleventh day forward, count the dots on the sheet one by one with the children. Alternate col-
ors each time you start a new row so that the groups of 5 show up as clearly as the groups of 10 on the sheet.
Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on paper, post on your calendar display board
Ten Frames

5. Use your dot cards as described in September, Step 3, to have children practice recognizing, naming,
and showing quantities from 1 through 10 on their fingers through the rest of the month.
November: More Frames & Bunny Ears

You’ll need
H Ten Frames sheet (page A4.15, run 1 copy on paper,
post on your calendar display board)
H 3/4” adhesive dots or marking pens in one color
H Doubles Dot cards (pages A4.16–4.20, run 1 copy of
each sheet on pastel cardstock)
Repeat October’s activities, with the following modifications:
1. Post the Ten Frame Sheet sideways, and place the dots in rows of 2 instead of 5. Use a single color
throughout the month. This provides children with a slightly different model and may elicit counting
strategies based on pairs instead of 5s. Continue through the month. Once past the tenth day, work with
the students to count the dots one-by-one each day, but ask students to share other counting strategies
as well.
Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on paper, post on your ca endar d sp ay board.
Ten Frames
Teacher We just counted to find out that there are 15 dots on our chart. Does anyone have a differ-
ent way to tell that there are 15?
Sara I see 10, and then 2 more, so that’s 11, 12. Then it goes 13, 14, 15.
2. After the tenth day, use the Doubles Dot cards to have children practice recognizing, naming, and
showing quantities from 1 through 10 on their fingers through the rest of the month.

December: Quick Fives

You’ll need
H Quick Fives Frame (page A4.21, run 1 copy on a trans-
parency)
H 10 translucent counters; 5 blue and 5 red
H overhead projector or document camera
H chart paper and markers in blue, red, and black
In addition to discussing the ten-frame dot cards you post on the Our Month in School pocket chart each
day, conduct the exercises described below a couple times a week.
1. Display the Quick Fives Frame on the overhead. Ask students how many squares they see, first whis-
pering to one another, and then reporting the number out loud.
2. Turn off the projector light, and place blue counters in 3 of the squares on the frame. Work from left
to right, leaving no empty squares between markers.
Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency
Quick Five Frames
3. Turn on the projector light. Ask students how many dots they see, and how many empty squares. Have
them raise their fists to their foreheads to make bunny ears, and then show the number of dots on one hand,
and the number of empty squares on the other. Ask them to share observations.
Students There are 3 dots up there, and 2 empty boxes.

I made my fingers like that, 3 and 2.
This hand is for the dots, and this hand is for empty places.
4. Repeat this exercise several times during the first half of the month. During the latter half of the
month, modify it by turning off the projector light and filling the 5-frame with blue and red counters.
When you turn the light on, ask students to use their bunny ears to show what they see, and have them
share their observations.

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency
Quick Five Frames
Students 2 blues and 3 reds, like this!

Now they all have dots.
I see 5 dots.
5. Make a quick sketch of the frame and dots on a piece of chart paper, and record students’ observa-
tions. Work with input from the class to write a number sentence reflecting the numbers of counters.
2 blue dots
3 red dots
5 dots in all
5
2 3 2+3=5
6. Repeat steps 4 and 5 several times, keeping records on the same piece of chart paper if possible. By
the end of the month, you should have several combinations of 5 displayed on the chart.
January: Combinations to 10 on Frames and Fingers

You’ll need
H Quick Tens Frame (page A4.22, run 1 copy on a trans-
parency)
H 20 translucent counters; 10 blue and 10 red
H chart paper and markers in blue, red, and black
In addition to discussing the ten-frame dot cards you post on the Our Month in School pocket chart each
day, conduct the exercises described below a couple times a week.
1. Display the Quick Tens Frame on the overhead. As students watch, place 5 blue counters in the top
row and 2 red counters in the bottom row. Ask:

Teacher How many blue markers do you see?

How many red markers do you see?
How many markers are there in all? How do you know?
Can you show this combination on your fingers? Right – 5 fingers on one hand and 2 on the other.
Keep your fingers showing and put your hands on your head, like bunny ears. Wiggle the hand that
has 5 fingers up. Wiggle the hand that has 2 fingers up How many fingers are you showing in all?
Can you figure it out without looking at your fingers?
2. Repeat with other “5-plus” combinations, such as 5 + 1, 5 + 3, 5 + 4, and 5 + 5.
3. Later in the month, place 4 blue counters in the top row of the Quick Tens frame, and 3 red counters
in the bottom row with the projector light turned off. Explain that you are going to show the frame for
just a moment, and ask children to watch carefully. Turn on the projector light for a little less than a
second, and then turn it off again. Ask:
Teacher How many blue markers did you see? Show it on your fingers.
How many red markers did you see? Show it on your fingers.
How many markers in all? How do you know?
4. Turn on the projector light so children can confirm the quantities and the total. Then make a quick
sketch of the frame and dots on a piece of chart paper, and record students’ observations. Work with in-
put from the class to write a number sentence reflecting the numbers of counters.
4 blue dots
3 red dots
7 dots in all
7
4 3 4+3=7
5. Repeat steps 3 and 4 with other combinations for numbers between 6 and 10 that can be shown on
frames and fingers, such as 3 + 3, 4 + 2, 3 + 4, 4 + 4, and 4 + 5.
February: How Many Empty Squares?

You’ll need
H Quick Fives Frame (page A4.21, run 1 copy on a transparency)
H Quick Tens Frame (page A4.22, run 1 copy on a transparency)
H 10 red translucent counters


H white board and markers
H individual whiteboards/chalkboards, markers/chalk, and erasers for students (optional)
In addition to discussing the pennies and nickels you post on the Our Month in School pocket chart
each day, conduct the exercises described below a couple times a week.
1. Seat children so they can all see the screen. Place the Quick Fives Frame under the projector, light
turned off. Explain that you’re going to turn on the projector light for just a second so they can see the
picture, and then turn it off again, so they’ll need to watch carefully.
2. Show the frame for a little less than a second, and turn the projector light off again. Ask children to
show on their fingers how many empty squares they saw.
3. Tell the class that you’re going to put a red counter in 4 of the empty squares. How many of the
squares will still be empty? Working with the projector light still off, place the 4 counters while children
pair-share responses to your question. Then turn on the projector light so they can see if they were cor-
rect. Ask:
Teacher How many squares do you see in all? (5)

How many of the squares have counters in them? (4)
How many of the squares are empty? (1)
4. Work with input from the class to record the combination, as shown below:
4 1
4+1=5
5. Repeat with other partitions of 5 (2 + 3, 1 + 4, 3 + 2, 0 + 5)
6. Later in the month, repeat steps 1–4 with the ten frame instead of the five frame. Start with 8 coun-
ters. Repeat with other partitions of 10 (9 + 1, 7 + 3, 6 + 4, 5 + 5, and so on). You might also consider
giving students each an individual whiteboard or chalkboard, marker or chalk, and eraser later in the
month, and having them record the combinations with you when you get to that step in the exercise.
March & April: Our Month in School Workouts

The Our Month in School workouts in March and April provide many opportunities for children to ver-
balize, read, and write addition combinations to 10.

May: Dot Card Subtraction

You’ll need
H Doubles Dot Cards, 2 – 9 (pages A4.16–4.20, run 1 copy of each sheet on pastel cardstock
H Five Plus Dot Cards, 6 – 10 (pages A4.12 – A4.14, run 1 copy of each sheet on white cardstock)
H white board and markers
H individual whiteboards/chalkboards, markers/chalk, and erasers for students
In addition to counting by 5s with the 5-pointed stars during the Our Month in School workout, do the
exercise described below a couple of times a week.
1. Place the Doubles Dot Cards in a stack face down. Turn the top card up and show it to the children for
about half a second. Ask them to use their bunny ears to show the number of dots they saw.
2. Show the card again so children can confirm the quantity and discuss what they see.
3. Cover one side of the card, and ask children how many dots they can still see. Where are the other
dots? (hiding under your hand) Are there still (4) dots on the card (yes) How many are you hiding? (2)
4. Make a record of the action with sketches, words, and an equation.
4 dots
2 2
Mrs. R. hid 2 dots
4–2=2
5. Repeat steps 1–4 with a couple more of the Doubles Dot cards.
6. Toward the middle of the month, mix the Five Plus cards into the stack. Also, give children each a
whiteboard/chalkboard, pen/chalk, and eraser, and ask them to record the subtraction equations with
you.

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired.
Five Plus Dot Cards Page 1 of 5





Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on paper, post on your calendar display board.
Ten Frames

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on pastel cardstock. Cut cards apart and laminate if desired.
Doubles Dot Cards Page 1 of 5





Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency.
Quick Five Frames

Quick Ten Frames

KINDERGARTGEN – SEP
No additional supplement sets other than sets A1 & A4 during NC
KINDERGARTGEN – OCT
Set A6: Number & Operations: One Dot, Many Dots Calendar Pattern
October Pre-made Calendar Markers (use during Number Corner) . . . . . . . . . . . . . A6.1

Activity 2: Butterfly Race . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.23
Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern
Set A6 H October Calendar Pattern
CALENDAR GRID
One Dot, Many Dots

This set of Calendar Grid markers replaces the student- H Calendar Grid pocket chart
made markers in the month of October, and provides H Day, Month, and Year Calendar Grid cards
opportunities for kindergartners to count and compare
H One Dot, Many Dots Calendar Markers (available at
sets to 31.
http://gotomlc.org/calmarkers) Print 1 copy of the
Skills & Concepts calendar marker sheets in color, single-sided, on white
H compare sets of objects and determine whether they cardstock. Cut the calendar markers apart and laminate
have the same, fewer, or more objects if desired.
H use and understand the words one/many, none/some/ H Comparison Word Resource Cards (pages A6.7–A6.11,
all, more/less, most /least, equal to/more than/less than see Advance Preparation)
H describe numbers using 5 as a benchmark H 2 pieces of lined chart paper (see Advance Preparation)
H describe and extend simple growing and repeating H red and blue Unifix cubes
patterns H chart paper or whiteboard near calendar display
H count and read numerals to 31 H helper jar containing a popsicle stick for each child
with his/her name on it
Advance Preparation Run 1 copy of the Comparison

Word Resource Cards on paper or cardstock. Cut the
cards apart and laminate if desired. Post the 10 cards to
the left of your calendar grid, or in a pocket chart near
the grid if you don’t have room on the wall. Finally, draw
4 columns on both sheets of lined chart paper, as shown
below. Add a title and column labels to the first sheet,
and post the sheet next to your calendar grid pocket
chart. Keep the second sheet in reserve until the middle
of the month, and then attach it to the first so you can
continue to record observations through the entire month.
One Dot, Many Dots
How Many
Red Blue Comparison
Dots?

October Calendar Pattern (cont.)
Background for the Teacher: Growing Patterns While we often introduce patterns as sequences composed
of core units (e.g., AB, ABB, ABC, and so on) that repeat over and over, it is important for young learners to
understand that patterns can also be sequences of shapes or numbers that grow in some predictable way. One
Dot, Many Dots is a simple growing pattern that adds 1 dot per day to a growing collection. However, if you
examine the first few markers in the sequence, you can observe a variety of other patterns as well.
October
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
You might notice, for instance, that there is an equal number of red and blue dots on every even–numbered
marker. Every fourth marker, starting with Marker 1, displays dots in only one color, and the colors alternate.
Marker 1 shows one red dot. Marker 5 shows five blue dots. Marker 9 shows nine red dots, Marker 13 shows
thirteen blue dots, and so on. Then there is the fact that the dots are looped in groups of 5 to make them easier
to count. As the month unfolds, students might notice that every fifth marker, starting with Marker 5, another
loop appears. While some of your students may benefit primarily from the daily opportunties to count and
compare sets, rest assured that others will discover some of the patterns mentioned here, as well as others, espe-
cially if you are alert to the many possibilities.
Introducing the One Dot, Many Dots Calendar Grid Pattern: Day 1
Open your first Number Corner lesson in October by directing students’ attention to the calendar
grid. Explain that you will put up a new calendar marker as each day of October passes. Place the first
marker in the correct pocket, and ask children to pair-share observations. What do they notice about
this marker? After a few moments, pull popsicle sticks from your helper jar to call on children to share
their observations with the class.
Students It’s a tiny little circle.

Red—little red dot.
It’s so little I can hardly see it!
Then ask children to predict what they might see on the marker for the following day.
Students Maybe another dot!

It could be a blue or green one
Or maybe a square not a circle.
I think it will be two dots!
Teacher Why do you think we might see two dots tomorrow, Hannah?
Hannah Because today is number 1 and there’s 1 dot. Tomorrow will be 2, so maybe there will be
2 dots.
Introducing the One Dot, Many Dots Calendar Grid Pattern: Day 2
The next day, invite children to predict what Marker 2 will show, and then place it on display in the correct
pocket. Ask children to pair-share observations, and then call on a few volunteers to share with the group.
Students It is two dots—I was right!

One of them is red. The other one is blue.
First 1 dot. Now 2. Maybe there will be 3 tomorrow.
Maybe another color, too, like green.
Next, draw children’s attention to the word cards you have posted near the calendar grid. Explain that
these are words people use when they count and compare sets of objects. Choose 2 or 3 of the cards to
read to the children. As you read each, challenge the students to use it to describe the markers you have
posted so far.
one many
none some
all equal
more less
most least

Teacher So there are an equal number of reds and blues on this marker?
Justin Yes! One of red and one of blue.
Teacher Equal is on one of our word cards. Let’s see—here it is.
Continuing through October with the Calendar Grid

The next day, have children predict what Marker 3 will show, and then place it on display in the cor-
rect pocket. Have students pair-share observations, and then call on a few volunteers to share with the
group. During the discussion, introduce a couple more word cards, and challenge children to utilize
these words in their observations.
Students 3 dots today, I knew it!

There are more reds.
Some are red and one is blue.
All of them are round.
Then draw students’ attention to the recording chart you have prepared. Work with input from the class
to enter information about the first 3 markers.
One Dot, Many Dots
How Many
Red Blue Comparison
Dots?
1 1 0 There is only 1 red dot
2 1 1 Red and blue are equal. 1 = 1
3 2 1 There are more reds than blues. 2 > 1
Over the next few days, introduce the rest of the word cards and encourage children to use them as
they make their predictions and observations about the markers. Once the marker for the day has been
posted, have students count the total number of dots on that marker, and compare the sets of reds and
blues that appear. Work with their input to record a comparison statement, along with the other infor-
mation about the dots, on the chart.
Note Starting on the 4th or 5th day, ask a volunteer to set out 1 red or blue Unifix cube for each dot on the day’s
marker, and then link the cubes into stacks by color. Have the other students count along with your volunteer,
and then place the stacks on display for all to see. This will make it easier for students to see and compare the
quantities, and will become increasingly important as the number of dots increases through the month.

Students It’s 3 reds and 3 blues today!

They’re the same number.
The cubes come up to the same place.
They’re equal!
Here are some questions and prompts to use throughout the month:
• How many dots are there on the marker today? How many are red? How many are blue?
• Are there more blue or more red dots? How do you know?
• How many dots will we see on tomorrow’s marker? How do you know?
• Do you think there will be more reds, more blues, or an equal number of each color on our next
marker? Why?
• Are there any markers where all of the dots are the same color? Which ones? Do you think there will
be other markers like that this month? Can you point to where you think the next one will show up?
Why do you think it will be there?
• Which markers so far have an equal number of red and blue dots? Do you think we’ll see any other
markers like that this month? Which ones? How do you know?
• Which marker so far has the most blue dots? The least or fewest blue dots? The most red dots? The
least or fewest red dots?
Extensions
• After the fifth of the month, work with children to count the quantities of dots by 5s and 1s, as well
as 1 by 1 each day.
• In addition to recording a comparison statement for the marker each day, write an equation to reflect
the blues, the reds, and the total (e.g., 3 + 3 = 6).
• It won’t be long before some students discover that every other marker in the sequence is composed
of an equal number of red and blue dots. When this comes up, take the opportunity to introduce the
idea of even numbers as quantities where each member of the set has a partner.
• Encourage children to use red and blue Unifix cubes to build their predictions about upcoming mark-
ers. Prediction trains can be placed near the calendar grid and examined the following day as the
next marker is posted.

NOTE Below is a representation of the October calendar grid. The full-size calendar markers are
available at http://gotomlc.org/calmarkers.
October

Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired.
Comparison Word Resource Cards page 1 of 5
none
one

more
all

many
most

equal
some

least
less

Set A4 H Activity 2
ACTIVITY
Butterfly Race
Butterfly Race is a simple game that provides practice with H Butterfly Race Card (from Work Place Menu Cards.
a variety of counting skills. Introduce it to the whole class, page A4.26, run 1 copy on cardstock, cut apart and
and play it with the group several times before adding it laminate if desired)
to your current set of Work Places. H Tree Boards (page A4.28, run 1 copy on a transparency
Skills & Concepts and 3 copies on cardstock)
H count pictures in a set H Count & Compare Butterflies Cards Overhead (pages
H read numerals to 10 A4.29 & A4. 30, run 1 copy on transparency)
H identify the ordinal position of objects H 3 sets of Count & Compare Butterflies Cards (pages
H compose and decompose numbers from 2 to 10 A4.31–A4. 33, run 3 copies on different color card-
stock, cut apart and laminate if desired.)
H 6 translucent game markers, 3 red and 3 blue
Instructions for Introducing Butterfly Race

1. Gather children where they can all see the screen easily. Display a copy of the Tree Board, and give
students a minute or two to pair-share observations. Then ask volunteers to share observations about
the game board with the class.
Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a t ansparency. Run 3 cop es on cardstock and am na e f d
Tree Board
2
8
7
5 1 6
4 3
10
6 3 5
2nd 7
9 4
START
1st
3rd
1
2 8
7 5 6 10
4 3 9
4th
FINISH 5th
2. Once they have shared some observations, explain that this is a racetrack for butterflies that are go-
ing to fly from one tree to the next, starting with the first tree and moving in order to the fifth tree. The
first butterfly to reach the fifth tree is the winner. Then point to each tree and name its ordinal position
with the children: first, second, third, fourth, and fifth.

Activity 2 Butterfly Race (cont.)
3. Place a red and a blue translucent counter near the board to the left of the first tree. Explain that the
blue marker is yours, and the red one is for the class. These are your butterflies. You’re going to race
them through the trees to see which team is the first to get to the finish (the fifth tree).
4. Mix the overhead Count & Compare Butterflies cards, stack them, and set the stack near the projector.
Take the top card and place it on the board. Ask students to show on their fingers the number of butter-
flies they see on the card. Then explain that you get to move your “butterfly” to the first tree if it has the
numeral that matches the number of butterflies on your card.
Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Run 3 cop es on cardstock and am na e f des red.
Tree Board
2
8
7
5 1 6
4 3
10
6 3 5
2nd 7
9 4
START
1st
3rd
1
2 8
7 5 6 10
4 3 9
ˇ† 1M Count & Compare Bu te flies Ca ds
4th
FINISH 5th
1 2 3 4 5 6 7 8 9 10
Students You got a 6!

There are 3 and 3 on there. That’s 6.
I can show it on my fingers like 3 and then 3.
Teacher Can I move my blue butterfly marker to the first tree? Is there a 6 on that tree? Whisper to
your neighbor yes or no. Okay, now let’s hear from all of you.
Students Yes!
5. Call on a student volunteer to draw the next card from the stack and place it on the board. Ask stu-
dents to pair-share how many butterflies they see on the card, and then choose 2 or 3 volunteers to
share and explain their answers.
ˇ† 1M Count & Compare Butterf ies Cards
Students It’s 8 because I counted them.

It’s 5 on top, and then 6, 7, 8.
I know it’s 8 because there are 2 empty ones.

Activity 2 Butterfly Race (cont.)
Teacher Can you move your red butterfly marker to the first tree?
Students No! There’s no 8 on that tree.

What about the next tree? See the 8 there?
But we have to go around in the right order, like first and then second.
6. Continue to take turns with the class until one team has reached the fifth tree. Remove the markers
from the board, re-shuffle the cards, and play a second round of the game if time allows. (If you run out
of cards before one team gets to the fifth tree, reshuffle and reuse the same cards.)
Work Place S1 Butterfly Race

This Work Place will need
H 3 Tree Boards (page A4.28, run 3 copies on cardstock.)
H 3 sets of Count & Compare Butterflies cards (pages A4.31–A4. 33, run 3 copies on different color cardstock, cut apart
and laminate if desired.)
H 6 translucent game markers, 3 red and 3 blue
Object of the Game

Be the first player to get your “butterfly” (game marker) to the fifth tree.
Work Place Instructions

1. Mix the Count & Compare Butterfly cards, stack them, and place the stack face down near the game
board. Each player takes a different color game-marker and sets it to the left of the first tree.
2. First player draws the top card from the stack, and determines how many butterflies there are on the
card. If the first tree on the game board has the corresponding numeral, the player can move his or her
marker to the tree and set it on top of that numeral. If the first tree doesn’t have that numeral, the first
player must leave his/her marker where it is.
3. Second player takes a turn to draw a card and move his/her marker to the first tree if possible. Part-
ners continue to take turns drawing cards and moving their markers ahead, one tree at a time. The first
player to reach the fifth tree wins the game.
Note If the players go through the entire stack of cards before one of them wins, mix the cards thoroughly, place
them in a facedown stack again, and continue playing.
Instructional Considerations for Butterfly Race

If some of your students need support recognizing the numerals, encourage them to use the “key” at the
bottom of the game board.
Questions to ask:
• Which tree are you on right now? (first, second, third, fourth, or fifth)
• How many butterflies are on the card you just picked? How do you know?
• Can you use bunny ears to show me how many butterflies are on your card?
• Which card do you hope you’ll get on your next turn?
• Are there any cards you don’t want to get on your next turn? Why not?

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on cardstock. Cut apart and laminate if desired.
Work Place Menu Cards Page 1 of 2
S4 Pond Game
S2 Fives Up
5
S3 Frogs & Lillypads
S1 Butterfly Race

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on cardstock. Cut apart and laminate if desired.
Work Place Menu Cards Page 2 of 2

S6 Bug Catchers
S7 Piggy Bank Subtraction

S5 Spin, Add & Compare
2
5 1
3
4

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Run 3 copies on cardstock and laminate if desired.
3rd
7
3
10
9
5
9
6 10
4th
8
2 8
1
6
2nd
7
7
2
1
8
6
5
4 3 9
5th
4
7 5
3
6 3
FINISH
10
1st
5
4
2
START
Tree Board

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on transparency. Cut apart on thin linesa.
Count & Compare Butterfly Cards Page 1 of 2

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on transparency. Cut apart on thin linesa.

ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards
Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies of each on different color cardstock. Cut apart and laminate.
Bridges in Mathematics Kindergarten Supplement • A4.31

A4.32 • Bridges in Mathematics Kindergarten Supplement




KINDERGARTGEN – NOV
Set C3: Geometry: Flying Butterflies Calendar Pattern
November Pre-made Calendar Markers (use during Number Corner) . . . . . . . . . . . C3.1
Set D1: Measurement: Length

Activity 1: Longer, Shorter, or the Same? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D1.1
Activity 2: How Long is the Teacher’s Necklace or Necktie? . . . . . . . . . . . . . . . . . . D1.3
Activity 3: Compare, Spin & Win . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D1.5
Set C3 Geometry: Flying Butterflies Calendar Pattern
Set C3 H November Calendar Pattern
CALENDAR GRID
Flying Butterflies
This set of Calendar Grid markers replaces the student-made H Calendar Grid pocket chart
markers in the month of November, and provides opportuni- H Day, Month, and Year Calendar Grid cards
ties for kindergartners to use and model words that indicate
H November Flying Butterflies Calendar Markers (avail-
direction: up, down, to the right, and to the left.
able at http://gotomlc.org/calmarkers) Print 1 copy
Skills & Concepts of the calendar marker sheets, preferably in color,
H model and use words indicating relative position, single-sided, on white cardstock. Cut the calendar
direction, and distance markers apart and laminate if desired.
H use the directional words left and right to describe H The Monarch Poem (pages C3.7–C3.10, see Advance
movement Preparation)
H identify, describe, and extend simple repeating patterns H 4 pieces of 6" × 9" yellow construction paper (see
Advance Preparation)
H helper jar containing a popsicle stick for each child
Advance Preparation Use pages C3.7–C3.10 to create

a wall chart or book of the Monarch Poem to share with
your students during the month. (You can also find this
poem in larger format in the Poems and Songs Portfo-
lio that came with your Number Corner kit.) Finally, write
the words up, down, to the right, and to the left on the
pieces of yellow construction paper, as shown below.
to the to the
up down
right left
Introducing the Flying Butterflies Calendar Markers: Day 1

Open your first Number Corner lesson in November by directing students’ attention to the calendar
grid. Explain that you will put up a new calendar marker as each day of the month passes. Place the first
marker in the correct pocket, and ask children to pair-share observations.
November
© The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C3.1

November Calendar Pattern (cont.)
What do they notice about this marker? After a few moments, pull popsicle sticks from your helper jar
to call on children to share their observations with the class.
Students It’s a butterfly!

There’s a number 1 on that card, too.
It has big wings!
Students Maybe another butterfly?

Or maybe a ladybug.
Some kind of bug, probably.

Before you post the calendar marker the following day, explain that the butterfly on the first marker is
a monarch. Then take a few minutes to read and discuss The Monarch Poem with your class. Here are
some questions you might pose to the children after you have read the poem through two or three times:
• What happened first?
• After the egg hatched into a caterpillar, then what happened?
• Once the butterfly came out of the chrysalis, what did it do?
• Where do you think the butterfly will go now?
Set C3 Geometry: F ying Butterflies Calendar Pattern Blackline Create a wall chart or book Set C3 Geometry: Fly ng Butterflies Calendar Pattern Blackline Create a wall chart or book
The Monarch Poem page 1 of 4 The Monarch Poem page 2 of 4
The Monarch
by Donna Burk A little egg on some
illustrated by Tyson Smith Milkweed green,
Became a caterpillar,
Tiny and lean.
Next, post the second calendar marker, and invite students to make observations. What is the difference
between the butterfly on this marker and the one on the first marker?
C3.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center

November
Students It looks like the first one, but it’s going a different way!
It’s going kind of sideways instead of straight.
It’s like the first one, but it’s turned a different way.
I think it’s going to find some flowers, like that butterfly in the poem.

The next day, post the third marker and invite students to pair-share observations. After a few mo-
ments, pull sticks from your helper jar to call on children to share their observations with the class.
November
Students It’s the butterfly again, but this time, he’s going upside down!
Maybe he got mixed up about which way to fly!
First it went up, then sideways, and now down.
It goes different every time!
Next, show children the word cards you have prepared.
to the to the
up down
right left
Read the cards one by one with the class. Explain that these are direction words, words people use to tell
which way something is going.
Pull the calendar markers out of the pocket chart and set them on your chalk ledge. Ask the children to
help you find the card that best describes the direction each butterfly is headed, and place the card be-
side that marker.
to the
up down
right

Students It’s probably going to be up again.

Maybe it’ll be a different bug, like a grasshopper or a ladybug.
Maybe it will be a butterfly going the way that other card says!
Continuing through November with the Calendar Grid

Post the word cards beside the calendar grid pocket chart for reference throughout the month. Each day,
have a helper point to the markers that have been posted so far as the class names the butterflies’ direc-
tions. Encourage the children to point up, to the right, down, and to the left with their fingers as they go.
Then ask students to predict what the next marker will show before you place it on the chart.
up
November
Sunday Monday Tuesday Wednesday Thursday Friday Saturday to the

right
down
to the
left
Teacher Amy, will you please come up and point to the markers we have posted so far, while we
tell which direction the butterfly is flying on each marker? Let’s point with our fingers to show the di-
rections, too.
Students Up, to the right, down, to the left; up, to the right, down….
The next guy is going to be flying up!
No, to the left!
I think it goes up, sideways, down, and then sideways the other way.
Teacher Can you use your finger to point in the direction you think the next butterfly will be going?
Hmmmmm, I see a lot of children pointing to the left. Let’s check to see. Sam, will you please put the
next marker into the pocket chart?
November

Students I knew it! That butterfly is going over to the left!

I think he’s going to turn and fly up on the next marker.
As the markers are posted, one each day, ask students to share their observations and predictions about
the pattern. Here are some questions and prompts to use through the month:
• Which way do you think the next butterfly will be going? Why?
• What about the butterfly on the marker for the day after tomorrow?
• How many butterflies are flying up (down, to the right, to the left) so far?
• What number marker do you think will show the next butterfly going up (down, to the right, to the
left)? Why?
Extensions
• Have children enact the pattern by gesturing with their hands as you point to the markers on the cal-
endar in sequence. You might even work with the class to make up a chant to accompany the motions
(e.g., Butterfly up, up; Butterfly to the right; Butterfly down, down; Butterfly to the left, and so on).
• Have students stand up and “dance” the pattern, moving 2 or 3 steps in each direction as a helper
points to the markers. (You might want to introduce and use the words forwards and backwards in
place of up and down if you choose to do this extension with your group.)
• Have children pretend to be butterflies, and give them simple flight directions such as, “Fly 2 steps
forward. Now fly 3 steps to the right. Now fly 1 step backward.”
CHALLENGE
Mark an x on the floor with blue masking tape somewhere in your classroom. Place a real, paper, or
plastic flower elsewhere in the room. Challenge interested students to figure out how to get from the x
to the flower, stepping only forwards, to the right, backwards, and/or to the left. Encourage them to de-
velop different routes and find some way to record their sets of directions using symbols and/or simple
sketch maps.
Alexandra
2s
3s 2s
2s
x s = step
If some of your students are particularly interested in maps, you might share one or more of the books listed
below with the class, or pass the titles along to families who want to support their budding cartographers.
• Me on the Map by Joan Sweeny
• Where Do I Live? by Neil Chesanow
• As the Crow Flies: A First Book of Maps by Gail Hartman

NOTE Below is a representation of the November calendar grid. The full-size calendar markers are
November

Set C3 Geometry: Flying Butterflies Calendar Pattern Blackline Run 1 copy. Create a wall chart or book.
The Monarch Poem page 1 of 4
The Monarch
by Donna Burk
illustrated by Tyson Smith

A little egg on some

Milkweed green,
Became a caterpillar,
Tiny and lean.

It ate and ate

Both day and night,
Then made a chrysalis,
Oh so bright.

It stayed very still,

The time seemed long,
But now it’s a butterfly.
Good-bye, so long!

Set D1 Measurement: Length
Set D1 H Activity 1
ACTIVITY
Longer, Shorter or the Same?

Students compare the lengths of different pieces of H ribbon or rug yarn in 4–6 different colors (see
ribbon, yarn, or string. Advance Preparation)
H lunch sack or small gift bag
Skills & Concepts
H compare and order two or more objects according H 12 index cards or 3" × 5" pieces of light-colored con-
to length struction paper
H wide-tipped felt marker
Advance Preparation Cut 6 different lengths of ribbon

or rug yarn, none shorter than 5" and none longer than 18".
Use a variety of colors. Then cut two 8" and two 12" lengths,
using a different color for each of the 4 lengths. Place all the
pieces in the sack or bag except the two 8" lengths.
Instructions for Longer, Shorter or the Same?

1. Gather children to your discussion circle. Drop the two pieces of 8-inch ribbon or yarn in the middle
of the circle. Ask students to predict which is longer. Then ask them to help you find out for sure. What
do you need to do to compare these 2 lengths?
Students Hold them up together.

Put them down on the rug right together so you can see.
I can just tell. It’s the white one!
2. Use their suggestions to compare the 2 lengths. Don’t match them at the ends unless the children tell
you to do so. If they don’t correct you, press the issue.
Teacher You told me to put the ribbons side by side on the rug. Can we tell which is longer now?
Students The white one!

No, the blue one! You can see it’s longer because it sticks out more!
You have to make them the same at the end or you can’t tell.
3. Match the two ends of the ribbon or yarn and ask students to compare the length now. Which is lon-
ger? Write a label on an index card and place it beside the pair of lengths.
© The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D1.1

Activity 1 Longer, Shorter or the Same? (cont.)
the same
Students They’re the same!

You can see now for sure because you put them together at the end.
4. Now show students the bag of ribbon or yarn lengths you’ve prepared. Invite a helper to pull one from
the bag and stretch it out in the middle of the circle.
5. Ask a different helper to pull a second length from the bag and hold it up. Have students predict
whether it’s longer than, shorter than, or the same as the one on the rug. How can they find out for sure?
Students Put them together on the rug.

Make sure they’re the same at the end!
I can already tell that the red one is longer.
6. After the 2 lengths have been compared, write a label for each on an index card and have 2 helpers
set the labels where they belong.
shorter
longer
7. Repeat steps 4–6 until the class has compared and labeled all the lengths of ribbon or yarn in the bag.
8. Gather up all the lengths and put them back in the bag as helpers gather the labels for you. Ask 3 dif-
ferent helpers to pull a length from the bag, and then work with input from the class to order and label
them from shortest to longest.
shortest
longest
Extensions
• Make the bag of ribbon or yarn lengths and the labels available during Work Places so pairs of stu-
dents can play the game on their own. (You’ll want to add another “same as” label to the collection in
case students pull out both pairs of equal lengths.)
• Invite students to place 4, 5, 6, or perhaps all of the strips in order from longest to shortest.
D1.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center

Set D1 H Activity 2
ACTIVITY
How Long is the Teacher’s Necklace or Necktie?

Students each cut a piece of string to approximate the H a necklace or a necktie (see Advance Preparation)
length of your necklace or necktie, compare it to find out, H a ball of string for each group of 4 children
and post it on a chart to show the results.
H scissors (class set)
Skills & Concepts H 3 pieces of 6" × 12" construction paper (see Advance
H compare and order objects according to length Preparation)
H masking tape (see Advance Preparation)
Advance Preparation Label each piece of construc-

tion paper as shown below. Then run a length of masking
tape, sticky side out, along the bottom of each sheet and
fasten the ends with short strips of tape. Post these on
the whiteboard where the children can reach them easily.
Wear a necklace or necktie to class the day you conduct
this activity.
shorter than
the same as
longer than
Instructions for How Long is the Teacher’s Necklace or Necktie?

1. Gather children to your discussion circle. Draw their attention to your necklace or necktie. Ask them
to use their arms to show how long they think it is.
2. Then remove the necklace or tie from your neck and stretch it out in the center of the circle where ev-
eryone can see it. Invite the children to make new estimates, again using their arms to show how long
they think it is.

Activity 2 How Long is the Teacher’s Necklace or Necktie? (cont.)
3. Show the children a ball of string and a pair of scissors. Explain that each of them is going to cut a
piece of string they think matches the length of your necklace or tie. After they’ve cut their string,
they’re going to compare it to your necklace or tie and fasten it to one of the three charts you’ve posted at
the whiteboard.
4. Demonstrate the process yourself by cutting a piece of string you estimate to be about the same
length as your necklace or tie. Then work with input from the class to compare the two.
Teacher Is my string shorter than, longer than, or the same as my necklace?
Students It’s shorter!

Try it again!
Can I try?
5. Work with students’ help to caption the charts at the whiteboard, as shown below. Then fasten your
string to the appropriate chart by pressing it against the sticky-sided masking tape.
My piece of string is the necklace.
shorter than the same as longer than
6. When students understand what to do, have them go back to their tables and help one another each
cut a length of string they think will match the length of your necklace or tie. As they finish, have them
hang the string they’ve cut around the back of their neck, just as a tailor might wear a measuring tape,
and go to one of the Work Places. Invite them a few at a time to compare their string to your necklace or
tie and hang the string on the appropriate chart.
7. Discuss the results with the class at a later time. How many students cut strings that were shorter
than, the same as, or longer than your necklace or tie? Which chart has the most strings? How can they
tell for sure?
Extension
• Repeat this activity later in the year with something else that might appeal to your students. (Any-
thing you wear or own is almost sure to interest them. You may even have a parent who’s willing to
bring a pre-crawling baby to class to be measured. If you use blue masking tape to mark the length of
the baby on the floor, students can cut string to approximate the length of the baby.)

Set D1 H Activity 3
ACTIVITY
Compare, Spin & Win

The teacher plays a whole-group game with the class to H Length Comparison Spinner (page D1.7, see Advance
give children more practice comparing lengths. Preparation)
H the lengths of ribbon or rug yarn from Set D1 Activity 1
Skills & Concepts
H compare and order two or more objects according H lunch sack or small gift bag
to length
Advance Preparation Follow the instructions on the
Recommended Timing
blackline on page D1.7 to prepare a spinner for this game.
Anytime after Set D1 Activity 1
Instructions for Compare, Spin & Win

1. Gather children to your discussion circle. Show them the bag containing lengths of ribbon or yarn,
and explain that you’re going to use them to play a game today. Pull one of the lengths out of the bag
and stretch it out in the middle of the circle. This is your string.
2. Ask a helper to pull a second piece of ribbon or yarn out of the bag for the class. Have students pre-
dict whether their piece is longer than, shorter than, or the same as yours. Then ask the helper to lay
the students’ piece beside yours and have the class compare the two.
Students Ours is longer than yours.

It’s lots longer.
Yours is way shorter.
3. Now spin the spinner. If it lands on “longer than” the class (in the example shown above) gets both
lengths of ribbon or yarn. Give them to one of the students to hold. If it lands on “shorter than”, you get
both lengths. Pick them up and hold onto them. If it lands on “same as”, both lengths go back in the bag.

Activity 3 Compare, Spin & Win (cont.)
Set D1 Measurement: Length Blackline Run 1 copy on ca dstock Cut out the spinner and lam na e Attach a spinner arrow as directed
Length Comparison Spinner
Longer
Than
Same
As
Shorter
Than
Students It landed on shorter!

Teacher gets to have both ribbons.
Let’s do it again!
4. Repeat the steps above until you’ve used up all the lengths of ribbon or yarn. Lay all the lengths you
won in the middle of the circle and ask one of the children to help you put them in order from longest
to shortest. Then have the child who was holding the students’ lengths place them in the middle of the
circle, well apart from your set. Ask a couple of students to put the class strips in order from longest to
shortest. Finally, compare the longest of your lengths of ribbon or yarn to the longest of theirs. Spin the
spinner to determine who wins the game—you or the class. (If it lands on “shorter than”, the team with
the shorter length of ribbon or yarn wins the game. If it lands on “longer than”, the team with the lon-
ger length of ribbon or yarn wins. If the spinner lands on “same as”, spin again.) Put all the lengths back
into the bag so you can play the game again now or in the future.
Extension
• Set up the bag of ribbon or yarn lengths and the spinner as a Work Place, and let pairs of students
play the game on their own.

Set D1 Measurement: Length Blackline Run 1 copy on cardstock. Cut out the spinner and laminate. Attach a spinner “arrow” as directed.
Length Comparison Spinner
Longer
Than
Same
As
Shorter
Than
Spinner-Making Instructions
1. Poke a brass fastener through a 1⁄4" 2. Keeping the straw and the paperclip
length of drinking straw and a paper- on the brass fastener, insert it into the
clip. Be sure to insert the brad and midpoint hole of the spinner. Once it
straw into the large end of the paper- has been pushed through to the back
clip, as shown. side, bend each side of the fastener
flat against the underside of the game-
board. The section of straw should
serve as a spacer so the brad doesn’t
push the paperclip flat against the gam-
board and prevent it from spinning.
3. Give the paperclip a test spin to see
if it works.

KINDERGARTGEN – DEC
Set C4: Geometry: Bear and Box Calendar Pattern
December Pre-made Calendar Markers (use during Number Corner). . . . . . . . . . . C4.1
Set C2: Geometry: Locations

Activity 1: The Bear in the Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C2.1
Set D2: Measurement: Weight

Activity 1: Comparing Weights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D2.1
Activity 2: A Pound of Potatoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D2.5
Activity 3: Spin & Compare Weights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D2.9
Set C4 Geometry: Teddy Bear & Box Calendar Pattern
Set C4 H December Calendar Pattern
CALENDAR GRID
Teddy Bear & Box

made markers in the month of December, and provides H Day, Month, and Year Calendar Grid cards
opportunities for kindergartners to practice using key
H Teddy Bear & Box Calendar Markers (available at
prepositions and prepositional phrases as they describe
and discuss the position of a teddy bear relative to a box
calendar marker sheets, preferably in color, single-
on each marker.
sided, on white cardstock. Cut the calendar markers
Skills & Concepts apart and laminate if desired.
H describe the location of one object relative to another H Preposition Word Resource Cards (pages C4.7–C4.10,
object using words such as inside, outside, behind, in see Advance Preparation)
front of, to the left of, to the right of, above, and below
H a teddy bear
H place an object in a specified position
H a cardboard box large enough to hold the bear
H identify, describe, and extend simple repeating patterns
H read numerals and identify ordinal positions with his/her name on it
H All About Where by Tana Hoban (optional)
Advance Preparation Run 1 copy of pages C4.7–C4.10 on

cardstock. Cut apart the Preposition Word Resource cards;
laminate if desired. Post the 8 cards on the wall to the left
of your calendar grid pocket chart.
Introducing the Teddy Bear & Box Calendar Markers

Ask children to join you near the Number Corner display in your classroom. Show them your teddy bear
and the cardboard box. Explain that the bear has come to school today to introduce the new calendar
markers for the month.
Ask students to arrange themselves so everyone is sitting in a semi-circle facing the box. Place the bear
in front of the box and then behind the box. Hold the bear above the box, and then put it under the box.
Put the bear inside the box, and then take it back out of the box. Each time you change the bear’s loca-
tion, tell the students what you are doing, for instance, “I am putting the teddy bear in front of the box,”
“I am putting the bear behind the box,” and so on.
Next, draw children’s attention to the word cards you have posted to the left side of the calendar grid
pocket chart. Read the cards to the students, and explain that these are some of the words people use to
tell where things are.

December Calendar Pattern (cont.)
inside outside
above below
behind in front of
to the right of to the left of
Now point to each word or phrase and read it to the class again. As you do so, pull a stick out of the
helper jar to choose a student to place the teddy bear accordingly.
Teacher The word on this card says above. Sydney, will you please come hold the bear above the box?
After you have reviewed all the cards, set the bear and the box aside, and post the first calendar marker
in the correct pocket. Ask children to pair-share observations. What do they notice about this marker?
After a few moments, pull sticks from your helper jar to call on children to share their observations
with the class.
Students It’s a teddy bear!

He’s sitting in the box, like it’s a little house for him.
That bear is in the box.
He looks kind of like Teacher’s teddy bear!
Finally, read the preposition cards to the class again, and ask students to choose the word or phrase that
best describes the location of the teddy bear relative to the box on the first marker. Post that card to the
right of the calendar grid pocket chart, but leave the others where they are for now.
outside inside
December
above below Sunday Monday Tuesday Wednesday Thursday Friday Saturday
behind in front of
The following day, post the second marker on the calendar grid. Have children pair-share observations,
and then call on volunteers to share their ideas with the group. As students share, ask them to describe
the location of the teddy bear relative to the box.

Students It’s a teddy bear again.

And there’s a box, too.
Teacher Is the bear still inside the box?
Students No! He’s out of the box.

He’s sitting outside.
He’s really close to the box.
He’s kind of in front of the box.
After students have volunteered several different descriptions, review the unused preposition cards one
by one. Which of the words or phrases describe the bear’s location? Which do not?
Teacher Let’s look at our word cards together and find the ones that tell where the bear is today.
The word on the first card says above. Can you put your hands above your head? Good! Is the bear
above the box?
Students No!
Teacher The word on the next card says below. Can you put your hands below your knees? Okay!
Is the bear below the box?
Continue until you have gone through all of the cards. Chances are, children will identify more than
one card that describes the bear’s location on the second marker, including outside, in front of, and to the
right of. Post all of these to the right of the pocket chart for now, and then ask students to choose the one
that is the opposite of the first. Move the other cards back to their original location, and explain that you
will need them in the days to come.
inside outside
December
above below Sunday Monday Tuesday Wednesday Thursday Friday Saturday
behind in front of
Continuing through December with the Calendar Grid

Each day, have a helper point to the calendar markers that have been posted so far as the class names
the location of each teddy bear in the sequence. Have children predict what the next marker will show
before you place it on the chart.
Once the new marker has been posted, ask students to share their observations. Encourage them to use
any words and phrases they can to describe the position of the teddy bear each day. Some of the pic-

tures will elicit more responses than others. When they see the fifth marker, for instance, children may
say that the bear is beside the box, near the box, next to the box, or in front of the box. Acknowledge all
of these descriptions, and then work with the children to select the card from the collection remaining
on the left that best describes the bear’s location (to the left of).
inside outside
December
above below Sunday Monday Tuesday Wednesday Thursday Friday Saturday behind in front of
Teacher You have so many different ways to tell where the bear is on the marker for last Saturday!
Jorge said the bear is in front of the box. Sari said the bear is next to the box. James said the bear is
beside the box. We only have 4 cards left in our collection, though. Let’s read them together and see if
any of them work.
By the time you have reached the eighth day, all the word cards should be posted to the right of the cal-
endar grid. Before you teach Number Corner the next day, remove all the cards, mix them thoroughly,
and post them on the left-hand side of the calendar grid again. Each day, from the 9th through the 16th of
the month, ask the children to choose a card from the set in order to predict the location of the bear. You
can also ask students to use the teddy bear and the cardboard box to show their prediction before you
post the marker for the day.
Begin the process again on the 17th, and continue through the last day of school before Winter Break.
Here are some questions and prompts to use through the month:
• Let’s name the position of each teddy bear as our helper points to the markers.
• Where do you think the teddy bear will be on the next marker? Why?
• Where is the bear on the 3rd (7th, 12th, 18th) marker?
• I see a teddy bear behind a box. Which marker(s) am I looking at?
• I see a teddy bear below a box. Which marker(s) am I looking at?
Extensions
Reinforce the language of position and location by reading All About Where by photographer Tana Ho-
ban. This concept book is uniquely rich and open-ended by virtue of the fact that Hoban has listed 15
prepositions on the first and last page of the book, and encouraged children to use as many of them as
possible to describe each photograph.

CHALLENGE
If you have a computer in your classroom with Internet access, some of your kindergartners may enjoy
two of the applets found on the Utah State National Library of Virtual Manipulatives web site: Ladybug
Leaf and Ladybug Mazes. The web site is free and can be accessed at http://nlvm.usu.edu/. Follow the
links to the Pre-K through 2 geometry section, where you’ll find a variety of applets including Ladybug
Leaf and Ladybug Mazes. In both of these activities, children program a ladybug around the screen to
either hide behind a leaf (easier) or move through a maze (more challenging). Both provide good spatial
problem-solving challenges, as well as practice with directional language and skills (forward, backward,
right, left). Instructions are included with each applet on the web site, along with suggestions for par-
ents and teachers. Another applet some students may enjoy is Turtle Geometry, also found on the Na-
tional Library of Virtual Manipulatives web site.

NOTE Below is a representation of the December calendar grid. The full-size calendar markers are
December

Set C4 Geometry: Teddy Bear & Box Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired.
Preposition Word Resource Cards page 1 of 4
outside
inside

in front of
behind

to the right of
to the left of

below
above

Set C2 Geometry: Locations
Set C2 H Activity 1
ACTIVITY
The Bear in the Box

Students learn to describe the location of one object H a teddy bear or other stuffed animal (see Advance
relative to another by following and giving directions Preparation)
using positional terms such as in, out, over, under, above, H a cardboard carton with a lid (see Advance Preparation)
below, and so on.
H 15 Unifix cubes (see Advance Preparation)
Skills & Concepts H chart paper and marking pens
H describe the location of one object relative to another
H helper jar
object using words such as in, out, over, under, above,
H a piece of drawing paper for each student (optional)
below, beside, between, next to, across from, behind,
in front of, near, and far H crayons (optional)
H identify the given information that can be used to H All about Where, by Tana Hoban (optional)
solve a problem
Advance Preparation Find a cardboard carton large
H recognize when additional information is required to
enough to hold the teddy bear. An empty 10-ream paper
solve a problem
box with a lid is ideal. Place the teddy bear inside the
box, put the lid on the box, and tape it lightly in place.
Make three stacks of 5 Unifix cubes, each stack a single
color different from the other two.
Instructions for The Bear in the Box

1. Place the sealed cardboard carton in the middle of your discussion area. Gather children to your dis-
cussion circle. When everyone is settled and can see the chart paper you’ve posted, explain that you
have hidden something in the box. In order to find out what’s in the box, they will have to ask you ques-
tions, but only questions you can answer with a “yes” or a “no”.
2. Encourage your students to discuss the possibilities with one another. What are some of the things
that could be in the box? Can they think of anything it couldn’t be, just by looking at the box?
Students It probably can’t be really, really big like a tree or a bike because it couldn’t fit in there.
It could be a toy tree or a little bike.
Is it something to eat?
Is it a birthday cake?
3. Show students the three stacks of Unifix cubes you’ve prepared. Count the cubes with the children
and explain that you will remove a cube from one of the stacks for each question they ask. When all 15
cubes are gone, you will give them more clues if they haven’t already figured out what’s in the box. Can
one of them ask a question you can answer “yes” or “no” to get a clue right now? Guide the questioning a

Activity 1 The Bear in the Box (cont.)
bit if necessary to steer children away from naming specific items and toward getting descriptive informa-
tion.
Eloise Do we get to eat it?
Teacher No.
Marco Is it something to play with?
Teacher Yes.
Sara Is it a doll house?
Teacher How could you find out if it’s a doll house? Talk to the person next to you, and then I’ll
call on someone with a hand up.
David Is it a place for dolls to live?
Teacher No.
Hiroko I know! It’s a toy car. Is it a toy car?
4. If students persist in naming specific items, brainstorm with them some of the information that
might help them figure out what’s in the box, such as color, shape, size, what people do with it, weight,
texture, what it’s made of, and so on. Then have them ask more questions. As you answer each question,
record the information on your chart paper. Count the remaining cubes with the class periodically to
help children determine how many questions they have asked and how many they have left.
What’s in the box?
Yes No
can play with it cannot eat it
brown nat a place for dolls
bigger than a block not a vehicle
made of cloth not made of plastic
soft not red
not blue
not hard
5. Continue in this way until the children have gathered 15 clues. If your class isn’t close to figuring out
what is in the box at that time, offer them 5 more questions and provide a clue or two to get them on
track. Finally, take the lid off the box and hold up the bear for everyone to see.
6. Explain that this bear has come to class to play a game with the children. Ask students to rearrange
themselves so everyone is sitting in a semi-circle facing the box. Place the bear in front of the box, be-
hind the box, in the box, near the box, far from the box, and beside the box. Turn the box over. Put the

Activity 1 The Bear in the Box (cont.)
bear under the box. Each time you change the bear’s location, tell the students what you are doing, for
instance, “I am putting Little Bear in front of the box,” “I am putting Little Bear near the box,” and so on.
7. Next, pull children’s names out of your helper jar one at a time to change the bear’s location as you
give directions such as:
• Put Little Bear between me and the box.
• Put Little Bear on top of the box.
• Put Little Bear across from the box.
• Hold Little Bear above the box.
8. Finally, place the bear in the box. Ask students to tell you where the bear is. Change the bear’s loca-
tion several more times, placing it in front of the box, behind the box, above the box, and under the box.
Each time, have students tell you where the bear is.
Extensions
• Later in the day, or the next day ask students to each draw a picture of a stuffed bear, or another fa-
vorite stuffed animal and a box. Before you give out the drawing paper, have the class brainstorm a
list of possible locations. Where could they put the stuffed animal relative to the box in their draw-
ings? List their ideas on the board with simple illustrations. Circulate as students are working to dis-
cuss their drawings with them. Ask them to describe the location of the stuffed animal, and work
with them to record a sentence that includes the animal’s position relative to the box, e.g., “My duck
is hiding behind the box”. Display the labeled drawings in the classroom or the hallway.
in the box in front of the box
out of the box behind the box
above the box near the box
below the box far from the box
beside the box
• Review some of the terms you introduced during this activity by reading All about Where, by Tana
Hoban, to the class. Other good books for reinforcing positional language include Over, Under, and
Through, by Tana Hoban and Becca Backward, Becca Frontward, by Bruce McMillan (optional).

Set D2 Measurement: Weight
Set D2 H Activity 1
ACTIVITY
Comparing Weights
Students share what they understand about the term H Weight Comparison Labels (page D2.3, run 1 copy, see
weight, and then work together to compare the weights Advance Preparation)
of several pairs of objects. H 8 common household objects or classroom items (see
Advance Preparation)
Skills & Concepts
H compare and order objects according to weight H a grocery sack or gift bag
H 2 pieces of 12˝ × 18˝ construction paper
H a balance scale
Advance Preparation Cut the Weight Comparison Labels

apart and glue each to a 12˝ × 18˝ piece of construction
paper. Place 8 objects of varying weights (e.g., a build-
ing block, a tennis ball, a box of crayons, a plastic toy, a
whiteboard eraser, a small book, a stuffed animal, and a
can of soup) in a grocery sack or gift bag and fold the top
over so children can’t see the contents.
h eav i e r lig h te r
Instructions for Comparing Weights

1. Gather children to your discussion circle. Show them the balance scale and explain that you’re going to
use it to compare the weights of some objects today. Ask if anyone knows what the word weight means.
Students Is that how heavy something is?

My mom’s always saying she weighs too much.
That scale will show if something’s heavier or lighter.

Activity 1 Comparing Weights (cont.)
2. Now show students the bag of objects. Pull something out of the bag, and then ask a volunteer to pull out
a second object. Place both objects in the middle of the circle and ask children to pair-share which of the
two they think is heavier. After a few moments, invite volunteers to share their thinking with the class.
Students The can is heavier. I know because cans like that are always heavy.
But the boat is bigger, so maybe it’s heavier.
I think the can will make the scale go down more because that boat is just plastic.
3. Ask your helper to compare the two objects by holding one in each hand. Which one feels heavier?
Explain that you’re going to use the scale to check, and ask students to show with their arms how they
think the scale will look after you’ve placed one of the objects on each side of the scale.
K’Sondra Look! Marco’s side of the scale went down!
Teacher Now I’ll put the can on my side of the scale.
Students Wow! Teacher’s side is way down to the floor now. That can is heavy!
Teacher The can is heavier. The boat doesn’t weight as much—it’s lighter.
4. Show students the weighing mats you’ve prepared and place each object on the appropriate mat.
5. Repeat steps 2–4 with the other 3 pairs of objects in the sack. Be sure to use the terms “heavier” and
“lighter” throughout the discussion, and encourage students to do so as well. If two of the objects drawn
from the sack turn out to balance each other perfectly on the scale, take the opportunity to discuss the
idea that some objects weigh the same amount.
Extension
• Return the objects to the sack. Set up the sack, the balance scale, and the weighing mats as a Work
Place and let students revisit the activity on their own. You can keep children’s interest high by peri-
odically changing the objects in the sack.

Set D2 Measurement: Weight Blackline Run 1 copy. Cut labels apart and use to label 2 pieces of 12˝ × 18˝ construction paper.
lighter
Weight Comparison Labels
heavier

Set D2 H Activity 2
ACTIVITY
A Pound of Potatoes
Small groups of 8–10 of students find objects around the H Weight Graphing Labels (page D2.7, 1 copy, see
classroom that are lighter than, the same as, or heavier Advance Preparation)
than 1 pound. H 5-foot length of butcher paper (see Advance Preparation)
Skills & Concepts H 1 pound of potatoes (or other produce such as onions
H compare and order objects according to weight or carrots) in a small sack with handles
H use nonstandard units to explore the measurement H a balance scale

concept of weight H Stone Soup (optional, there are many versions of this
old folktale)
Advance Preparation Place the potatoes in one of the

paper sacks. Fold the butcher paper in thirds the long
way to form 3 columns, and glue one of the Weight
Graphing Labels to the top of each.
Lighter than 1 Pound Exactly 1 Pound Heavier than 1 Pound
Instructions for A Pound of Potatoes

1. Gather a small group of 8–10 children. Show them your sack and explain that you went shopping the
other day and bought a pound of potatoes. Take the potatoes out of the sack one by one so they can see
how many it took to make a pound when you weighed them on the scale at the store. Give the children
a minute or two to share similar experiences. Have they seen a scale in the produce department at the
store? Have they helped weigh potatoes, onions, apples, bananas, or other vegetables or fruits on one of
those scales? Do they know how much a pound weighs?
2. Put the potatoes back in the sack. Ask one of the children to lift the sack with the potatoes in it. How
does it feel? Light or heavy? Have that child leave the group, return with something he or she thinks is
about the same weight as the sack of potatoes, and sit back down in his or her spot, still holding the ob-
ject. Repeat this in quick succession with each child in the group. If some of the children feel that they
need to bring several objects in order to approximate a pound (i.e., 2 or 3 blocks, several plastic toys, a
couple of hardback books), that’s fine.

Activity 2 A Pound of Potatoes (cont.)
3. When all the children in the group are seated again with their objects, place the sack of potatoes on
one side of your balance scale. Then give each child a turn to place his or her object(s) on the other side
of the scale. How does (do) the object(s) compare? Is it/are they heavier, lighter, or exactly the same as
the sack of potatoes? How do the children know?
Students The block is heavier than the potatoes.

I knew it. Those really big blocks are heavy!
The scale is tipped down on the block’s side. That means it’s heavier.
4. After each child compares the weight of his or her object to the sack of potatoes, have him or her
place it in the appropriate column on your graph. When all the objects have been weighed and graphed,
take a minute or two to discuss the results. Are there more objects that are heavier than, lighter than, or
the same as the 1-pound sack of potatoes?
5. Repeat this activity with other groups until each child in class has had a chance to participate. You
can either remove the objects from the graph each time or leave them to create a cumulative graph.
Extensions
• Set up the sack of potatoes, the balance scale, and the graph as a Work Place. Clear the graph each
day and let students build it anew, finding objects around the room that are heavier than, lighter
than, or exactly the same as a pound.
• Ask students to find out how many of a particular object it takes to equal the weight of the potatoes
exactly. Can they find out how many alphabet blocks they have to place on one side of the balance
scale to equal the weight of the potatoes on the other? How many unit blocks does it take? How
many large plastic dinosaurs does it take? A few children might enjoy keeping a written record of
their discoveries.
• Bring in carrots, onions, and celery, and have students use the balance scale and the pound of po-
tatoes to weigh out a pound of each of these other ingredients. Then read Stone Soup and use all the
vegetables, along with any other ingredients you want, to make soup with the class.

Set D2 Measurement: Weight Blackline Run 1 copy. Cut labels apart and use to label butcher paper graph.
Heavier than 1 Pound

Lighter than 1 Pound
Exactly 1 Pound
Weight Graphing Labels

Set D2 H Activity 3
ACTIVITY
Spin & Compare Weights

Students compare the weights of various pairs of objects. H Weight Spinner (page D2.11, run 1 copy on cardstock,
see Advance Preparation)
Skills & Concepts
H 8, 10, or 12 common classroom or household items of
H compare and order objects according to weight
varying weight on a tray or in a basket
Recommended Timing H a balance scale
Anytime after Set D2 Activity 1
Advance Preparation Follow the instructions on the

blackline page D2.11 to prepare a spinner for this game.
Instructions for Spin & Compare Weights

1. Gather children to your discussion circle. Place the balance scale and tray of objects in the middle of
the circle, but still within your reach. Explain that you’re going to play a weighing game with the class
and show them the spinner you’ve prepared. Note with them that one side says “heavier” while the other
says “lighter”.
2. Select an object from the tray and set it on one side of the balance scale. (Choose an object that’s
lighter than some of the items on the tray, but heavier than others.) Now explain that it’s the children’s
turn to choose an object, but they have to spin the spinner first. If it lands on “heavier”, they have to
choose an object from the tray that’s heavier than the one you just selected. If they spin “lighter”, they
have to find an object that’s lighter than yours. Pass the spinner to one of the children sitting near you
and ask him or her to spin it. When it stops spinning, ask the class to read it.
Set D2 Measurement: Weight Blackline Run 1 copy on ca dstock Cut out the spinner and lam nate Attach a spinner arrow as directed
Weight Spinner
lighter
heavier
© The Math Learning Center Bridges

he fastene in Mathematics Kindergarten Supplement • D2.9
Activity 3 Spin & Compare Weights (cont.)
Students It landed on the rocks!

That’s the heavy side.
I like the feathers better. I thought it would land there instead.
3. Ask the children to examine the objects on the tray. Do they see any they think would be heavier
than the item you’ve already placed on one side of the balance scale? After some discussion, have one of
them choose an item and place it on the other side of the scale. Is it heavier? How do they know? If it is,
remove both objects from the scale and set them together off to one side. If it’s not, ask students to ex-
periment with other objects until they find one that works, and then remove both objects from the scale
to set off to the side.
4. Repeat steps 2 and 3, but this time, let the students select an object from the tray first, while you spin
the spinner and do what it says.
5. Continue the game, taking turns with the class to set the first object on the scale or spin the spinner,
until all the objects have been removed from the tray. If you or the class spins something that’s not pos-
sible, take another turn.
Teacher Oh dear, I think I’m stuck. Justin put that can of soup on the scale for the class and I spun
“heavier”. There’s nothing on the tray that’s heavier than the can of soup. I’ll have to spin again.
Extension
• Set up the tray of objects, the balance scale, and the spinner as a Work Place, and let pairs of students
play the game on their own. You can keep children’s interest high by periodically changing the ob-
jects on the tray (or asking children to gather new collections).

Set D2 Measurement: Weight Blackline Run 1 copy on cardstock. Cut out the spinner and laminate. Attach a spinner “arrow” as directed.
Weight Spinner
lighter
heavier
if it works.

KINDERGARTGEN – JAN
Set C5: Geometry: Growing Shapes Calendar Pattern
January Pre-made Calendar Markers (use during Number Corner) . . . . . . . . . . . . . C5.1
Set C5 Geometry: Growing Shapes Calendar Pattern
Set C5 H January Calendar Pattern
CALENDAR GRID
Growing Shapes
made markers in the month of January. The first marker in H Day, Month, and Year Calendar Grid cards
the sequence shows a green triangle pattern block. The
H Growing Shapes Calendar Markers (available at
second shows a blue rhombus. The third shows a red
trapezoid. The fourth shows a red trapezoid and a green
calendar marker sheets in color, single-sided, on white
triangle. The fifth shows a red trapezoid and a blue rhom-
cardstock. Cut the calendar markers apart and laminate
bus, and the sixth a hexagon. The figures grow larger from
if desired.
one marker to the next, but the sequence does not stop
and then start over again. It just keeps growing. This may H pattern blocks
puzzle kindergartners, because up until now, much of our H 2 pieces of lined chart paper (see Advance Preparation)
instruction has focused on repeating patterns, patterns H helper jar containing a popsicle stick for each child
composed of a basic unit or “core,” such as AB or ABC, with his/her name on it
or ABBC, that repeats over and over again. The markers
this month are designed to help children understand that
Advance Preparation Draw 3 columns on both sheets
a pattern can also be a sequence of shapes or numbers
of lined chart paper, as shown below. Add a title and
that grows or increases in a predictable way.
column labels to the first sheet, and post the sheet next
Skills & Concepts to your Calendar Grid pocket chart. Keep the second
H identify, describe, and compare triangles, rhombuses, sheet in reserve until the middle of the month, and then
trapezoids, and hexagons attach it to the first so you can continue to record obser-
vations through the entire month.
H combine shapes to create two-dimensional objects
H describe simple growing patterns with shapes Growing Shapes Pattern
H analyze simple repeating and growing relationships to
Date Shapes ? ‘s
extend patterns
H use cardinal and ordinal numbers
Introducing the Growing Shapes Calendar Markers

Open your first Number Corner lesson in January by directing students’ attention to the calendar grid.
Explain that you will put up a new calendar marker as each day of the month passes. Place the first
marker in the correct pocket, and ask children to pair-share observations.

January Calendar Pattern (cont.)
What do they notice about this marker? After a few moments, pull sticks from your helper jar to call on
children to share their observations with the class. As students share their observations, ask them to
identify the shape by name and explain how they know that it is a triangle.
Students It looks like one of those green pattern blocks.

It looks like a shark tooth!
It’s really little.
Teacher Sari mentioned that the shape on our calendar marker looks like one of our pattern
blocks. Sari, could you go over to the tub of pattern blocks and bring back the one you’re thinking of?
Sari It’s the same as this one, see?
Tomas That’s a triangle!
Teacher Tomas says the shape is a triangle. Do you agree? How do you know it’s a triangle, not a
circle or a square? Talk with the person next to you, and then we’ll have some folks share their ideas
with the class.
Students It’s not a circle because it isn’t round!

It’s a triangle because it looks like a mountain.
But it’s upside down!
It has 3 points on it, so it must be a triangle.
Summarize students’ observations. Then record the date and the name of the shape on the chart. Leave
the third column blank for now.
Teacher We seem to agree that this shape is a triangle. It looks like the green triangle in our pat-
tern blocks. It has 3 sides and 3 corners. Let’s record the date and the name of the shape on our cal-
endar chart.
Growing Shapes Pattern

January Date Shapes ? ‘s
1st 1 triangle
Repeat the process described above on the second and third day of the month. Unless children are very
familiar with the names of the pattern block shapes, you will probably have to introduce the shape
names rhombus and trapezoid. On the fourth day, children will notice that there are two shapes instead
of one on the marker. Discuss and record both on your chart.
Then ask the children if they think it would be possible to build a figure the same size and shape as
the one on the fourth marker using only green triangle pattern blocks. If so, how many green triangles
would it take? Discuss these questions with the class. Then ask a volunteer to replicate the figure on

marker 4 with pattern blocks, and have a second child build the figure again using just green triangle
blocks. If necessary, have the second child build directly on top of the first figure, and then move the
new figure to the right. Unless your class is very small, you might want to have the children build at the
document camera so everyone can clearly see their work.
Maya See, I just put 3 triangles together like this for the bottom part, and then 1 on top. It looks the
same as the one Justin made, but mine is made out of all triangles.
Record the results of this investigation on the chart. Then work backward with the class to determine
how many green triangles it would take to build each of the figures that have appeared so far: the trap-
ezoid, the rhombus, and the triangle. Record each of these numbers on your chart as well.

1st 1 triangle 1
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 2nd 1 rhombus 2 ‘s
3rd 1 trapezoid 3 ‘s
4th 1 trapezoid, 1 triangle 4 ‘s
Continuing through January with the Calendar Grid

Each day, have a helper point to the markers that have been posted in the pocket chart as the class
names the shapes they see. Have children predict what the next marker will show before you place it on
the chart. As they share their predictions, press them to explain their thinking.
Teacher Today is Friday, January 5th. What do you think we’ll see on today’s calendar marker?
Talk it over with the person next to you, and then I’ll use the sticks to choose children to share their
ideas with the class.
Marcus I think maybe it will be one little green triangle.
Teacher Why?
Marcus Because maybe it will start over again.
Teacher Oh, so we’ve had a triangle, a rhombus, a trapezoid, and then a trapezoid plus a triangle,
and today, you think maybe the whole pattern will start over again?
Marcus Yep.
Teacher Any other predictions?

Students I think it might be one of those yellow hexagons because the shapes keep getting bigger
and bigger.
Maybe it will be a trapezoid with a blue one on top, because yesterday it had a green one on top.
Maybe it will be one of those orange squares with a little triangle on top, like a house.
Ooohhh, maybe a red one and two green ones on top!
Once the new marker has been posted, ask students to share their observations, and work with the class
to find out how many green triangles it takes to build the new shape. Record the information on the
chart paper.

1st 1 triangle 1
5th 1 trapezoid, 1 rhombus 5 ‘s
Students Maybe it will take 6 triangles to make the next shape!

Yeah, maybe it’ll be like the hexagon from the pattern blocks.
On the next page, you’ll find the calendar grid and chart filled in through the 17th of the month. As you
study it, what patterns can you find? Here are some questions to consider:
• How do the figures change from one marker to the next?
• How many triangles does it take to build each figure?
• How does the number of triangles required to build each figure relate to the date on the marker?
• Are there any repeating patterns to be found?
• What will the 18th marker in the sequence show? How do you know?


1st 1 triangle 1
5th 1 trapezoid, 1 rhombus 5 ‘s
6th 1 hexagon 6 ‘s
7th 1 hexagon, 1 triangle 7 ‘s
8th 1 hexagon, 1 rhombus 8 ‘s
9th 1 hexagon, 1 trapezoid 9 ‘s
10th 1 hexagon, 1 trapezoid, 1 triangle 10 ‘s
11th 1 hexagon, 1 trapezoid, 1 rhombus 11 ‘s
12th 2 hexagons 12 ‘s
13th 2 hexagons, 1 triangle 13 ‘s
14th 2 hexagons, 1 rhombus 14 ‘s
15th 2 hexagons, 1 trapezoid 15 ‘s
16th 2 hexagons, 1 trapezoid, 1 triangle 16 ‘s
17th 2 hexagons, 1 trapezoid, 1 rhombus 17 ‘s
If you predicted that 3 hexagons will appear on the 18th marker, you are correct. What enabled you to
make that prediction accurately? On which other days are the figures on the markers built entirely of
hexagons? How many more times will this happen before the end of the month? Why?
Here are some additional questions and prompts you might use to help your students investigate this
pattern through the month:
• Let’s say the names of the shapes on each marker so far.
• How many triangles did it take to build the figure on yesterday’s marker? How many triangles do
you think it will take to build the figure on today’s marker?
• Which shapes do you think we’ll see on the next marker? Why?
• Can you find any patterns in the markers so far? Are there any patterns you can see?
• Which of the markers so far have only hexagons on them?
• Can you show or tell the date for the next marker that will show only hexagons?
• If we mark one of the diagonals on our grid by placing a yardstick over markers 4, 10, and 16, do you
notice any patterns? What if we look at the diagonal formed by markers 5, 11, and 17?
Despite the fact that there are both repeating and growing patterns to be found in the sequence of mark-
ers this month, don’t be too surprised if some of your students can’t see them, or remain unconvinced
that there are any patterns at all. The leap from repeating to growing patterns is a big one, and students
will have other opportunities this year and next to build new understandings.
Extensions
• Each day from the middle of the month on, challenge interested students to build with pattern blocks
what they believe the next figure in the sequence will be. Invite them to leave the figures they create

near the calendar so they can confirm their ideas the next day. Some children may be interested in
building several figures forward.
• At the end of the month, you might ask students to imagine what the markers would look like if
the patten continued beyond the 31st. Invite them to build the figures they think they would see on
markers 32, 33, and 34.
CHALLENGE
• A few of your students may be interested in investigating the number of pattern blocks there are in
each figure. For instance, the first three figures are built with 1 pattern block each. The next two fig-
ures are each comprised of 2 pattern blocks. The sixth figure only takes 1 pattern block. If you list
the number of pattern blocks per figure in a long column and circle the numbers that are the same,
you and the students may discover some interesting patterns as the month progresses. (It’s okay if
there is only 1 number in a circle; the key is to loop the identical numbers.)
How many pattern blocks are there

in each figure?
1
1
1
2
2
1
2
2
2
3
3
2
• Challenge your students to build their own growing patterns with pattern blocks or Unifix cubes. Can
they make a series of designs or trains that grows in a predictable manner from one arrangement to
the next?

NOTE Below is a representation of the January calendar grid. The full-size calendar markers are
January

KINDERGARTGEN – FEB
Set C6: Geometry: 3-D Shapes in the World Calendar Pattern
February Pre-made Calendar Markers (use during Number Corner) . . . . . . . . . . . . . C6.1
Set C6 Geometry: 3-D Shapes in the World Calendar Pattern
Set C6 H February Calendar Pattern
CALENDAR GRID
3-D Shapes in the World

Overview H identify ordinal positions through the 31st
This set of Calendar Grid markers replaces the student- You’ll need
made markers in the month of February, and provides H Calendar Grid pocket chart
opportunities for kindergartners to recognize, name,
H Month and Year Calendar Grid cards
describe, and compare spheres, cylinders, cubes, and
cones as they appear in the world around us. H February 3-D Shapes in the World Calendar Markers
(available at http://gotomlc.org/calmarkers) Print
Skills & Concepts 1 copy of the calendar marker sheets, preferably in
H identify and name spheres, cylinders, cubes, and cones color, single-sided, on white cardstock. Cut the calen-
H describe and compare three-dimensional objects in dar markers apart and laminate if desired.
the environment H 3-D Shapes Labels (pages C6.6 & C6.7, see Advance
H identify, describe, and extend repeating patterns Preparation)
H read aloud numerals from 0 to 31 H 4 pieces of 18" × 24" chart paper (see Advance
Preparation)
H square and triangular polydrons
H Cubes, Cones, Cylinders & Spheres by Tana Hoban
(optional)
Advance Preparation Run 1 copy of the shapes labels.

Cut them apart, and glue each one to the top of a piece
of 18" × 24" chart paper. Post the 4 charts near your calen-
dar display area.
sphere cube
cylinder cone
Introducing the 3-D Shapes in the World Calendar Grid Pattern

Open your first Number Corner lesson in February by directing students’ attention to the calendar grid.
Place the first marker in the correct pocket, and ask children to pair-share observations.

February Calendar Pattern (cont.)
What do they notice about this marker? After a few moments, pull sticks from your helper jar to call on
children to share their observations with the class.
Students A soccer ball! I have one like that!

Me too!
I’m really good at soccer—it’s my favorite!
Teacher What shape is the soccer ball?
Students It’s round, like a circle!

It can roll.
A real soccer ball is round all the way around, so it can roll.
After the children have had a chance to share some of their observations, explain that the calendar
markers this month will feature several different three-dimensional shapes. Have students look at the
shapes charts you have prepared. Read the name of each shape to the class, and ask students to identify
the one that matches the shape of the object on the first marker.
Students It’s a sphere! The picture on Marker 1 is a sphere!

It’s a soccer ball, and it looks like a circle.
A sphere is kind of the same as a circle.
Now ask students to look around the room very quietly. Can they see other examples of spheres from
where they are sitting? Ask them to raise a hand as soon as they spot something they think is a sphere.
After a few moments, pull sticks from your helper jar to choose a few children to share their ideas with
the class. As you call on each student, ask him or her to walk over to the object, point to it or bring it
back to the discussion area if it is small, and explain how he or she knows that the object is a sphere.
Students Here’s our playground ball. It’s round like the soccer ball.
I got a tennis ball from the recess basket. It’s a sphere because it’s round.
We have lots of those at my house.
This marble is from the marble roll set. It’s a little sphere because it’s round.
sphere
– playground ball
– tennis ball
– marble

Repeat the process described above as you post the markers on the second, third, and fourth days of the
month. Each of these markers features a different shape: a cylinder on the second, a cube on the third,
and a cone on the fourth day. Take time to have students find examples of each of these shapes as each
new marker is posted, and record their discoveries on the shapes charts.
sphere cylinder cube cone
– playground ball – water bottle – wood cube – toy clown’s hat

– tennis ball – teacher’s cup – building block – water cup
– marble – marker pen – toy box – cone from the gym
– building block – Jay’s polydron cube – tip of Sara’s pencil
Continuing through February with the Calendar Grid

Each day, have a helper point to the markers that have been posted in the pocket chart as the class
names the shape of each object. Have children predict what the next marker will show before you place
it on the chart. Once the new marker has been posted, ask students to share their observations.
Teacher Let’s say the shape of the object on each marker we’ve posted so far, and then make some
predictions about what we’ll see on the markers for Saturday, Sunday, and Monday. Brianna, will
you point to the markers as we name the shape of each object?
February
Students Sphere, cylinder, cube, cone;sphere, cylinder, cube, cone; sphere, cylinder, cube, cone....
Ball next—it has to be!
Maybe it’ll be a baseball. My cousin plays baseball with me sometimes!
Teacher Talk with the person next to you about what shape we might see on the marker for Satur-
day. Put your thumbs up when you have an idea, and I’ll pull sticks from the jar to pick children to
share with the class.
Students It’s going to be round.

It’s going to be one of those spheres.
It should be a snowball ‘cause of all the snow outside!
As the month progresses, work with the class to list additional examples of each shape on your charts.
Summarize students’ descriptions of each shape as well.

sphere cylinder cube cone
– playground ball – water bottle – wood cube – toy clown’s hat

– tennis ball – teacher’s cup – building block – water cup
– marble – marker pen – toy box – cone from the gym
– basketball – building block – Jay’s polydron cube – tip of Sara’s pencil
– golf ball – a jar – a tissue box – tip of a crayon
– a purple grape – a pencil can – Jack-in-the-box – closed up umbrella
A sphere is round all the A cylinder is round in the A cube is square A cone is pointy at the
way around. It’s like a middle. It is flat on the everywhere. It has 6 top. It has a circle on the
ball. It rolls. top and bottom. sides. It can’t roll. bottom. It rolls funny.
Here is a summary of the questions and prompts mentioned so far, as well as some others you might
use through the month:
• Let’s name the shape of the object on each marker.

• What shape do you think we’ll see on the next marker? Why?
• Can you find objects around the room that are spheres (cylinders, cubes, cones)?
• How can you tell if something is a sphere (cylinder, cube, cone)?
• What is the difference between a cylinder and a sphere (a sphere and a cube, a cone and a cylinder)?
• What shape do you see on the 4th (9th, 15th, 25st) marker?
• I see a marker on the calendar grid that has a picture of something shaped like a sphere. This sphere
is orange, and it’s something you play a game with. Which marker am I thinking of?
• What shape do you predict we’ll see on the 23rd (25th, 28th, 30th) marker? How do you know?
• Is there a pattern in the markers this month? If so, what is it? How do you know it’s a pattern?
Extensions
• Work with the class to create a display for each of this month’s featured shapes by gathering objects
from around the classroom and bringing examples from home.
• Choose one shape each week as the focus of a school-wide shape search. Encourage students to look
for examples of the shape on the playground, the gym, the library, the cafeteria, and so on. Consider
snapping photos of some of the better examples to add to your shapes charts in class.
• Challenge children to build each of the shapes featured this month with polydrons, blocks, or other con-
struction materials (e.g., legos, construx, tinkertoys, and so on). Is it possible to build a sphere, a cylin-
der, or a cone with polydrons? Why or why not? What about a cube? What is the largest cube students
can build with the collection of polydrons in your classroom?
• Share Cubes, Cones, Cylinders, & Spheres with your class sometime during the month. In this word-
less book, photographer Tana Hoban identifies four three-dimensional shapes before showing each in
contexts that are familiar to many children (alphabet blocks, ice cream cones) as well as contexts a
child might encounter on a trip to the city, country or even Fantasy Land (traffic cones, bales of hay,
a castle).

NOTE Below is a representation of the February calendar grid. The full-size calendar markers are
February

Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Blackline Run 1 copy on paper.
3-D Shape Labels page 1 of 2
cylinder
cone

Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Blackline Run 1 copy on paper.
3-D Shape Labels page 2 of 2
sphere
cube

KINDERGARTGEN – MAR
Set D7: Measurement: Coins Calendar Pattern
March Pre-made Calendar Markers (use during Number Corner) D7.1

Activity 3: Fives Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.35
Activity 4: Frogs & Lily Pads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.45
Set D7 Measurement: Coins Calendar Pattern
Set D7 H March Calendar Pattern
CALENDAR GRID
Coins
made markers in the month of March, and provides H Month and Year Calendar Grid cards
opportunities for kindergartners to identify pennies, nick-
H March Coin Calendar Markers (available at
els, dimes, and quarters by name and worth. There is a
penny on the first marker, a nickel on the second, a dime
calendar marker sheets in color, single-sided, on white
on the third, and a quarter on the fourth. The pattern
cardstock. Cut the calendar markers apart and laminate
grows after that, featuring 2 pennies, 2 nickels, 2 dimes,
if desired.
and 2 quarters on markers 5–12, 3 pennies, 3 nickels, 3
dimes, and 3 quarters on markers 13–24, and so on. H helper jar containing a popsicle stick for each child
Skills & Concepts
H pennies, nickels, dimes, and quarters (several of each
H identify pennies, nickels, dimes, and quarters by name
coin, optional)
and worth
H examples of items that can be purchased for 1¢, 5¢,
H describe and extend simple growing patterns
10¢, and 25¢ (optional)
H read aloud numerals from 0 to 31
H The Penny Pot by Stuart Murphy (optional)
H The Coin Counting Book by Rozanne Lanczak Williams
(optional)
H 26 Letters and 99 Cents by Tana Hoban (optional)
Introducing the Coins Calendar Pattern

Open your first Number Corner lesson in March by directing students’ attention to the calendar grid.
Explain that as in previous months, you will put up a new calendar marker as each day of the month
passes. Place the first marker in the correct pocket, and ask children to pair-share observations. What
do they notice about this marker? After a few moments, pull popsicle sticks from your helper jar to call
on children to share their observations with the class.
Students It’s a penny!
It has a 1 on it.
It says one cent. That little thing that looks like a “c” means cents.
That word starts with a “p”. Maybe it says “penny”.
Pennies are the brown ones.
2. Ask children to predict what they might see on the marker for the following day.
Students It might be another penny.
Maybe it will be some other kind of money, like a nickel or a dime.
Maybe the pattern will be penny, nickel, penny, nickel.
Or maybe penny, nickel, dime, then penny, nickel, dime.
March Calendar Pattern (cont.)
Continuing through March with the Calendar Grid

Each day, have a helper point to the markers that have been posted in the pocket chart so far as the
class reads the name of the coin shown on each marker. Have children predict what the next marker
will show before you place it on the chart. Sometimes, this will be the work of a minute or two; other
days there may be more surprise and speculation.
March
Teacher What day is it today?
Students Monday!
Teacher How many markers do we need to add to our calendar chart today?
Students One more!

No, we need 3 more.
We need ones for Saturday, Sunday, and Monday. That’s 3!
Teacher Sara, will you please come up and point to the markers we have posted so far, while we
read the names of the coins?
Students Penny, nickel, dime, quarter.

I think the next one’s going to be a penny.
Me too!
Teacher Let’s check it out. Here’s the next marker. Is it a penny?
Students Yes!
Teacher What coin do you think we’ll see on the marker for Sunday? Whisper your idea to the
person next to you.
Students Nickel!
It has to be a nickel because it goes penny, then nickel.
Teacher Okay, here’s the next marker. Is there a nickel on marker 6?

March
Students No!
It’s another penny!
Maybe the pattern is wrong. It should be a nickel.
Maybe there will be 2 nickels next, like 2 pennies, 2 nickels, 2 dimes, like that.
Teacher This is a puzzle for sure. Shall we look at the marker for today?
Students Yes! Just like I thought—it’s a nickel. I bet tomorrow will be another nickel.
March
As the markers are posted, one each day, ask students to share their observations about the coins and
the pattern that is emerging. Here are some questions and prompts to use through the month:
• Which coin do you think will come next in our pattern? Why?
• Which coin do you see on the 3rd (12th, 15th, 26th) marker?
• How many penny (nickel, dime, quarter) markers do we have on our calendar grid chart so far?
• Which coin is worth the least? Which is worth the most?
• How many pennies do you need to trade in for a nickel (a dime, a quarter)?
• How many nickels do you need to trade in for a dime (a quarter)?
• What can you buy with a penny? What about a nickel, dime, or quarter?
Extensions
• Make a small collection of pennies, nickels, dimes, and quarters available, along with a magnifying
glass, for students to explore during Work Places. Encourage them to examine the coins closely, and
to identify some of their likenesses and differences. You might also ask children to sort the coins in a
variety of ways. (If loose coins are likely to disappear into pockets, consider gluing two of each coin,
one heads-up and the other tails-up, to a piece of poster board. You can use plastic coins instead, but
real coins are preferable because that is what children encounter in the world outside of school.)

• Bring in and display examples of items that can be purchased with each coin. Ask families to send in
items to add to the collection.
• Read books about coins and money during the month. Some of our favorites include The Penny Pot
by Stuart Murphy, The Coin Counting Book by Rozanne Lanczak Williams, and 26 Letters and 99
Cents by Tana Hoban.
CHALLENGE
• Some students may enjoy counting the total amount of money shown on the calendar grid each day.
By the eighth day of the month, for instance, students will find that the coins posted so far total 53¢.
• Very capable students might be challenged to predict the total amount of money that will appear on
the calendar by a particular date (e.g., by March 12th, March 20th, March 25th, and so on). Provide
real or plastic coins for these students to work with as they formulate their conjectures.

NOTE Below is a representation of the March calendar grid. The full-size calendar markers are
March

Set A4 H Activity 3
ACTIVITY
Fives Up
Fives Up is a partner or small group game in which H Fives Up Work Place Menu Card (from Work Place
students search for combinations of dot cards and/or Menu Cards. page A4.26, run 1 copy on cardstock, cut
numeral cards that total 5. Introduce it to the whole class, apart and laminate if desired)
and play it with the group several times before adding it H Fives Up cards (pages A4.39–A4.42, see Advance
to your current set of Work Places. Preparation)
Skills & Concepts H Fives Up Record Sheet (page A4.43, optional; run as
H read numerals to 5 needed)
H compose and decompose numbers to 5 H helper jar containing a popsicle stick for each child
H model addition by joining sets with his/her name on it
addition situations Advance Preparation Run 1 copy of each page,
H use one-to-one correspondence to count and com- A4.39–A4.42, on each of 3 different pastel col-
pare sets of objects ors of cardstock. Cut cards apart and laminate if
desired. Collate so you have 3 decks of 32 cards,
each in a different color.
Instructions for Introducing Fives Up

1. Gather children to your discussion circle, and explain that you have a new game to play with them.
Show them a deck of the Fives Up dot cards you have prepared, and then hold up 6 or 7 of the cards in
quick succession as children hold up their fingers to show how many dots they see on each card.
2. Explain that the object of the game is to find cards that can be combined to make a total of 5 dots. Use
the cards to show and discuss a couple of examples and counter-examples (e.g., 4 dots and 1 dot, 2 dots
and 3 dots, 4 dots and 3 dots). Tell the children that you are going to take your turn first, and then pick
a stick from your helper jar to choose a student to take the first turn for the class.
Teacher I’m going to take the first card from the stack and turn it up so we can all see it. How
many dots did I get? Three? You’re right!
3
Teacher I didn’t get 5, did I? So now it’s your turn. Imani, I picked your stick from the jar. Please
come turn up the next card in the stack for the class, and set it beside mine.

Activity 3 Fives Up (cont.)
3
4
Teacher Can Imani use these two cards to make 5 for you? What happens if we put the two cards
together and count up all the dots? Talk to the person sitting next to you, and raise your hand when
you have an idea.
Students It makes 7 because it’s 1, 2, 3, 4, 5, 6, 7.

I know because 3 and 3 is 6, then 1 more is 7.
3. Take your next turn, and then choose a stick from your jar to choose the next student to turn over a
card for the class.
3 4
4
Teacher So far, neither team has been able to make a combination of 5. Jorge, I just picked your
stick. Before Jorge turns over the next card, let’s think. What card do you hope he gets for you?
Jon One with 5 dots!
Teacher Yep, if Jorge got one with 5 dots, you could take it. Is there any other card that would be
good for Jorge to pick for you?
Alicia If he gets 2 dots, he can put it with 3. That will make 5.
Teacher Do you all agree with Alicia? Thumbs up if you think 3 and 2 will make 5. Does anyone
else have an idea?
Dawn He should get a 1 because then he can put it with the 4.
4. Play back and forth with the class, picking sticks from the jar to choose children to turn the cards
over for the class, as you conduct a play-by-play discussion. At the end of the game, tell the class that
the team with the most cards will be the winner. Can they predict which team will win? How will you
know for sure? After a little discussion, work with the class to set out the two sets of cards side by side,
matching them one for one, so it is easy to see which team got more. Ask children to compare the two
sets using such phrases as “more than”, “less than”, or “the same as”. Then have the class count each set,
and compare the two in terms of how many more than, and how many less than.

5
1
3
5
1
1
5. Work with the children to count all the dot cards as you pick them up one by one and mix them in
preparation for another game.
6. Play Fives Up again with your group several times before making it available during Work Places. De-
pending on the needs of your students, you might also play it with small groups before adding it to your
current set of Work Places.
Work Place S2 Fives Up

You’ll need Object of the Game
H 3 sets Fives Up Cards (dot cards only; numeral cards Collect pairs or sets of cards that total 5 (e.g., 2 dots and
are optional, see Instructional Considerations) 3 dots; or 2 dots, 2 dots, and 1 dot; a single card with 5
H Fives Up Record Sheets (optional; see Instructional dots). The player with the most cards at the end of the
Considerations) game wins.

1. The players mix up the cards and place them in a stack face down between them.
2. First player takes the card from the top of the stack, turns it face up and reports the number of dots.
If there are 5 dots, Player 1 can take the card. If there are fewer than 5 dots, Player 1 leaves the card sit-
ting out between him/herself and the other player.
3. Player 2 takes the next card from the stack, turns it face up and reports the number of dots. If there
are 5 dots, or if this card can be combined with the other card to make a total of 5, Player 2 gets to take
one or both the cards. If it is not possible to make a combination of 5, Player 2 leaves the cards sitting
out between him/herself and the other player.
4. Players take turns drawing one card at a time, reporting the number of dots on the card, and trying to
combine it with one or more of the cards that are sitting face up to make 5.
5. Play continues until no more cards can be combined to make 5.
6. When as many as possible of the cards have been used, partners lay their cards out in two lines, side-
by-side, and count them to determine who got more.
Note No one gets extra turns in this game. If a player wins a set of cards, play still reverts to the other player.
Also, players can combine more than 2 cards to make 5, for instance, 2 + 2 + 1.

CHALLENGE
Instructional Considerations
You can make the game more challenging for students who are ready by adding the numeral cards to
the deck. The game is played exactly the same, but some of the combinations will involve dot cards
only, some dot and numeral cards, and some just numerals. Some of your students might also enjoy
playing the game with numeral cards only.
1 3 3
4 1 1
2
Another way to extend a challenge is to ask students to record their game results, using the optional
Fives Up Record Sheet blackline. The sheet asks students to record the number of cards each partner
won, circle “yes” or “no” in response to three questions, and show three different ways to make 5 by
drawing pictures or recording combinations.
Name _____________ ______________________
Fives Up Record Sheet
I won ___________ cards. My partner won ___________ cards.
I won more cards than my partner. YES NO
I won less cards than my partner. YES NO
I won the same number of cards as my partner. YES NO
Here are three different ways to make 5:
Students who are ready might also be challenged to play for combinations of 6, 7, or 8 using just the dot
cards, or even the all the dot and numeral cards in the set.
Note The National Council of Teachers of Mathematics (NCTM) offers a collection of free online computer
activities for K-12 students on their Illuminations web site (http://illuminations.nctm.org/). One of the activities
on the web site is called Five Frame, and can be reached directly by going to the following URL:
http://illuminations.nctm.org/ActivityDetail.aspx?ID=74
Five Frame allows children to count, build, and add quantities in five frames on screen, and provides
a nice way to reinforce and extend the skills introduced in Fives Up. You might consider adding Five
Frame to your Work Places, or linking parents to the activity so children can use it at home on their
own computer.

Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies, each on a different pastel color of cardstock. Cut apart and laminate.
Fives Up Cards Page 1 of 4
1 1
1 1
2 2
2 2
3 3
3 3
4 4
4 4
5 5
5 5
0 0
1 1
2 2
3 3
4 4
5 5
Set A4 Number & Operations: Addition & Subtraction Blackline Run as needed and cut in half.
Name ____________________________________
Name ____________________________________

Set A4 H Activity 4
ACTIVITY
Frogs & Lily Pads

Frogs & Lily Pads is a board game similar to Butterfly Race H Frogs & Lily Pads Work Place Menu Card (from Work
that provides an opportunity to teach and reinforce the Place Menu Cards. page A4.26, run 1 copy on card-
skill of counting on. Introduce it to the whole class, and stock, cut apart and laminate if desired)
play it with the group once or twice before adding it to H 3 Lily Pad Boards (page A4.49, run 3 copies on card-
your current set of Work Places. stock)
Skills & Concepts H 3 Frogs & Lily Pads Spinners (pages A4.50–A4.51, run
H read numerals to 10 1 copy of each sheet on cardstock. Color each of the
H identify the ordinal position of objects number spinners green. Color the dot spinners light
H model addition for numbers less than 10 by joining blue. Cut sheet in half and laminate if desired.)
sets of objects H 6 translucent game markers in several different colors
H count on to add two numbers H helper jar containing a popsicle stick for each child
Instructions for Introducing Frogs & Lily Pads

1. Pin one of the Lily Pads boards to a display easel or whiteboard near your discussion area. Gather chil-
dren to the area, and seat them in a way that they can all see the game board. Explain that you have a new
game to share with them, and this is the playing board you will use. Give them a minute or two to pair-
share observations about the game board. Then ask volunteers to share their observations with the class.
Frogs & Lily Pads Board

Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 cop es on cardstock.
4
9
5 4 8 6 1
3 7 7 5
2 9
2nd 8 7
START 1st
3rd
2 8
10 4
9 8 5 5 6
7
4th
FINISH 5th
1 2 3 4 5 6 7 8 9 10

Activity 4 Frogs & Lily Pads (cont.)
2. Next, tell them that this game is called Frogs and Lily Pads. It is similar to the Butterfly Race in that
the object of the game is to be the first player to reach the fifth lily pad. This time, instead of drawing
cards from a stack, you’re going to use a double spinner to help get from one lily pad to the next.
3. Ask children to form a circle. Place the spinner on the floor near enough for you to reach as you sit
in the circle, but far enough into the middle so children can see it. Give them a moment to examine the
spinner, and then spin the arrow on the first spinner. Ask children to name the numeral you spun and
show the corresponding quantity on the fingers of one hand. Then spin the arrow on the second spin-
ner. Ask children to identify the number of dots, and show the corresponding quantity on the fingers of
their other hand. What happens if they add the two quantities? Give them a moment to pair-share ideas,
and then call on volunteers.
Frogs & Lily Pads Spinner Sheet 1 of 2
3
5 4
4 5
3
4. While some students probably counted their fingers one by one to find a total of 8, others may have
counted on from 5 to get the answer. Reinforce the counting on strategy by modeling it and practicing it
with the group. Ask children to stretch the fingers on their first hand wide as they say the numeral that
was spun, and then tap their heads with each of the fingers on their other hand as they count on: five,
six, seven, eight!
5. Repeat steps 3 and 4 several times. Then place the Lily Pads board on the floor next to the spinner,
and play the game with the students, following the instructions on the next page. Use your helper jar to
select students to spin the spinner each time the class takes their turn. Model and reinforce the count-
ing-on strategy throughout.
6. Play Frogs and Lily Pads again with your group at least once before making it available during Work
Places. Depending on the needs of your students, you might also play it with small groups before adding
it to your current set of Work Places.

Work Place S3 Frogs & Lily Pads

This Work Place will need Object of the Game
H 3 Lily Pads boards Be the first player to get your “frog” (game marker) to the
H 3 Frogs & Lily Pads spinners fifth lily pad.
H 6 translucent game markers in several different colors

1. Each player takes a different color game marker and sets it to the left of the first lily pad on the game
board.
2. First player spins both spinners, names the number on the first spinner, and counts on the number
of dots spun on the second spinner to determine the total. If the first lily pad on the game board has a
numeral that matches the total, the player can move his or her marker to the lily pad and set it on top of
that numeral. If the first lily pad doesn’t have that numeral, the first player must leave his/her marker
where it is.
3. Second player takes a turn to spin both spinners, count on to find the total, and move his/her marker
to the first lily pad if possible. Partners continue to take turns spinning, adding, and moving their mark-
ers ahead, one lily pad at a time. The first player to reach the fifth lily pad wins the game.
Instructional Considerations for Frogs & Lily Pads

This game presents a good opportunity to teach and reinforce the strategy of counting on, instead of
counting one by one. While some of your students may already be proficient with this strategy, others
will need more support to develop the skill.
If you encourage children to show both quantities on their fingers each time, students who aren’t yet
able to count on will have recourse to one-by-one counting, which is fine, but you’ll also want to work
with those students, or have them play the game with a more capable classmate, older student, or parent
volunteer, so they can learn to count on as well.
CHALLENGE
Students who are ready for more of a challenge can be asked to spin the numeral spinner twice, add the
two numbers, spin the dot spinner, and subtract that number of dots from the total by counting back-
wards (e.g., 4 + 5 = 9 and 9 – 2 = 7).
Another way to extend a challenge is to have students roll two regular dice (dotted 1–6), and allow them
to use any of the four operations (add, subtract, multiply, or divide) to make a number that will allow
them to move their game marker to the next lily pad.

Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 cop es on cardstock.
4
9
5 4 8 6 1
3 7 7 5
2 9
2nd 8 7
START 1st
3rd
2 8
10 4
9 8 5 5 6
7
4th
FINISH 5th
1 2 3 4 5 6 7 8 9 10
Jessica Hmmmm…..I got a 5 and a 4. If I add them, it makes 9, but there’s no 9 on the next lily pad.
I know! I could go 5 – 4, and that makes 1.
Josh I see something else you could do. You could subtract them and take that answer times 4. Five
minus four is one. One times four is four which is on the next lily pad.

Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock.
5 9
8 7
3rd
2
10
9
2 8
5 6
8
4th
8 6 1
2nd
7
7
4
6
5
9 8 5
4
5th
10
7
5 4
3
3 7
1st
FINISH
9
2
START

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy of each sheet on cardstock. Color each of the number spinners green.
Color the dot spinners light blue. Cut sheet in half and laminate if desired.
Frogs & Lily Pads Spinner Page 1 of 2
3
5 4
4 5
3
Frogs & Lily Pads Spinner
3
5 4
4 5
3

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy of each sheet on cardstock. Color each of the number spinners green.
Color the dot spinners light blue. Cut sheet in half and laminate if desired.
Frogs & Lily Pads Spinner Page 2 of 2
3
5 4
4 5
3
if it works.

KINDERGARTGEN – APR
Set D8: Measurement Tools Calendar Pattern
April Pre-made Calendar Markers (use during Number Corner) . . . . . . . . . . . . . . . . D8.1

Activity 5: Pond Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.53
Activity 6: Spin, Add & Compare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.59
Set D8 Measurement: Measuring Tools Calendar Pattern
Set D8 H April Calendar Pattern
CALENDAR GRID
Measuring Tools
made markers in the month of April, and provides oppor- H Month and Year Calendar Grid cards
tunities for kindergartners to identify some of the tools
H April Measuring Tools Calendar Markers (available at
commonly used to measure time, weight, temperature,
and length.
calendar marker sheets, preferably in color, single-
Skills & Concepts sided, on white cardstock. Cut the calendar markers
H identify the appropriate instruments used to measure apart and laminate if desired.
time, weight, temperature, and length H Mini-Markers (pages D8.6–D8.11, see Advance
H describe and extend simple repeating patterns Preparation)
H read aloud numerals from 0 to 31 H 4 pieces of 18" × 24" chart paper (see Advance
Preparation)
H glue stick and marking pens
H measuring tools (optional, see Extensions on page D8.4)
H books about measurement to read aloud (optional,
see Extensions on page D8.4)
Advance Preparation Run 1 copy of the Mini-Markers

sheets on copy paper. Cut the mini-markers apart, stack
them in order from 1–31, and store them near your calen-
dar display in an envelope or small resealable bag. Label
the 4 sheets of chart paper as shown below.
Time Weight
Temperature Length

April Calendar Pattern (cont.)
Introducing the Measuring Tools Calendar Grid Pattern

Open your first Number Corner lesson in April by directing students’ attention to the calendar grid.
Explain that as in previous months, you will put up a new calendar marker as each day of the month
passes. Place the first marker in the correct pocket, and ask children to pair-share observations. What
do they notice about this marker? After a few moments, pull popsicle sticks from your helper jar to call
on children to share their observations with the class. Guide them to discuss the fact that people use
watches to tell time.
Students It’s a watch!

My dad has one like that.
You can wear it.
It has numbers on it, like 1, 2, 3, 4.
Teacher Why do people wear watches?
Student To tell time.

So they can know what time it is.
Post the chart you have prepared with the word “Time” written at the top. Read the word with the class,
and explain that the calendar markers this month will show pictures of measuring tools. Some of the
tools, like the watch shown on today’s marker, are used to measure time.
Show students the collection of mini-markers you have prepared. Glue the first one to the Time chart,
and work with input from the children to label it. Then ask students to look around the room. Do they
see any other tools in the classroom that can be used to measure time.
April
Time
Sunday Monday Tuesday Saturday
wristwatch
Wednesday Thursday Friday
Students The clock over there!

My brother has a watch.
What about our play clock in the corner?
Teacher has a watch on so she can tell what time it is.
Continuing through April with the Calendar Grid

Each day throughout the month, display the new marker. Have children describe the tool shown on
the marker, identify it by name, and discuss how it is used. Reinforce the words and concepts of time,
weight, temperature, and length by gluing a mini-marker to the appropriate chart each day and labeling
the tool shown on the marker.

April Time Weight

wristwatch balance scale

analog clock kitchen scale
Temperature Length
thermometer ruler
thermometer tape measure
Here are some questions and prompts to use through the month:
• Let’s say the name of each tool as our helper points to the markers.
• Let’s tell what each tool is used to measure as our helper points to the markers.
• Which kind of measuring tool do you think will come next in our pattern? Why?
• Which tool do you see on the 4th marker? (The 10th marker? The 16th marker?)
• Which markers so far show tools that are used to measure length (time, weight, temperature)? What
marker will be the next one to show a tool that measures length (time, weight, temperature)? How do
you know?
• Can you find tools around our room we could use to measure length (time, weight, temperature)?
Toward the end of the month, ask students to share observations about the collections of mini-markers
you have glued to each of the charts. You might have them examine and discuss one of the charts every
2 or 3 days during the last two weeks of the month.
Teacher Let’s look at all the mini-markers we’ve glued to the time chart so
far. What do you notice? Talk with the person next to you for a minute, and Time
then I’ll pull some sticks out of our helper jar to choose children to share wristwatch
their ideas with the class.
analog clock
Students There are watches and clocks.
week planner
What’s that book thing?
That’s a planner book. You can write stuff for each day. digital clock
Everything on there can help you measure time.
Some of the things measure minutes and hours, but the calendars have cuckoo clock
days on them.
calendar
They all have numbers.
digital clock
mantle clock

Extensions
• Bring in and display examples of tools that can be used to measure time, weight, temperature, and
length (e.g., a digital clock, a small analog clock, a medical or scientific thermometer, a round outdoor
thermometer, a digital thermometer, a kitchen scale, a bathroom scale, a cloth measuring tape, a car-
penter’s tape measure, and so on). Ask families to send in items to add to the collection.
• Set up a measuring station where children can use some of the tools to measure length or weight.
• Place an outdoor thermometer outside your classroom window, and encourage interested students to
read the temperature each day.
• Read books about measuring during the month. Some possibilities include Length and Weight, both by
Henry Arthur Pluckrose, How Long is It by Donna Loughran, Millions to Measure by David Schwartz,
and How Big is a Foot by Rolf Myller.
MEASURING TOOLS FEATURED ON THE CALENDAR MARKERS

Time Weight Temperature Length
Marker 1 Marker 2 Marker 3 Marker 4
Digital wristwatch Balance scale Thermometer (cold) 12-inch ruler
Analog clock Kitchen scale Thermometer (warm) Measuring tape
Weekly desk calendar Bathroom scale Thermometer (hot) Measuring tape
Digital alarm clock Hanging produce scale Thermometer (cold) 12-inch ruler
Analog Cuckoo clock Doctor’s scale Thermometer (warm) Measuring tape
Month calendar Pan balance Thermometer (hot) Measuring tape
Digital outdoor clock Pediatrician’s scale Thermometer (cold) 12-inch ruler
Marker 29 Marker 30 Marker 31
Analog mantle clock Truck scale Thermometer (warm)

NOTE Below is a representation of the April calendar grid. The full-size calendar markers are
April
26
2 2
23 4 25
3
4 35 36
0
5 1
2
3
0
25
15
6
7
5 0
19 18
4 1
3 2 2
3
4

Set D8 Measurement: Measuring Tools Calendar Pattern Blackline Run 1 copy on paper. Cut cards apart.
Mini-Markers Page 1 of 6



0
5 1
4 2
3


16
17
5 20 19 18
4
3 1
2




Set A4 H Activity 5
ACTIVITY
The Pond Game

The Pond Game provides an opportunity to teach and H Pond Game Work Place Menu Card (from Work Place
reinforce the meaning of the addition and subtraction Menu Cards. page A4.26, run 1 copy on cardstock, cut
signs while helping children develop lively understand- apart and laminate if desired)
ings of both operations. Introduce the game to your H 6 Pond boards (page A4.58, run 6 copies on card-
whole class, and play it with the group once or twice stock, laminate if desired.)
before adding it to your current set of Work Places.
H 3 Add & Subtract spinners (page A4.59, run 1 copy on
Skills & Concepts cardstock, cut apart and laminate if desired.)
H count objects using one-to-one correspondence
H Bucket of Frogs
H read the symbols for addition and subtraction, and
H Splash! by Ann Jonas (optional)
numerals to 10
H model addition by joining sets of objects and model
subtraction by removing objects from sets for num-
bers less than 10
addition and subtraction situations
Instructions for Introducing The Pond Game

1. Pin one of the Pond boards to a display easel or whiteboard near your discussion area. Gather children
to the area, and seat them in a way that they can all see the game board. Explain that you have a new
game to share with them, and this is the playing board you will use. Give them a minute to pair-share
observations about the game board. Then ask volunteers to share their observations with the class.
Set A4 Number & Operations: Addit on & Subtraction Blackline Run 6 cop es on cardstock, am nate f des red.
Frogs & Lillypads Board
2 3 5
1 4
6 7 10
8
9

Activity 5 The Pond Game (cont.)
2. Now ask children to form a circle. Place the board on the floor near enough for you to reach as you sit
in the circle, but far enough into the middle so children can see it. Then count 10 frogs out of the bucket
as children count with you. Place 5 of them on the board, one on each of the first 5 lily pads, and set the
other 5 to the side of the board.
3. Explain that in this game, frogs are going to hop in and out of the pond, but they have to follow the
instructions on the game spinner to do so. Then show the spinner and discuss the numbers and sym-
bols on it briefly. Chances are, most of the children can read the numbers. What do those other symbols
mean?
Students The one that looks like a cross is for adding. It means you have to add.
The one that looks like a little line is for taking away, I think.
4. Spin the spinner and work with the class to carry out the action indicated by the spinner. Then ask
the children to report how many frogs are in the pond.
Teacher The spinner landed on subtract 2. What do I have to do?
Students You have to take 2 away!

You have to make 2 of those guys hop out of the pond.
Teacher Okay, I’ll subtract 2. Here they go! How many frogs are in my pond?
Students Three frogs! Now there are only 3 left! That’s not very many.
Can we put some more in? Set A4 Number & Operat ons: Addition & Subtract on B ack ine Run 6 cop es on cards ock am nate f des red
5
4
7
Add
Subtract
3
1 Add
2 6 10
8
Subtract
2 Subtract
1
Add
3 9
5. Repeat the step above several times, noting with the class that the number of frogs in the pond
changes each time, except if the spinner lands on subtract 0. Note too that sometimes it is not possible to
carry out the spinner’s instructions. If you only have 1 frog on the board, and spin – 2, you have to spin
again until you get something you can do. If you have 8 frogs on the board and spin + 3, you have to
spin again because you only have 2 frogs left to add, and 2 lily pads left to fill.

6. Then place another Pond board on the floor next to yours. Ask students to help you count another 10
frogs out of the bucket, and set up both boards so there are 5 frogs on each, and another 5 frogs off to the
side for each team. Play the game with the students, following the instructions below. Use your helper
jar to select students to spin the spinner and hop the frogs in or out of the pond each time the class takes
their turn. Model and reinforce the meaning of the addition and subtraction sign, as well as the two op-
erations, as you play.
7. Play the Pond Game again with your group at least once before making it available during Work
Places. Depending on the needs of your students, you might also play it with small groups before adding
it to your current set of Work Places.
Work Place S4 The Pond Game

You’ll Need Object of the Game
H 6 Pond boards Be the first player fill your Pond board with ten frogs.
H 3 Add & Subtract spinners
H 10 frogs (or other game markers) for each player

1. Each player gets a Pond board and 10 frogs. The players each place 5 frogs on their Pond board, on top
of the numerals 1–5, and set the other 5 frogs to the side.
2. The first player spins the Add & Subtract spinner, adds or subtracts that many frogs from his/her
board, and reports how many frogs are in the pond then.
Brianna I got a 2 with a minus. That means I have to take 2 frogs off my board. Now I only have
3 frogs in my pond.
Set A4 Number & Operat ons: Addition & Subtract on B ack ine Run 6 cop es on cards ock am nate f des red
5
4
7
Add
Subtract
3
1 Add
2 6 10
8
Subtract
2 Subtract
1
Add
3 9
3. The second player spins, adds or subtracts the number of frogs indicated by the spinner, and reports
how many frogs there are in his/her pond.

4. Players take turns spinning, adding or removing frogs from the pond, and reporting the results until
one player has collected exactly 10 frogs in his/her pond. That player wins the game.
Note If a player makes a spin that cannot be carried out, such as spinning –2 when there is only 1 frog left
on the board, or spinning +3 when there are 8 frogs on the board and only 2 available to be added, that player
loses his/her turn, and must wait until the next turn to make a move.
Instructional Considerations
Some children will definitely benefit from time spent playing this game with an older student or an
adult.
If children have difficulty keeping their frogs organized as they hop in and out of the pond, you might
want to provide each player with a 6” x 9” piece of brown construction paper to serve as the bank of the
pond, where the frogs that aren’t in the pond can sit and sun themselves. An alternative would be to
give each player a Counting Mat from your Bridges kit to serve as a resting place for the frogs that aren’t
in the pond.
Here are some questions you might ask, whether you are observing or playing with a small group of
children:
• How many frogs do you have in your pond right now?

• How many more frogs do you need to fill all 10 lily pads?
• How many more frogs does your partner need?
• Where do you want the spinner to land on your next turn? Why?
• Do you think you can win the game? How many more turns do you think it might take? Why?
Either before or after you introduce this game, you might want to read Splash! by Ann Jonas to your
class. This delightful story is narrated by a little girl who has a pond in her backyard, along with a good
collection of pets. It provides a nice introduction to addition and subtraction as the text follows the ins
and outs of the pond-side animals.

Set A4 Number & Operations: Addition & Subtraction Blackline Run 6 copies on cardstock, laminate if desired.
10
5
9
4
8
3
7
6
1

Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on cardstock, cut apart and laminate if desired.
Add & Subtract Spinners
Add Add
Subtract 1 Add Subtract 1 Add
3 2 3 2
Subtract Add Subtract Add
2 Subtract 3 2 Subtract 3
1 1
1. Poke a brass fastener through a 1⁄4” length of
drinking straw and a paperclip. Be sure to insert
the brad and straw into the large end of the pa-
perclip, as shown.
Add
Subtract 1 Add
3 2
2. Keeping the straw and the paperclip on the
Subtract Add
2 3
brass fastener, insert it into the midpoint hole of
the spinner. Once it has been pushed through
Subtract
1
to the back side, bend each side of the fastener
flat against the underside of the gameboard. The
section of straw should serve as a spacer so the
brad doesn’t push the paperclip flat against the
gamboard and prevent it from spinning.
3. Give the paperclip a test spin to see if it
works.

Set A4 H Activity 6
ACTIVITY
Spin, Add & Compare

In Spin, Add & Compare, children spin 2 number spin- H Spin, Add & Compare Work Place Menu Card (from
ners, build both quantities with Unifix cubes, add the Work Place Menu Cards. page A4.27, run 1 copy on
cubes, and write an equation to show the results. After 3 cardstock, cut apart and laminate if desired)
rounds, partners each snap all their cubes together and
H Introducing Spin, Add & Compare (page A4.64, run 1
compare their winnings. Although you will introduce an
copy on a transparency.)
abbreviated form of the game to the whole class, and
play it several times over a period of a few days, we H 3 Spin, Add & Compare Spinners (page A4.65, see
recommend that you play the full version of Spin, Add & Advance Preparation.)
Compare with small groups before adding it to your cur- H Spin, Add & Compare Record Sheet (page A4.66, run
rent set of Work Places. a class set)
Skills & Concepts H Unifix cubes
H use one-to-one correspondence to count and com-
H pencils
pare sets of objects to 30
H crayons, felt markers, bingo daubers, or small stickers
H read numerals to 5; write numerals to 30
(optional)
H model addition by joining sets of objects for numbers
less than 10
H record mathematical thinking by writing simple addi-
tion sentences Advance Preparation Run 3 copies of page A4.65 on
cardstock. Color the left spinner green and right spinner
light blue. Cut page in half and laminate top half. Follow
directions on bottom half to create spinners if overlay
spinners are not available..
Instructions for Introducing Spin, Add & Compare

1. Gather children to your discussion area and seat them so they can all see the screen. Explain that you
have a new game to play with them called Spin, Add & Compare. Display the game introduction trans-
parency and give students a few moments to examine it quietly. Then tell them that the object of the
game is to win the most cubes, and that you will take the first turn so they can see how to play.
2. Spin both spinners, and read the results with the class. If you added the two numbers, what would
your total be? Give children a few moments to pair-share their ideas. Then work with input from the
class to build the first quantity in the top row of the first frame using Unifix cubes in a single color. Do
the same for the second quantity, using cubes of a different color. Ask children to add the cubes in the
two rows and whisper the total to their nearest neighbors.

Activity 6 Spin, Add & Compare (cont.)
3. Work with input from the class to record the results of your turn by writing an addition equation on
the transparency.
4. Then have the class take their turn, pulling sticks from your helper jar to select children to spin the
spinners and count out the cubes onto the board. Work with input from the class to write an equation to
show their results.
Set A4 Number & Operations: Addition & Subtraction B ack ine Run 1 copy on a transparency
Introducing Spin, Add & Compare
5 1 5 1
4 2 + 4 2
3 3
Teacher
4
+ 2
Class
c ng 2
+1 5
7
5. Next, ask children to compare the two quantities. Who won more cubes, the teacher or the class? How
do they know?
Students We got more!

We got 7. You only got 6.
We got a whole row full but you didn’t.
Let’s count them!
2
6. Finally, use your helper jar to select two children to snap the cubes into two trains. Hold up the two
+ 5 to fill in the information at the bot-
trains side by side for the children to see, and work with their input
tom of the game sheet.
Who won more cubes? TEACHER CLASS TEACHER & CLASS WON THE SAME
6
The teacher won ________ cubes. The class won ________ cubes. 7

7. Play this game several times with the class. Consider giving the children each 4 stacks of 5 cubes,
each stack a different color, and having them build and add the quantities along with you. When they
are familiar with the format, introduce and play the game as described below with small groups before
adding it to your current set of Work Places.
Work Place S5 Spin, Add & Compare

This Work Place will need Object of the Game
H 3 Spin, Add & Compare spinners Collect the most Unifix cubes in three turns.
H Spin, Add & Compare Record sheets
H six sets of 30 Unifix cubes; each set should include 5
cubes in each of 6 different colors
H pencils
H crayons, felt markers, bingo daubers, or small stickers
(optional)

1. Each partner will need a record sheet, a set of Unifix cubes, and a pencil. Players will need a hard
writing surface, and should work at a table rather than the floor, if possible.
2. The first player spins both the top and bottom spinners on the Spin, Add & Compare spinner. Then
he/she sets out the specified quantity of Unifix cubes in the top and bottom row of the first frame on
his/her record sheet, using a different color for each row. Next, he/she records how many cubes there
are in each row, and their total when added.
Ramon
Set A4 Number & Operations: Add t on & Subtraction Blackline Run 3 copies on cardstock Color eft spinner green and right spinner ight blue Set A4 Number & Operations: Addition & Subtraction B ackl ne Run a c ass set
Cut page n half and aminate top ha f Fol ow directions on bottom half to create spinners f overlay spinners are not ava lab e
NAME DATE
Spin, Add & Compare Spinner Spin, Add & Compare Record Sheet
4
5 1 5 1
+ 3
4
3
2 + 4
3
2
7
+
3. The second player takes a turn to spin, build, and record on his/her sheet.
4. Players each take 2 more turns spinning, building, and recording addition combinations on their own
sheets.
© The Math Learning Center Bridges in pMathematics

cubes M tner w n Kindergarten
cube Supplement • A4.61
5. Each player then removes all the cubes from his/her sheet and snaps them together. Players set their
cube trains side by side to compare them, and record the results at the bottom of their sheets. Finally,
each player counts all the cubes in his/her train and records that information at the bottom of the sheet
as well.
Ramon
Set A4 Number & Operations: Addition & Subtraction B ack ine Run a class set Set A4 Number & Operations: Addition & Subtraction B ackl ne Run a c ass set
NAME DATE NAME

SAM DATE
Spin, Add & Compare Record Sheet Spin, Add & Compare Record Sheet
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
4 5
+ 3 + 3
7 8
3 2
+ 5 + 4
8 6
2 2
+ 3 + 1
5 3
Who won more cubes? I DID MY PARTNER DID MY PARTNER & I WON THE SAME Who won more cubes? I DID MY PARTNER DID MY PARTNER & I WON THE SAME
20
I won ________ cubes. My partner won ________ cubes. 17 17
I won ________ cubes. My partner won ________ cubes. 20
Instructional Considerations for Spin, Add & Compare

Although some of your students may have the skills to count the cubes in their train by pointing or
touching, they will probably get more accurate results if you encourage them to break their trains apart
one cube at a time, counting as they go.
You may need to simplify this game for some children by having each partner take just 2 or even 1 turn,
instead of 3.
As an extension to this activity, students can be asked once they have completed the game to use cray-
ons, felt markers, bingo daubers, or small stickers to show the number of cubes they got in each row.
This gives children an opportunity to picture what has been recorded numerically.

Ramon
Set A4 Number & Operations: Addition & Subtraction B ack ine Run a c ass set
NAME DATE
Spin, Add & Compare Record Sheet
4
X X X X
O O O
+ 3
7
+ 5
8
+ 3
5
Who won more cubes? I DID MY PARTNER DID MY PARTNER & I WON THE SAME
20
I won ________ cubes. My partner won ________ cubes. 17
on the web site is called Ten Frame, and can be reached directly by going to the following URL:
Ten Frame allows children to count, build, and add quantities in ten frames on screen, and provides a nice way
to reinforce and extend the skills introduced in Spin, Add & Compare. You might consider adding Ten Frame to
your Work Places, or linking parents to the activity so children can use it at home on their own computer.

Introducing Spin, Add & Compare
5 1 5 1
4 2 + 4 2
3 3
Teacher
Class
Who won more cubes? TEACHER CLASS TEACHER & CLASS WON THE SAME
The teacher won ________ cubes. The class won ________ cubes.

Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Color the left spinner green and right spinner light
blue. Cut page in half and laminate top half. Follow directions on the bottom half to create spinners (unless clear overlay spinners are available).
Spin, Add & Compare Spinner
5 1 5 1
4
3
2 + 4
3
2
1. Poke a brass fastener through a 1⁄4” length of drinking straw and a paperclip. Be
sure to insert the brad and straw into the large end of the paperclip, as shown.
2. Keeping the straw and the paperclip on the brass fastener, insert it into the
midpoint hole of the spinner. Once it has been pushed through to the back side,
bend each side of the fastener flat against the underside of the gameboard. The
section of straw should serve as a spacer so the brad doesn’t push the paperclip flat
against the gamboard and prevent it from spinning.
3. Give the paperclip a test spin to see if it works.

Set A4 Number & Operations: Addition & Subtraction Blackline Run a class set.
NAME DATE
Spin, Add & Compare Record Sheet
0 1 2 3 4 5 6 7 8 9 10
Who won more cubes? I DID MY PARTNER DID MY PARTNER & I WON THE SAME
I won ________ cubes. My partner won ________ cubes.

KINDERGARTGEN – MAY
Set D9: Measurement: Morning, Afternoon, Evening Calendar Pattern
May Pre-made Calendar Markers (use during Number Corner) . . . . . . . . . . . . . . . . D9.1
Set C2: Geometry: Locations

Activity 2: Left and Right . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C2.5
Activity 3: Little Frog’s Playground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C2.7

Activity 7: Bug Catchers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.67
Activity 8: Piggy Banks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A4.73
Set C1: Geometry: 3-D Shapes

Activity 1: Mystery Bag Sorting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C1.1
Activity 2: Shape Detectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C1.5
Activity 3: 3-D Shape Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C1.11
Set D9 Measurement: Morning, Noon & Night Calendar Pattern
Set D9 H May & June Calendar Pattern
CALENDAR GRID
Morning, Noon & Night

made markers in the month of May, and provides H Day, Month and Year Calendar Grid cards
opportunities for kindergartners to relate time to their
H May & June Morning, Noon & Night Calendar Markers
own activities, recognize that clocks measure time, and
(available at http://gotomlc.org/calmarkers) Print 1
tell time to the hour.
copy of the calendar marker sheets in color, single-
Skills & Concepts sided, on white cardstock. Cut the calendar markers
H use words to describe time (day, night, morning, apart and laminate if desired.
afternoon) H Hour Hand, Minute Hand poem (pages D9.7–D9.11, see
H identify clocks as tools that measure time Advance Preparation)
H read time to the hour on analog and digital clocks H 2 pieces of lined chart paper (see Advance Preparation)
H identify, describe, and extend repeating patterns H helper jar containing a popsicle stick for each child with
his/her name on it
H read aloud numerals from 0 to 31
H identify ordinal positions through the 31st Advance Preparation You can locate the Hour Hand, Min-
ute Hand sheets in the Poems & Songs portfolio that came
with Number Corner, or you can run 1 copy each of pages
D9.7–D9.11. Staple the pages in order to form a book, or
glue them to a piece of butcher paper to create a wall chart.
Finally, draw 4 columns on both sheets of lined chart paper,
as shown below. Add a title and column labels to the first
sheet, and post the sheet next to your calendar grid pocket
chart. Keep the second sheet in reserve until the middle of
the month, and then attach it to the first so you can continue
to record observations through the entire month.
Morning, Afternoon and Night Time

Time Clock
Date Description of Picture
of Day Time
Introducing the Morning, Noon & Night Calendar Markers

Sometime before you teach the first Number Corner lesson this month—perhaps earlier in the day, or
the day before—read the Hour Hand, Minute Hand poem to your students.

May & June Calendar Pattern (cont.)
Hour Hand, Minute Hand
Hour hand, minute hand,

Around the clock you go,
Night is over, time to get up,
The sun begins to glow.
Read the poem a second time and take a few minutes to discuss it with the children. What’s going on in
each of the pictures? What time does each clock show? Do any of your students get up at 7:00 or earlier
on school days? How does the clock look when class starts at your school? Do any of the children eat
lunch at 12:00? Do they have an apple, taco, and some milk, or do they eat different things for lunch?
What time do they go to bed? After some discussion, move along to other activities. Leave the book or
the wall chart accessible.
Start Number Corner by directing students’ attention to the calendar grid. Place the first marker in the
correct pocket, and ask children to pair-share observations. What do they notice about this marker? Af-
ter a few moments, pull popsicle sticks from your helper jar to call on children to share their observa-
tions with the class.
Students That was the same in the clock book.

Yeah, where the girl is getting up.
I have an alarm clock like that in my room
I do too. My clock rings at 7:00 to get me up.
Teacher What time of day does this marker show?
Students Morning time!

Time to get up and get ready for school.

The next day, read the Hour Hand, Minute Hand poem again. Then invite children to predict what
Marker 2 will show, and place it on display in the correct pocket. Ask children to pair-share observa-
tions, and then call on a few volunteers to share with the group.
Students It’s a kid playing soccer!

I have soccer practice today.
My brother has soccer tomorrow. I’m better than him, though.
Ask students what time of day is shown in the marker. Likely, there will be different ideas. Guide stu-
dents to agree that during the school week, children usually have soccer practice in the afternoon.
Teacher When do kids usually have soccer practice?
Students After school!

Mine is in the morning on Saturday.
My sister has hers right before dinner.
Teacher It sounds like when kids have soccer practice during the school week, it’s usually after
school. Is that in the morning or the afternoon?
Gregor In the afternoon!
Repeat the process described above the following day. After children have made their predictions,
posted the marker, and described what they see, introduce the recording chart. Start by entering in-
formation about the third marker, and then work with input from the class to enter information about
Markers 1 and 2.

Time Clock
of Day Time
5/1 A girl is getting up. Morning 7:00
5/2 Soccer practice Afternoon ___
5/3 A boy is doing his homework. Night ___
Continuing through May with the Calendar Grid

Each day, have a helper point to the markers that have been posted in the pocket chart as the class names
the time of day each event usually occurs. Have children predict what the next marker will show before
you place it on the chart. Once the new marker has been posted, ask students to share their observations.

Teacher Who has a prediction about today’s marker? What do you think we’ll see?
Maggie I think it’s going to be about morning, that’s for sure.
Teacher Maggie says the marker we’ll post for today will be something that usually happens in the
morning. Thumbs up if you agree with her. Why?
Students Because the calendar shows stuff about what people do.
It always goes morning, afternoon, night; morning, afternoon, night. It has to be morning next.
I don’t think there will be a clock on it because yesterday had a clock, and they skip some days.
Maybe a kid will be getting on the school bus.
Teacher Jaime, you’re our calendar helper today. Will you come put up the new marker?
Students Yep, morning!

He’s brushing his teeth.
I brush my teeth every morning and every night.
What if it’s night in that picture?
It’s not dark, and on the pattern, it has to be morning.
Teacher Let’s enter the information about today’s marker on our chart.

Time Clock
of Day Time
5/1 A girl is getting up. Morning 7:00
5/2 Soccer practice Afternoon ___
5/3 A boy is doing his homework. Night ___
5/4 Dad is making bacon and eggs. Morning ___
5/5 Lunchbox with an apple and sandwich Afternoon 12:00
5/6 Taco and chips for dinner. Night ___
5/7 He’s putting on his jacket. Morning ___
5/8 The girls is at the park Afternoon ___
5/9 Grandma is cooking a chicken. Night 6:00
5/10 He’s getting ready for school. Morning ___

Here is a summary of the questions and prompts mentioned so far, as well as some others you might
use through the month:
• Let’s name the time of day on each marker so far.
• What are some of the morning-time (afternoon, evening) activities we can see on our calendar so
far? What are some other activities people usually do in the morning? Do you think we’ll see some of
these activities on markers later in the month?
• Do you think we’ll see a morning, afternoon, or evening activity on the next marker? Why?
• Will our next marker have a clock on it? How do you know?
• What time of day do you see on the 4th (9th, 15th, 25st) marker?
• I see a marker on the calendar grid that has a picture of someone cooking breakfast. Which marker
am I thinking of?
• Is there a pattern in the markers this month? If so, what is it? How do you know it’s a pattern? Can
you find any other patterns in the markers so far?
Extensions
• Work with the class over the month to create a chart of some of your students’ morning, afternoon,
and evening activities during the school week. If there are events listed that happen at the same time
each day, like recess or lunch, you might draw and label clocks beside those events. You might also
make a chart of weekend morning, afternoon, and evening activities, and compare the two charts.
• Create a class time book by having each child draw a picture of something he or she does during the
morning, the afternoon, or the evening. Or, you can give each student a piece of paper folded into
thirds, and have them draw an activity for each time, and display the collection on the wall.

NOTE Below is a representation of the May calendar grid. The full-size calendar markers are
May

Set D9 Measurement: Morning, Noon & Night Calendar Pattern Blackline Run 1 copy.
Night is over, time to get up,

The sun begins to glow.

Hour Hand, Minute Hand

Eat my breakfast, I can’t be slow,

It’s off to school I go.

An apple, taco, and some milk,

A healthy lunch to grow.

We’re all home and supper’s on,

It’s six o’clock you know.

Read together, watch one show,

It’s time for bed, I know.
by Donna Burk, illustrated by Tyson Smith

Set C2 H Activity 2
ACTIVITY
Left & Right

Students use their hands to learn about right and left, and H 3 ⁄4" red adhesive dots OR a non-toxic red marking pen
practice the language of location and direction. H a piece of 12" x 18" drawing paper for each student
(optional)
Skills & Concepts
H use the directional words left and right to describe H pencils and crayons (optional)
movement H Left Hand, Right Hand, by Janet Allison Brown
H describe the location of one object relative to another (optional)
in front of, near, and far
Instructions for Left & Right

1. On the day you conduct this activity, label the back of each student’s right hand with a small red dot.
Use either a red adhesive dot or a non-toxic red marking pen to do this. As you do so, explain that the
hand with the red dot is their right hand, and the hand with no dot is their left hand.
2. Once every student has a dot on his or her right hand, gather the children to your discussion area. Seat
them in rows all facing the same way for this activity. Ask them to raise their right hand over their head.
Then ask them to raise their left hand. How do they know which one is right, and which one is left?
Students You gave us a red dot on our right hand.

Red for right!
How come we didn’t get a dot on our other hand?
So we can tell which one is right, and which one isn’t.
That other one is the left one.
3. Now have students place their right hand in different locations relative to their body, such as:
• in their lap
• on their right knee, on their left knee
• beside their right leg, beside their left leg
• above or over their head
• below their waist
• under their right foot, under their left foot
• behind their back
• in front of their chest
• near their right ear, near their left ear
• far away from their mouth
• between their knees

Activity 2 Left & Right (cont.)
4. Have students repeat some of these actions with their left hand. Then have them stand up in place.
Stand in front of the class with your back turned to the children for a second. Extend your right arm to
the side and point to the right. Ask students to do the same, moving slowly and carefully so they don’t
bump into one another. Which direction are you all pointing? How do they know? With the class, take 3
side-steps to the right. Then put your right arm down, extend your left arm to the side, and take 3 side-
steps to the left.
5. Through the remainder of the day, talk with students about their right and left hands. Which hand do
they color with, write with, eat with? In which hand do they hold a pair of scissors, a crayon, a pencil? If
they are right-handed, how does their left hand help them at different times? When you leave the room
to go to the playground, the gym, or the library, do you have to turn right or left? How can they use
their hands to help find out? As you walk down the corridor with your class, ask them to identify the di-
rection of any turns you have to make.
Extensions
• Repeat some of the activities described above on other days so students begin to internalize right and
left, in terms of their own bodies and the directions they move throughout the day.
• Over a period of several days, trace each student’s right and left hand on a piece of 12" x 18" drawing
paper, and have the student label the paper with his or her name. Make a tracing of your own hands
as well. When you have a tracing for each student, return the papers to their owners, and post yours
on the board. Place your hands in the tracings at the board as students do so at their tables. Which is
the right hand? Which is the left? Can they remember and help one another?
Mrs. Roberts
Left Right
Label your own hand tracings with the letters “R” and “L” or the words “right” and “left”, and ask stu-
dents to do the same on their papers. Ask students to make a red dot on the tracing of their right
hand. After that, you might have students color their hands to match their skin tone and add brace-
lets, rings, thunderbolts, and various other decorations. Circulate and talk with students as they work
to reinforce the terms “right” and “left”.
• If you have access to Left Hand, Right Hand: A “Hands-On Book about Left and Right, by Janet Allison
Brown, read the book with your class. Another cute book that addresses the topic of left and right is
Bear’s Left & Right, by Keith Faulkner.
• When you’re in the gym with students or during organized games on the playground, make it a point
to reinforce directional words by having students move (walk, hop, jump, slide, and so on) forward,
backward, to the right, and to the left. You can also have them stand or hop on their right foot or
their left foot, and move their right and left hands or arms in a variety of ways.

Set C2 H Activity 3
ACTIVITY
Little Frog’s Playground

Students share observations about the names and loca- H Little Frog’s Playground (page C2.11, run a class set plus
tions of 5 shapes on Little Frog’s Playground. Then they a few extra)
each color a sheet and move a small plastic frog around H a plastic frog for each student from your bucket of
the playground in response to directions from you and frogs
classmates.
H crayons
Skills & Concepts H helper jar
H use the directional words left and right to describe
movement
H describe the location of one object relative to another
in front of, near, and far
Instructions for Little Frog’s Playground

1. Post a copy of Little Frog’s Playground on an easel or the whiteboard near your discussion area.
Set C2 Geometry: Locations Blackline Run a c ass set plus a few extra
NAME DATE
red
yellow
blue
purple orange

Activity 3 Little Frog’s Playground (cont.)
2. Then gather the students and seat them so they can all see the sheet. Show them one of the plastic
frogs and explain that today, they’re each going to color in a playground for a little frog. Once they’ve
done that, they’ll hear and tell some stories about Little Frog’s adventures on the playground.
3. Ask students to pair-share observations about the sheet. Then call on volunteers to share their ideas
with the class.
Students There’s a big circle in the middle.

Maybe that’s like a pond for the frog.
I see a square.
There’s a triangle at the top.
There are things like roads on that paper.
4. Name the five different shapes on the sheet with the class: rhombus, rectangle, square, triangle, and
circle. Then ask students to name the shape as you point to each of the following locations on the sheet:
• top right hand corner (rhombus)
• bottom right hand corner (rectangle)
• bottom left hand corner (square)
• top left hand corner (triangle)
• middle (circle)
5. Next, pull a name from your helper jar, and have that student to come up and point to one of the 5
shapes on the sheet. Ask the rest of the children to name the shape and identify its location (i.e., rhom-
bus, top right-hand corner). Call on a different student to point to a second shape while the class identi-
fies it by name and location. Repeat until the class has identified all 5 shapes by name and location.
6. Then read the color names on each shape, and explain that in a minute, you’re going to give students
each their own sheet to color according to the labels. What colors will they use for the two shapes on the
right-hand side of the sheet? (red and orange) What colors with they use for the two shapes on the left-
hand side of the sheet? (yellow and purple) What about the shape in the middle? (blue). Let them know
that they can color the paths between the shapes any color they want. When students understand what
to do, hand out the sheets and let them go to work.
7. When most students have finished coloring their sheets, ask them to return to the discussion area. Have
them bring their sheets along, and give them each a plastic frog. When everyone is seated, tell a story
similar to the one below as students move their frog around the sheet in response to your directions.
One day, Little Frog went to the playground. None of her friends was there, so she decided to stay
and play by herself. First, she sat on the shape below the pond to the left. Which shape is that?
You’re right. It’s the purple square.
Then she ran up the path between the purple and the yellow shape, and stopped on the yellow
shape. Which shape is that? Right, it’s the triangle.
Then she took a big hop and landed right in the middle of the blue circle. When she landed, she
found out it was actually a pond! The water was freezing cold, so she jumped back out as fast as
she could.
She sat beside the pond to dry off for a minute.

Then she took another giant hop and flew right over the red rhombus. She landed in the top right
hand corner of the playground, above the rhombus.
She was still a little cold, so she crawled under the paper for a minute to get warm. Then she got
back onto the paper and sat on the shape at the top of the sheet across from the triangle. Which
shape is that? Yep, it’s the red rhombus.
8. Finish your story by asking the students to pair-share ideas about how Little Frog might get from one
location to another on the sheet without going near the pond. Let students know that Frog has to stay on
the paths. After they’ve had a minute to talk, call on volunteers to share their ideas with the group.
Now Little Frog wants to get back to the purple square, but she doesn’t want to get near the pond.
How can she get from the red rhombus to the purple square without going through the pond and still
stay on the paths?
As students share their ideas, encourage them to use directional language. After each idea is shared,
have the children test it.
Johnny She can go to the triangle, and then go down to the square.
Teacher What direction will she have to go to get from the rhombus to the triangle?
Students Straight.
Across!
That way!
Teacher Will she have to go right or left across the sheet?
Shanti She has to go left to get to the triangle. Then she has to go down to get to the square.
Teacher Let’s all try that out with our frogs. Did it work? Okay, let’s put Little Frog back on the red
rhombus. Can someone tell us a different way she can get from the rhombus to the square without
going across the pond?
9. If student interest holds and time allows, pull a few names from your helper jar and have those stu-
dents continue your story as their classmates move their plastic frogs in response. If not, collect the
sheets for use again another day.
Extensions
• During another session, display your copy of Little Frog’s playground. Work with students to list
some of the words they might use to place the frog in various locations or help Little Frog move from
one location to another: in, out, over, under, below, above, beside, between, next to, across from, be-
hind, in front of, near, far, left, and right. Give students their playground sheets and plastic frogs. Pull
names from your helper jar and have those students tell their classmates where to place their frogs
on the sheet and how to move them from one location to another.
• Send the sheets home with students, along with a note about the activity. Ask families to continue
telling Little Frog stories at home with their children.
• If you have a computer in your classroom with Internet access, some of your kindergartners may
enjoy two of the applets found on the Utah State National Library of Virtual Manipulatives web site:

Ladybug Leaf and Ladybug Mazes. The web site is free to all, and can be accessed at http://nlvm.usu.
edu/. Follow the links to the Pre-K through 2 geometry section, where you’ll find a variety of applets
including Ladybug Leaf and Ladybug Mazes. Both of these activities involve programming a ladybug
around the screen to either hide behind a leaf (easier) or move through a maze (more challenging).
Both provide good spatial problem-solving challenges, as well as practice with directional language
and skills (forward, backward, right, left). Instructions are included with each applet on the web site,
along with suggestions for parents and teachers.

Set C2 Geometry: Locations Blackline Run a class set plus a few extra.
NAME DATE
red
yellow
blue
purple orange

Set A4 H Activity 7
ACTIVITY
Bug Catchers
Bug Catchers is an individual activity rather than a partner H Bug Catcher Record Sheet (page A4.71, run a class set)
game, in which children set out a number of plastic bugs, H 6 Bug Catcher Spinners (page A4.72, run 3 copies on
“catch” some of them, and write a subtraction equation to cardstock. See Advance Preparation.)
represent the transaction.
H 6 Counting Mats (introduced in Bridges, Session 4)
Skills & Concepts
H Bucket of Bugs
H compose and decompose numbers to 10
H Pencils
H model subtraction by removing objects from sets for
numbers less than 10 H individual chalkboard/whiteboard, chalk/pen, and
eraser for each student
subtraction situations for numbers less than 10
Advance Preparation Run 3 copies of page A4.72 on
H record mathematical thinking by writing simple sub-
cardstock. Color each of the number spinners green. Color
traction sentences
each of the dot spinners pink. Cut sheet in half and lami-
nate. Follow directions on page A4.65 to create spinners
(unless clear overlay spinners are available).
Instructions for Introducing Bug Catchers

1. Ask children to each get a chalkboard/whiteboard, piece of chalk/pen, and an eraser, and join you in
the discussion area. Ask them to form a circle and place their writing materials on the floor in front of
them.
2. Explain that you are going to introduce a new Work Place called Bug Catchers. Set out a counting mat,
a handful of bugs, and a spinner. These are some of the materials you’ll need to do the activity. Let the
children know that this is an individual activity rather than a partner game, and will help them learn
more about subtraction.
3. As students watch, spin the numeral side of the spinner. Work with their help and input to read the
numeral and place that many bugs on the counting mat. Then spin the dotted side of the spinner. When
it lands, ask students to name the quantity, and explain that the dots show how many bugs you get to
catch. Place your hand dramatically over that many bugs and remove them from the counting mat,
holding them in your fist. How many bugs are still left on the mat? How many bugs are you holding in
your hand? Ask students to pair-share ideas, and then call on volunteers to share with the class. As they
share, encourage them to explain their answers.

Activity 7 Bug Catchers (cont.)
Counting Mat
Bug Catcher Spinner
5
10 6
9 7
8
Maribel 6 bugs left, even the butterfly.
Teacher Maribel says there are 6 bugs left on the mat. Thumbs up if you agree. How do you know
for sure?
Students There are 5 on top and 1 on the bottom. That’s 6!

1, 2, 3, 4, 5, 6!
2 up and down, and 4 more. That’s 6!
Teacher How many bugs am I holding in my hand?
Gerald 4, I think, because there are 4 empty boxes on there.
Teacher Gerald says there are 4 bugs in my hand. Thumbs up if you agree. How do you know for
sure?
Students There are 4 empty boxes.

But there were only 9 bugs to start. I think teacher has 3.
Can we see?
4. Open your hand so students can see how many bugs you caught. Then work with input from the chil-
dren to re-enact the story.
Teacher I spun 9 so I put 9 bugs on the mat. Are there 9 here? Oh, okay. I guess I need to put these
3 bugs back on the mat. Are there 9 now? Okay! Then what happened? Right! I spun 3 dots, so I
caught 3 bugs and left the rest on the mat. Max, can you come and catch 3 bugs from the mat? How
many bugs are left? How many bugs does Max have in his hand?
5. Ask students to each draw a picture on their board to show the bug catching story you re-enacted.
Model as necessary at the whiteboard or on a piece of chart paper. Then work with the students to write
an equation that represents the transaction.

6. Repeat the teaching sequence described above several times over the course of a week or two, before
you introduce the Work Place and add it to your current collection of Work Places.
Work Place S6 Bug Catchers

This Work Place will need
H Bug Catcher Record Sheet (page A4.71, run a class set)
H 6 Bug Catcher Spinners (page A4.72, run 3 copies on
cardstock.)
H Bucket of Bugs
H Pencils

1. Get a spinner, a record sheet, a counting mat, 10 bugs, and a pencil. Work at a table instead of the floor
if possible because you need a hard writing surface.
2. Spin the number spinner, and place that many bugs on your counting mat. Write the number on your
record sheet.
3. Spin the dot spinner. Catch that many bugs and take them off the counting mat.
4. Record the number of bugs you caught and the number of bugs still left on your counting mat.
Bug Catcher Spinner

Set A4 Number & Operations: Addition & Subtract on Blackline Run a class set
NAME BRIANNA DATE
5 Bug Catchers Record Sheet

10 6
0 1 2 3 4 5 6 7 8 9 10
9 7
8 8 2 6

5. Repeat these steps four more times so that your record sheet is full.
Instructional Considerations for Bug Catchers

Even though this Work Place is an individual activity rather than a game, you might want to encourage
children to work in pairs so they can tell their bug catching stories to each other, as well as share and
compare their work.
Some children may need to work with support from older students or parent volunteers. Bug Catchers is
a good activity to use in a small group setting as well as during Work Places.
Questions to ask:
How do you know how many bugs to start with? How do you know how many you get to catch?
Can you tell me the story of your first equation? How many bugs did you put on your board to start?
How many bugs were left? What does this number at the end of the sentence mean? Oh, it’s the number
of bugs that were left on the mat? What happened to the other ones?
on the web site is called How Many Under the Shell, and can be reached directly by going to the following URL:
How Many Under the Shell features an animated Octopus who hides some bubbles under a shell, and then ei-
ther adds more bubbles or takes some away. Students have to figure out how many bubbles are under the shell
once Okta has made the transaction. This online activity provides a nice way to reinforce and extend the skills
introduced in Bug Catchers. You might consider adding How Many Under the Shell to your Work Places, or
linking parents to the activity so children can use it at home on their own computer.

Set A4 Number & Operations: Addition & Subtraction Blackline Run a class set.
NAME DATE
Bug Catchers Record Sheet
0 1 2 3 4 5 6 7 8 9 10

Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Color each of the number spinners green. Color each
of the dot spinners pink. Cut sheet in half and laminate. Follow directions on page A.65 to create spinners (unless clear overlay spinners are available).
Bug Catcher Spinner
5
10 6
9 7
8
Bug Catcher Spinner
5
10 6
9 7
8

Set A4 H Activity 8
ACTIVITY
Piggy Banks
Piggy Banks is an individual activity rather than a partner H 6 Piggy Bank Spinners (page A4.77, run 3 copies on
game, in which children set out a number of pennies, cardstock)
drop some of them into a paper cup piggy bank, and H Piggy Bank Record Sheet (page A4.78, run as needed)
write a subtraction equation to represent the transaction.
Skills & Concepts H 6 small paper cups and 1 large paper cup (see
H composing and decomposing numbers to 10 Advance Preparation)
H model subtraction by removing objects from sets for H 60 real pennies
numbers 10 or less
H pencils
H counting backwards to subtract
H a metal or plastic tray
subtraction situations for numbers 10 or less
Advance Preparation Cut a slot a little wider and longer
H record mathematical thinking by writing simple sub- than a penny in the bottom of each paper cup. Decorate
traction sentences the large cup by gluing on a pair of paper ears and draw-
ing a piggy face on one side if you like.
Instructions for Introducing Piggy Banks

1. Ask children to join you in the discussion area and form a circle. Explain that you are going to intro-
duce a new Work Place called Piggy Banks. Place the metal or plastic tray in the middle of the circle
where children can see it, but you can still reach it easily as you sit at the edge of the circle.
2. Show students the large paper cup, and explain that it is your piggy bank. Demonstrate that you can
drop a penny through the slot at the top. Then place the “bank” on the metal or plastic tray, bottom up,
so the slot is accessible.
3. Place the counting mat beside the tray and set 10 pennies onto the mat as the children count with
you. Explain that you are going to save some of these pennies by dropping them into your bank. Ask
students to close their eyes and listen for the sound of the pennies dropping into the bank; they’ll need
to be extra quiet! Remove 4 pennies from the counting mat one by one, dropping them into the bank as
you go.
4. Ask children to keep their eyes shut and show with their fingers how many pennies you dropped into
the bank. Then have them open their eyes. How many pennies did you put in the bank? How many
pennies do you have left on the mat? How do they know? Have them pair-share their ideas and then ask
a few volunteers to share with the group. Encourage them to explain their answers.

Counting Mat
Students You put 4 in the cup because I heard them.

It’s 6 on the mat ‘cause 3 and 3.
I know you did 4 because there are 4 empty spaces on the mat.
There were 10 but now only 6. That’s ‘cause 10 take away 4 is 6.
Can we see?
5. Lift up the cup and show children that you put 4 pennies in the bank. What will happen if you take
the pennies out of the bank and put them back on the mat? Will you have 10 again? Why?
Students Because 6 and 4 is 10.

It goes 6, 7, 8, 9, 10.
6. Return the pennies to the counting mat, and repeat steps 3–5 several times. Drop a different number
of pennies into the bank each time, but no more than 5.
7. Now clear all 10 pennies off the mat. Show children the Piggy Bank spinner. Explain that the spinner
will tell you how many pennies to start with on the counting mat, and how many to put in the bank.
Then spin the numeral side of the spinner. Read the numeral the spinner lands on with the students,
and call on a volunteer to count that many pennies onto the mat.
8. Now spin the dotted side of the spinner. How many pennies does it tell you to put into the piggy
bank? How many pennies will you have left on the mat? Ask children to pair-share their ideas, and then
call on a couple of volunteers to share. Then ask children to show on their fingers how many pennies
there are on the mat right now. Have them count backward from that number with you as you drop the
specified quantity of pennies into the bank. How many pennies are left on the mat? Does that number
match the last number they named as they were counting backwards? Why?

Counting Mat “ 7, 6, 5, 4 ”
Piggy Bank Spinner
5
10 6
9 7
8
9. Repeat steps 7 and 8 once or twice more, and promise to return to the activity the next day.
10. Prior to sending children out to do Work Places the following day, set up the spinner, counting mat,
piggy bank on the tray, and pennies again as the students join you in the discussion circle. Ask them
to each bring a chalkboard/whiteboard, piece of chalk/pen, and eraser to the circle. Repeat steps 7 and
8 several times, but this time, record an equation to show the transaction on the board, while children
work on their own boards.
11. Show children the Piggy Bank Work Place and make it available as one of the day’s choices. As soon
as students are settled, meet with the group of children who chose to go to the Piggy Bank activity to
help them get started. Call other small groups to join you at that Work Place over the next few days as
time allows.
Work Place S7
Piggy Banks This Work Place will need
H 6 Piggy Bank Spinners (page A4.77, run 3 copies on cardstock)
H Piggy Bank Record Sheet (page A4.78, run as needed)
H 6 small paper cups (see Advance Preparation)
H 60 pennies
H pencils

1. Get a spinner, a record sheet, a counting mat, a paper cup, 10 pennies, and a pencil. Work at a table in-
stead of the floor if possible because you need a hard writing surface.
2. Spin the number spinner, and place that many pennies on your counting mat. Write the number on
your record sheet.
3. Spin the dot spinner, and write the number on the piggy bank’s nose because that is how many pen-
nies you will put into the bank.
4. Count backwards from the starting number as you drop each penny into the bank.

5. Record the number of pennies still left on the mat after you put some in the bank.
Counting Mat “ 6, 5, 4, 3 ”
Piggy Bank Spinner
5
10 6
9 7
8
Maria
Bl ckline Run as needed
Set A4 Number & Operations: Addition & Subtraction Blackline
NAME DATE
Piggy Bank Record Sheet
0 1 2 3 4 5 6 7 8 9 10
6 3 3
6. Repeat these steps four more times so that your record sheet is full.
Instructional Considerations for Piggy Banks

Even though this Work Place is an individual activity rather than a game, you might want to encour-
age children to work in pairs so they can tell their piggy bank stories to each other, as well as share and
compare their work.
Some children may need to work with support from older students or parent volunteers, especially to
develop the skill of counting backwards to subtract. Piggy Banks can be used in a small group setting as
well as a Work Place.

Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Color each of the number spinners green. Color each
of the dot spinners pink. Cut sheet in half and laminate. Follow directions on page A4.65 to create spinners (unless clear overlay spinners are available).
Piggy Bank Spinner
5
10 6
9 7
8
Piggy Bank Spinner
5
10 6
9 7
8

Set A4 Number & Operations: Addition & Subtraction Blackline Run as needed.
NAME DATE
Piggy Bank Record Sheet
0 1 2 3 4 5 6 7 8 9 10

Set C1 Geometry: 3-D Shapes
Set C1 H Activity 1
ACTIVITY
Mystery Bag Sorting

The teacher pulls a collection of three-dimensional H grocery sack or gift bag containing 15–20 different 3-D
objects out of a grocery sack, placing all the objects with objects (see Advance Preparation)
flat faces (cubes and rectangular prisms) in one group and H 2 pieces of 12˝ × 18˝ construction paper, one yellow
all the objects with curved surfaces (cylinders, spheres, and one blue
and cones) in another. After several objects have been
sorted, students predict the group in which each new
Advance Preparation Place 3 or 4 examples of each of
object belongs as it comes out of the bag, trying to guess
these shapes in the sack or gift bag. Look in your block
the teacher’s sorting rule.
corner, among your table toys and school supplies, and
Skills & Concepts perhaps in the gym to find the objects you need.
H identify, name, describe, and sort basic three-dimen-
sional shapes
H recognize three-dimensional shapes in the environment
Cube Rectangular Prism
Cylinder Sphere Cone
Instructions for Mystery Bag Sorting

1. Gather children to your discussion circle. Place the pieces of yellow and blue paper in the circle where
you can reach them and all the students can see them. Let the children know that these are your sort-
ing mats. Then hold up the grocery or gift sack and explain that you are going to pull out some things
for them to see, one at a time. Each time you pull out a new object, you’re going to place it on either the
yellow or the blue mat. Their job is to figure out how you’re sorting the objects by watching very closely.
Let them know that you’re going to work in silence, and they’ll need to be very quiet as well.
2. Pull 4 or 5 objects out of the sack one at a time, placing those with flat faces on one mat and those
with curved surfaces on the other.
3. Pull the next object out of the sack, hold it up, and shrug your shoulders. Then motion for children to
point to the mat where they think it belongs. After a few moments, place it on the correct mat. Repeat
this with another object.

Activity 1 Mystery Bag Sorting (cont.)
4. Pull another object out of the sack, hold it up, and motion for the children to indicate the mat of their choice
by pointing. Before placing the object where it belongs, ask several children to explain their thinking.
Teacher Jessica, I see you’re pointing to the yellow mat. Can you explain why you think my alpha-
bet block belongs there?
Jessica Because it’s yellow, so it goes on the yellow mat.
Teacher Zachary, you’re pointing to the blue mat. Can you explain why?
Zachary Because all the stuff on the yellow mat is kind of round, and that one’s not.
Teacher Alex, you seem to think my cube belongs on the blue mat. Why is that?
Alex Because it has squares on it, and there are lots of squares on the blue mat.
5. Without commenting on any of the explanations, place the object on the correct mat. Some students
may feel confirmed in their thinking, while others may still be puzzled as to how you’re sorting the ob-
jects. Give them a few more clues by pulling another 2 or 3 objects out of the sack and placing them cor-
rectly, asking students to silently point to the mat they believe is correct each time.
6. Pull another object out, have students to point to the mat they believe is correct, and ask a few to ex-
plain their reasoning this time. After the object has been placed correctly, continue to sort silently, as
students point to one of the mats each time. If many still seem puzzled by the time you’re down to the
last few objects, ask for more explanations. You might also give them a few hints in the form of ques-
tions: “Am I sorting these objects by their color?” or “Am I sorting these objects by the size—small and
large?” or “Am I sorting objects by their shape?”
7. When all the objects have been sorted onto the two mats, ask children to pair-share their observa-
tions, and then call on volunteers to share their thinking with the class. Toward the end of the discus-
sion, confirm that you were sorting the objects by flat and curved surfaces, and then identify each of the
shapes by name. Kindergartners often refer to a cube as a “square” or a sphere as a “circle”. While we
don’t expect them to use the formal names for these three-dimensional figures right away, the more of-
ten we model the correct terms ourselves, the more quickly students will learn them.

Activity 1 Mystery Bag Sorting (cont.)
Extensions
• Leave the collection of objects out for children to sort on their own. Other attributes by which they
might sort include: shapes that roll and shapes that slide; shapes that have square faces, rectangular
faces, or circular faces; shapes you can stack and shapes you can’t; and so on.
• Repeat this activity with a collection of shapes that includes cubes, rectangular prisms, triangular
prisms, and pyramids. (You can build pyramids and triangular prisms with your polydrons, and
there are usually several different types of triangular prisms in a set of building blocks.) Sort by
those that have triangular faces and those that have rectangular faces, bearing in mind that a square
is a special type of rectangle.
• Bring three-dimensional shapes from home to put in your mystery sack. You’ll find that students are
even more engaged when the objects you’re pulling out of the sack come from the teacher’s house.


Set C1 H Activity 2
ACTIVITY
Shape Detectives
The teacher shows pictures and examples of 6 different H 3-D Shape Cards (pages C1.7–C1.9, one copy of each
three-dimensional shapes. Student pairs then hunt around card)
the room to find more examples of each. H one object to match each of the cards (see Advance
Preparation)
Skills & Concepts
H identify, name, describe, and sort basic three-dimen- H polydrons (see Advance Preparation)
sional shapes H six 12˝ × 18˝ pieces of construction paper, each a dif-
H recognize three-dimensional shapes in the environment ferent color
Recommended Timing
Advance Preparation Find a cube, a small box, a can,
Anytime after Set C1 Activity 1
and a ball in your classroom. You’ll probably be able to
find a triangular prism in your block corner, and you can
build a pyramid with polydrons if you can’t find anything
else. You’ll also want to divide your polydrons into smaller
baskets and set them out on several tables in preparation
for this lesson.
Instructions for Shape Detectives

1. Gather children to your discussion circle and tell them you are going to explore some new shapes to-
day. Hold up the 3-D Shape Cards one by one along with the matching 3-D objects, as you name each
shape and invite observations from the children.
Rectangular Triangular
Prism Cube Pyramid Prism Sphere Cylinder
Note In sharing observations, kindergartners are likely to talk about the faces of the objects and will most
likely refer to the sphere and cylinder as circles, the pyramid as a triangle, and so on. You’ll want to be careful
to use the correct terms consistently, drawing the distinction between a cube and a square, for instance, both to
model the language of geometry accurately and to avoid future misconceptions.
2. Once you’ve shared the cards and the objects, set 6 different colored sheets of construction paper in
the middle of the circle and place a shape card on each. Hand out the objects to 6 different children

Activity 2 Shape Detectives (cont.)
around the circle. Then call on them one by one to place their object on one of the colored sheets, next
to the card that names its shape, and explain why they’re putting it there.
Andrew I put this block here because it’s a square.
Teacher Where do you see a square on that block, Andrew?
Andrew There’s one on top, and another here, and another here. It’s got lots of squares.
Teacher You’re right. A cube has 6 square faces.
3. After all 6 objects have been placed where they belong, explain that the children are going to be shape
detectives today. You’re going to send them out in pairs to look around the room for one or more of these
6 different shapes. Each time they find one, they’ll bring it to the circle and set it on the piece of paper
near the shape card that tells its name. Let them know that they have to stay with their partners, walk
at all times, and move quietly, like good detectives. They can only bring one object to the circle at a
time, and anything they bring has to fit on the paper. If they want, they can build one of the shapes with
polydrons and bring their construction to the circle. (It’s possible to build cubes, triangular prisms, rect-
angular prisms, and pyramids with polydrons, though you may have a few students who are convinced
that they will be able to build a sphere.)
4. Send the children away from the circle, one pair at a time, complimenting the first few pairs to leave
on how quietly and carefully they’re walking. (Detectives can’t rush around, or they’ll never find what
they’re looking for!)
5. After a short work period, call children back to the circle to view the group’s discoveries and con-
structions briefly.
Extensions
• If you’re able to leave the mats with the cards and objects still on them for a few days, you may find
that some children are interested in adding things or changing things around. Use the opportunity to
continue modeling the correct names and talking with children about the attributes of each shape.
• Leave the shape cards on the mats, but remove all the objects from the mats and put them in a bas-
ket. Invite children to sort the objects back onto the correct mats.
• Ask students to bring things from home to place on the shape mats.

Set C1 Geometry: 3-D Shapes Blackline Run 1 copy on cardstock. Cut the cards apart and laminate if desired.
Cube
Rectangular
3-D Shape Cards, page 1 of 3
Prism

Triangular
Prism
Pyramid

Cylinder
Sphere

Set C1 H Activity 3
ACTIVITY
3-D Shape Walk

Students hunt for three-dimensional shapes in the gym, H 3-D Shape Walk Record Sheet (page C1.14, class set)
library, or on a walk around the school, keeping a record H 3-D Shape Cards (pages C1.7–C1.9)
of their discoveries as they go.
H clipboards (optional, class set)
Skills & Concepts H camera (optional)
H identify, name, describe, and sort basic three-dimen-
H Cubes, Cones, Cylinders, & Spheres by Tana Hoban
sional shapes
(optional)
H recognize three-dimensional shapes in the environment
Advance Preparation Walk around your school before

Recommended Timing
you conduct this activity to find a good variety of three-
Anytime after Set C1 Activity 2
dimensional shapes. One of the best locations we’ve
found is the gym, set up for obstacle course day, but this
varies from one school to another. Children will get more
out of the experience if they are able to talk with an adult,
so you’ll want to invite several parent volunteers or other
adults along with you, and you may even want to divide
your students into small groups before you leave the class-
room.
Instructions for 3-D Shape Walk

1. Gather children to your discussion circle and show the shape cards that illustrate the rectangular
prism, the triangular prism, the sphere, and the cylinder.
Rectangular Triangular
Prism Prism Sphere Cylinder
2. Review the names of these shapes and explain to children that you’re going to take a walk around the
school (or whatever location you’ve decided is best) to look for these shapes. Do they think they can find
examples of each of these shapes on your walk?
Alana It’s good that we’re going to the gym. There are lots of balls in there that are round like that
one shape on your card.

Activity 3 3-D Shape Walk (cont.)
Teacher The sphere? Yes, you’re right that we should find plenty of those in the gym. Does anyone
see another shape we might find on our walk?
Maria Maybe that little slide will be out—you know, the one that the little kids use? It looks like that
triangle shape on your card.
Teacher Oh, the triangular prism. Yes, we may have to look really hard to find those.
DeShawn I think we can find lots of those box shapes.
Teacher Rectangular prisms do look like boxes. Where do you think we’ll find them?
Jenna Everywhere! Even our whole school is shaped like a big box.
3. Give each student a copy of the Shape Walk Record Sheet, along with a pencil and a clipboard (if you
have clipboards). Ask children to write their name on their sheet, and explain that they’ll get to use pic-
tures, numbers, and/or words to record some of their discoveries along the way. Some of them, for in-
stance, might want to keep a tally of how many times they see a cylinder on the walk. Others might pre-
fer to draw pictures of some of the things they see under the matching shapes and use their best-guess
spelling to label their sketches.
Set C1 Geometry: 3 D Shapes Blackl ne Run a c ass set
Name Date
Shape Walk Record Sheet
Rectangular Prism Triangular Prism
Cylinder Sphere
4. Depending on the number of adult helpers you’ve been able to recruit, organize the students into
small groups and set out on your walk. If you have a digital camera, you might want to serve as a roam-
ing photographer, or ask one of the other adults to do so instead of supervising a group.

Activity 3 3-D Shape Walk (cont.)
5. When you return to the classroom, spend a few minutes talking about the things you saw. Which
shapes were easiest to find? Which were most challenging? Did students see any three-dimensional
shapes that weren’t on their record sheets, like cubes or pyramids? Let students take their record sheets
home to share with their families.
Extensions
• Make a class chart or book showing some of the things students saw on the walk. Either could be il-
lustrated with photos if you had a camera along with you. You might even post some to your class
web site for families to view, along with text composed by the class.
• Share Cubes, Cones, Cylinders, & Spheres with your class either before or after you take your shape
walk. In this wordless book, photographer Tana Hoban identifies four 3-D shapes before showing
each in contexts that may be familiar to most children (alphabet blocks, ice cream cones) as well as
ones a child might encounter on a trip to the city, country or even Fantasy Land (traffic cones, bales
of hay, a castle).

Set C1 Geometry: 3-D Shapes Blackline Run a class set.
NAME DATE
3-D Shape Walk Record Sheet
Rectangular Prism Triangular Prism
Cylinder Sphere

Bridges Kindergarten Correlations to Common Core State Standards
Common Core State Standards for Mathematics, Kindergarten Kindergarten Overview
In Kindergarten, instructional time should focus on two critical areas: (1) representing and Counting & Cardinality
comparing whole numbers, initially with sets of objects; (2) describing shapes and space. • Know number names and the count sequence.
More learning time in Kindergarten should be devoted to number than to other topics. • Count to tell the number of objects.
• Compare numbers.
(1) Students use numbers, including written numerals, to represent quantities and to solve quantitative
problems, such as counting objects in a set; counting out a given number of objects; comparing sets or Operations & Algebraic Thinking
numerals; and modeling simple joining and separating situations with sets of objects, or eventually with • Understand addition as putting together and adding to, and
equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction understand subtraction as taking apart and taking from.
equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Stu-
Number & Operations in Base Ten
dents choose, combine, and apply effective strategies for answering quantitative questions, including
• Work with numbers 11–19 to gain foundations for place value.
quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes,
counting the number of objects in combined sets, or counting the number of objects that remain in a Measurement & Data
set after some are taken away. • Describe and compare measurable attributes.
• Classify objects and count the number of objects in categories.
(2) Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial re-
lations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as Geometry
squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with differ- • Identify and describe shapes.
ent sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and • Analyze, compare, create, and compose shapes.
spheres. They use basic shapes and spatial reasoning to model objects in their environment and to con-
Mathematical Practices
struct more complex shapes.
1. Make sense of problems and persevere in solving them.
Taken from the Common Core State Standards for Mathematics 2010, page 9. 2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
20130410
© The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges in Mathematics Kindergarten CCSS Correlations • i
Bridges Kindergarten Correlations to Common Core State Standards (cont.)
COUNTING AND CARDINALITY K.CC
Standard Bridges (Sessions, WP, HC) Number Corner Supplement Assessment
Know number names and the count sequence.
1. Count to 100 by ones and by tens. Volume 1, Session 4 Sep.–May Calendar Grid Set A1, Number & Operations: Formal
Volume 2, Sessions 57–59, 84, 85, Sep. Our Month in School Counting on the Number Line, Kindergarten Yearlong Assessment*,
92, 94, 95, 97, 99 Oct.–May A Link Each School Day Activities 1–3 Tasks 1, 3
Volume 2, Work Places 2A, 2B, 2I, Dec., Jan. Kid Count Set A6, Number & Operations: One
2J, 2K, 2L, 2M, 2N Dec., Jan. Our Month in School Dot, Many Dots Calendar Pattern * The Kindergarten Yearlong As-
Home Connections 15, 23 Feb. Our Month in School Bridges Practice Book, pp 1–7, 10, sessment can be accessed on the
Feb. Day 100 Activities 11, 13–20, 27, 28, 30, 31, 32, 35–39, Bridges Gr K General Support page
May Our Month in School 45, 48, 49, 50, 51, 54, 59, 60, 61, 63, at www.mathlearningcenter.org/
67, 68 resources/materials/kindergarten/
general
2. Count forward beginning from Volume 1, Sessions 25, 43, 50, 51, 55 Dec., Jan. Our Month in School Set A1, Number & Operations: Informal
a given number within the known Volume 1, Work Place 1P Feb. Our Month in School Counting on the Number Line, Sessions 70, 71 Observational
sequence (instead of having to Volume 2, Sessions 57, 58, 61, 63, Feb.–May A Link Each School Day Activity 1 Checklists: Ten & More and Sock
begin at 1). 64, 69, 79, 80, 84, 85, 92, 97 Set A4, Number & Operations: Ad- Boxes & Coins: Beat You to 20¢
Volume 2, Work Places 2A, 2D, 2F, dition & Subtraction, Activity 4 (Bridges Blacklines 2.4 & 2.5)
2G, 2H, 2I, 2J, 2L, 2N Bridges Practice Book, pp 27, 35, 50, 70
Home Connections 8, 11, 14, 15, 23
3. Write numbers from 0 to 20. Volume 1, Sessions 23, 26, 30, 43, Sep. Our Month in School Set A4, Number & Operations: Addi- Informal
Represent a number of objects with 46, 55 Nov. Writing Today’s Date tion & Subtraction, Activities 1, 6–8 Sessions 70, 71 Observational
a written numeral 0-20 (with 0 rep- Volume 1, Work Place 1O Dec., Jan. Kid Count Bridges Practice Book, pp 1–11, Checklist: Ten & More (Bridges
resenting a count of no objects). Volume 2, Sessions 68, 69, 92 Feb.–Apr. Calendar Grid 13–20, 22–28, 30–32, 35, 37, 38, 39, Blackline 2.4)
Volume 2, Work Places 2F, 2J, 2N 41, 42, 44, 45, 48, 49, 50, 51, 54, 56,
Home Connections 3, 10, 14, 15, 60, 61, 62, 63, 68, 69 Formal
17, 21 Getting Started: Assessment Work-
sheet: Patterning & Numeral Writing
and Sets & Numerals (Assessment
Blacklines 11, 13)
20130410
Note: For additional assessment resources, see Assessment section at: http://bridges1.mathlearningcenter.org/CCSS
© The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges in Mathematics Kindergarten CCSS Correlations • ii
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
4a. When counting objects, say the Volume 1, Session 55 Dec., Jan. Our Month in School Set A4, Number & Operations: Ad- Informal
number names in the standard or- Volume 2, Sessions 57–59, 63, 64, dition & Subtraction, Activities 1–8 Sessions 70, 71 Observational
der, pairing each object with one 84, 85, 92, 94, 95, 97 Set A6, Number & Operations: One Checklists: Beat You to 20 and Ten &
and only one number name and Volume 2, Work Places 2A, 2B, 2D, Dot, Many Dots Calendar Pattern More (Bridges Blacklines 2.3 & 2.4)
each number name with one and 2I, 2J, 2K, 2L, 2N
Formal
only one object. Home Connections 3, 8, 14, 15
Getting Started: Interviews 1, 2
(Assessment Blacklines 1-4)
Kindergarten Yearlong Assessment,
Task 3
4b. Understand that the last num- Home Connections 8, 15 Set A6, Number & Operations: One Formal
ber name said tells the number Dot, Many Dots Calendar Pattern Kindergarten Yearlong Assessment,
of objects counted. The number Task 3
of objects is the same regardless
of their arrangement or the order in
which they were counted.
4c. Understand that each successive Volume 1, Sessions 19, 23, 27, 49 Oct.–May A Link Each School Day Set A6, Number & Operations: One Formal
number name refers to a quan- Volume 2, Sessions 61, 68 Dec., Jan. Our Month in School Dot, Many Dots Calendar Pattern Getting Started: Interview 3
tity that is one larger. Home Connection 20 Feb. Our Month in School Bridges Practice Book, pp 22 (Assessment Blacklines 5, 6)
May Our Month in School Kindergarten Yearlong Assessment,
Tasks 2, 3
5. Count to answer “how many?” Volume 1, Sessions 4, 7, 10, 14, Dec., Jan. Kid Count Set A1, Number & Operations: Informal
questions about as many as 20 things 16–18, 20, 23, 25, 26, 28–30, 40, 41, Dec., Jan. Our Month in School Counting on the Number Line, Sessions 70, 71 Observational
arranged in a line, a rectangular array, 43, 49, 50, 51, 55 Feb. Our Month in School Activities 2, 3 Checklists: Beat You to 20, Ten &
or a circle, or as many as 10 things Volume 1, Work Places 1F, 1J, 1M, 1P Mar., Apr. Our Month in School Set A4, Number & Operations: Ad- More, Sock Boxes & Coins: Beat You
in a scattered configuration; given Volume 2, Sessions 55, 57–59, 61, 63, May Here’s When We Were Born dition & Subtraction, Activities 1–8 to 20¢ (Bridges Blacklines 2.3–2.5)
a number from 1-20, count out that 64, 68, 69, 80, 84, 85, 92, 94, 95, 97 Set A6, Number & Operations: One
Formal
many objects. Volume 2, Work Places 2A, 2B, 2D, Dot, Many Dots Calendar Pattern
Getting Started: Interviews 1 & 2
2F, 2H, 2J, 2K, 2L, 2N Bridges Practice Book, pp 2, 4–7, 10,
(Assessment Blacklines 1-4)
Home Connections 3, 4, 6, 8, 14, 15, 11, 13, 14, 15, 16, 18, 19, 20, 28, 30,
Getting Started: Assessment Work-
16, 21, 23 32, 36, 39, 48, 54, 67
sheet Sets & Numerals (Assessment
Blackline 11)
Task 3
20130410
© The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges in Mathematics Kindergarten CCSS Correlations • iii
Compare numbers.
6. Identify whether the number Volume 1, Sessions 5, 7, 16–18, 20, Mar., Apr. Our Month in School Set A4, Number & Operations: Ad- Informal
of objects in one group is greater 28, 29, 40, 41, 50, 51 May Here’s When We Were Born dition & Subtraction, Activities 3, 6 Sessions 70, 71 Observational
than, less than, or equal to the Volume 1, Work Places 1F, 1J, 1M, 1P Set A6, Number & Operations: One Checklists: Beat You to 20 and Sock
number of objects in another group, Volume 2, Sessions 57, 58, 63, 64, Dot, Many Dots Calendar Pattern Boxes & Coins: Beat You to 20¢
e.g., by using matching and counting 68, 80, 84, 85, 92, 97 Bridges Practice Book, pp 26, 28, (Bridges Blacklines 2.3, 2.5)
strategies. (Include groups with up to Volume 2, Work Places 2A, 2D, 2H, 30, 31, 54, 67
ten objects.) 2I, 2J, 2L
Home Connections 4, 8, 18, 19 Formal
Getting Started: Assessment
Worksheet More & Less (Assessment
Blackline 12)
Task 5
7. Compare two numbers between Nov. Writing Today’s Date Set A1, Number & Operations: Count-
1 and 10 presented as written nu- ing on the Number Line, Activities 2, 3
merals. Set A4, Number & Operations: Ad-
dition & Subtraction, Activity 6
Set A6, One Dot, Many Dots Calen-
dar Pattern
OPERATIONS AND ALGEBRAIC THINKING K.OA

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
1. Represent addition and subtrac- Volume 1, Sessions 31, 32 Mar., Apr. Our Month in School Set A4, Number & Operations: Addi- Formal
tion with objects, fingers, mental im- Volume 2, Sessions 73–80, 82, 83, tion & Subtraction, Activities 1, 3–8 Kindergarten Yearlong Assessment,
ages, drawings, sounds (e.g., claps), 105–111 Bridges Practice Book, pp 22, 23, 24, Task 8
acting out situations, verbal explana- Volume 2, Work Places 2H, 2O 25, 40, 41, 44, 46, 53, 56, 57, 58, 62,
tions, expressions, or equations. Home Connection 6 65, 69, 71
2. Solve addition and subtrac- Volume 1, Sessions 16, 17 Dec., Jan. Kid Count Set A4, Number & Operations: Ad- Formal
tion word problems, and add and Volume 1, Work Place 1F Feb., Mar. Link Each School Day dition & Subtraction, Activities 3–8 Kindergarten Yearlong Assessment,
subtract within 10, e.g., by using Volume 2, Sessions 73–80, 82, 83, Mar., Apr. Our Month in School Bridges Practice Book, pp 22, 23, 24, Task 8
objects or drawings to represent the 105, 106, 109–111 May Here’s When We Were Born 25, 40, 41, 42, 43, 44, 46, 53, 54, 56,
problem. Volume 2, Work Place 2O 57, 58, 59, 62, 65, 69, 70, 71
Home Connection 6
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© The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges in Mathematics Kindergarten CCSS Correlations • iv
OPERATIONS AND ALGEBRAIC THINKING K.OA
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
3. Decompose numbers less than or Volume 2, Sessions 115, 116 Mar., Apr. Our Month in School Set A4, Number & Operations: Informal
equal to 10 into pairs in more than Addition & Subtraction,, Activities Supplement A4, Activity 3, Five’s
one way, e.g., by using objects or 1, 7, 8 Up (Observational)
drawings, and record each decom- Bridges Practice Book, pp 41, 44, 46,
position by a drawing or equation 53, 56, 57, 62, 65, 69
(e.g., 5 = 2 + 3 and 5 = 4 + 1).
4. For any number from 1 to 9, find Sep.–May Our Month in School Set A4, Number & Operations: Formal
the number that makes 10 when Addition & Subtraction, Activities Kindergarten Yearlong Assessment,
added to the given number, e.g., 1, 3, 7, 8 Tasks 6 & 7
by using objects or drawings, and Bridges Practice Book, pp 41, 44, 46,
record the answer with a drawing or 53, 56, 57, 62, 65, 69
equation.
5. Fluently add and subtract within 5. Home Connection 20 Mar., Apr. Our Month in School Set A4, Number & Operations: Addi- Formal
tion & Subtraction, Activities 1, 3–8 Kindergarten Yearlong Assessment,
Bridges Practice Book, pp 41, 44, 53, Tasks 6 & 7
56, 57, 62, 69, 70, 71
NUMBER AND OPERATIONS IN BASE TEN K.NBT

Work with numbers 11–19 to gain foundations for place value.
1. Compose and decompose num- Volume 2, Sessions 61, 62, 65, 68, Oct.–May Link a Day Set A1, Number & Operations: Count-
bers from 11 to 19 into ten ones and 69, 79, 84, 85, 92, 97 Dec., Jan. Our Month in School ing on the Number Line, Activity 1
some further ones, e.g., by using Volume 2, Work Places 2C, 2E, 2F, Bridges Practice Book, pp 48, 49
objects or drawings, and record 2G, 2H, 2I, 2J, 2L
each composition or decomposition Home Connection 15
by a drawing or equation (such as
18 = 10 + 8); understand that these
numbers are composed of ten ones
and one, two, three, four, five, six,
seven, eight, or nine ones.
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© The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges in Mathematics Kindergarten CCSS Correlations • v
MEASUREMENT AND DATA K.MD
Describe and compare measurable attributes.
1. Describe measurable attributes of Volume 2, Sessions 94, 95, 113, 114 Set D1 Measurement: Length,
objects, such as length or weight. Volume 2, Work Places 2K, 2P Activities 1–3
Describe several measurable at- Home Connections 21, 24 Set D2 Measurement: Weight,
tributes of a single object. Activities 1–3
Set D8 Measurement: Measuring
Tools Calendar Pattern
Bridges Practice Book, pp 47, 66, 67
2. Directly compare two objects Volume 2, Sessions 113, 114 Set D1 Measurement: Length,
with a measurable attribute in Volume 2, Work Place 2P Activities 1–3
common, to see which object has Set D2 Measurement: Weight,
“more of”/“less of” the attribute, Activities 1–3
and describe the difference. For ex- Bridges Practice Book, pp 29, 30, 66, 67
ample, directly compare the heights
of two children and describe one
child as taller/shorter.
Classify objects and count the number of objects in each category.
3. Classify objects into given Volume 1, Sessions 1, 5, 7, 10, 11, 18, 20 Oct., Nov. Our Month in School Set C1 Geometry: 3-D Shapes,
categories; count the numbers of Volume 2, Session 72 Mar., Apr. Our Month in School Activities 2, 3
objects in each category and sort Volume 2, Work Place 2B May Here’s When We Were Born Bridges Practice Book, p 47
the categories by count. (Limit Home Connection 2
category counts to be less than or
equal to 10.)
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© The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges in Mathematics Kindergarten CCSS Correlations • vi
GEOMETRY K.G
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
1. Describe objects in the environ- Volume 1, Sessions 2, 14, 15, 33, 35, Nov. Calendar Grid Set C1 Geometry: 3-D Shapes,
ment using names of shapes, and 36, 38, 39, 44, 45 Dec. Calendar Grid Activities 1–3
describe the relative positions of Volume 1, Work Places 1B, 1C, 1N Set C2 Geometry: Locations,
these objects using terms such as Volume 2, Sessions 117–120 Activities 1–3
above, below, beside, in front of, Volume 2, Work Places 2Q, 2R Set C3 Geometry: Flying Butterflies
behind, and next to. Home Connections 7, 9, 12, 22, 26 Calendar Pattern
Set C4 Geometry: Teddy Bear & Box
Calendar Pattern
Set C6 Geometry: 3-D Shapes in the
World Calendar Pattern
2. Correctly name shapes regardless Volume 1, Sessions 7, 10, 14, 35, 36, Sep. Calendar Grid Set C1 Geometry: 3-D Shapes, Formal
of their orientations or overall size. 44, 45, 53, 54 Feb. Calendar Grid Activities 1–3 Getting Started: Interview 1
Volume 1 Work Places 1L, 1N Set C5 Geometry: Growing Shapes (Assessment BL 1, 2)
Volume 2, Sessions 118–120 Calendar Pattern Kindergarten Yearlong Assessment,
Volume 2, Work Place 2S Set C6 Geometry: 3-D Shapes in the Task 4
Home Connections 1, 2, 13, 22, 26 World Calendar Pattern
3. Identify shapes as two-dimen- Sep. Calendar Grid Set C4 Geometry: Teddy Bear & Box
sional (lying in a plane, “flat”) or Feb. Calendar Grid Calendar Pattern
three-dimensional (“solid”). Set C6 Geometry: 3-D Shapes in the
World Calendar Pattern
Analyze, compare, create, and compose shapes.
4. Analyze and compare two- Volume 1, Sessions 1, 10–12, 44, 45 Sep. Calendar Grid Set C1 Geometry: 3-D Shapes, Formal
and three-dimensional shapes, in Volume 1, Work Place 1N Feb. Calendar Grid Activities 1–3 Getting Started: Interview 3
different sizes and orientations, Volume 2, Sessions 119, 120 Set C5 Geometry: Growing Shapes (Assessment Blacklines 5, 6)
using informal language to de- Volume 2, Work Place 2S Calendar Pattern Getting Started: Assessment Work-
scribe their similarities, differences, Home Connections 1, 2, 13 Set C6 Geometry: 3-D Shapes in the sheet Shape Sorting (Assessment
parts (e.g., number of sides and World Calendar Pattern Blackline 9)
vertices/“corners”) and other at- Bridges Practice Book, pp 8, 9, 33, 34 Kindergarten Yearlong Assessment,
tributes (e.g., having sides of equal Task 4
length).
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© The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges in Mathematics Kindergarten CCSS Correlations • vii
GEOMETRY K.G
Analyze, compare, create, and compose shapes.
5. Model shapes in the world by Volume 1, Sessions 14, 15, 33–35, Set C1 Geometry: 3-D Shapes,
building shapes from components 38, 39, 44 Activity 2
(e.g., sticks and clay balls) and Volume 1, Work Places 1B, 1C, 1K, 1L, 1N Set C6 Geometry: 3-D Shapes in the
drawing shapes. Volume 2, Session 117 World Calendar Pattern (Extension 3)
Volume 2, Work Place 2Q Bridges Practice Book, pp 12, 15, 17, 52
Home Connections 7, 9, 12, 26
6. Compose simple shapes to form Volume 1, Sessions 14, 33, 35, 36, 44, 45 Set C5 Geometry: Growing Shapes Informal
larger shapes. For example, “Can Volume 1, Work Places 1B, 1C, 1L Calendar Pattern Jan. Number Corner, Set C5 Ge-
you join these two triangles with full Volume 2, Sessions 117, 118 ometry: Growing Shapes Calendar
sides touching to make a rectangle?” Volume 2, Work Places 2Q, 2R Pattern (observational)
Home Connections 7, 9, 12, 26
20130410
© The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges in Mathematics Kindergarten CCSS Correlations • viii

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BRIDGES 1ST EDITION KINDERGARTEN

QP1174 BKSUPCCSS-B P201305

Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend

Here’s what you’ll find in this packet:

1. CCSS Summary – page 4

2. Recommended Timing for Activities – pages 5 & 6

3. Unit Planners – pages 7–24

4. Materials List – pages 25 & 26

5. Activities – pages 27–304

6. Correlations – pages 305–312

21 Sessions 16 Sessions 13 Sessions 9 Sessions 19 Sessions 18 Sessions 10 Sessions 14 Sessions 18 Sessions

Subtraction Subtraction Subtraction Subtraction Subtraction Subtraction Subtraction Subtraction Subtraction

SEP OCT NOV DEC JAN FEB MAR APR MAY/JUN

Recommended Timing for Activities

© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 5

Recommended Timing for Activities (cont.)

6 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

DAY 1 DAY 2 SESSION 1 SESSION 2 SESSION 3

SESSION 9 SESSION 10 SESSION 11 SESSION 12 SESSION 13

SESSION 14 SESSION 15 SESSION 16 SESSION 17 SESSION 18

© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 7

8 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

DAY 1 DAY 2 SESSION 20 SESSION 21 SESSION 22

Work Places Work Places

SESSION 23 SESSION 24 SESSION 25 SESSION 26 SESSION 27

SESSION 28 SESSION 29 SESSION 30 SESSION 31 SESSION 32

SUPPLEMENT SUPPLEMENT SESSION 33

© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 9

10 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

DAY 1 DAY 2 SESSION 35 SESSION 36 SESSION 37

Work Places Work Places Work Places

SUPPLEMENT SUPPLEMENT SESSION 43 SESSION 44 SESSION 45

© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 11

12 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

DAY 1 DAY 2 SUPPLEMENT SUPPLEMENT SUPPLEMENT

SUPPLEMENT SESSION 48 SESSION 49 SESSION 50 SESSION 51

SESSION 52 SESSION 53 SESSION 54

Work Places Work Places

© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 13

14 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

DAY 1 DAY 2 SESSION 55 SESSION 56 SESSION 57

SESSION 58 SESSION 59 SESSION 60 SESSION 61 SESSION 62

SESSION 63 SESSION 64 SESSION 65 SESSION 66 SESSION 67

SESSION 68 SESSION 69 SESSION 70 SESSION 71

Work Places Work Places

© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 15

16 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

DAY 100 ACTVITIES SESSION 72 SESSION 73 SESSION 74 SESSION 75

Work Places Home Connection 16

SESSION 76 SESSION 77 SESSION 78 SESSION 79 SESSION 80

© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 17

18 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

DAY 1 DAY 2 SESSION 84 SESSION 85 SUPPLEMENT

SUPPLEMENT SUPPLEMENT SESSION 88 SESSION 89 SESSION 90

SESSION 91 SESSION 92 SESSION 93

© The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 19

20 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center

DAY 1 DAY 2 SESSION 94 SESSION 95 SESSION 96

SESSION 97 SESSION 99 SESSION 100 SUPPLEMENT SUPPLEMENT