These Math resources are aligned to the Common Core State Standards and are a practical classroom tool for you to use during daily workshop model lessons or guided math intervention sessions.
|COUNTING AND CARDINALITY|
|Know number names and the count sequence. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.|
|KCC1. Count to 100 by ones and tens.||
Number Jigsaw Puzzles to 10*
KCC2. Count forward beginning from a
given number within the known sequence
(instead of having to begin at 1).
Next Door Numbers 0-10*
KCC3. Write numbers from 0 to 20. Represent a
number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Matching Number Trains Version 1*
|Count to tell the number of objects.|
KCC4. Understand the relationship between numbers and quantities; connect counting to cardinality.
KCC4a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
KCC4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in,which they were counted
KCC4c. Understand that each successive number name refers to a quantity that is one larger.
Building Apartments (Dot Patterns)*
|KCC5. Count to answers"how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number fr om 1–20, count out that many objects.||
Building Apartments (Dot Patterns)*
|KCC6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.||
Colored Ten Frame Match and Write*
|KCC7. Compare two numbers between 1 and 10 presented as written numerals.|
|OPERATIONS AND ALGEBRAIC|
|Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.|
|KOA1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations.||
My Addition Story Problem Drawing and Number Sentence*
|KOA2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.||
Join Together Result Unknown (from 5)*
|KOA3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).||
Five in a Row*
|KOA4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.||
Making 10 with a 10 Frame*
|KOA5. Fluently add and subtract within 5.||
How Many More to Make 5?*
|NUMBER AND OPERATIONS IN BASE TEN|
|Work with numbers 11–19 to gain foundations for place value.|
|KNBT1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g.:by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 +8) ; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine.||
Teen Number Match*
|MEASUREMENT AND DATA|
|Describe and compare measurable attributes.|
|KMD1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.||
How Long is It?*
How Heavy is It?*
Sorting Heavy and Light*
Sorting Long and Short*
|KMD2. Directly compare two objects with a measurable attribute in common,to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.||
Longer or Shorter Names*
Longer Shorter Measurement Hunt*
|Classify objects and count the number of objects in each category.|
|KMD3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count 3.|
|Identify and describe shapes (square, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).|
|KG1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to||
Barrier Game 2D Shapes*
|KG2. Correctly name shapes regardless of their orientations or overall size.||
|KG3. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").||Shape Sort*|
|Analyze, compare, create, and compose shapes.|
|KG4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length)||
Guess the Shape 2D Shapes*
|KG5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.||Marshmallow and Spaghetti Solids|
|KG6. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"||
How Should I Store My Games?
We recommend storing the resources one of the following three ways:
- Handy plastic, interchangeable game covers
- File folders
- Instructions and directions back to back in plastic sleeves.
How to Download
To begin using these resources, simply click on the hyperlink below to download the free resource associated with that standard.