Math Words and Ideas Read Together How Many? (0, 1, 2) zero 0 zero balls 0 one 1 1 one ball two 2 2 two balls Note to Teacher: Encourage students to count and compare multiple representations of the same number: the word (e. two), the numeral (e. 2) and the quantity (e. 2 dots, 2 balls, 2 pencils) to make sure they are the same amount.
4 four Math Words and Ideas Read Together How Many? (3, 4) three 3 3 three balls four 4 4 four balls Note to Teacher: Encourage students to count and compare multiple representations of the same number: the word (e. four), the numeral (e. 4) and the quantity (e. 4 dots, 4 balls, 4 pencils) to make sure they are the same amount.
five 5 Math Words and Ideas Read Together How Many? (5, 6) five 5 5 five balls six 6 6 six balls Note to Teacher: Encourage students to count and compare multiple representations of the same number: the word (e. six), the numeral (e. 6) and the quantity (e. 6 dots, 6 balls, 6 pencils) to make sure they are the same amount.
6 six Math Words and Ideas Read Together How Many? (7) seven 7 7 seven balls Note to Teacher: Encourage students to count and compare multiple representations of the same number: the word (e. seven), the numeral (e. 7) and the quantity (e. 7 dots, 7 balls, 7 pencils) to make sure they are the same amount.
seven 7 Math Words and Ideas Read Together How Many? (8) eight 8 8 eight balls Note to Teacher: Encourage students to count and compare multiple representations of the same number: the word (e. eight), the numeral (e. 8) and the quantity (e. 8 dots, 8 balls, 8 pencils) to make sure they are the same amount.
8 eight Math Words and Ideas Read Together How Many? (9) nine 9 9 nine balls Note to Teacher: Encourage students to count and compare multiple representations of the same number: the word (e. nine), the numeral (e. 9) and the quantity (e. 9 dots, 9 balls, 9 pencils) to make sure they are the same amount.
nine 9 Math Words and Ideas Read Together How Many? (10) ten 10 10 ten balls Note to Teacher: Encourage students to count and compare multiple representations of the same number: the word (e. ten), the numeral (e. 10) and the quantity (e. 10 dots, 10 balls, 10 pencils) to make sure they are the same amount.
10 ten Math Words and Ideas Read Together Numbers: 0 to 10 0 zero 1 one 2 two 3 three 4 four 5 five 6 six 7 seven 8 eight 9 nine 10 ten eleven 11 Math Words and Ideas Read Together Numbers: 11 to 19 11 eleven 12 twelve 13 thirteen 14 fourteen 15 fifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen 12 twelve Math Words and Ideas Read Together Numbers: 20 to 25 20 twenty 21 twenty-one 22 twenty-two 23 twenty-three 24 twenty-four 25 twenty-five thirteen 13 Math Words and Ideas Read Together Numbers: 26 to 30 26 twenty-six 27 twenty-seven 28 twenty-eight 29 twenty-nine 30 thirty 14 fourteen Math Words and Ideas Read Together Calendar A calendar is a tool for keeping track of time and events. days of month the week year September 2008 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 First Day of School 5 6 7 8 9 10 Family 11 12 13 Breakfast 14 15 16 Field 17 18 19 20 Trip to the Park 21 22 First 23 24 25 26 27 Day of Fall 28 29 30 What will happen on Tuesday, September 16? What day of the week is the first day of school? When is the first day of fall? Note to Teacher: Use this page to help students make sense of the calendar as tool for keeping track of time and events. fifteen 15 Math Words and Ideas Read Together Who is First? Who is Next? ninth, 9th tenth, 10th eighth, 8th seventh, 7th first, 1st sixth, 6th second, 2nd fifth, 5th third, 3rd fourth, 4th Note to Teacher: When they line up, ask students to use ordinals to identify their position in line (e. first, second, etc.
16 sixteen Math Words and Ideas Read Together Counting People count every day. They count to find out how many. How many balls? 1 2 3 4 5 6 7 10 balls 8 9 10 When do you count? What do you like to count? Note to Teacher: Because counting is the foundation for much of the number work that Kindergarteners do, encourage them to discuss why they count. seventeen 17 Math Words and Ideas Read Together More Counting How many students are here today? 20 students are here today.
How many students are in your class? Note to Teacher: Who Is in School Today? Session 1. Use this page to show that we use numbers both to count a set of objects (1, 2, 3,. 20) and to describe the quantity of those objects (the total is 20). 18 eighteen Math Words and Ideas Read Together Ways to Count When you count, you say one number for each object.
You need to keep track of what you are counting. The last number you say is the total. The total tells you how many are in the group. Look at how some children count.
Jack puts each button in a cup as he counts it. Abby moves each button as she counts it. Kiyo puts the buttons in a row to count them. What do you do when you count? Note to Teacher: Who Is in School Today? Session 2.
Use these examples in your first discussion about strategies for counting the objects in the Counting Jar and whenever you discuss how students count. nineteen 19 Math Words and Ideas Read Together Counting Jar Step 1. Count how many. Make the same amount.
Hugo Beth Step 3. Show how many. Note to Teacher: Who Is in School Today? Session 2. Encourage students to use this page when they are working on the Counting Jar to help them remember the steps of the activity.
20 twenty Math Words and Ideas Read Together More Who has more? Emma’s card Jason’s card 3 6 Jason has more than Emma. 6 is more than 3. Who has more? Hugo’s cube tower Lisa’s cube tower Hugo has more than Lisa. 5 is more than 2.
Who has more? How do you know? Rebecca’s cube train Russell’s cube train Note to Teachers: Counting and Comparing, Sessions 2. As you review this page and the following two pages with students, ask them to find a card or create a cube tower that is more, fewer, or equal to a given quantity. twenty-one 21 Math Words and Ideas Read Together Fewer Who has fewer? Jae’s card Kaitlyn’s card 4 8 Jae has fewer than Kaitlyn. 4 is less than 8.
Who has fewer? Tammy’s cube tower Mitchell’s cube tower Mitchell has fewer than Tammy. 3 is less than 6. Who has fewer? Carmen’s cube train Kyle’s cube train Note to Teachers: Counting and Comparing, Sessions 2. As you review this page, the previous page, and the following page with students, ask them to find a card or create a cube tower that is more, fewer, or equal to a given quantity.
22 twenty-two Math Words and Ideas Read Together Equal Who has fewer? Mia’s card Victor’s card 5 5 Mia and Victor have the same amount. 5 is the same amount as 5. 5 is equal to 5. Tammy’s cube tower Mitchell’s cube tower Sarah and Yoshio have equal amounts.
6 is the same amount as 6. 6 is equal to 6. Can you show the same amount as Beth? Beth’s cube train Note to Teachers: Counting and Comparing, Sessions 2. As you review this page and the previous two pages with students, ask them to find a card or create a cube tower that is more, fewer, or equal to a given quantity.
twenty-three 23 Math Words and Ideas Read Together Ordering Fewest to Most Brad grabbed four handfuls of cubes. He built towers and counted the cubes. 7 4 5 3 He put the towers in order from fewest to most. Green is the smallest tower.
3 is the fewest. Yellow is the biggest tower. 3 4 5 7 7 is the most. Build a tower that has more than 7 cubes.
How many cubes are in your tower? Note to Teacher: Counting and Comparing, Sessions 2. Use this example to help students think about ordering quantities from fewest to most. 24 twenty-four Math Words and Ideas Read Together One More Here are five stars. 1 2 3 4 5 One more is six.
1 2 3 4 5 6 Here are seven crayons. One more is eight. 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 Here are 4 apples. If you had 1 more, how many apples would you have? Note to Teacher: Measuring and Counting, Session 2.
As students work on the concepts of one more and one fewer, find and use other contexts, including the number line, that illustrate what happens when you add one more or take one away. 25 Math Words and Ideas Read Together One Fewer Here are five stars. 1 2 3 4 5 One fewer is four. 1 2 3 4 Here are seven crayons.
One fewer is six. 1 2 3 4 5 6 7 1 2 3 4 5 6 Here are 4 apples. If you had 1 fewer, how many apples would you have? 1 2 3 4 Note to Teacher: Measuring and Counting, Session 2. As students work on the concepts of one more and one fewer, find and use other contexts, including the number line, that illustrate what happens when you add one more or take one away.
26 Math Words and Ideas Read Together Five Tiles These students are looking at this arrangement of 5 tiles. Here’s how they know that there are 5. 1 5 1 and 3 and 1 is 5. 1 2 First I saw 5 3, then 4, 5.
2215 How do you know that there are 5? Note to Teacher: Measuring and Counting, Sessions 4.9 and How Many Do You Have?, Sessions 1. Use this page to discuss the fact that there are different ways to arrange a certain quantity of tiles, and to show students that there are different ways to see and describe the arrangements numerically. twenty-seven 27 Math Words and Ideas Read Together Ways to Make 6 There are different ways to make a number. Here are some ways to make 6.
Toss the Chips These students tossed 6 two-color counters. Some landed on the red side. Some landed on the yellow side. 3 red and 3 yellow 2 red and 4 yellow Six Tiles These students arranged 6 tiles.
3 and 3 2 and 2 and 2 3 and 3 1 and 5 1 and 2 and 3 Can you think of another way to make 6? Note to Teacher: How Many Do You Have?, Session 4. Use these pages to help students see that there are certain combinations that make a number, no matter which material they are using or what game they are playing. Encourage students to find combinations that appear more than once. 28 twenty-eight Math Words and Ideas Read Together More Ways to Make Six Here are some more ways to make 6.
Total of Six These students made 6 by using two number cards. 5 1 2 4 6 0 Six Crayons in All These students made 6 with red and blue crayons. 1 blue and 5 red 2 blue and 4 red Can you think of another way to make 6? Note to Teacher: How Many Do You Have?, Session 4.
