lesson 1: jungle safari - t4lmedia.blob.core.windows.net

• Recognize that objects can be counted and represented by numerals (1–5). (KM034)

• Recognize that cardinal numbers represent a quantity (numbers 1–5). (KM035)

• Read and represent numbers 1–5. (KM036)

• Recognize that different arrangements represent the same quantity (numbers 1–5). (KM037)

Following these classroom activities are the directions for how to use the reproducibleworksheets that are found below the text.

Classroom Activities• Recognize that objects can be counted and represented by numerals (1–5).

Activity 1:

– Choose five students, by name, to stand in the front of the classroom.

– Tell the class to count them with you out loud. One! Two! Three! Four! Five!

– Hand each of the five students a bright blue square piece of construction paper withtheir number on it, to hold up and out in front of them (i.e., one, two, three, four,or five).

– Help them put each one on the board or wall at the front of the classroom, next to theone placed before theirs, and then go sit down. Ask all of the students to count thesquares with you out loud. One! Two! Three! Four! Five!

– Ask the students how many of them were just standing with you at the front of theclassroom. Point out that the squares now represent each one of those who were standingup front—so there are the same number of squares as there were students.

Activity 2:

– Pass out a baggie of mixed buttons to each student. Each baggie should have at least 15buttons in it. Each student should have a piece of construction paper of any color and abottle of glue. (If buttons are not available, pasta or beads can also be used.)

Chapter 2: Let’s Go on a Safari

Lesson 1: Jungle SafariAll of the classroom activities described below extend or reinforce the concepts taught in the software component of Chapter 2, Lesson 1:

Kindergarten Math 1 Lesson 1: Jungle Safari

– Next display a numeral, 1–5, and ask the students to make a set on the constructionpaper with that many buttons.

– When they are ready, ask the students to glue the buttons in the set onto the constructionpaper, count them aloud, and then write the number of buttons in the set under that set.

– Then display another numeral, 1–5, different from the first one. Ask the students tomake a set with that many buttons, glue them down, count them, and write theappropriate numeral under that set. Repeat until all numerals, 1–5, have beenrepresented.

• Recognize that cardinal numbers represent a quantity (numbers 1–5).

Activity 1:

– Ask the students to sit in a large circle.

– Put a shuffled pack of 1–5 ordinal number cards in the center of the circle, then choose astudent to take the top card from the pile.

– If this is, say, the number 3 card, the student counts from 1 to 3 around the circle,starting from the person sitting next to him or her.

– When he or she has counted three, he or she changes places with that student, who thentakes the second card and counts from 1 to that number, starting with the person next tohim or her.

– The game continues until all the cards have been used and everyone has had a turn.

Activity 2:

– Pass out a baggie of medium-sized pasta shapes to each student. Each student will alsoneed a piece of construction paper of any color, and a bottle of glue.

– Display a card showing a cardinal number, 1–5.

– Instruct the students to use their pasta shapes to make a set representing that cardinalnumber.

– Once students have made a set, have them glue each piece of pasta in the set onto theirconstruction paper. The students must then write the cardinal number corresponding tothat set underneath that set of pasta. They might also draw a line connecting the cardinalnumber they write to the appropriate set of pasta.

– Repeat all steps until each cardinal number, 1–5, has been represented on theconstruction paper.



• Read and represent numbers 1–5.

Activity 1:

– Begin the class by inviting the students, one by one, to count to five as they sit ina circle.

– To help students make connections between in-school mathematics lessons with out-of-school mathematics experiences, ask them whether they have ever heard the expression“high five.”

– To demonstrate its meaning, high-five the student to your right, then ask that child tohigh-five the student next to him or her, and so on around the circle.

– Next, give each student paper and crayons, and have the students work in pairs to traceone of their hands with the fingers outstretched. This helps students recognize the matchbetween a high-five and the number of fingers on their hand. It also allows students topractice working with a set of five.

– Then show the students the numeral 4.

– Say, “Lift one hand in the air. Show this many fingers. How many fingers are youholding up?”

– Repeat with the other numeral cards, 0 through 5.

– Now put out a large set of connecting cubes, show a numeral card (for example, 3), andask the students to come forward and take out as many connecting cubes as the numeralyou are showing.

– When all the students have returned to their seats, ask them to count aloud theconnecting cubes they are holding.

– Model this counting with the three connecting cubes you are holding, by saying, “One,two, three.” Then ask, “How many connecting cubes are you holding?” Encourage thestudents to answer “Three.”

– Now drop your cubes into a metal bowl so they will be heard as they drop. Count “one,two, three” as you do.

– Then have the students come up, one at a time, and drop the cubes into the containerwhile counting aloud. (You might invite the class to count along as each child drops hisor her connecting cubes into the bowl.)

– Repeat with other numbers from 0 through 5.



Activity 2:

– Divide the students into groups of two.

– Each group of two will need cards, showing the numerals 1–5 and ten connecting cubes.

– Instruct one partner to draw a numeral card from his or her group’s stack.

– Instruct the second partner to represent that number by connecting the correspondingnumber of cubes.

– Partners will then switch roles and repeat the directions.

– Continue until each partner has had a turn representing each number.

• Recognize that different arrangements represent the same quantity (numbers 1–5).

Activity 1:

– Show the students five red balls and ask them to count them with you as you arrange thefive red balls on top of paper filling a red container (enough paper so that the studentscan see the number of balls). When they finish counting five, write five red balls on theboard. Write the numeral 5 beneath the word five.

– Show the students four blue balls and ask them to count them with you as you arrangethe four blue balls the same way in a blue container. When they finish counting four,write four blue balls on the board. Write the numeral 4 beneath the word four.

– Pick up one red ball and ask the students how many you have in your hand. Take it anddrop it on top of the paper in a yellow container.

– Pick up one blue ball and ask the students how many you have in your hand. Take it anddrop it on top of the paper in a yellow container.

– Ask the students how many balls are in the yellow container. Ask them what color theballs are, and tell them as you show them that there is one red ball and one blue ball. Putthem back in the yellow container.

– Ask the students how many balls are in the red container. Ask them what color the ballsare, and tell them as you show them that there are four red balls. Put them back in thered container.

– Ask the students how many red balls there are altogether, pointing at all three of thecontainers. Then pull them out, one at a time, and have them count them and put all ofthe red balls in the yellow container on the right side.



– Ask the students how many blue balls there are altogether, pointing at all three of thecontainers. Then pull them out, one at a time, and have them count them and put all ofthe blue balls in the yellow container on the left side.

– Have the students come up and gather around the yellow container and tell them tocount the red balls, then the blue ones. Point out that there are still five red ones andfour blue ones even though they are all in the yellow container.

– Mix all the balls together. Ask the students how many red balls and then how many blueballs there are. Tell the students to count each of the red balls out loud, as you hold themup one by one. Tell the students to count each of the blue balls out loud, as you holdthem up one by one.

Activity 2:

– Use three copies of the “Jungle Scene” (Blackline Master 2) and several copies ofanimals of your choice from “Jungle Scene Animals” (Blackline Master 1) to placedifferent animals in different arrangements of the same quantity of animals. But use:

• one kind of animal in one scene, such as ten ducks all on the water

• three ducks on the water, two ducks near the grasses on land, four ducks in the palmtrees, and one duck near the grasses

• four parrots on the bushes and trees mixed among four monkeys in the trees and twoducks in the water

– Show each of the three jungle scenes to the students and ask, “What kind of animals doyou see in this picture?” for each of them. Write the animals’ names on the bottom ofeach page. Count the animals with the students, and write the number of each animal onit or near it.

– Show the three jungle scenes to the students and ask them questions, such as:

• How are these pictures alike? [Both have the same number of animals.]

• How are these pictures different? [The animals are in different positions. There aredifferent kinds of animals in the third scene.]



1. Tell the students to find the box with the gorilla in it.

2. Have the students count the number of gorillas in that box.

3. Tell them to write the numeral that corresponds to the number of gorillas on the line underthe box.

4. Follow this procedure with the remaining four boxes.

Worksheet 2:

[Recognize that cardinal numbers represent a quantity (numbers 1–5).]

1. Tell the students to look at the picture of the gorilla and count how many gorillas they seethere.

2. Have the students read the cardinal number to the right of the picture of the gorilla.

3. Students must write the corresponding numeral on the line to the right of the cardinalnumber.

4. Follow this procedure with the remaining four groups of animals.

Worksheet 3a and 3b:

[Read and represent numbers 1–5.]

1. Instruct the students to cut out one picture of a gorilla from Worksheet 3a.

2. Have them glue the picture next to the numeral 1 on Worksheet 3b.

3. Instruct the students to cut out two pictures of snakes from Worksheet 3a.

4. Have them glue the pictures in a row next to the numeral 2 on Worksheet 3b.

5. Instruct the students to cut out three pictures of elephants from Worksheet 3a.


7. Instruct the students to cut out four pictures of butterflies from Worksheet 3a.


Directions for the Worksheets for Chapter 2, Lesson 1 Worksheet 1:

[Recognize that objects can be counted and represented by numerals (1–5).]



9. Instruct the students to cut out five pictures of leopards from Worksheet 3a.


Worksheet 4:

[Recognize that different arrangements represent the same quantity (numbers 1–5).]

1. Tell the students to look at the three boxes next to the numeral 1. Instruct them to circleeach box that shows a group of three objects inside of it.

2. Tell the students to look at the three boxes next to the numeral 2. Instruct them to circleeach box that shows only one object inside of it.

3. Tell the students to look at the three boxes next to the numeral 3. Instruct them to circleeach box that shows a group of five objects inside of it.

4. Tell the students to look at the three boxes next to the numeral 4. Instruct them to circleeach box that shows a group of two objects inside of it.

5. Tell the students to look at the three boxes next to the numeral 5. Instruct them to circleeach box that shows a group of four objects inside of it.



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Name ____________________________________ KM035

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Worksheet 2

Name ____________________________________ KM036

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Worksheet 3A

Name ____________________________________ KM036

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Worksheet 3B

Name ____________________________________ KM037


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© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Blackline Master 2

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• Compare groups to determine more/greater/less/fewer. (KM039)

• Use 1-to-1 correspondence when comparing sets. (KM040)

• Recognize the concept of zero as representing an empty set. (KM041)

• Construct and interpret picture graphs. (KM042)


Classroom Activities• Compare groups to determine more/greater/less/fewer.

Activity 1:

– Have the students sit down in a large circle.

– Show them a container of connecting cubes. (There should only be two colors of cubesand no more than five of each color. For example, three red cubes and five blue cubes.)

– Ask the students if they can think of a way to sort the cubes. (Guide them to say theycan be sorted by color.)

– Choose students to help sort the cubes by color into two groups.

– Guide the whole class to count each red cube out loud, and write the number of redcubes on a chart.

– Guide the whole class to count each blue cube out loud, and write the number of bluecubes on a chart.

– Ask the students which group has more cubes, and discuss their answers.

– Ask the students which group has fewer cubes, and discuss their answers.

– Repeat the process with different objects and different numbers of objects. Include twogroups that have the same number of objects and discuss the meaning of same.


Lesson 2: Safari TalesAll of the classroom activities described below extend or reinforce the concepts taught in the software component of Chapter 2, Lesson 2:

Kindergarten Math 1 Lesson 2: Safari Tales

Activity 2:

– Sort students into groups by shirt color.

– Guide the whole class to count the number of students in each group, and record thenumbers on a chart.

– Choose two of the groups, such as white shirts and blue shirts, and guide the class incomparing those two groups.

– Ask them which group has more students, blue shirts or white shirts. Discuss theiranswers.

– Ask them which group has fewer students, blue shirts or white shirts. Discuss theiranswers.

– If both groups are equal, discuss the meaning of same.

– Repeat this process by sorting the class according to various attributes, such as studentswith shoes with laces or shoes with velcro, favorite colors, favorite school subject, etc.

• Use 1-to-1 correspondence when comparing sets.

Activity 1:

– Choose three students to stand in front of the classroom on your left and let them chooseand tell the class what kind of jungle animal they are. Tell the class to count them withyou out loud. One! Two! Three!

– Choose two students to stand in front of the classroom on your right and let them chooseand tell the class what kind of jungle animal they are. Tell the class to count them withyou out loud. One! Two!

– One at a time, explain that you are going to replace each of the three creatures on theleft with a hat with a bright red ribbon bow on it (any kind of hat––just match the redbows) to represent them, and they can go sit down. Replace each of the two creatures onthe right with a hat with a bright yellow ribbon bow on it, explaining that the yellowribbon bow hat will represent them. (If hats are not available, make copies of the blankHat Template, color the ribbons on the template red or yellow, and use those in place ofreal hats.)

– Ask all of the students to count the hats with the red ribbon out loud with you. One!Two! Three!



– Ask the students how many of them were just standing with you at the front of theclassroom, pointing to your left where the red ribbon hats are. Repeat on the right side,with the hats with the yellow ribbon.

– Remove the hats. Gesture to your right and ask the students, “How many hats are herenow?” Zero! Put one hat to your right. Ask, “How many hats are here now?” One! Addone at a time and ask the students to count them until you have five.

Activity 2:

– Divide the class into groups of two. Each group will need a stack of numeral cardsnumbered from one to five, a bag of at least five marbles, and an ice cube tray. (Thisactivity can also be done using beads, beans, connecting cubes, etc., and an egg cartoninstead of an ice cube tray.)

– Instruct one partner to choose a card from the stack of numeral cards. He or she willshow it to his or her partner, who will then put that many marbles into the ice cube tray,one marble per cube space. For example, if the first partner chooses the number threecard, the second partner will take three marbles and place one in each of three holes inthe ice cube tray.

– Tell the students to switch roles and repeat the process. Repeat until each student hashad a chance to represent each number from the stack of cards, with his or her marblesand ice cube tray.

• Recognize the concept of zero as representing an empty set.

Activity 1:

– Count various objects in the room and name a few objects for which there are none. Forinstance, ask, “How many girls are in our room?” Then count the girls.

– Then ask, “How many boys are in our room?” Count them.

– Then ask something outrageous like, “How many snakes are in our room?” Students willanswer, “None”.

– Tell them another word for none is zero. “There are zero snakes in our room.”

– Show a visual representation of zero, such as drawing it on the board, pointing to it onthe number line or number chart, making a zero with the thumb and forefinger, ordrawing it in the air.



– Another example: “How many people with brown hair are in this room? How manypeople with blonde hair are in this room? How many people with purple hair are inthis room?”

– Keep the game going as long as you wish, repeating zero as often as possible.

– Allow the students to participate by coming up with their own outrageous suggestions.

Activity 2:

– Show the students a copy of the Jungle Scene blackline master without any animals in it.Tell the students to look at the picture.

– Ask them questions, such as:

• How many wild animals do you see in this picture? [Zero]

• If there are zero wild animals in this picture, are there any wild animals in thispicture? [No, there are none.]

– Show the students, by putting them up side by side, four copies of the Jungle Scene. Usethe Jungle Scene Animals blackline master and make one with:

• zero wild animals in it

• two zebras

• four lions

• three birds

– Ask the students to choose the picture that has zero wild animals in it.

• Construct and interpret picture graphs.

Activity 1:

– Use “Animals We Saw on the Jungle Safari”, Blackline Master 3, to copy on the boardor on poster paper you can tape up for the students to see. It has three columns. Columnone holds the pictures of jungle animals you are using on the safari in class—use thehippo for row one, leopard for row two, gorilla for row three, snake for row four, andparrot for row five. For the number of each animal seen, you will add stickers asreplacement shapes to column two during the safari. You will use column three to enterthe numerals of those counted, that you will add as the class completes each section ofthe activity. Make a copy of the blackline master for each of the students to use, as theygo on the safari.



– Set up the classroom around your large chart, on or near the board, to act as your jungle,and add pictures of animals in different areas for the students to find. Use three hippos,one leopard, four gorillas, five snakes, and two parrots from “Jungle Safari Animals”(Blackline Master 4). You can use them at the original size or enlarge them on a copier,and tape them up or prop them up in different locations. Color them if you like. Give thestudents stickers that will represent each animal (i.e., stars of different colors, etc.). Youwill show them how to use it on their chart’s column two, whenever an animal is found,by adding your own larger matching sticker to your larger chart.

– Tell the students that you need help finding the animals around the jungle, and they aregoing to follow you through the jungle on safari, and point at each animal when they seeit. Stop each time an animal is pointed out. Tell them to name that animal and showeveryone where it is. If the students do not find all of the animals, point to the sketch ofthe animal(s) they are missing in column one, and let them search again for that animal.

– Go to the board and explain that you want to keep track of which animals they find byputting a sticker next to its picture. As you put up the right sticker on your chart, tellthem to match it on their chart. Show them column two, pointing at column one and therow the animal’s picture is in, and put up the sticker.

– When they have found all of the animals and put up all of the stickers, have them sitdown, facing your large chart.

– Ask the students how many of each animal they found, pointing at the animal’s picturefirst, then counting with them the stickers in column two. Then tell them you are goingto write the number in column three. Point it out to them and write in the number.Repeat this for each of the five animals.

– Review the chart, when it is complete, by asking questions, such as:

• How many hippos did we see? [three]

• What animal did we find four of? [gorillas]

• What animal did we find five of? [snakes]



Activity 2:

– Explain to the class that you would like to know what eye colors are represented inthe class.

– Give each student an index card and crayons. Tell them they will only be using fourcrayons—blue, brown, black, and green.

– Ask the students to find a partner and write the color of their partners’ eyes on the indexcard. (Have the four colors’ names displayed where the students can easily see and copythem.) Encourage them to write as large as possible, using a crayon color that matchesthe color of the student’s eyes. Then ask the students to give their partners the card thatshows his or her eye color.

– Tell the students to line up at the front of the room if the color of their eyes is blue. Thencall out other eye colors and have the students line up in parallel rows until all the classmembers have lined up and formed a human bar graph.

– Next, ask the first one in each row to collect the cards from that group, and help thestudents tape them on the board, from left to right, to form a graph.

– Solicit a title for the graph from the students, and write it above the cards.

– Ask the students to take their seats and give each a copy of the blank Picture GraphTemplate, and stickers that correspond to the four eye colors. Instruct and guide them infilling in the rows, with stickers that match the eye color displayed in that row of thegraph. You may wish to move around the room to be sure that all students can completea picture graph from the data.

– Ask the students what they can tell about the eye colors in the class, from looking at thepicture graph. After the students give several statements, encourage them to use numbersto describe the graph. You might begin by asking questions about the number of studentswith a certain eye color. The next set of questions might compare two rows on the graph.Lead the students to notice which color was most frequently represented and which wasleast represented.



1. Instruct the students to look at the groups of flowers next to the numeral 1. Tell them tocount the flowers in each group and circle the group that has more flowers. Give the sameinstructions for numerals 3 and 5.

2. Instruct the students to look at the groups of flowers next to the numeral 2. Tell them tocount the flowers in each group and circle the group that has fewer flowers. Give the sameinstructions for numerals 4.

Worksheet 2:

[Use 1-to-1 correspondence when comparing sets.]

1. Instruct the students to look at the rows of snakes and parrots next to the numeral 1. Tellthem to draw a line from each snake to each parrot, so that the snakes are pairing up withthe parrots. If one animal does not have a partner, do not draw a line there. Then, tell thestudents to circle the row that has more animals in it.

2. Instruct the students to look at the rows of butterflies and hippos next to the numeral 2. Tellthem to draw a line from each butterfly to each hippo, so that the butterflies are pairing upwith the hippos. If one animal does not have a partner, do not draw a line there. Then, tellthe students to circle the row that has fewer animals in it.

3. Instruct the students to look at the rows of gorillas and lions next to the numeral 3. Tellthem to draw a line from each gorilla to each lion, so that the gorillas are pairing up withthe lions. If one animal does not have a partner, do not draw a line there. Then, tell thestudents to circle the row that has more animals in it.

4. Instruct the students to look at the rows of monkeys and cheetahs next to the numeral 4. Tellthem to draw a line from each monkey to each cheetah, so that the monkeys are pairing upwith the cheetahs. If one animal does not have a partner, do not draw a line there. Then, tellthe students to circle the row that has fewer animals in it.

Worksheet 3:

[Recognize the concept of zero as representing an empty set.]

Instruct the students to look at the boxes of animals next to the numeral 1. Tell them to circlethe box that has zero animals in it. Repeat the same instructions for the rest of the worksheet.



[Compare groups to determine more/greater/less/fewer.]


Name ____________________________________ KM039


Name ____________________________________ KM040


Name ____________________________________ KM041


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• Recognize that objects can be counted and represented by numerals (0–10). (KM044)

• Recognize that cardinal numbers represent a quantity (numbers 0–10). (KM045)

• Read and represent numbers 0–10. (KM046)

• Recognize that different arrangements represent the same quantity (numbers 0–10).(KM047)


Classroom Activities• Recognize that objects can be counted and represented by numerals (0–10).

Activity 1:

– Choose ten students by their names to stand in the front of the classroom.

– Tell the class to count them out loud with you. One! Two! Three! Four! Five! Six! Seven!Eight! Nine! Ten!

– Hand each of the ten students a bright blue square piece of construction paper with theirnumber on it to hold up and out in front of them (i.e., one through ten).

– Help them put each one on the board or wall at the front of the classroom next to theone placed before theirs and then go sit down. Ask all of the students to count thesquares with you out loud.

– Ask the students how many of them were just standing with you at the front of theclassroom. Point out that the squares now represent each one of those who were standingup front—so there are the same number of squares as there were students.


Lesson 3: Wild AnimalsAll of the classroom activities described below extend or reinforce the concepts taught in the software component of Chapter 2, Lesson 3:

Kindergarten Math 1 Lesson 3: Wild Animals

Activity 2:

– Pass out ten connecting cubes and a piece of paper to each student. (White boards andmarkers can be used instead of paper.)

– Next display a numeral, 1–10, and ask the students to represent that number withtheir cubes.

– When they are ready, ask the students to count the number of cubes in the set they madeand to write the corresponding numeral on their papers or white boards.

– Then display another numeral, 1–10, different from the first one. Repeat the first threeinstructions.

– Repeat until all numerals, 1–10, have been represented.

• Recognize that cardinal numbers represent a quantity (numbers 0–10).

Activity 1:

– Ask the children to sit in a large circle.

– Put a shuffled pack of 1–10 ordinal number cards in the center of the circle. Thenchoose a child to take the top card from the pile.

– If this is, say, the number seven card, the child counts from one to seven around thecircle, starting from the child sitting next to them.

– When they have counted seven, they change places with that child, who then takes thesecond card and counts from one to that number, starting with the person next to them.

– The game continues until all the cards have been used and everyone has had a turn.

Activity 2:

– Pass out a baggie of medium-sized pasta shapes to each student. Each student will alsoneed a piece of construction paper of any color, and a bottle of glue.

– Display a card showing a cardinal number, 6–10.

– Instruct the students to use their pasta shapes to make a set representing that cardinalnumber.

– Once students have made a set, have them glue each piece of pasta in the set onto theirconstruction paper. The students must then write the cardinal number corresponding to



that set underneath that set of pasta. They might also draw a line connecting the cardinalnumber they write to the appropriate set of pasta.

– Repeat all steps until each cardinal number, 6–10, has been represented on theconstruction paper.

• Read and represent numbers 0–10.

Activity 1:

– Pass out a baggie of connecting cubes to each student, show a numeral card (forexample, 8 ), and ask the students to take out as many connecting cubes as the numeralyou are showing.

– Ask them to count aloud the connecting cubes they are holding.

– Model this counting with the eight connecting cubes you are holding by saying, “One,two, three, four, five, six, seven, eight.” Then ask, “How many connecting cubes are youholding?” Encourage the students to answer “Eight.”

– Now drop your cubes into a metal bowl so they will be heard as they drop. Count “one,two, three, four, five, six, seven, eight” as you do.

– Then have several volunteers come up one at a time and drop the cubes into the bowlwhile counting aloud. You might invite the class to count along as each child drops hisor her connecting cubes into the bowl.

– Repeat with other numbers from one through ten.

Activity 2:

– Divide students into groups of two.

– Each group of two will need cards showing the numerals 1–10 and tenconnecting cubes.

– Instruct one partner to draw a numeral card from his or her group’s stack.

– Instruct the second partner to represent that number by connecting the correspondingnumber of cubes.

– Partners will then switch roles and repeat the directions.

– Continue until each partner has had a turn representing each number.



• Recognize that different arrangements represent the same quantity (numbers 0–10).

Activity 1:

– Have students sit in a circle.

– Pass out ten connecting cubes and a piece of paper or a white board to each student.

– Draw a numeral card from 1–10 and show it to the class—for example, the number six.

– Instruct the students to count out six connecting cubes and use the six cubes to make anarrangement on their papers or white boards.

– When each student is finished, choose some volunteers to share their arrangements outloud with the class.

– Give the class some time to look at everyone else’s arrangements as well.

– Lead a discussion focusing on how there were still only six cubes in each arrangement,even though each student made a different arrangement.

– Repeat activity with different numerals from 1–10.

Activity 2:

– Pass out one copy of the “Jungle Scene” (Blackline Master 1) and several copies of“Jungle Scene Animals” (Blackline Master 2) to each student.

– Divide the class into five groups. Assign a number from 6–10 to each group.

– Each group must use the “Jungle Scene Animals” to create an arrangement of animalson the “Jungle Scene” corresponding to the number assigned to the group. For example,one group will be assigned the number six. Each student in that group must make anarrangement of six animals on their “Jungle Scene” paper. The students can make anyarrangement of animals they would like. Instruct the students to color their animals.

– When all groups are finished, call the groups up one at a time to share their work withthe rest of the class. Point out how each student arranged his/her animals differently, yetthe number of animals in the arrangement stayed the same.



1. Instruct students to look at the top box with the bananas in it. Have them count each bananain the box and write the corresponding numeral on the line next to the box.

2. Repeat instructions with each box.

Worksheet 2:

[Recognize that cardinal numbers represent a quantity (numbers 0–10).]

1. Tell the students to look at the box with the ostriches in it and count how many ostrichesthey see there.

2. Have the students read the cardinal number to the right of the picture of the ostriches.

3. Students must write the corresponding numeral on the line to the right of the cardinalnumber.

4. Follow this procedure with the remaining four groups of animals.

Worksheet 3:

[Read and represent numbers 0–10.]

1. Tell the students to look at the box with the number six in it.

2. Then have them look at the boxes with pictures of animals in them.

3. Students must find the box that has six animals in it and draw a line from the box with thenumber six in it to the box with six animals in it.

4. Follow this procedure with the remaining four numbers.

Worksheet 4:

[Recognize that different arrangements represent the same quantity (numbers 0–10).]

1. Tell the students to count the number of eggs in the top box on the left.

2. Students must match that box to a box on the right, that shows the same number of eggs, bydrawing a line between the boxes.

3. Follow this procedure with the remaining four boxes.



[Recognize that objects can be counted and represented by numerals (0–10).]


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• Use 1-to-1 correspondence to represent and compare quantities of 0–10. (KM049)

• Use tally charts and picture graphs to represent 0–10. (KM050)

• Recognize sequence of numbers on a number line. (KM051)

• Describe position in a sequence of whole numbers on a number line up to 10. (KM052)


Classroom Activities• Use 1-to-1 correspondence to represent and compare quantities of 0–10.

Activity:

– Put a box or basket on the floor with ten pictures of wild jungle animals in it. Chooseeight students to come to the front of the classroom and tell each of them to take turnsand choose a picture of a jungle animal from the basket. Then have them hold it up sothe class can see it and stand up front in a row. Tell the class to count them with you outloud. One! Two! Three! Four! Five! Six! Seven! Eight!

– Hold up the basket so the students can see into it. Pull out the two animals that areleft and put the basket down. Ask the students to count the animals you are holding.One! Two!

Ask the students questions such as:

• How many wild animals did the students have when they picked them out of thebasket? [Eight.]

• How many wild animals did not have a student to pick them out of the basket?[Two.]


Lesson 4: Sounds Wild!All of the classroom activities described below extend or reinforce the concepts taught in the software component of Chapter 2, Lesson 4:

Kindergarten Math 1 Lesson 4: Sounds Wild!

• Are there more students than wild animals? [No.]

• How do you know? [There are two animals left without a student to pick them out ofthe basket so there are more animals.]

• Use tally charts and picture graphs to represent 0–10.

Activity:

– Use six of the animals from the “Jungle Scene Animals” (Blackline Master 1) at theend of this lesson. Cut out those animals and make an enlarged copy of each one, bigenough to fit on an 8" x 10" letter-sized sheet of paper. Then copy seven of one, eightof another, nine of another, ten of another, and eleven of another.

– Make a picture graph on the board like this:

• attach one copy of each animal to the board in 5 rows

• draw a rectangle next to each picture

• draw a square in line with each rectangle at the right

• draw a line between each row

– Show a couple of the pictures to the students. Point at the picture graph and explain tothem, “You are going to count each of these wild animals and I am going to keep trackof how many there are by making tally marks on the table.” Hold up a picture of one ofa group of animals at a time and instruct the students to count them. For example, holdup a leopard and say, “Count each leopard that I hold up starting with this one. One!”Start with the group of six and go through them, in order, to ten. If you have room nextto or under the board you can tape up each picture. Explain as each one is counted thatyou are going to make a tally mark on the chart for that animal and mark the board withthe tally mark, one at a time. Repeat this for each animal until the animal count isfinished.

– Point at the tally marks and announce to the students: “Now count the tally marks to seehow many of each animal there are. How many cheetahs are there?” Point at each markthrough the count. Write the total numeral in the box at the right of each row and say,for example, “Six is the total number of cheetahs you counted.” Point again at the tallymarks and say “The six tally marks represent the six cheetahs.”



• Recognize sequence of numbers on a number line.

• Describe position in a sequence of whole numbers on a number line up to 10.

Activity 1:

– Make a copy of the “Number Line 1–10” (Blackline Master 2) at the end of this lessonfor each student. Pass out the page to each of them. Tell them, “This is a number linewith the numbers in order from one to ten. Count the numbers, starting with one, andtouch each number as you count it.”

– Draw the number line on the board, but don’t put the numbers on it. Instruct the studentsto look at it. Ask them the following questions, while pointing at the place you arereferring to, and write their answer in the blank spot where it goes on the number line.If they do not come up with the right answer immediately, refer them to their copy andask again:

• What number comes first on the number line? [One.]

• What number comes second on the number line? [Two.]

• What is the next number after two? [Three.]

• What is the next number after three? [Four.]

• What is the next number after four? [Five.]

• What is the next number after five? [Six.]

• What is the next number after six? [Seven.]

• What is the next number after seven? [Eight.]

• What is the next number after eight? [Nine.]

• What is the next number after nine? [Ten.]

• What number comes right before eight? [Seven.]

• What number comes right before seven? [Six.]

• What number comes right before six? [Five.]

• What number comes right before five? [Four.]

– Instruct the students, “Color the numbers one through ten on your paper.”



Activity 2:

– Make a row of ten papers, all one color, on the floor with six to twelve inches of spacebetween them. Put a stack of number cards or number cutouts from 1 through 10(enough for each student to have one—simply repeat some numbers) on the desk ortable near the line and instruct the students to come up and take one number and gatheraround the paper number line.

– Instruct the students, “Who has the number 3? Where on the number line does thenumber 3 go? Point at it. Good! Put your number 3 right there on the third spot in line.”

– Continue running through the same instructions. Mix up the numbers one through ten.When all are in line, go over the sequence with questions such as:

• What number comes right before the number ten?

• What number comes right before the number six?

• What number comes next after the number eight?

• What number comes next after the number two?

• Does the number four come before or after the number seven?

• Does the number nine come before or after the number two?



1. Instruct students to look at the rows of snakes and parrots next to number one. Tell them todraw a line from each snake to each parrot so that the snakes are pairing up with the parrots.If one animal does not have a partner, do not draw a line. Then, tell students to circle therow that has more animals in it.

2. Instruct students to look at the rows of butterflies and hippos next to number two. Tell themto draw a line from each butterfly to each hippo so that the butterflies are pairing up withthe hippos. If one animal does not have a partner, do not draw a line. Then, tell students tocircle the row that has fewer animals in it.

3. Instruct students to look at the rows of gorillas and lions next to number three. Tell them todraw a line from each gorilla to each lion so that the gorillas are pairing up with the lions. Ifone animal does not have a partner, do not draw a line. Then, tell students to circle the rowthat has a greater number of animals in it.

4. Instruct students to look at the rows of monkeys and cheetahs next to number four. Tell themto draw a line from each monkey to each cheetah so that the monkeys are pairing up withthe cheetahs. If one animal does not have a partner, do not draw a line. Then, tell students tocircle the row that has fewer animals in it.

Worksheet 2

[Use tally charts and picture graphs to represent 0–10.]

1. Instruct the students to look at the row of giraffes and the number of each giraffe. Then lookat the tally marks of the number of giraffes starting with one through ten.

2. Instruct the students to cut out the giraffes and paste or tape them over each of the dots inthe picture below so that they each have a flower to eat in the tree above.

3. Point out to the students that none of the giraffes will be without a flower. There are tengiraffes below the trees and ten flowers on the trees. There will be no more giraffes thanflowers and zero giraffes without a flower.



[Use 1-to-1 correspondence to represent and compare quantities of 0–10.]


Worksheet 3

[Use tally charts and picture graphs to represent 0–10.]

1. Instruct the students to look at the picture graph and show them that the frogs were alreadycounted and the tally marks were entered on the table. Go over the count and the tallymarks. Then point out that the ducks and dogs were counted but the tally marks are not yeton the table.

2. Instruct the students to put the tally marks on the table for the number of ducks, then thenumber of dogs.

Worksheet 4

[Recognize sequence of numbers on a number line.]

[Describe position in a sequence of whole numbers on a number line up to 10.]

1. Instruct students to look at the caterpillar at the top and count the number of circles thatmake up the caterpillar’s frame.

2. Tell the students to look at the caterpillar circles in the middle box. Then look at the box atthe bottom and see what numbers are missing from the caterpillar’s frame.

3. Instruct the students to cut out the circles in the squares and put the numbers in the placethey are missing from so that the caterpillar’s frame is in the right order by number.



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• Recognize that larger numbers are formed from combinations of smaller numbers. (KM054)

• Informally explore addition models. (KM055)

• Recognize that smaller numbers are formed by taking apart sets. (KM056)

• Informally explore subtraction models. (KM057)


Classroom Activities• Recognize that larger numbers are formed from combinations of smaller numbers.

Activity:

– Set up a small store in an area of the classroom and tell the students you need helpshopping. In the “store” you can put a pile of whole walnuts, one with birthdaycandles, and one of fake flowers—or make up your own shopping list—as long as theitems are things that you need more then one of in order to make something. Hold upa shopping list large enough for the students to see: ten walnuts, eight candles, fiveflowers. “Here’s what I need to make the cake, put candles on it, and make the flowercenterpiece for the table: ten walnuts, eight candles, and five flowers. First let’s lookat what I have for the cake.”

– Pick up the shopping bag and put it over your arm to show the students what youalready have. Tell the students, “Look! So far there are four walnuts I bought fromanother store. I need to buy more walnuts to make the cake.”

– Pick up six walnuts and instruct the students, “I have four walnuts in the bag. One, two,three, four. I will add six walnuts from the store to my bag. One, two, three, four, five,six. Now I have a larger number of walnuts than I started with because I combined myfour walnuts with six walnuts from the store.”


Lesson 5: Animal Keeper At WorkAll of the classroom activities described below extend or reinforce the concepts taught in the software component of Chapter 2, Lesson 5:

Kindergarten Math 1 Lesson 5: Animal Keeper at Work

– Repeat the process with the birthday candles, starting with three of the eight needed, andwith the flowers, starting with one of the five needed. You can ask a student to go getyou five candles and another to go get you four flowers.

• Informally explore addition models.

Activity:

– Set up an area the students can gather around, dividing it into two sections, usingcolored paper or shallow boxes. Put five cotton balls in a row in one area and a pile offive in the other area.

– Instruct the students to count the cotton that you put in a row. “One, two, three, four,five! There are five cotton balls here!”

– Take a cotton ball from the pile of five, put it in the row to make six, and ask thestudents, “What happens if I add one cotton ball from this pile to the row you justcounted? Let’s count them again. “One, two, three, four, five, six! The number of cottonballs is larger than five—we added one more cotton ball to the five—now we have six!

– Repeat through ten.

• Recognize that smaller numbers are formed by taking apart sets.

Activity:

– Set up an area the students can gather around, dividing it into two sections, using coloredpaper or shallow boxes. Lay out a pair of socks, four matching cups, six sodas, and eightcrayons in the left section.

– Instruct the students to count the socks. “One, two! There are two socks.”

– Take one sock and put it on the right section and tell the students, “If I take away onesock, how many are left? Let’s count them again. One! One is a smaller number thantwo. I took one sock away from the set of two, so there is only one left.”

– Instruct the students to count the matching cups. “One, two, three, four! There arefour cups.”

– Take one cup and put it on the right section and ask the students, “If I take away onecup, how many are left? Let’s count them again. One, two, three! Three is a smallernumber than four. I took one cup away from the set of four so there are only three left.”



– Take another cup and put it on the right section and ask the students, “If I take away onemore cup, how many are left? Let’s count them again. One, two! Two is a smallernumber than three. I took one cup away from the set of three so there are only two left.”

– Instruct the students to count the matching sodas. “One, two, three, four, five, six! Thereare six sodas.”

– Take three sodas and put them in the right section and ask the students, “If I take awaythree sodas, how many are left? Let’s count them again. One, two, three! Three is asmaller number than six. I took three sodas away from the set of six so there are onlythree left.”

– Instruct the students to count the crayons. “One, two, three, four, five six, seven, eight!There are eight crayons.”

– Take four crayons and put them in the right section and ask the students, “If I take awayfour crayons, how many are left? Let’s count them again. One, two, three, four! Four is asmaller number than eight. I took four crayons away from the set of eight so there areonly four left.”

• Informally explore subtraction models.

Activity:

– Make ten bags of beans with six-inch squares of blue or blue print material, a smallhandful of dry beans, and ribbon or twist ties. Put them where all students can see them.

– Ask the students, “How many blue bags of beans are there? One, two, three, four, fivesix, seven, eight, nine, ten! There are ten blue bags of beans.”

– Explain to the students, “I made these for a party table and I do not need ten. I only needeight. I am going to take away two of these bags. Now how many are left? Let’s count.One, two, three, four, five, six, seven, eight! Now I have eight bags for a party table.Eight is a smaller number than ten.” Put the other two in your pocket or somewhere outof sight when you take them away.



1. Ask the students if they know what kind of animal appears on this worksheet. Explain thatthis is a bird called a flamingo, and that flamingos are usually a bright pinkish peach ororange color, and that they can stand on one leg, with one leg bent and up in the air.

2. Ask the students to look at the first row of flamingos. Tell them to say flamingo out loudwith you. Ask them to count the flamingos in the first row with you, saying one, two, threeout loud with you. Ask them how many flamingos are in the first row. Tell them that thereare three flamingos in the first row, and tell them to write the numeral three in the spacenext to the flamingos.

3. Have the students look at the second row, and explain that in this row there is just oneflamingo. Have them count this flamingo aloud with you, saying one out loud with them.Have them write the numeral one in the space next to the flamingo.

4. Finally, tell the students to look at the bottom row of flamingos, and explain that the onesingle flamingo has just joined the other three flamingos. Have the students count thisbottom row with you, saying one, two, three, four out loud with you. Ask them how manyflamingos are standing in this row. Tell them that there are four flamingos, and have themsay the number four out loud with you. Tell them to write the numeral four in the spaceprovided next to the last row.

5. Now have them color in all the flamingos on the worksheet, and tell them that they don’thave to use pinks, oranges, and peach colors, but that they can enjoy using any colorsthey like.

Worksheet 2

[Informally explore addition models.]

1. Tell the students to look at the worksheet, and ask them if anyone knows what kind ofanimal is shown in the pictures. Explain that these are pictures of gorillas, and have themsay gorilla out loud with you. Ask them to count the gorillas in the first row with you,saying one, two, three out loud with you. Tell them to write the numeral three in the spaceprovided on the first row, and have them say the number three out loud with you.


Directions for the Worksheets for Chapter 2, Lesson 5 Worksheet 1

[Recognize that larger numbers are formed from combinations of smaller numbers.]


2. Ask the students to look at the second row, and explain that in this row there are twogorillas. Have them count one, two out loud with you, and tell them to write the numeraltwo in the space provided, next to the two gorillas. Tell them that now another, single gorillahas arrived, and have them count this one gorilla with you, saying one out loud with them,Have them write the numeral one in the space provided, next to the one, single gorilla, atthe end of the second row.

3. Instruct the students to look at the last row. Explain that the one, single gorilla hasdecided to join his two gorilla friends in the last row, and ask the students how manygorillas there are now. Tell them that there are three gorillas again, and have them saythe number three out loud with you. Tell them to write the numeral three in the spaceprovided on the last row.

4. Tell the students to color in all the gorillas on the worksheet, using whatever colorsthey like.

Worksheet 3

[Informally explore addition models.]

1. Ask the class what kind of animal is in the pictures on this worksheet. Explain that these arepictures of lions, and have them say the word lion out loud with you. Explain that boy lionshave long hair all around their faces, which is called a lion’s mane, and tell them that itlooks a little like the rays of the sun.

2. Ask them to look at the first row, and ask them how many girl lions and how many boylions are in this row. Explain that there is one girl lion and one boy lion, and have themwrite the numeral one next to the girl lion, and then the numeral one again, next to the boylion. Tell them that this is the mama lion and the daddy lion.

3. Instruct the students to look at the second row. Ask them what kind of lion they think is inthis next row. Tell them that this is a baby lion, and explain that a baby lion or young lion iscalled a lion cub. Ask them how many lion cubs are in this row, and tell them that there isone lion cub here, as you count one out loud with them. Then have them write the numeralone in the space provided, next to the lion cub.

4. Tell the students to look at the last row of lions, and ask them what they see. Explain thatthe last row shows the mama lion, and the daddy lion, and the lion cub. Have them count thelions out loud, and have them count one, two, three out loud with you. Ask them how manylions there are altogether in that last row. Tell them there are a total of three lions in the last



row, and that this is because one and one and one become a total of three, when you addthem together. Have the students say the word three out loud with you, and tell them towrite the numeral three in the last space of that row.

5. Now have them color in all the lions on the worksheet. Explain that lions are usually agolden color, but that they should feel free to use any color crayons they like. Tell them thatthey can pretend that lions come in many colors—just for the fun of it.

Worksheet 4

[Recognize that smaller numbers are formed by taking apart sets.]

1. Have the class look at this worksheet, and ask them if anyone knows what kind of animal isin these pictures. Explain that these are birds, and tell them that this kind of bird is called akingfisher. Tell them that kingfishers have a tuft of feathers on the top of their heads whichlooks like a crown. Explain that they are called kingfishers because a king has a crown andthese birds have a crown of feathers. Tell them that kingfisher birds come in many colors,including green, blue, purple, brown, and white.

2. Have the students look at the first row of kingfishers, and ask them to count the birds,saying one, two, three, four out loud with you. Tell them to write the numeral four in thespace provided on the first row.

3. Tell them that in the second row, some of those kingfishers have walked away, and ask theclass to count how many kingfishers have walked away, saying one, two, three, out loud withyou. Have them say the number three out loud with you, and have them write the numeralthree in the space provided, on the second row.

4. Tell the students that the last kingfisher bird is now away from his friends and that he is inthe last row. Have them say the number one out loud with you. Ask them to count this onekingfisher out loud with you, counting one with them. Tell them to write the numeral one inthe space provided on the last row.

5. Have the students color in all the kingfishers, and tell them that they can use green, blue,purple, brown, and white crayons, since most kingfishers have those colors. But tell themthat they can also use other colors if they like, just for the fun of it.



Worksheet 5

[Informally explore subtraction models.]

1. Ask the students if they know what animals are shown on this worksheet. Explain that theseanimals are cheetahs and giraffes. Have them say the words cheetah and giraffe out loudwith you. Ask them if they notice markings on the fur of these animals. Explain that thesemarkings are called spots, and that the spots on the cheetah are round, but that the spots onthe giraffe are larger and are not perfectly round shapes.

2. Have the students count all the animals in the first row with you, and say one, two, three,four, five out loud with you. Ask them if they now know how many animals are in this row,and then explain that this means that there are five animals in this row. Have them write thenumeral five in the space provided. Explain that some of these animals are cheetahs andsome of them are giraffes. Have them count only the cheetahs with you, saying one, two,three out loud with you. Then have them count only the giraffes with you, saying one, twoout loud with you.

3. Ask them to look at the next row, which shows only cheetahs, and ask if they know howmany cheetahs are shown here. Tell them that these cheetahs are the three cheetahs from thefirst row, and that they decided to leave the giraffes, and to wander off on their own. Havethem count the cheetahs with you, saying one, two, three out loud with the class. Ask themif they know how many cheetahs there are, and explain that there are three cheetahs in thisrow. Have them write the numeral three in the space provided.

4. Tell the students to look at the last row of the worksheet, and ask them what they see there.Explain that these are the two giraffes from the first row, standing together, and that they arenow alone, because the cheetahs left them. Ask the students to count the giraffes in this rowwith you, saying one, two out loud with them. Have them write the numeral two in the spaceprovided in the last row.

5. Finally, encourage the students to color in the cheetahs and the giraffes. Explain thatalthough cheetahs and giraffes are usually colored tan, yellow, brown, or orange, they mayuse whatever colors they choose.



Name ____________________________________ KM054


Name ____________________________________ KM055


Name ____________________________________ KM056


Name ____________________________________ KM057


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