## Description

- Overview:
- The Playful Learning Challenge's Pre-K and Kindergarten Math Activities Kit contains a series of 10 research-based early math activities centered around play, that can be used with simple materials in children's classrooms or homes.

- Subject:
- Early Childhood Development, Elementary Education, Mathematics
- Level:
- Preschool, Lower Primary
- Material Type:
- Activity/Lab, Lesson Plan
- Author:
- Elise Franchino
- Date Added:
- 03/14/2023

- License:
- Public Domain Dedication
- Language:
- English
- Media Format:
- Downloadable docs

## Standards

Learning Domain: Counting and Cardinality

Standard: Count to 100 by ones and by tens.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Count backwards by ones from 20.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Understand that each successive number name refers to a quantity that is one more, and each previous number name refers to a quantity that is one less.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: 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. (Include groups with up to ten objects.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Compare two numbers between 1 and 10 presented as written numerals.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Count to 100 by ones and by tens.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Understand that each successive number name refers to a quantity that is one larger.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Count to answer how many?ť 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 from 1-20, count out that many objects.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: 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. (Include groups with up to ten objects.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Counting and Cardinality

Standard: Compare two numbers between 1 and 10 presented as written numerals.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry

Standard: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: 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).

Degree of Alignment: Not Rated (0 users)

Learning Domain: Operations and Algebraic Thinking

Standard: Fluently add and subtract within 5.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Degree of Alignment: Not Rated (0 users)

Cluster: Know number names and the count sequence

Standard: Count to 100 by ones and by tens.

Degree of Alignment: Not Rated (0 users)

Cluster: Know number names and the count sequence

Standard: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Degree of Alignment: Not Rated (0 users)

Cluster: Count to tell the number of objects

Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.

Degree of Alignment: Not Rated (0 users)

Cluster: Count to tell the number of objects

Standard: Understand that each successive number name refers to a quantity that is one larger.

Degree of Alignment: Not Rated (0 users)

Cluster: Count to tell the number of objects

Standard: Count to answer “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 from 1-20, count out that many objects.

Degree of Alignment: Not Rated (0 users)

Cluster: Compare numbers

Standard: 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. (Include groups with up to ten objects.)

Degree of Alignment: Not Rated (0 users)

Cluster: Compare numbers

Standard: Compare two numbers between 1 and 10 presented as written numerals.

Degree of Alignment: Not Rated (0 users)

Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from

Standard: Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Degree of Alignment: Not Rated (0 users)

Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from

Standard: 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).

Degree of Alignment: Not Rated (0 users)

Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from

Standard: Fluently add and subtract within 5.

Degree of Alignment: Not Rated (0 users)

Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)

Standard: 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.

Degree of Alignment: Not Rated (0 users)

Cluster: Analyze, compare, create, and compose shapes

Standard: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Cluster: Mathematical practices

Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Degree of Alignment: Not Rated (0 users)

# Common Core State Standards Math

Cluster: Mathematical practices

Standard: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Degree of Alignment: Not Rated (0 users)

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