 Author:
 Elise Franchino
 Subject:
 Early Childhood Development, Elementary Education, Mathematics
 Material Type:
 Activity/Lab, Lesson Plan
 Level:
 Preschool, Lower Primary
 Tags:

 Fun Math
 Kindergarten
 Math
 Math Activities
 Math Games
 PreK
 Preschool
 License:
 Public Domain Dedication
 Language:
 English
 Media Formats:
 Downloadable docs
Education Standards
Learning Domain: Counting and Cardinality
Standard: Count to 100 by ones and by tens.
Learning Domain: Counting and Cardinality
Standard: Count backwards by ones from 20.
Learning Domain: Counting and Cardinality
Standard: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Learning Domain: Counting and Cardinality
Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
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.)
Learning Domain: Counting and Cardinality
Standard: Compare two numbers between 1 and 10 presented as written numerals.
Learning Domain: Counting and Cardinality
Standard: Count to 100 by ones and by tens.
Learning Domain: Counting and Cardinality
Standard: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Learning Domain: Counting and Cardinality
Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.
Learning Domain: Counting and Cardinality
Standard: Understand that each successive number name refers to a quantity that is one larger.
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 120, count out that many objects.
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.)
Learning Domain: Counting and Cardinality
Standard: Compare two numbers between 1 and 10 presented as written numerals.
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.
Learning Domain: Geometry
Standard: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
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.
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).
Learning Domain: Operations and Algebraic Thinking
Standard: Fluently add and subtract within 5.
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.
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, twoway 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.
Cluster: Know number names and the count sequence
Standard: Count to 100 by ones and by tens.
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).
Cluster: Count to tell the number of objects
Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.
Cluster: Count to tell the number of objects
Standard: Understand that each successive number name refers to a quantity that is one larger.
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 120, count out that many objects.
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.)
Cluster: Compare numbers
Standard: Compare two numbers between 1 and 10 presented as written numerals.
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.
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).
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.
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.
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.
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.
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, twoway 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.
The Playful Learning Challenge's PreK & Kindergarten Math Activities Kit
Overview
The Playful Learning Challenge's PreK and Kindergarten Math Activities Kit contains a series of 10 researchbased early math activities centered around play, that can be used with simple materials in children's classrooms or homes.
PreK & Kindergarten Math Activities
From 20202022, the Playful Learning Challenge team of the Learning Sciences Exchange—comprised of social entrepreneur Puja Balachander, journalist Jack Graham, researcher Elizabeth Gunderson, entertainment producer Jeff Kleeman, and policy specialist Cathy Mitchell—developed a series of researchsupported activities that strengthen young children's math skills. These simple but engaging games can be played in preK and kindergarten classrooms, or at home with children and their caregivers. The color and grayscale PDFs are available below for educators and caregivers to download and enjoy.
To see how the Playful Learning Challenge came to be, we invite you to watch the team's video, which was presented at the 2022 LSX Summit.