# Playlists: K

## Counting & Cardinality

### About the Standards Counting & Cardinality

K.CC.1-K.CC.3 Know Number Names And The Count Sequence.
K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.CC.4-K.CC.5 Count To Tell The Number Of Objects.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
K.CC.4.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.4.c Understand that each successive number name refers to a quantity that is one larger.
K.CC.5 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.
K.CC.6-K.CC.7 Compare Numbers.
K.CC.6 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.1
K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

### Number Names and Sequence

This playlist contains whole class, small group and individual activities for students to practice number sequence. Whole class: These DLAs are good to use as interactive whiteboard activities.SAS Number Sort (ICT Games): Students put numbers on clouds in the correct order. (Select any number range ...

Standards: K.CC.1

K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.CC.2

K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.CC.3

K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

### Comparing Numbers 0-10

The three games in this playlist focus on comparing numbers from 0-10.These two games focus on choosing which number is more or less:More Legs: Students click “More” or “Less” and then choose the bug with more or less legs (or wings) to feed to the green monster. Bug Catcher (PBS):  Stu...

Standards: K.CC.6

K.CC.6 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.1
K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.
K.CC.7

K.CC.6 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.1
K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

## Geometry

K.G.1-K.G.3 Identify And Describe Shapes (Squares, Circles, Triangles, Rectangles, Hexagons, Cubes, Cones, Cylinders, And Spheres).
K.G.1 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.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).
K.G.4-K.G.5 Analyze, Compare, Create, And Compose Shapes.
K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

### What Shape Is It?

These games have students identify 2-D shapes:I Spy Shapes: Students find all the shapes (circles, triangles, squares) “hidden” in the pictures. (audio instructions available) Purpy’s Shapes (Sheppard Software): Students go through several activities in which they identify the following s...

Standards: K.G.2

K.G.1 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.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).
K.G.3

K.G.1 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.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).

### Analyzing Shapes

The following three activities will help your students analyze and compare 2-D and 3-D shapes: Circle to Sphere (PBS):  Have students go through first 4 steps: (audio instructions available) Steps 1 and 2 (Look and See) feature animations that show 2 dimensional shapes (circles, squar...

Standards: K.G.4

K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

## Measurement & Data

### About the Standards Measurement & Data

K.MD.1-K.MD.2 Describe And Compare Measurable Attributes.
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
K.MD.3-K.MD.3 Classify Objects And Count The Number Of Objects In Each Category.
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3

### Measure and Compare Objects

Whole Group:Animal Sizes: Teacher projects activity to whole class (on projector or interactive whiteboard), moves the animals into pairs or other combinations, and asks students to compare sizes. Individual: These two activities have students compare and sort objects according to their size.Ice Cr...

Standards: K.MD.1

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
K.MD.2

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

### Classify and Count It Out

The five games in this playlist can be used in small groups or independently.Color Game (Sheppard Software) (audio instructions available) This game gives students practice sorting by colorStudents sort by multiple attributes in these games:Zoe’s Pet Shelter (Sesame Street) (audio required fo...

Standards: K.MD.3

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3

## Number & Operations in Base Ten

### About the Standards Number & Operations in Base Ten

K.NBT.1-K.NBT.1 Work With Numbers 11–19 To Gain Foundations For Place Value.
K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

### Place Value (Ones, Tens)

Count Tens and Ones Up to 20 (IXL): Dots are separated into groups of tens and ones.  Students are asked to find the total number of dots from 1-20.Base Ten:  Students drag virtual base ten blocks onto the screen to create the given number X.Dinosaur Place Value (ICT Games): When students ...

Standards: K.NBT.1

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

## Operations & Algebraic Thinking

### About the Standards Operations & Algebraic Thinking

K.OA.1-K.OA.5 Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From.
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.3 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).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5.

This playlist contains practice with addition and subtraction from 0-10.Whole Group:Have whole class watch and act out this 3 minute music video about addition and subtraction:The Add and Subtract Body Part DanceSmall Group/ Individual:Next, students use these two activities to practice adding and s...

Standards: K.OA.1

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.3 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).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5.
K.OA.2

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.3 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).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5.
K.OA.3

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.3 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).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5.
K.OA.4

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.3 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).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5.
K.OA.5

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
K.OA.3 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).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5.

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