In this assessment, students look at flashcards of different objects and ask questions about length and height.

In this assessment task the student will determine the length and height of a shape on a flashcard. They will be asked to use comparing words such as longer or shorter to tell about length of two rectangles. They will also be asked to use comparing words such as taller or shorter to tell about the height of two cans or cylinders. The 2 flashcards along with directions, a recording sheet and rubric are provided.

In this assessment, students use straws as guides to find objects around the room that are shorter or longer than the straw.

In this assessment task, students use straws to measure. Students are to find two objects around the room that measure shorter or longer than their straw. They are to draw that object and write the name of the object on the worksheet. If the drawing is unclear the teacher should ask the student to name the object. An assessment sheet and rubric are provided.

Students will describe in their own words how to determine and compare the length/ height attributes of objects.

This kindergarten math unit contains 3 activities that compare and order two or more objects according to length.

This kindergarten math unit contains 3 activities that compare and order objects according to weight and use nonstandard units of measurement to explore the measurement concept of weight.

This lesson accompanies the North Carolina children's book, "My NC from A to Z" which celebrates pride of place, and creates connections to North Carolina's rich African American heritage. In this lesson, students will compare and contrast two to five North Carolina African American visual artists by making art and Venn diagrams.

This is the About the Cluster document written by the NC2ML group who created the instructional frameworks. This is a great resource to read while starting to plan for Kindergarten Cluster 1.

This is the About the Cluster document written by the NC2ML group who created the instructional frameworks. This is a great resource to read while starting to plan for Kindergarten Cluster 3.

This is the About the Cluster document written by the NC2ML group who created the instructional frameworks. This is a great resource to read while starting to plan for Kindergarten Cluster 3.

This is the About the Cluster document written by the NC2ML group who created the instructional frameworks. This is a great resource to read while starting to plan for Kindergarten Cluster 4.

In this lesson, students will play a game in which they determine the number of cents (pennies) that equal a nickel, dime, and quarter. The students will also identify which set of coins has more, fewer, or the same amount while also counting each collection and writing the corresponding value.

The NC Office of Early Learning strongly encourages incorporating play into the daily routine of each classroom.
Children grow and learn in all developmental domains through their engagement in centers; cognitive, physical, social, and emotional. Authentic learning and meaningful connections are made when a teacher intentionally weaves standards and supports development throughout children’s play. PlaytoLearn Center Posters provide information about common areas of development supported during play centers along with prompts connected to kindergarten standards and NC ELI dimensions.

PlaytoLearn Planning Guides (also shared on #GoOpenNC) provide information on why each center is important to children's development, tips for setting up centers, sugessted materials, actions of an intentional teacher, and common connections children make to content. Although these resources are specifically written for kindergarten, teaching and learning strategies can be applied to many grade levels.

The NC Office of Early Learning strongly encourages incorporating play into the daily routine of each classroom.
Children grow and learn in all developmental domains through their engagement in centers; cognitive, physical, social, and emotional. Authentic learning and meaningful connections are made when a teacher intentionally weaves standards and supports development throughout children’s play. PlaytoLearn Planning Guides provide information on why each center is important to children's development, tips for setting up centers, sugessted materials, actions of an intentional teacher, and common connections children make to content. Prompts connected to kindergarten standards and NC ELI dimensions can be found on PlaytoLearn Center Posters which are also shared on #GoOpenNC. Although these resources are specifically written for kindergarten, teaching and learning strategies can be applied to many grade levels.

* This unit is an adaptation of the Everyday Mathematics (EM) Kindergarten Curriculum, 4th Edition, published by McGraw Hill Education.  The source material is copyrighted and all rights are reserved.  With this in mind, only the adaptations will be explored in this document.  To access the Everyday Mathematics curriculum and some online components, your school or district must purchase them from McGraw Hill.

The Everyday Mathematics curriculum does not teach concepts in the historical unit-by-unit format.  Rather, key concepts are introduced and revisited in several units throughout the year.  The focus on returning to concept strands is referred to as "spiralling."  The spiral strand targeted in this unit is focussed on data collection and representation.  Students will learn how to represent data on (and read data from) charts and graphs.

This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for Kindergarten Math.

In this activity students become familiar with the words, Ňtaller/shorterÓ as they refer to height.

Students are challenged to count out ten connecting cubes and join them to make a tower. Next, they are to find objects in the classroom that are longer than the tower of ten cubes. They are to use pictures, numbers, or words to record their work.

This resource is part of Tools4NCTeachers.

This file contains directions and materials for ALL Tools4NCTeachers Math Games.

Math games are fun, motivating, and provide opportunities for students to build number concepts, reasoning, and fluency. These games may be used as math stations or as whole group learning opportunities.