This resource is part of Tools4NCTeachers. This task assesses the counting sequence …

This resource is part of Tools4NCTeachers.

This task assesses the counting sequence and counting forward to 20. The assessment should be conducted one on one, but could be administered informally throughout the day. (e.g., walking to to lunch, at the water fountain etc.)

This resource is part of Tools4NCTeachers. This task will assess the counting …

This resource is part of Tools4NCTeachers.

This task will assess the counting sequence and counting forward to 50. The assessment should be conducted one on one but could be administered informally throughout the day. (i.e walking to to lunch, at the water fountain etc.)

This resource is part of Tools4NCTeachers. In this task, students count on …

This resource is part of Tools4NCTeachers.

In this task, students count on from a given number, and analyze the place value of the digits within numbers. The task may be used for instructional or assessment purposes.

This resource is part of Tools4NCTeachers. In this activity, students are given …

This resource is part of Tools4NCTeachers.

In this activity, students are given clues about a mystery number card. Students listen to the clues, find the corresponding quantity, and then identify the matching numeral. The goal of this activity is to develop flexibility in representing numbers in a variety of ways.

This resource is part of Tools4NCTeachers. In this lesson, students explore counting …

This resource is part of Tools4NCTeachers.

In this lesson, students explore counting patterns to develop place value understanding. Students use tools such as number lines, and a hundred chart. Additionally, the explore patterns within real world situations.

This resource is from Tools4NCTeachers.This lesson is an extension of NC.1.MD.5 to …

This resource is from Tools4NCTeachers.This lesson is an extension of NC.1.MD.5 to provide rigor to students who need it. In this lesson, students use patterns to count sets of like coins (pennies, nickels, and dimes). Students will connect counting patterns to counting coins and will use coins in different ways to represent the same values. Students will also explain their strategies for counting sets of pennies, nickels, and dimes.

This resource is part of Tools4NCTeachers. In this lesson, students will use …

This resource is part of Tools4NCTeachers.

In this lesson, students will use perceptual subitizing* as an efficient method for determining "how many". Through experiences, students will subitize sets within five.

*Perceptual subitizing: instantly recognizing "how many" in a set *Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.

This resource is part of Tools4NCTeachers. In this lesson, students will use …

This resource is part of Tools4NCTeachers.

In this lesson, students will use perceptual subitizing* as an efficient method for determining "how many". Through experiences, students will subitize sets within five.

*Perceptual subitizing: instantly recognizing "how many" in a set Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.

This resource is part of Tools4NCTeachers. This is lesson six in a …

This resource is part of Tools4NCTeachers.

This is lesson six in a series of six lessons focused around developing a mathematical community at the beginning of the school year. The goal is to promote the idea that it is okay to make mistakes in math as long as we try to figure out the mistake and fix it.

This resource is part of Tools4NCTeachers. In this lesson, students will connect …

This resource is part of Tools4NCTeachers.

In this lesson, students will connect the oral number word and numeral to sets of objects counted. As they rote count, students will understand the concept that each successive number includes all the previous numbers (cardinality).

This resource is part of Tools4NCTeachers. In this task, students are asked …

This resource is part of Tools4NCTeachers.

In this task, students are asked to teach a friend how to efficiently solve an addition problem. The task may be used for instructional or assessment purposes.

This resource is part of Tools4NCTeachers. In this task, students count a …

This resource is part of Tools4NCTeachers.

In this task, students count a set of cubes, record the matching numeral, and determine which digit is in the ones place and which is in the tens place. The task may be used for instructional or assessment purposes.

This resource is from Tools4NCTeachers. In this lesson, students will compose a teen …

This resource is from Tools4NCTeachers. In this lesson, students will compose a teen number into ten ones and some extra ones. They will work to identify and record how many ones are on the ten frame, off the ten frame, and the total. Remix this lesson to include extension ideas or student work samples.

This resource is part of Tools4NCTeachers. Each student receives a card denoting …

This resource is part of Tools4NCTeachers.

Each student receives a card denoting a quantity 1-10. Students form groups by finding others who have cards containing the same quantity.

Being able to represent numbers in multiple ways is a part of number sense. Kindergarten students should develop flexibility in representing numbers in a variety of ways.

This resource is part of Tools4NCTeachers. In this lesson, students compare sets …

This resource is part of Tools4NCTeachers.

In this lesson, students compare sets and make equal sets. The lesson should be facilitated at the beginning of a unit on comparing sets once students have been exposed to comparison vocabulary (more, less, greater, fewer).

Lesson may be repeated with amounts closer in range, making it trickier to compare (i.e., 8 & 10).

This resource is from Tools4NCTeachers.Students will identify and record mystery numbers with …

This resource is from Tools4NCTeachers.Students will identify and record mystery numbers with partners. They will organize quantities of objects into ten ones and some extra ones, developing an understanding of how ten ones and some extra ones can be combined to make a total. Further, students will tell how two quantities are the same and different (example: One group of seventeen ones verses a group of ten ones in a ten frame and seven ones on the outside of the frame.)

This resource is from Tools4NCTeachers.This lesson calls for students to verbalize that …

This resource is from Tools4NCTeachers.This lesson calls for students to verbalize that ten objects is the same as a set of ten. They will compose teen numbers as ten ones and some extra ones, and combine the amounts on and off the ten frame to make a total.Remix this lesson to add accompanying math centers, extension ideas, or samples or student-work.

This resource is part of Tools4NCTeachers. In this lesson, students will identify …

This resource is part of Tools4NCTeachers.

In this lesson, students will identify how many manipulatives are in a given arrangement without counting each individual object (focus on 1-5). Students will understand the relationship between numbers and quantities, and will explain this relationship as they determine "how many" are in a set.

Note: Perceptual subitizing means to instantly recognize "how many" in a set.

This resource is part of Tools4NCTeachers. A Number Talk is a brief …

This resource is part of Tools4NCTeachers.

A Number Talk is a brief routine (about 10 minutes) focused around developing flexibility and fluency with numbers. Through regular opportunities to work with dot images and expressions, students develop an understanding of number relationships and structure. This supports the development of early fluency skills.

This PowerPoint contains presentation slides for daily Number Talks, as well as directions and videos for implementation. Teachers may facilitate the Number Talks on these slides, or use them to inspire their own Number Talks based on student need.

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