Domain

Standard

Cluster

Text of Objective

Web Tool

Instructions for Use

Counting and Cardinality

K.CC.1

Know Count Names and the Number Sequence

Count to 100 by ones and tens.

Bones

Count to identify bone location.

K.CC.2

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

Splat Numbers
Splat Hundreds Board

Teacher call out number and student splat number by clicking on it.

K.CC.3

Know Number Names and Count Sequence

Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects).

Number Line

Teacher can create numbers in word form and have students match with correct number.

K.CC.4

Count to Tell the Number of Objects

Understand the relationship between numbers and quantities; connect counting to cardinality.
Understand that each successive number name refers to a quantity that is one larger.

Shark Numbers
Ten Frame
Quantity Squares

Students count base ten blocks and units to identify numbers

K.CC4a

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

Color Squares

Students count the number of objects shown and click on square to identify number counted. Students can write the correct number also if using a Smartboard.

K.CC.4b

Understand the relationship between numbers and quantities; connect counting to cardinality. 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’re counted.

Let’s Count
Train Math

Students count as they move items from one location to another. The computer counts items out loud to verify.

K.CC.5

Count to Tell the Number of Objects

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

Bobby Bear Counting

Vocabulary: Combination
Click customize to select the number of pants and shirts that can be combined to create an outfit. Have students create maximum number of outfits.

K.CC.6

Compare Numbers

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.

Less, More, Equal

Students identify the greater number by clicking on the correct word.

K.CC.7

Compare two numbers between 1 and 10 as written numerals.

Comparing Numbers

Identify the greater number by clicking the symbol.

Operations and Algebraic Thinking

K.OA.1

Understand addition as putting together and adding to, and understand subtraction as taken apart and taken from

Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.

KMath

Click the correct word, number or symbol to select the correct answer.

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.

Number Line Word Problems
Circle Word Problems

Use number line to move forward or backward to add or subtract to get answers to word problems. Click icon on bottom left to get new problem. The question mark provides the correct answer.

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.

Kitten Match

Select the combination of numbers from the board that add up to 10. After completing the activity have students create equations.

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.

Clothes Line

Drag combinations of numbers into the clothes baskets that add up to 10. How many combinations can you make?

K.OA.5

Understand addition as putting together and adding to, and understand subtraction as taken apart and taken from

Fluently add and subtract within 5.

Two Minute Countdown

Select the level, practice type and time before solving math problems

Numbers and Operations in Base Ten

K.NBT.1

Work with Number 1119 to gain foundations for face value.

Compose and decompose numbers from 1119 into ten ones and further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18= 10 + 8); understand that these numbers are composed of ten ones, and one two, three, four, five, six, seven, eight, or nine ones.

face value
Jelly Beans

Students practice counting and identifying numbers. Have students create math problems by drawing objects.

Measurement and Data

K.MD.1

Describe and Compare Measurable Attributes

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Length
Weight

Activity could be used in whole group or student can work individually.

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.

More or Less

Students complete the activity individually. Using a few of the items, discuss differences. For example how much more does the large tea pot hold than the small?

K.MD.3

Classify Objects and Count the Number of Objects in Each Category

Classify objects into given categories; count the number of objects in each category and sort the categories by count.

Color and Shape Sort
Color Sort

Sort shapes by color and size

Geometry

K.G.1

Identify and Describe Shapes (Squares, Circles, Triangles, Hexagons, Cubes, Cones, Cylinders, and Spheres)

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such asabove, below, beside, in front of, behind, and next to.

Purpy's Shapes

Select the shapes according to instructions.

K.G.2

Identify and Describe Shapes (Squares, Circles, Triangles, Hexagons, Cubes, Cones, Cylinders, and Spheres)

Correctly name shapes regardless of their orientations or overall size.

Color Shapes
I Spy Shapes

Color the shape according to specified color.

K.G.3

Identify shapes as twodimensional (lying in a plane, “flat”) or threedimensional (“solid”).

Two dimensional shapes
2D and 3D shapes
Three dimensional shapes

Identify shapes as two or three dimensional

K.G.4

Analyze, Create and Compose Shapes

Analyze and compare a variety of two and threedimensional 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).

Shape Inlay

Select correct shape and place it in the correct space in the diagram. Identify and discuss shapes.

K.G.5

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

Shape Drawings

Create a house with windows and doorusing shapes

K.G.6

Compose simple shapes to form larger shapes.

Patch Tool

Guided practice. Use squares and rectangles to create various polygons
