i n d e r g a r t e n

k
MTS Math
Kindergarten Teacher’s Resources
First Edition
Copyright © 2017 MyTeachingStation.com

All rights reserved.

No part of this digital file may be reproduced, redistributed, edited, sold, posted on the internet,
stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the author, except as
provided by U.S.A. copyright law.

The Kindergarten Teacher’s Resources is part of the MTS Math program.

MyTeachingStation.com
[email protected]
https://www.myteachingstation.com
 Contents
INTRODUCTION

Program Overview 5
Teaching Tips 7
General Materials Needed 8
Printing Instructions 8

PART 1

Unit 1: Number Recognition 0 to 10 9

Unit 2: Ordinal Numbers 27
Unit 3: Two-Dimensional Shapes (Triangle, Square, Rectangle, Circle) 29
Unit 4: Number Recognition 11 to 20 31
Unit 5: Writing Numbers 48
Unit 6: Counting 0 to 20 60
Unit 7: Addition: Introduction (Symbolism and +1) 62
Unit 8: Number Recognition to 100 67
Unit 9: Place Value: Introduction 103
Unit 10: Addition: +2 108
Unit 11: Skip Counting by 2s 110
Unit 12: Addition Within 10 113
Unit 13: Place Value Practice (Tens and Ones) 115
Unit 14: Skip Counting by 10s 118
Unit 15: Review 121

PART 2

Unit 16: Composing and Decomposing Numbers Through 10 122

Unit 17: Problem Solving 127
Unit 18: Vertical Addition 129
Unit 19: Skip Counting by 5s 130
Unit 20: Tally Marks 133
Unit 21: Two-Dimensional Shapes (Pentagon, Hexagon, Parallelogram, Trapezoid) 135
Unit 22: Subtraction: Introduction (Symbolism, -0, and -1) 138
Unit 23: Counting Money 140
Unit 24: Subtraction Within 10 142
Unit 25: Three-Dimensional Shapes 144
Unit 26: Time and Calendar 148
Unit 27: Review 155
 Program Overview
The MTS Math program is a useful, well-balanced set of workbooks that contain easy to
understand activities and exercises to help students learn and master fundamental math
concepts during pre-k and kindergarten years.

The open-and-go format includes helpful teaching tools, a wide variety of engaging
student activities, and fun yet practical worksheets that prove beneficial in a variety of
settings.

The program scope includes advanced concepts centralized on the basis of Number
Sense. It concentrates on the students’ learning process to help them gain an
academic advantage through understanding the relationship of numbers one to another.

The workbook structure introduces new concepts with each unit and builds upon previous
lessons to review and reinforce specific skills and ideas.

Kindergarten Part 1 Major Skills and Concepts

• Recognize numbers 0 to 100.

• Understand and identify number sequencing (before, between and after) up to 100.
• Recognize ordinal position and numbers.
• Count by 1s to 100 while understanding the relationship a number has with one
another (e.g., the number "50" is greater than "20" and less than "100").
• Identify basic shapes including squares, circles, triangles, and rectangles.
• Demonstrate correct number formation using the continuous stroke method.
• Gain a strong foundation for place value by working with tens and ones.
• Understand math symbols (e.g., plus sign and equal sign) along with math
expressions (e.g., 1 + 2 ).
• Develop the conceptual understanding of addition - creating new numbers.
• Learn to add numbers within 10 using pictures, a number line, and other visual
counters.
• Develop an attention for detail, precision and accuracy through number sense
activities.
• Learn to count by 2s and 10s.

5
Kindergarten Part 2 Major Skills and Concepts

• Learn to compose and decompose numbers within 10 (e.g., 4 + 3 = 7 and 7 = 4 + 3).

• Develop number sense by the use of numbers in different ways and situations.
• Make sense of word problems and develop the skill to solve for the unknown
number.
• Learn and apply math rules to solve basic addition and subtraction problems.
• Understand and solve number sentences (e.g., 2 + 3 = 5 ) within the context of 10.
• Apply different techniques to comprehend, interpret, evaluate, and solve math
problems.
• Learn to count by 5s.
• Learn and use tally marks to quickly count by 5s and record ongoing results.
• Identify and describe two-dimensional shapes including pentagon, hexagon,
parallelogram, and trapezoid.
• Identify and decompose two-dimensional shapes.
• Develop a basic understanding of geometric terms such as side, vertex (corners) and
parallel lines.
• Develop the conceptual understanding of subtraction as taking apart (or taking
from) a number.
• Learn to subtract numbers within 10 using pictures, a ten-frame, and other visual
counters.
• Recognize pennies, nickels, dimes, quarters and identify their values.
• Understand how to count money using coins.
• Recognize three-dimensional shapes including sphere, cube, cylinder, pyramid, cone,
triangular prism, and rectangular prism.
• Understand the difference between two and three-dimensional shapes.
• Understand how time is measured, how many hours are in a day and how many
minutes are in an hour.
• Read time using a digital and analog clock.
• Learn the days of the week, months of the year and their ordinal sequence.

6
Kindergarten Level Components

Teacher’s Resources
The Kindergarten Teacher’s Resources book accompanies the MTS Math
Kindergarten Student Workbook set and contains practical tools for application of
the concepts introduced in the Kindergarten level. Flashcards and concept
description posters are included for easy-to-understand explanation and practice.

Student Workbook Part 1 and Part 2 (sold separately)

The Kindergarten Student Workbooks contain 25 units total with two additional
review units (one at the end of each book). The unit sequence follows a continuous
development method to reinforce skills and concepts introduced in the program.

At this stage, mastery of each concept is not necessary to proceed to the next unit.
Students will continue to practice the newly learned concept in future activities
throughout the workbooks. If a student has mastered a concept, you may decide to
skip future related review activities and exercises; however, the review is beneficial.
For students who require additional practice, use the teaching resources to review
the concept at the beginning and end of each lesson.

Student solutions are included in each workbook for applicable exercises.

Teaching Tips
It's important to complete each lesson at the pace of the student's learning capacity.
Help your students gain focused attention and improved retention with frequent
sessions of 10-15 minutes each. Shorter sessions prove more effective with younger
children while avoiding disconnect and drift.

To create a sense of independence and confidence in their progress, work

side-by-side the students to complete as many exercises as necessary until they are
comfortable with each concept.

For students who rely on solving math problems with the use of pictures or
manipulatives, use blocks or other fun objects to aid in more advanced exercises
that do not have visual counters.

7
 General Materials Needed
Printer and paper.

School supplies such as pencils, crayons, and markers.

Craft materials including scissors, glue and stapler.

Note: Activities that require additional items are detailed in the activity instructions.

Printing Instructions
This book is designed for printing in 8.5 x 11-inch format. When printing on a different size
paper, adjust the Printer Page Settings as needed. It is recommended to print a single
test page before printing the full book.

8
 UNIT 1
Number Recognition 0 to 10

In the Preschool MTS Math Program, students learned to recognize numbers 0 to 10, how
to understand numerical quantities (e.g., the number "3" represents three objects), and
how to use the ten-frame method.

In this unit, students review the numbers 0 to 10, single digit values, numerical order, and
position within a ten-frame.

Teaching Resources

Resource 1A Number Cards (0 to 10)

Arrange the Number Cards for double-sided printing. Every two pages need to be
arranged to make up the front and back sides of one card in the Printer Page Settings.

Use the Number Cards for:

• Memory and matching games (requires printing two copies).

• Counting practice and number recognition.
• Number sequencing practice by placing cards in numerical order (e.g., shuffle the
cards and ask students to arrange the cards in numerical order).

Resource 1B Number Recognition Posters

Use the Number Recognition Poster for counting practice and number recognition.
A ten-frame and animals are used for counting the number.

9
 0 1
2 3
Resource 1A Number Cards 10
Resource 1A Number Cards 11
 4 5
6 7
Resource 1A Number Cards 12
Resource 1A Number Cards 13
 8 9
10
Resource 1A Number Cards 14
Resource 1A Number Cards 15
 0 zero

How many fish do you see inside of the fish tank?

(Zero does not have an amount)

Resource 1B Number Recognition Poster 16

 1 one

How many whales do you see?

Resource 1B Number Recognition Poster 17

 2 two

How many sheep do you see?

Resource 1B Number Recognition Poster 18

 3 three

How many lions do you see?

Resource 1B Number Recognition Poster 19

 4 four

How many coyotes do you see?

Resource 1B Number Recognition Poster 20

 5 five

How many jellyfish do you see?

Resource 1B Number Recognition Poster 21

 6 six

How many llamas do you see?

Resource 1B Number Recognition Poster 22

 7 seven

How many monkeys do you see?

Resource 1B Number Recognition Poster 23

 8 eight

How many pelicans do you see?

Resource 1B Number Recognition Poster 24

 9 nine

How many eagles do you see?

Resource 1B Number Recognition Poster 25

 10 ten

How many rabbits do you see?

Resource 1B Number Recognition Poster 26

 UNIT 2
Ordinal Numbers

In this unit, students learn that numbers can describe the position of an object in an
ordered list.

Teaching Resources

Resource 2 Ordinal Numbers Poster

Use the Ordinal Numbers Poster to explain and demonstrate the list of ordinal numbers
from the first to tenth.

27
 Ordinal Numbers
Numbers that describe the position of an object in an ordered list.

1st first

2nd second

3rd third

4th fourth

5th fifth

6th sixth

7th seventh

8th eighth

9th ninth

10th tenth

Resource 2 Ordinal Numbers Poster 28

 UNIT 3
Two-Dimensional Shapes
( Triangle, Square, Rectangle, Circle )

In this unit, students learn to identify and count triangles, squares, rectangles and circles.

Teaching Resources

Resource 3 Shape Cards: Triangle, Square, Rectangle, Circle

Use the Shape Cards for:

• Memory and matching games (requires printing two copies).

• Wall posters and visual reminders.

29
 square triangle

circle rectangle
Resource 3 Shape Cards: Square, Triangle, Circle, Rectangle 30
 UNIT 4
Number Recognition 11 to 20

In this unit, students are introduced to the name and numerical representation of
numbers 11 to 20 (e.g., 11 = eleven). The introduction of the number sequence and their
numerical value (e.g., 11 equals eleven objects) are covered in Unit 6.

Teaching Resources

Resource 4A Number Cards (0 to 10)

Arrange the Number Cards for double-sided printing. Every two pages need to be
arranged to make up the front and back sides of one card in the Printer Page Settings.

Use the Number Cards for:

• Memory and matching games (requires printing two copies).

• Counting practice and number recognition.
• Number sequencing practice by placing cards in numerical order (e.g., shuffle the
cards and ask students to arrange the cards in numerical order). Note: Numerical
order for numbers 11 to 20 is introduced in Unit 6.

Resource 4B Number Recognition Posters

Use the Number Recognition Poster for counting practice and number recognition.
A ten-frame and animals are used for counting the number.

31
 11 12
13 14
Resource 4A Number Cards 32
Resource 4A Number Cards 33
 15 16
17 18
Resource 4A Number Cards 34
Resource 4A Number Cards 35
 19 20

Resource 4A Number Cards 36

Resource 4A Number Cards 37
 11 eleven

How many sloths do you see?

Resource 4B Number Recognition Poster 38

 12 twelve

How many hens do you see?

Resource 4B Number Recognition Poster 39

 13 thirteen

How many butterflies do you see?

Resource 4B Number Recognition Poster 40

 14 fourteen

How many parrots do you see?

Resource 4B Number Recognition Poster 41

 15 fifteen

How many turtles do you see?

Resource 4B Number Recognition Poster 42

 16 sixteen

How many ladybugs do you see?

Resource 4B Number Recognition Poster 43

 17 seventeen

How many raccoons do you see?

Resource 4B Number Recognition Poster 44

 18 eighteen

How many snails do you see?

Resource 4B Number Recognition Poster 45

 19 nineteen

How many fish do you see?

Resource 4B Number Recognition Poster 46

 20 twenty

How many bees do you see?

Resource 4B Number Recognition Poster 47

 UNIT 5
Writing Numbers

In this unit, students learn and practice correct number formation using the continuous
stroke method. For an extended explanation of the advantages of the continuous stroke
method, please go to https://www.myteachingstation.com/correct-letter-formation .

Teaching Resources

Resource 5 Number Formation Cards

Use the Number Formation Cards for:

• Wall posters and visual reminders.

• Tracing cards for number writing practice.

48
 0
Resource 5
1
Number Formation Cards 49
 2
Resource 5
3
Number Formation Cards 50
 4
Resource 5
5
Number Formation Cards 51
 6
Resource 5
7
Number Formation Cards 52
 8
Resource 5
9
Number Formation Cards 53
 10
Resource 5
11
Number Formation Cards 54
 12
Resource 5
13
Number Formation Cards 55
 14
Resource 5
15
Number Formation Cards 56
 16
Resource 5
17
Number Formation Cards 57
 18
Resource 5
19
Number Formation Cards 58
 20
Resource 5 Number Formation Cards 59
 UNIT 6
Counting 0 to 20

In this unit, students gain an understanding of numerical quantities from 11 to 20

(e.g., the number "11" represents eleven objects). They also learn the number sequence
from 0 to 20.

Teaching Resources

Resource 6 Number Poster 0 to 20

Use the Number Poster 0 to 20 to practice counting to 20.

Start each lesson in this unit using the poster.

First, count from 0 to 20 and have students repeat the name of each number after you.

Next, point to a random number in the poster and ask students to say the number
name.

Lastly, ask students what number comes before and after the selected number.

60
Resource 6 Number Poster 0 to 20 61
 UNIT 7
Addition: Introduction
( Symbolism and +1 )

In this unit, students learn the concept of addition - the creation of a new number. They
are introduced to math symbols, expressions (e.g., 3 + 1) and number sentences
(e.g., 3 + 1 = 4).

Teaching Resources

Resource 7A Equal Sign Poster

Use the Equal Sign Poster to demonstrate the use of a symbol to represent the word
"equals."

Resource 7B Addition Poster

Use the Addition Poster to explain the basic concept of addition by joining apples
together. Also, introduce the plus sign and math keywords.

Resource 7C Add One More Posters

Use the Add One More Posters to demonstrate how the quantity of blocks changes by
adding "one more" to the existing stack of blocks.

The first poster displays the blocks with numbers while the second poster shows only
the blocks.

62
 Equal Sign
Equal means: to be the same in number or amount.

Resource 7A
Sign used to represent the word “equal” or “equals.”
=

This statement says: This statement says:

1=1 3 =3
1 equals 1 3 equals 3

Equal Sign Poster

1 apple equals 1 apple. 3 oranges equal 3 oranges.
= =

63
 Addition
Addition means to add two or more numbers or amounts together to get a total.

Resource 7B
The plus sign is used to represent addition.
+
Adding apples together to get a total. Addition
+ Keywords

+ = plus equals add

plus
more

Addition Poster
1 + 2 = 3 increase
total
One apple on Two apples on How many apples
mom’s plate. dad’s plate. altogether?
sum
together
+ = in all
join
Number Sentence 1 + 2 = 3

64
 Add One More

0 1 2 3 4 5 6 7 8 9

+ + + + + + + + + +
1 1 1 1 1 1 1 1 1 1

1 2 3 4 5 6 7 8 9 10
Resource 7C Add One More Poster 65
 Add One More

+ + + + + + + + + +

1 2 3 4 5 6 7 8 9 10
Resource 7C Add One More Poster 66
 UNIT 8
Number Recognition 20 to 100

In this unit, students learn to recognize numbers up to 100 and their numerical order.
They learn to say the name of the number, however the understanding of these large
number values are covered in Unit 9 at the same time as place value.

Teaching Resources

Resource 8A Large Number Cards

Use the Large Number Cards for:

• Memory games (e.g., place a selection of cards on the table and give students one
minute to memorize the numbers they see. Next, ask students to write or say the
numbers they can remember).
• Counting practice and number recognition.
• Number sequencing practice by placing cards in numerical order (e.g., shuffle a
group of cards and ask students to arrange the cards in numerical order).

Resource 8B Small Number Cards

The Small Number Cards are simply a convenient alternative to the Large Number
Cards and may be used for the same activities listed above.

67
1
3
0
2
Resource 8A Large Number Cards 68
7
5
4
6
Resource 8A Large Number Cards 69
10 11
8 9

Resource 8A Large Number Cards 70

12 13
14 15
Resource 8A Large Number Cards 71
16 17
18 19
Resource 8A Large Number Cards 72
20 21
22 23
Resource 8A Large Number Cards 73
26 27
24 25

Resource 8A Large Number Cards 74

30 31
28 29

Resource 8A Large Number Cards 75

32 33
34 35
Resource 8A Large Number Cards 76
36 37
38 39
Resource 8A Large Number Cards 77
42 43
40 41

Resource 8A Large Number Cards 78

46 47
44 45

Resource 8A Large Number Cards 79

50 51
48 49

Resource 8A Large Number Cards 80

54 55
52 53

Resource 8A Large Number Cards 81

58 59
56 57

Resource 8A Large Number Cards 82

62 63
60 61

Resource 8A Large Number Cards 83

66 67
64 65

Resource 8A Large Number Cards 84

70 71
68 69

Resource 8A Large Number Cards 85

72 73
74 75
Resource 8A Large Number Cards 86
76 77
78 79
Resource 8A Large Number Cards 87
80 81
82 83
Resource 8A Large Number Cards 88
86 87
84 85

Resource 8A Large Number Cards 89

88 89
90 91
Resource 8A Large Number Cards 90
92 93
94 95
Resource 8A Large Number Cards 91
96 97
98 99
Resource 8A Large Number Cards 92
100

Resource 8A Large Number Cards 93

 0 1 2
3 4 5
6 7 8
9 10 11
Resource 8B Small Number Cards 94
 12 13 14
15 16 17
18 19 20
21 22 23
Resource 8B Small Number Cards 95
 24 25 26
27 28 29
30 31 32
33 34 35
Resource 8B Small Number Cards 96
 36 37 38
39 40 41
42 43 44
45 46 47
Resource 8B Small Number Cards 97
 48 49 50
51 52 53
54 55 56
57 58 59
Resource 8B Small Number Cards 98
 60 61 62
63 64 65
66 67 68
69 70 71
Resource 8B Small Number Cards 99
 72 73 74
75 76 77
78 79 80
81 82 83
Resource 8B Small Number Cards 100
 84 85 86
87 88 89
90 91 92
93 94 95
Resource 8B Small Number Cards 101
 96 97 98
99 100

Resource 8B Small Number Cards 102

 UNIT 9
Place Value: Introduction

In Unit 8, students learned the name of two-digit numbers (e.g., correctly identify number
24 as twenty-four). In this unit, students learn that the value of a digit changes based on
its placement (e.g., in the number 24, the "2" has a value of "20" based on its placement).

Teaching Resources

Resource 9 Understanding Place Value Posters

Use the Understanding Place Value Posters to explain the concept of place value and
demonstrate examples of tens and ones.

103
 Understanding Place Value
One unit and one block of ten.

= =1
1 unit

one unit
(one block of one)

1 block of ten

one block of ten

= =10

= 2 blocks of ten = 20

Resource 9 Understanding Place Value 104

 Understanding Place Value
The value of a digit changes based on its placement.
In the example below, the number one becomes a ten because of its place.

one unit
(one block of one)
=1 one block
of ten
=10

14
10 4
1 ten 4 units (ones)

The 1 in the number 14 has a value of 10 because of its place.

Resource 9 Understanding Place Value 105

 Understanding Place Value

16 23
10 6 20 3
1 ten 6 units (ones) 2 tens 3 units (ones)

The 1 in the number 16 has a value The 2 in the number 23 has a value
of 10 because of its place. of 20 because of its place.

21 32
20 1 30 2
2 tens 1 unit (one) 3 tens 2 units (ones)

The 2 in the number 21 has a value The 3 in the number 32 has a value
of 20 because of its place. of 30 because of its place.

Resource 9 Understanding Place Value 106

 Understanding Place Value

11 = 1 1 =
tens units

(ones)

10 + 1 = 11

15 = 1 5 =
tens units

(ones)

10 + 5 = 15

23 = 2 3 =
tens units

(ones)

20 + 3 = 23

Resource 9 Understanding Place Value 107

 UNIT 10
Addition: +2

In this unit, students further their understanding of addition by adding two objects to an
existing set.

Teaching Resources

Resource 10 Add Two More Poster

Use the Add Two More Poster to demonstrate how the quantity of blocks changes by
adding "two more" to the existing stack of blocks.

108
 Add Two More

+ + + + + + + + + +
0 1 2 3 4 5 6 7 8 9

2 2 2 2 2 2 2 2 2 2

2 3 4 5 6 7 8 9 10 11
Resource 10 Add Two More Poster 109
 UNIT 11
Skip Counting by Two

In this unit, students learn to skip count by two (also called count by 2s). For example, if
we start counting at 0, the next number would be 2, then 4, then 6 and so on (e.g., 2, 4, 6,
8, 10, 12, etc). Skip counting by any number means to add the same number to the
previous number each time (e.g., 0+2, 2+2, 4+2, 6+2, 8+2, 10+2).

Skip counting is an important developmental skill as it sets the basis for multiplication
and division. Also, it helps strengthen the concept of number sense.

Teaching Resources

Resource 11A Skip Count by 2 Poster

Use the Skip Count by 2 Poster to demonstrate how to count by 2s and the number
skipping sequence from 0 to 10.

Resource 11B Addition Poster

Use the Skip Count by 2 Cards for:

• Skip counting practice by 2s.

• Number sequencing practice by placing cards in numerical order (e.g., shuffle the
cards and ask students to arrange the cards in numerical order).

110
 Skip Count by 2
When skip counting by two, the rabbit hops over the numbers that are not circled.

Resource 11A
Count by saying the numbers that the rabbit lands on.

0 2 4 6 8 10

Skip Count by 2 Poster

1 3 5 7 9
Skip count by 2 to add up the total number of logs.

111
 2 4 6

8 10 12

14 16 18

20 22 24
Resource 11B Skip Count by 2 Cards 112
 UNIT 12
Addition Within 10

In this unit, students practice basic addition using pictures, a number line, and other
visual counters.

Teaching Resources

Resource 12 Addition Rules and Methods Poster

Use the Addition Rules and Methods Poster to guide students in practicing basic
addition.

113
 + Addition Rules & Methods
Adding Zero Order of the Numbers

3+0=3 3+1=4
Adding zero does not change the number Adding numbers in any order
because zero does not add any amount. equals the same total.

+ = 1+3=4

Draw Pictures Count Using a Number Line

Draw pictures to show each number Find the first number (in the number

+ =4 3 +1 = 4
and count the total. sentence) on the line. Next, count forward
the second number to see where you land.

3+1=4 0 1 2 3 4 5 6 7 8 9 10

Count Using Fingers Count Using a Ten Frame

3+
Say the first number. Then count forward Draw dots in a ten frame to show the first

3 +1 = 4
the next number using fingers. number, then draw circles to show the
second number. Next, count the total.
Show the

=4
Say “3” second number

Resource 12 Addition Rules & Methods Poster 114

 UNIT 13
Place Value Practice
( Tens and Ones )

In this unit, students expand on the place value concept introduced in Unit 9. They
continue to identify larger numbers using blocks of tens and units to gain a strong
foundation for place value.

Teaching Resources

Use the teaching resources provided in Unit 9 before beginning the exercises in this unit (or
as needed).

Resource 13 Blocks of Tens and Units

Cut out the blocks of tens and units along the dashed lines.

Arrange the blocks of tens and units to create different numbers and ask students to
identify the numbers.

115
Resource 13 Blocks of Tens and Units 116
Resource 13
1
1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 1
3 3 3 3 3 3 3 3 3 3 1
4 4 4 4 4 4 4 4 4 4 1
5 5 5 5 5 5 5 5 5 5
1
6 6 6 6 6 6 6 6 6 6

Blocks of Tens and Units

1
7 7 7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8 8 8 1

9 9 9 9 9 9 9 9 9 9 1
10 10 10 10 10 10 10 10 10 10 1

117
 UNIT 14
Skip Counting by Ten

In Unit 11, students learned the concept of skip counting and practiced skip counting by
2s. In this unit, students again practice skip counting using the number 10. For example,
if we start counting at 0, the next number would be 10, then 20, then 30 and so on (e.g.,
10, 20, 30, 40, 50, 60, 70, 80, 90, 100, etc).

Teaching Resources

Resource 14A Skip Count by 10 Poster

Use the Skip Count by 10 Poster to demonstrate how to count by 10s and the number
skipping sequence from 0 to 40.

Resource 14B Skip Count by 10 Cards

Use the Skip Count by 10 Cards for:

• Skip counting practice by 10s.

• Number sequencing practice by placing cards in numerical order (e.g., shuffle the
cards and ask students to arrange the cards in numerical order).

118
 Skip Count by 10
When skip counting by ten, the kangaroo hops over the numbers that are not circled.

Resource 14A
Count by saying the numbers that the kangaroo lands on.

0 10 20 30 40

Skip Count by 10 Poster

1 2 3 4 5 6 7 8 9 11 12 13 14 15 16 17 18 19 21 22 23 24 25 26 27 28 29 31 32 33 34 35 36 37 38 39

Skip count by 10 to add up the total number of rain drops.

119
 10 20 30

40 50 60

70 80 90

100
Resource 14B Skip Count by 10 Cards 120
 UNIT 15
Review of Units 1 to 14

In this unit, students review and practice each concept learned throughout the previous
fourteen units. This helps to reinforce the learning process and build confidence for
future lessons.

121
 UNIT 16
Composing and Decomposing Numbers Through 10

In this unit, students learn the different ways to compose (e.g., 2 + 3 = 5 ) and
decompose (e.g., 5 = 2 + 3) numbers through 10. For example, the number four can be
composed by adding 0 + 4, 1 + 3, 2 + 2, 3 + 1, and 4 + 0.

Understanding how to compose and decompose numbers is an essential skill to develop

flexibility with number structure. Students who develop this skill demonstrate a greater
proficiency in solving math problems.

Teaching Resources

Resource 16A Composing and Decomposing Numbers Less Than 10 Poster

Use the Composing and Decomposing Numbers Less Than 10 Poster to demonstrate
the concept of combining two parts to make a new number and breaking a number
into two parts.

Resource 16B Composing Number 5 Poster

Use the Composing Number 5 Poster to demonstrate the different ways to combine
numbers to form the number five.

Resource 16C Decomposing Number 5 Poster

Use the Decomposing Number 5 Poster to demonstrate the different ways to break
the number five into two parts.

Resource 16D Decomposing Numbers Through 10 Poster

Use the Decomposing Numbers Through 10 Poster to demonstrate different ways to

break the numbers 1 to10 into two parts.

122
 Composing and Decomposing Numbers Less Than 10

Resource 16A
Compose Numbers Decompose Numbers
Combine two parts into a whole number. Break apart a whole number into two parts.

part part whole number

whole number part part

Example Example

Combine 2 and 3 to make 5. Break 5 apart into 2 and 3.

2 3 5

Composing and Decomposing Numbers Less Than 10 Poster

5 2 3

123
 Composing Number 5

5
0+5

Combine two parts

into a whole number.

1+4

Compose

2+3

Different ways to
combine numbers

3+2 to make the number five.

4+1

5+0

Resource 16B Composing Number 5 Poster 124

 Decomposing Number 5

5
0+5

Break apart a whole number

into two parts.

1+4

Decompose

2+3

Different ways to
decompose (break apart)
the number five.
3+2

4+1

5+0

Resource 16C Decomposing Number 5 Poster 125

 Decomposing Numbers Through 10

Resource 16D
1 2 3 4 5 6 7 8 9 10
0 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 0 10

1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9

2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8

3 0 3 1 3 2 3 3 3 4 3 5 3 6 3 7

4 0 4 1 4 2 4 3 4 4 4 5 4 6

5 0 5 1 5 2 5 3 5 4 5 5

6 0 6 1 6 2 6 3 6 4

Decomposing Numbers Through 10 Poster

Break apart a whole number into two parts. 7 0 7 1 7 2 7 3

whole number
8 0 8 1 8 2

9 0 9 1
part part 10 0

126
 UNIT 17
Problem Solving

In this unit, students explore the concept of solving for the unknown number
(e.g., 2 + ? = 5). They develop the conceptual understanding of addition and subtraction
through word problems.

Teaching Resources

Resource 17 Problem Solving Poster

Use the Problem Solving Poster to illustrate a simple addition word problem.

127
 Problem Solving

Mom needs five apples to make a pie.

She has three apples.
How many more apples does she need to buy?

3 ?

3 + 2 = 5
How many more apples
She has 3 apples. Mom needs 5 apples.
does she still need to buy?

0 1 2 3 4 5 6 7 8 9 10

Resource 17 Problem Solving Poster 128

 UNIT 18
Vertical Addition

In this unit, students begin to practice addition using the traditional vertical method. The
first few exercises include visual counters as an aid in the solution process. Next, students
practice addition using numbers only.

Note: For students who are not comfortable solving math problems without the use of
pictures or manipulatives, you may want to provide blocks or similar items to complete
these exercises until they are ready to move away from pictorial to concrete thinking.

Teaching Resources

Use the Addition Rules and Methods Poster provided in Unit 12 to guide students in
solving basic addition problems.

129
 UNIT 19
Skip Counting by Five

In Unit 11 students learned the concept of skip counting and practiced skip counting by
2s. In Unit 14, students continued to develop skip counting skills by learning to count by
10s.

In this unit, students learn to skip count by 5s. For example, if we start counting at 0, the
next number would be 5, then 10, then 15 and so on (e.g., 5, 10, 15, 20, 25, 30, 35, 40, 45,
50, etc).

Teaching Resources

Resource 19A Skip Count by 5 Poster

Use the Skip Count by 5 Poster to demonstrate how to count by 5s and the number
skipping sequence from 0 to 25.

Resource 19B Skip Count by 5 Cards

Use the Skip Count by 5 Cards for:

• Skip counting practice by 5s.

• Number sequencing practice by placing cards in numerical order (e.g., shuffle the
cards and ask students to arrange the cards in numerical order).

130
 Skip Count by 5
When skip counting by five, the wallaby hops over the numbers that are not circled.

Resource 19A
Count by saying the numbers that the wallaby lands on.

0 5 10 15 20 25

Skip Count by 5 Poster

1 2 3 4 6 7 8 9 11 12 13 14 16 17 18 19 21 22 23 24

Skip count by 5 to add up the total number of fingers.

131
 5 10 15 20

25 30 35 40

45 50 55 60

65 70 75 80

85 90 95 100
Resource 19B Skip Count by 5 Cards 132
 UNIT 20
Tally Marks

In this unit, students will learn and apply tally marks to quickly count by 5s and record
growing totals (e.g., record scores in a game).

Teaching Resources

Resource 20 Tally Marks Poster

Use the Tally Marks Poster to demonstrate how to represent the numbers 1 to 10
using tally marks.

133
 Tally Marks

1 6
Tally marks are a useful way to keep track of numbers when counting.
They are groups of four vertical lines followed by a diagonal line across the previous four lines.

Look at the chart below to see how to represent the numbers 1 through 10 using tally marks.

2 7
3 8
4 9
5 10
Resource 20 Tally Marks Poster 134
 UNIT 21
Two-Dimensional Shapes
( Pentagon, Hexagon, Parallelogram, Trapezoid )

In this unit, students will learn to identify and describe pentagon, hexagon, parallelogram
and trapezoid shapes.

Teaching Resources

Resource 21A Shape Cards: Pentagon, Hexagon, Parallelogram, Trapezoid

Use the Shape Cards for:

• Memory and matching games (requires printing two copies).

• Wall posters and visual reminders.

Resource 21B Shapes Vocabulary Poster

Use the Shapes Vocabulary Poster to demonstrate basic geometric words.

135
 pentagon hexagon

parallelogram trapezoid
Resource 21A Shape Cards: Pentagon, Hexagon, Parallelogram, Trapezoid 136
 Side Equal
Shapes Vocabulary

A side is one of the outside lines of a When the sides of a shape have the
flat (two-dimensional) shape. same length, they are called are
equal.
sid
e

A pentagon has five sides. A square has four equal sides.

Vertex Parallel
A vertex is a corner where two or When two lines are always the same
more lines meet but do not cross. distance apart and never meet, they
are called parallel.

A triangle has three vertices (corners).

A rectangle has two pairs of parallel sides.
Vertices means more than one vertex.

Resource 21B Shapes Vocabulary Poster 137

 UNIT 22
Subtraction: Introduction
( Symbolism, -0, And -1 )

In this unit, students learn the concept of subtracting numbers by taking a number
(amount) away from another number. Also, they are introduced to the minus symbol.

Teaching Resources

Resource 22 Subtraction Poster

Use the Subtraction Poster to explain the concept of subtraction by taking one
strawberry away from the group. Also, introduce the minus sign and subtraction
keywords.

138
 Subtraction
Subtraction means to take a number (amount) away from another number.

Resource 22
The minus sign is used to represent subtraction (take away).

Subtracting strawberries. Subtraction

Keywords

subtract
minus equals
minus
=
less

Subtraction Poster
left
remain
3 1= 2
decrease
Three strawberries Mom ate one How many
on the plate strawberry strawberries are left? reduce
fewer
take from/away
=
difference

139
 UNIT 23
Counting Money

In this unit, students learn to recognize pennies, nickels, dimes and quarters along with
their monetary value.

Teaching Resources

Resource 23 Coin Cards

Use the Coin Cards to show students the image of a penny, nickel, dime and quarter.

Note: Use real coins in place of the coin cards for a hands-on demonstration to help
students reinforce this lesson.

140
 1¢
one cent
5¢
five cents

D WE TRU

ST
GO

LI
S

D WE TRU
N

BE
RTY 2 0 0 0
T
I

2000

GO
penny nickel

IN

10¢ ten cents

25¢
twenty-five cents

ATES OF A
ST
D
M
TE

ER
UNI

ICA

IN
TY

GOD WE
TRUST
L I B ER

LIBERTY

QU
LA

dime quarter
AR
TER DOL
IN GOD
R

WE TRUST 2000

Resource 23 Coin Cards 141

 UNIT 24
Subtraction Within 10

In this unit, students practice basic subtraction using pictures and a ten-frame as visual
counters.

Teaching Resources

Resource 24 Subtraction Rules and Methods Poster

Use the Subtraction Rules and Methods Poster to guide students in practicing basic
subtraction.

142
 Subtraction Rules & Methods

Subtracting Zero Subtracting the Same Number

3-0=3 3-3=0
Subtracting zero does not change the number Subtracting the same number equals zero
because zero does not take away any amount. because the same amount was taken away.

- =

Draw Pictures Count Using a Number Line

Draw pictures to show the first number. Find the first number (in the number

3-1=2 4 - 2= 2
Cross out the second number sentence) on the line. Next, count backward
amount and count the total left. the second number to see where you land.

0 1 2 3 4 5 6 7 8 9 10

Count Using Fingers Count Using a Ten Frame

Count the first number using fingers. Draw dots in a ten frame to represent the
Next, take away the number first number. Next, cross out the dots that
of fingers of second number. represent the second number

3-1=2
to see what is left.

4-2 = 2

Resource 24 Subtraction Rules & Methods Poster 143

 UNIT 25
Three-Dimensional Shapes

In this unit, students are introduced for the first time to three-dimensional shapes. They
learn how to recognize a sphere, a cube, a cylinder, a pyramid, a cone, a triangular prism,
and a rectangular prism.

Teaching Resources

Resource 25 2-D and 3D Shapes Poster

Use the 2-D and 3D Shapes Poster to explain the differences between a 2-D shape and
a 3-D shape.

Resource 25 3-D Shape Cards

Use the 3-D Shape Cards for:

• Memory and matching games (requires printing two copies).

• Wall posters and visual reminders.

144
 2-D and 3-D Shapes
Two-dimensional (2-D) shapes are flat. Three-dimensional (3-D) shapes are not flat. We can
We can measure how long and how wide it is. measure how high, how wide and how deep it is.

how deep

how high how high

how wide
how wide

Two-Dimensional (2-D) Three-Dimensional (3-D)

Shapes Shapes

Resource 25A 2-D and 3D Shapes Poster 145

 cube rectangular prism

sphere cylinder

Resource 25B 3-D Shape Cards: Cube, Rectangular Prism, Sphere, Cylinder 146
 cone triangular prism

pyramid

Resource 25B 3-D Shape Cards: Cone, Triangular Prism, Pyramid 147
 UNIT 26
Time and Calendar

In this unit, students learn how time is measured, how many hours are in a day and how
many minutes are in an hour. They practice reading time from a digital and analog clock.

Additionally, they are introduced to the days of the week, months of the year and their
ordinal sequence.

Teaching Resources

Resource 26A Measuring Time Poster

Use the Measuring Time Poster to explain how time is measured.

Resource 26B Digital and Analog Clocks Poster

Use the Digital and Analog Clocks Poster to show the different ways to track time.

Resource 26C Days of the Week Poster

Use the Days of the Week Poster to read and display the sequence of days within a
week.

Resource 26D Months of the Year Cards

Use the Months of the Year Cards to:

• Practice identifying the months in a year.

• Practice the sequence of months by placing cards in ordinal order (e.g., shuffle the
cards and ask students to arrange the cards in ordinal order).

148
 Measuring Time

Resource 26A
1 day = 24 hours
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

1 hour = 60 minutes

There are two main ways to show time: 24-hour clock or 12-hour clock (AM/PM).

24-hour clock shows the hours in a day from midnight to midnight (0 to 24 hours).

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Measuring Time Poster

midnight midnight
midday

12-hour clock shows the hours in two periods: AM - from midnight to noon and PM - from noon to midnight.

12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
AM - before midday PM - after midday

149
 Analog and Digital Clocks
We use clocks to keep track of time.

Digital Clock
Time is shown in hours : minutes . If using a 12-hour clock, then AM or PM is included.

hour
9:00 AM before or
after midday
face minute

9:00 AM means 9 hours and 0 minutes before midday.

We say “9 o’clock.”

Analog Clock

12
11 1 minute hand
10 2 (longer)

9 3
8 4
hour hand
7 5
(shorter) 6 face

Resource 26B Digital and Analog Clocks Poster 150

 1st Sunday
2nd Monday
3rd Tuesday
4th Wednesday
5th Thursday
6th Friday
7th Saturday
Resource 26C Days of the Week Poster 151
Resource 26D
January February
month of the year month of the year
winter season winter season
1st 2nd

Months of the Year Cards

March April
month of the year month of the year
spring season spring season
3rd 4th

152
Resource 26D
May June
month of the year month of the year
spring season summer season
5th 6th

Months of the Year Cards

July August
month of the year month of the year
summer season summer season
7th 8th

153
Resource 26D
September October
month of the year month of the year
autumn season autumn season
9th 10th

Months of the Year Cards

November December
month of the year month of the year
autumn season winter season
11th 12th

154
 UNIT 27
Review of Units 16 to 26

In this unit, students review and practice each concept learned throughout the previous
ten units.

155