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Math Adventures

A Math Engagement Curriculum Kindergarten Edition

Peg + Cat © Feline Features LLC

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Math Adventures Table of Contents:

I. Overview 3–4

II. Summary of Core Standards 5–6

III. Math Adventures Tips 7

IV. Schedule 8

V. Sessions 1 through 12 10–24

VI. Printable Pages 25–51

VII. Math Adventures Activity Log 52–53

VIII. Completion Certificate 54

IX. Glossary 55

Peg + Cat © Feline Features LLC

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Overview

Studies have shown that early math skills are consistently associated with higher academic performance in later grades. “Play-based, as opposed to "drill-and-practice," curricula designed with the developmental needs of children in

mind can foster the development of academic and attention skills in ways that are engaging and fun.”1 Math Adventures

has been created to help students improve their math skills. This curriculum uses play-based hands-on activities, online or mobile games, videos, and books to help support learning. Because Iowa has adopted the Common Core Standards, an attempt has been made in all Math Adventures documents to align the sessions with the Iowa Core for ease of use.

Procedure

The goal of this curriculum is to provide guided practice to kindergarteners through the form of educational games, hands-on activities, books, and/or videos. The play-based approach will provide a fun way for students to experience math and help expose them to mathematical concepts. To help guide students on this journey, mentors, such as fourth graders or an adult, are paired with kindergarteners. Mentors should show understanding of the concepts explored in each session before they meet with their buddies. To assist with this, each word included in the glossary will be bolded the first time it appears in this document.

Program facilitators and/or mentors should decide beforehand what activities and games each mentor and mentee team will play and what videos to watch. If the facilitator decides to expand or enhance the session, clear and concise directions should be given to the mentor. For example, if the mentor will also read and discuss a book, then that book should be given to the mentor to review before meeting with their buddy. To aid in guiding the mentor, the big buddy guide has discussion questions and room for mentors to write down their instructions for that session.

Before each session, the mentor or facilitator should write down in the Math Adventures Activity Log what activities, games, and videos the mentor-mentee team will cover. Provide instructions for the activities for the mentor, and if possible, model the game for them during their training. Allow room for flexibility as students may be coming and going if it is an afterschool program. If the mentor-mentee pair cannot complete all the activities in one day, let them know they can complete the rest the following day.

Plan and prepare how and when the mentors and mentees will meet with each other. During the meeting time, the mentor should check off each activity, game, and video completed in the Math Adventures Activity Log. At the end of each session, the mentee will earn a sticker for completing the work to be placed in the PBS Superstar Sticker column. Any

printables or math journal sheets can go home with the mentees each day.

Overview of a Session

In this guide, each session will have several different hands-on activities and a chart of PBS games, videos, and related books that align with the appropriate Common Core standard. Each session should follow a similar pattern. The following is the suggested session format:

1. Watch a video clip from PBSLearningmedia.org. (5 minutes)

2. Play a hands-on activity. (10–25 minutes)

3. Play a PBS KIDS LAB game at pbskids.org/lab. (10–20 minutes)

4. Play a hands-on activity. (10–25 minutes)

By completing these multi-dimensional activities, the students are reinforcing the skills they learned in class. The above format can be adapted and expanded to include reading a book, discussing the book’s math concepts, and adding further games. If more time is needed on a particular concept, the session can be split up over several days and more activities added to further student understanding.

It is important to make sure the mentors understand the Common Core concept for each session. Mentors also need training in order to practice the activities and games before they meet with their little buddies. In this manner, they can be prepared and confident about the material. The Big Buddy guide can be used to assist them in keeping track of their duties and as a source of possible discussion questions.

1: Duncan, G., A. Claessens, L. Pagani, M. Engel, H. Sexton, C. Dowsett, K. Magnuson, P. Klebanov, L. Feinstein, J. Brooks-Gunn, K. Duckworth, and

A. Huston. “School Readiness and Later Achievement.” Developmental Psychology 43: 1428–1444. http://www.apa.org/pubs/journals/releases/dev-4361428.pdf (accessed July 16, 2014).

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PBS KIDS Shows

All the videos, games, and apps are organized by show for ease of use. The following chart is a guide to the shows and includes the educational objectives, the age range, and a basic description of the show. Note that STEM stands for Science, Technology, Engineering and Science. When deciding on a game or video for your students, take stock of their math proficiency in various areas. If they have a low proficiency, they may do better with a show that has a younger age range. If they have a high proficiency, they may do better with shows that have a higher age range. It is recommended that the mentor practice any games, so that they know how to direct and aid their little buddy during the session.

PBS KIDS Show Educational Objective Age Range Description

Cat in the Hat Knows a lot About That

Science and Math 3–8 Cat in the Hat is designed to spark a love of learning

in children and to engage them in science inquiry and mathematical concepts.

Curious George STEM concepts 3–5 Curious George teaches kids to be curious about

their world and explore hands-on science, math, and engineering concepts.

Cyberchase STEM concepts 6–8

The show chronicles two worlds: Cyberspace, where curious kids fight the villain Hacker with math and

science concepts, and the Real World where Harry and Bianca show kids how math can solve real life

problems.

Dinosaur Train STEM concepts 3–8

Dinosaur Train encourages basic scientific thinking skills as the audience learns about life science,

natural history and paleontology through the eyes of a group of young dinosaurs.

Fetch! With Ruff Ruffman

Science, Math, and Media Literacy

6–8 Ruff Ruffman directs a part game show, part reality

TV, where the episodes mix live action with animation to explore science, math, and technology.

Fizzy’s Lunch Lab Math and Healthy Eating 6–8 Professor Fizzy and his friends introduce kids to nutrition, physical activity and math skills through

games and fun adventures.

Odd Squad Math concepts 6–8 Kid agents solve zany math problems as they

investigate weird cases around the neighborhood.

Peg + Cat Math concepts 3–5 Peg + Cat is a math-based adventure show that uses music and humor to get kids excited about

solving math problems.

Sesame Street Math, reading, and

social skills 3–8

Sesame Street teaches kids early math, reading, and social skills to help them become successful

readers and thinkers.

Sid the Science Kid STEM concepts 3–5

Each episode focuses on a single scientific concept that is presented using Preschool Pathways to

Science (PrePS©). Sid and his friends explore these concepts through discovery, singing, humor, and

exploration.

Wild Kratts STEM concepts 6–8 Chris and Martin Kratt combine fun and adventures

with science education by traveling the world to discover wild animals’ amazing creature powers.

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Iowa Core Standards and Mathematical Practices

As mentors and mentees work through the sessions, they will be exercising their understanding of the mathematical practices provided in the Iowa Core that are essential to future math success:

Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

It may be helpful to provide a math journal for the mentee to record their problem solving techniques. This can help reinforce the mathematical practices they will be using in these sessions. Journal pages are available in the printable section starting on page 28 and are included in several activity printables as well.

A summary of the Kindergarten Common Core Standards, as shown on the Iowa Core website (iowacore.gov), is below.

Grade K Summary

Counting and Cardinality Know number names and the count sequence.

Count to 100 by ones and by tens.

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

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).

Count to tell the number of objects.

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.

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.

Understand that each successive number name refers to a quantity that is one larger.

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.

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, by using matching and counting strategies.

Compare two numbers between 1 and 10 presented as written numerals.

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Grade K Summary (cont.)

Operations and Algebraic Thinking Understand addition and understand subtraction.

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out

situations, verbal explanations, expressions or equations.

Solve addition and subtraction word problems, and add and subtract within 10, (e.g., using objects or drawings to

represent the problem).

Decompose numbers less than or equal to 10 into pairs in more than one way, (e.g., using objects or drawings and

recording each decomposition with a drawing or equation [5 = 2 + 3 and 5 = 4 + 1]).

For any number from 1 to 9, find the number that makes 10 when added to the given number, (e.g., using objects or

drawings, and recording the answer with a drawing or equation).

Fluently add and subtract within 5.

Number and Operations in Base Ten Work with numbers 11–19 to gain foundations for place value.

Compose and decompose numbers from 11 to 19 into ten ones and additional ones, (e.g., using objects or drawings,

and record each composition or decomposition by a drawing or equation [e.g., 18 = 10 + 8]); and understanding that

these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones.

Measurement and Data Describe and compare measurable attributes.

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

single object.

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 (e.g., directly compare the heights of two children and describe one child as

taller/shorter).

Classify objects and count the number of objects in each category.

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

count.

Geometry

Identify and describe shapes.

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.

Correctly name shapes regardless of their orientations or overall size.

Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Analyze, compare, create and compose shapes.

Analyze and compare two-dimensional and three-dimensional shapes, with 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).

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

Compose simple shapes to form larger shapes (e.g., “Can you join these two triangles with full sides touching to

make a rectangle?”).

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Math Adventure Tips

This curriculum serves as a model for engaging students with math concepts. The framework is versatile and can be adapted for a multitude of programs such as after-school programs, classroom partnerships or even for parents to use with their children. The curriculum uses content from PBS KIDS LAB and PBS Learning Media as well as hands-on activities to practice math skills. Here are some tips to help jump-start your program.

Determine students’ needs:

Think about what skills are most crucial for your students to learn. Evidence of needs, such as testing data, may be available, or somehow obtained. Perhaps anecdotal evidence is your basis. Either way, knowing what your students’ need will be helpful to make sure they get the practice they require to succeed. The tools within this curriculum cover the standards within the core, but if your students need to go deeper, you may decide to repeat sessions as necessary.

Determine Participants:

What grade levels will be involved? How many students need to be mentored? How many mentors do you have available? Having enough mentors is crucial. Typically, a ratio of 1:1 or 1:2 for mentors/mentees works well. You can keep the same mentor-mentee partnership for each session or you can make each session a random partnership. There is also a big buddy guide available to give to your mentors to help them keep track of the sessions and their duties.

Determine necessary resources:

What resources are available in terms of physical spaces, technology, and hands-on materials for activities? What space will be used? What technology will be available? Make a list of what you need and what you already have. Determining these resources first will lead to your program’s success.

Media games and other technology:

Media resources should complement children’s hands-on interactions and allow children to have experiences that are difficult to do in the classroom (those requiring expensive/unusual materials). Activities are an important part of the mentoring program. Start by using what you have available and add materials as you are able. Dice activities, manipulatives, board games and blocks are items your program may already own. This is where your list may come in handy.

Determine time for training:

Providing training for staff and student mentors is important. Mentors need to understand that their role is to help mentee learn to use a computer or devices themselves (not to complete activities for their mentee). It is a good idea to let the mentors play games ahead of time and to talk through the activity instructions with them, so that they can become familiar with each. In past applications, teachers typically allowed mentors thirty minutes of training to learn the games, resources and learning goal for the week. Staff can be trained prior to the start of the program about the goals and resources, as well as continue to learn as they participate.

Determine the schedule:

How many days per week will the mentors meet with the mentees? Two? Three? Some groups have met two days per week, Mondays and Wednesdays, for approximately 30 minutes each day. Thirty-minute mentor trainings were held each Thursday. You are welcome to do whatever works for your program. This was just provided as an example.

Benefits for those involved:

Some mentors will love the relationship of playing with their younger peer. For other mentors, the extra practice is worthwhile for their own learning. Mentoring provides an opportunity for both participants to practice social skills. Kindergarten students may not know how to play with others, take turns, be responsible, and so on. This will provide them with an opportunity to better these social skills, and it is good practice for older students as well.

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Schedule Each of these sessions can be split into more than one, depending upon students’ needs.

Session 1: Counting and Cardinality: Model, Read and Write Numbers 0–20 Practice counting 0–20. Represent a number of items with a written numeral. Foster one-to-one correspondence.

Session 2: Counting and Cardinality: Compare and Order Sets Compare different sets of numbers, count the items in each set, and put numbers in order from 0–20.

Session 3: Counting and Cardinality: Count to 100 Practice counting up to 100 by ones. Continue to foster one-to-one correspondence. Practice counting by tens.

Session 4: Operations and Algebraic Thinking: Addition and Subtraction Practice adding one number to another to equal a larger number. Also practice subtracting one number from another to equal a smaller number. Compose and decompose numbers into their components, such as 10 + 8 = 18 or 10 – 1 = 9, to help foster understanding of place value.

Session 5: Geometry: Positions

Practice identifying where an object is relative to another; practice using place words.

Session 6: Geometry: Two-Dimensional Shapes Practice identifying, using and making two-dimensional shapes.

Session 7: Geometry: Three-Dimensional Shapes Practice identifying, using and making three-dimensional shapes.

Session 8: Measuring and Data: Distance Measurements Practice measuring distance and understanding the sizes of things.

Session 9: Measuring and Data: Weight Measurements Practice measuring weight and understanding differences in heavy or light.

Session 10: Measuring and Data: Classifying and Sorting Data Practice classifying objects by their attributes, and sorting them into categories.

Session 11: Patterns Practice identifying patterns within one’s environment and in activities.

Optional Session: Time Practice the basics of telling time such as hours in a day and days of the week.

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Session 1 and Session 3

Model, Read and Write Numbers The goal is for students to read, write and model numbers 0 through 20, and to be able to verbally count to one

hundred. This will help develop students’ number sense. Session 1 focuses on 0–20 and session three focuses on counting to one hundred. It is recommended that you do session two before session three in order for the child to practice comparing and ordering numbers 0–20 before they focus on counting to one hundred. If necessary, you can repeat this session if students need additional time to master these concepts.

Choose two or more activities. Following these activities is a list of possible games, videos, and books that are appropriate for this session. Pick which ones would work best with your students.

Materials Needed

Computer or iPad

Activity 1–4 Printables

Chips

Cups

Beans

Glue

Craft pieces

Blocks

Crayons

Yarn/string

Stickers

Activity 1: Write numbers 0–10 on cups. Ask the students to put the cups in order from smallest to largest. Give them 50 objects— they can be tokens, beans or whatever you have available. Tell them to look at the cup and put in the matching amount of items. Have them count out loud. Variation: Instead of 0–10, try writing 5, 10, 15, 20, 25, and 30 on the cups and have the students put in the matching amount of items. You could go up as high as you like, depending on how much can fit in the cup. Variation: Ask them to count backwards from the cup number to one when they go to match amount with the number on the cup.

Activity 2: Draw hopscotch on a sidewalk. Ask students to count as they jump on each number. You can go as high as the students like.

Variation: Numbers can be drawn in twos or fives or tens.

Activity 3: Have students build Lego towers (or other manipulatives) that correspond to each of the numbers on the number wheel. One number wheel could be 1–10 and the other 11–20. Variation: Use dice (2 or 3) in place of the number wheel. Variation: Glue cereal or craft pieces on each pie slice to correspond to the number shown.

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Activity 4: Use a one hundred chart. Have students use chips or beans to mark each number as they count. Variation: Have them count by ones, fives, or tens. Pick a random number and have them count up or down from there.

Videos PBS Math Lab Games Apps Books

Peg + Cat

Ramone Shakes it Plenty – All the way up to twenty

Perfect Picnic with a Pig

Math in the Bath: Rock

Pizza

Counting to Twenty

Counting Chickens

Peg the Bold and Sir Cat

Chickens on the Purple Planet

Counting by Tens

The Cat in the Hat Knows a Lot About That

Math Safari: Do You See My Seahorse? (select easy or

medium levels)

Curious George Apple Picking

Blast Off Bubble Pop Bug Catcher Bunny Ride

Count with Allie Fair Shares

Flower Garden Game Maker

Hide and Seek Meatball Launcher

Monkey Jump

Cyberchase Buzz and Delete Save the

Day: Tally Up

Fizzy’s Lunch Lab Freddy’s Carnival Count-Off

Freddy’s Carnival Games

Peg + Cat Rock Art

3,2,1 Snack

The Cat in the Hat Knows a Lot About

That Math Safari: Do You See My Seahorse?

(select easy or medium levels)

Fetch with Ruff

Lunch Rush

Peg + Cat Adventures

Rock Art

Ice Cream Cones

Ten, Nine, Eight

Count on Clifford

The Circus

The Icky Bug Book

The M&M Counting Book

Ten Sly Piranhas

One Boy

Museum 123

One Leaf Rides The Wind

Let’s Count to 100

Curious George Learns to

Count to 100

Fish Eyes: A Book You Can

Count On

How Do Dinosaurs Count to

Ten

Olivia Counts

Click, Clack, Splish, Splash

Just a Minute! A Trickster

Tale and Counting Book

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Session 2

Compare and Order Sets The goal of this session is for students to understand the idea of more than or less than. They will compare

numbers with each other and put numbers in sequential order. You can break this up into two sessions if you’d like your students to spend more time on this concept.

Choose two or more activities. Following these activities is a list of possible games, videos, and books that are appropriate for this session. Pick which ones would work best with your students.

Materials Needed

Computer or iPad

Activity 5–7 Printables

Deck of cards (or UNO cards)

Box

Blocks

Activity 5: Give two students a half deck of cards each after removing the face cards. Explain that aces count as one.

Have students play “War” or simply compare each of the numbers as they are flipped. War is a game in which each

student flips a card, and the higher card takes the pair of cards. Play continues until one player has the entire deck.

Variation: If more than two students are involved, they must put the cards in order of least to greatest or greatest to

least.

Variation: Use “UNO” cards.

Activity 6: Have students put number cards or playing cards in a box. Each student must pull out a number and

construct a Lego tower with an equal number of Lego pieces. Students should compare who has the taller/tallest towers.

A variety of manipulatives can be used with this project.

Variation: Students can use number cards to make a sequence. They can order the numbers onto a blank “game

board.”

Variation: Use stickers, pictures, etc., to correspond to the numbers on the game board.

Activity 7: Have students glue items such as pom poms to a counting sheet. Smaller items can be used, so that

numbers can go up to 10 (or more). Have them compare which lines are longer and why.

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Videos PBS Math Lab Games Apps Books

Peg + Cat

Ramone Shakes it Plenty – All the way up to twenty

Perfect Picnic with a Pig

Math in the Bath: Rock

Pizza

More Than, Less Than

The Cat in the Hat Knows a Lot About That

Math Safari: Do You See My Seahorse? (select easy or medium

levels)

Curious George Apple Picking

Blast Off Bubble Pop Bug Catcher Bunny Ride

Count with Allie Fair Shares

Flower Garden Game Maker

Hide and Seek Meatball Launcher

Monkey Jump

Cyberchase Buzz and Delete Save the Day: Tally

Up

Fizzy’s Lunch Lab Freddy’s Carnival Count-Off

Freddy’s Carnival Games

Peg + Cat Rock Art

3,2,1 Snack

The Cat in the Hat Knows a Lot About That Math Safari: Do You See

My Seahorse? (select easy or medium levels)

Fetch with Ruff

Lunch Rush

Peg + Cat Adventures

Rock Art

A Hat for Each

Head

George’s Store at

the Shore

We All Went on

Safari

The Circus

The Icky Bug Book

The M&M Counting

Book;

Let’s Count

Ten Black Dots

More Than One

Chicka Chicka 123

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Session 4

Addition and Subtraction

The goal of this session is for the child to learn and practice the concepts of addition and subtraction. Focus on decomposing and composing numerals such as 11 - 1 = 10 or 10 + 8 = 18 to help foster place value as well as basic addition and subtraction concepts. If students need more practice in this area, this session can be repeated.

Choose two or more from the following activities. Following these activities is a list of possible games, videos, and books that are appropriate for this session. Pick which ones would work best with your students.

Materials Needed

Computer or iPad

Activity 8–10 printables

Colored beans

Deck of cards (remove face cards)

Coins or similar object

Cups

Numbered tokens

Activity 8: “Blue Beans” game. Ahead of time, spray paint the top side only of as many lima beans as you would like, at

least 20. Put an equal number of beans in each cup. Each student shakes the cup and rolls the beans. Count the rolled

beans. Students must decide all of the ways to add two numbers to reach 5 (or 10).

Extension: Ask students to write the number sentences to match their roll, (e.g., if a student rolls 3 blue and 2 white,

they would write 3 + 2 = 5).

Variation: Use more beans per student.

Variation: Students can use the game to compare numbers.

Variation: Students can use the game to subtract numbers from 5 (or 10).

Activity 9: Race to 20. Gather two coins to mark spaces and a deck of cards. Two students will use a deck of cards to

add numbers to climb to the top of a board. Explain that Aces count as one and remove face cards. If a student draws a

2, they move their coin to the 2 square. On their next turn, if they drew another 2, they would move 2 squares to the 4

square.

Variation: Use higher numbers as the students are able.

Variation: Use a horizontal board to do addition OR subtraction.

Activity 10: Print number circles and glue onto cardboard or wooden tokens. Give the students two cups. The large cup

will contain the larger half of the tokens (6–10 or 11–20), and the small cup will contain the smaller half (0–5 or 0–10).

Each cup should be labeled. The student will remove a token from the larger numbers cup and place in front of them

and do the same from the smaller cup. Students can write the subtraction sequence on another sheet of paper or speak

the subtraction sentence aloud.

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Videos PBS Math Lab Games Apps Books

Peg + Cat

Take One Away

Ten Friends

Ten Friends Escape the Giants

The Big Gig

Add 1

Fabulous 5

The Cat in the Hat Knows a Lot About That

Do You See My Seahorse? (select the hard level)

Curious George Game Maker

Museum of Tens Ribbit

Train Station

Cyberchase Buzz and Delete Save the Day:

Ergomania Spaceship Power-up

Peg + Cat

Star Swiper

Sid the Science Kid Vegetable Harvest

The Cat in the Hat Knows a Lot About

That Math Safari: Do You See My Seahorse?

(select the hard level)

Wild Kratts Creature Math

Adding Fun

Rooster’s Off to See the

World

Hershey Kiss Addition

Word Family Tales: Dine

with Nine Messy

Monsters

Ten Red Apples

Ten Little Bears, A

Counting Rhyme

Elevator Magic

One is Snail, Ten is Crab

Tyrannosaurus Math

Math for All Seasons

Animals on Board

What’s New at the Zoo?

Mission: Addition

The Mission of Addition

The Action of Subtraction

If You Were a Minus Sign

If You Were a Plus Sign

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Session 5

Positions The goal of this session is to understand where an object is located in reference to another object. Use the

words behind, in front of, beside, above, below and next to. Choose two or more activities. Following these activities is a list of possible games, videos, and books that are appropriate for this session. Pick which ones would work best with your students.

Materials Needed

Computer or iPad

Activity 11–12 printables

Jar of buttons

Deck of cards (with pictures)

Paper and crayons

Building blocks

Animal figurines

Activity 11: Find a deck of cards with different pictures on them. Have students arrange them on a table or floor in rows. Talk to students about the position of each of the cards, (For example, if your cards have animals pictured on them, ask students to name the animal below the sheep, above the horse, etc.). Variation: To add geometry into the activity, use cards with different shapes pictured on them. Printing labels on cards will reinforce a print-rich environment. Variation: Print a chart to go with different cards that can be cut out and placed on a grid. Give students directions to place shapes on grid while using position words.

Activity 12: Ask students to build a structure (jungle, race track, a city scene, a farm, etc.). This could be with any building blocks, Legos, etc. Ask students to place animals (or other figures) in different areas. Talk with position words to the kids to help them learn placement. (For example, place giraffe in the middle of your jungle. Then, place a monkey between your giraffe and tree.) Variation: Have students draw a scene. Ask them to draw items in certain areas. Tell the students, for example, “Draw a farm; draw a bird on top of the barn; draw a horse under the tree.”

Videos PBS Math Lab Games Apps Books

Peg + Cat

Penguin Ski Team

Animal Winter Olympics

Arch de Juice

Buried Treasure

Tiger Trick or Treat

The Cat in the Hat Knows a Lot About That

Bee Hive and Seek Deep Sea Follow Me

Curious George Game Maker

Dinosaur Train Roaring Relay

Fetch with Ruff Glenn’s Game

Fizzy’s Lunch Lab Fresh Pick: Pantry Hunt

Peg + Cat Scrub a Dub

Sid the Science Kid Weather Surprise

Wild Kratts Aardvark Town

The Cat in the Hat Knows a Lot About That

Bee Hive and Seek Deep Sea Follow Me

Dinosaur Train Camera Catch

Fizzy’s Lunch Lab Fresh Pick: Pantry Hunt

Peg + Cat Big Gig

Scrub a Dub

Rosie’s Walk

Where’s That Bone

(Math Matters)

The Berenstein

Bears: Inside,

Outside, Upside

Down

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Session 6

Two-Dimensional Shapes

The goal of this session is for the child to recognize two-dimensional shapes, identify the attributes of each shape and manipulate them to form larger shapes. Choose two or more activities. Following these activities is a list of possible games, videos, and books that are appropriate for this session. Pick which ones would work best with your students.

Materials Needed

Computer or iPad

Activity 13–14 Printables

Magazines

Scissors

Tracing patterns

Activity 13: Cut out (or have patterns available to trace) different shapes in different sizes. Have students create a scene with a variety of characters or structures using different shapes. Tell students to use at least one of each shape (such as an oval to create a body, a circle to create a head, a trapezoid to create a skirt, a triangle to create a hat, a rectangle to create a building, a square to put a window in a building, an isosceles triangle to make a tree trunk, etc.).

Activity 14: Ask students to use magazines to find specific shapes. Each student can be given directions, such as “find three objects representing at least six of the following shapes: circle, square, rectangle, triangle, oval and diamond. Then, glue them onto a separate sheet of paper.”

Extension: Ask students to sort the shapes as they glue them onto the sheet of paper. For example, all triangles can go at the top of the page or circles in the middle or squares at the bottom.

Extension: Ask students to discuss the similarities and differences among shapes.

Variation: Ask students to choose an item from outside the classroom that is a certain shape. For example, a circle could be a wheel, hula hoop, sun, basketball rim, pizza pan, bologna, etc. Ask students to write down or draw what they find to present to their classmates. Ask them to count how many they find of each and write that down next to the shape.

Peg + Cat © Feline Features LLC

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Videos PBS Math Lab Games Apps Books

Peg + Cat Triangles, Pentagon,

Triangle, Square

Cat Likes Circles

Wizard Ramone’s Sphere

Math in the Bath: Ordering Spheres

Magic Cylinder

Math in the Bath:

Spheres

Quest for the Golden Pyramids

Building Steps

Math in the Bath:

Building a Rocketship

The Cat in the Hat Knows a Lot About That

Great Shape Race Huff Puff-a-Tron Sketch-a-mite

Curious George Game Maker I love shapes

Dinosaur Train Buddy’s Gem Hunt

Fetch With Ruff Ruffman Grandma’s Game (pick grandma as

the actor)

Fizzy’s Lunch Lab Escape from Greasy World:

Freezer Burn Snack Sort

Peg + Cat Chicken Blast Off

Paint-a-long Magical Shape Hunt

Sesame Street Shape-o-bot

Telly’s Shape Garden

Sid the Science Kid Snowflake Match

Wild Kratts Webtastic

Cyberchase Shape Quest

Fizzy’s Lunch Lab Fresh Pick: Pantry

Hunt

Peg + Cat Adventures Paint-a-long

Shapes for the Birds

What is Square? What is Round?

What is a Triangle?

Bear in a Square?

Skippyjon Jones Shape Up

So Many Circles, So Many Squares

A Circle Here, A Circle There

Shape by Shape

Museum Shapes

Grandfather Tang’s Story

I Spy Shapes in Art

18

Session 7

Three-Dimensional Shapes The goal of this session is to help the child recognize three-dimensional objects and learn ways to identify them.

Below are videos, activities, games, and books appropriate for this session. Pick which ones would work best with your students. Materials Needed

Computer or iPad

Activity 15 Printable

Various 3D objects

Cards

Activity 15: Bring examples of 3D shapes into the classroom. Based on what is brought in, have the students discuss what other items are the same shape and dimension. Then make cards with each of the 3D shapes. Ask the students to choose a card out of a hat, ask them to find an object in the room that represents that shape.

Videos PBS Math Lab Games Apps Books

Peg + Cat Wizard Ramone’s

Sphere

Math in the Bath: Ordering Spheres

Magic Cylinder

Math in the Bath:

Spheres

Quest for the Golden Pyramids

Building Steps

Math in the Bath:

Building a Rocketship

The Cat in the Hat Knows a Lot About That

Great Shape Race Huff Puff-a-Tron Sketch-a-mite

Curious George Game Maker I love shapes

Dinosaur Train Buddy’s Gem Hunt

Fizzy’s Lunch Lab

Escape from Greasy World: Freezer Burn Snack Sort

Peg + Cat Paint-a-long

Magical Shape Hunt

Sesame Street Shape-o-bot

Telly’s Shape Garden

Sid the Science Kid Snowflake Match

Wild Kratts Webtastic

Dinosaur Train Classic in the Jurassic

Jr.

Cyberchase 3D Builder

Shape Quest

Fizzy’s Lunch Lab Fresh Pick: Pantry

Hunt

Peg + Cat Adventures

Cubes, Cones, Cylinders, & Spheres

My Day is Full of Shapes

Pancakes, Crackers, and Pizza

19

Session 8

Distance Measurement

The goal of this session is to help the child understand how to measure distance and height. Choose two or more activities. Following these activities is a list of possible games, videos, and books that are appropriate for this session. Pick which ones would work best with your students.

Materials Needed

Computer or iPad

Activity 16–18 Printables

Ruler or tape measure

Objects such as blocks or box lids

Yarn.

Activity 16: Give each student a ruler, tape measure (if you want to measure larger items), or print a template. Assign each student something to measure around the room. Consider that even if most students cannot count as high as a tape measure, they can repeat/rewrite the numbers from the tape measure. Examples of items to measure could be a tissue box, highlighter, post-it notes, Legos, blocks, cubby spaces, shoes, wastebasket, etc.

Variation: Ask two students to measure like items to see if they come up with the same measurement.

Variation: Find an object that you have enough of for each of the students to use. Ask the students to measure using that object. You could give each student matching blocks that are 6" long, and ask “how many blocks wide is our doorway?” or “how many blocks long is our group time rug?”). A smaller unit of measurement could be paper clips. The idea is that measurement can come in many forms.

Variation: Ask the students to only measure in centimeters for the same objects. Compare the difference in different forms of measurement.

Activity 17: Choose one object, like a storytime rug and have each student measure it with a different object. The

mentor could explain, “Our group time rug is: 72 inches, 12 blocks, 6 rulers, and 4 box lids long.”

Extension: Introduce half-inch increments as the students are ready.

Activity 18: Measure each student with yarn and cut length according to their height. Construct a chart paper area on a wall to display these yarn measurements. Put the students name or picture at the top of each one, so the students can visually see their height and compare to others. If using worksheets, consider measuring with items such as Penne pasta or Cheerios.

Videos PBS Math Lab Games Apps Books

Curious George Measure Up

Peg + Cat

Fly over 12 Monkeys High Wire Peg Treasure Map

Buried Treasure Cat is Stuck in the

Tree … Again Big Hat Problem

Sid the Science Kid The Whale Episode

The Cat in the Hat Knows a Lot About That

Hermit Shell Game Welcome to Beaver City

Dinosaur Train Air Show

Pinecone Pass Roaring Relay

Fizzy’s Lunch Lab Escape from Greasy World: Escape from Fresh World

Sid the Science Kid Crystals Rule

Dinosaur Train Classic in the Jurassic Jr.

Fizzy’s Lunch Lab Fresh Pick: Pantry

Hunt

Peg + Cat Adventures

Measuring Penny

Which is Bigger?

A Pig is Big

Inch by Inch

How Tall, How Short, How Faraway

The Long and Short of It

Super Sand Castle Saturday

20

Session 9

Weight Measurement The goal of this session is to help the child understand the concept of weight and size. Following these activities

is a list of possible games, videos, and books that are appropriate for this session. Pick which ones would work best with your students. Materials Needed

Computer or iPad

Random objects such as blocks or rocks or pine cones

Pan balance or scale

Ruler or spoon

Tape

Clothing hanger

Yarn

Cups

Activity 19: The student can pretend to be the pan balance. Have them select several objects—a few large ones and a few very small. Ask them to hold out their arms. Place one object in one hand and the other object in the other. Which one is heavier? Which feels lighter? Tell the student that on the count of three they will “weigh” the object. The hand with the lighter object should move up, and the hand with the heavier object should move down.

Variation: If you have access to a scale, have the student put items on the scale. Show how the larger number means it’s heavier. Compare two different objects—which one is the heavier object? Compare objects that are the same size—rock versus pinecone, for example—show how one is heavier than the other despite the similar size.

Variation: Create a pan balance with a hanger, ruler or spoon, yarn and two cups. Tape the ruler or spoon to the edge of a table, desk or counter. Make sure it is at least 20 inches off the ground. Punch holes into the top sides of the cups and thread the piece of yarn through these holes. Tie the yarn to the bottom side of the hanger. Do this with the other cup, so that both cups are hanging from opposite sides of the hanger. Take objects such as eraser or quarter and have students guess which is heavier. Then weigh to see if their hypothesis is correct. Make a table of their measurements.

Videos PBS Math Lab Games Apps Books

Curious George Measure Up

Peg + Cat

Fly over 12 Monkeys

High Wire Peg

Treasure Map

Buried Treasure

Cat is Stuck in the Tree… Again

Big Hat Problem

Math in the Bath: Heavy Treasure

Sid the Science Kid The Whale Episode

The Cat in the Hat Knows a Lot About That Hermit Shell Game

Welcome to Beaver City

Dinosaur Train Air Show

Dinosaur Dive Leaf Leader

Pinecone Pass Roaring Relay

Fetch with Ruff Blackmuzzle’s Game (choose Blackmuzzle as

the actor) Helga’s Game (choose Helga as the actor)

Fizzy’s Lunch Lab Escape from Greasy World: Escape from Fresh World

Crane Game Dunk Tank Delimma

Sid the Science Kid Pan Balance

Dinosaur Train Classic in the Jurassic Jr.

Fizzy’s Lunch Lab

Fresh Pick: Pantry Hunt

Which is Bigger?

A Pig is Big

Millions to Measure

On the Scale, a Weighty Tale

Hershey’s Milk Chocolate Weights + Measurement Book

21

Session 10

Classifying and Sorting Data

The goal is to help the child understand how to classify and sort data, compare two different objects and list similarities and differences, and count the objects in each sorted group. Below the activities is a chart with games, videos, and books appropriate for this session. Pick which ones would work best with your students.

Materials Needed

Computer or iPad

Activity 20–21 printables

Jar of buttons

Deck of cards (with pictures)

Paper and crayons

Building blocks

Animal figurines.

Activity 20: Give students a larger jar of buttons (or similar items). Ask them to sort the buttons in a variety of ways.

Give them a checklist if you desire, or ask them to take a picture of each sorting exercise with an iPad. For each round,

students can put all buttons back in the jar and resort in a different way. Ask them to count how many are in each pile

and write it down.

Variation: To further sorting skills, they can divide the buttons into two categories, then further sort from each pile. For

example, sort the big buttons into one pile and the small ones into another. Then they can sort by color within each of

the two piles.

Variation: Have students create a chart. Ask them to count how many are in each group and then write it on their chart.

Try to find new ways of sorting the buttons (or similar items such as figurines) and new ways of displaying the attributes

on the chart.

Activity 21: Find a deck of cards with different pictures on them. Have students sort by different categories, (e.g., use a

deck of cards with animals on them and sort by color, size, habitat, etc.).

Variation: Use stamps with different pictures on them or print pictures (e.g., animals, foods, plants, toys, etc.) and glue

onto cardboard and cut apart. Students can choose different objects to print and sort.

22

Videos PBS Math Lab Games Apps Books

Curious George Measure Up

Sort It Out

Peg + Cat

Fly over 12 Monkeys

High Wire Peg

Treasure Map

Buried Treasure

Cat is Stuck in the Tree… Again

Big Hat Problem

Math in the Bath: Heavy Treasure

Arch de Juice

Sort, Sort, Sort Sort the Recycling

Tiger Trick or Treat

Sid the Science Kid The Whale Episode

The Cat in the Hat Knows a Lot About That

Hermit Shell Game Welcome to Beaver City

Curious George Game Maker (Advanced Set-up)

Hat Grab

Dinosaur Train Buddy’s Gem Hunt

Dinosaur Dive Hydration Station

Leaf Leader Opening Ceremony

Pinecone Pass

Fetch with Ruff Blackmuzzle’s Game (choose

Blackmuzzle as actor) Glenn’s Game (choose Glenn as actor) Helga’s Game (choose Helga as actor)

Fizzy’s Lunch Lab Escape from Greasy World:

Freezer Burn Snack Sort

Peg + Cat Scrub a Dub

Sesame Street Oscar’s Trash Sort

Sid the Science Kid Crystals Rule Pan Balance Sorting Box

Vegetable Planting Weather Surprise

Wild Kratts Croc Hatch

Frogfish Feast

The Cat in the Hat Knows A Lot About

That Bee Hive and Seek

Deep Sea Follow Me Hermit Shell Game

Dinosaur Train All Aboard the Dinosaur

Train Camera Catch

Peg + Cat Big Gig

Scrub a Dub

Sort it Out!

The Button Box

Math Mystery: Fishy Food

A Pair of Socks Sorting

23

Session 11

Patterns The goal is to help the child understand patterns: how to recognize them and how to create their own. Choose

two or more activities. Following these activities is a list of possible games, videos, and books that are appropriate for this session. Pick which ones would work best with your students. Materials Needed

Computer or iPad

Numbered cards

Blocks

Buttons or colored cereal

Pompoms

Activity 22: Give each student an assortment of objects—blocks, Duplo’s, buttons, Fruit Loops, pom poms, etc. The objects do not have to be the same for each child. Model a pattern for the students and ask them to replicate. Using Fruit Loops, you can make a pattern with colors (ABABAB, AABAAB, ABBABB, etc.) Consider starting with only two colors/shapes to start the activity. Extension: Add in additional colors/shapes. The next level could be: ABCABC, ABCCABCC, ABBCABBC, AABAAABC. Extension: Combine two students’ collections, (e.g., red loop, blue loop, pink pom pom, repeat).

Activity 23: Give each student cards with numbers on them. A deck of cards (without face cards) can be used as well as homemade cards or tokens with numbers written on them. Assuming the range is 1–10, take out cards numbered 8–10. Have everyone shuffle their remaining numbers and choose one card randomly. From there, each student must find the next three numbers in that sequence. Variation: Give students only cards with even numbers on them. Variation: Ask students to do the same, only count backwards (taking out the three lowest numbers).

Videos PBS Math Lab Games Apps Books

Curious George

Measure Up

Sort It Out

Peg + Cat

Fly over 12 Monkeys

High Wire Peg

Treasure Map

Buried Treasure

Cat is Stuck in the Tree… Again

Big Hat Problem

Math in the Bath: Heavy Treasure

Arch de Juice

Sort, Sort, Sort Sort the Recycling

Tiger Trick or Treat

Sid the Science Kid The Whale Episode

The Cat in the Hat Knows a Lot About That Hermit Shell Game

Huff Puff-a-Tron

Curious George Game Maker (Advanced Set-up)

Hat Grab

Cyberchase

Buzz and Delete Save the Day: Space Flyer

Dinosaur Train Buddy’s Gem Hunt

Fetch with Ruff Helga’s Game (choose Helga as actor)

Fizzy’s Lunch Lab Escape from Greasy World:

Freezer Burn Snack Sort

Peg + Cat Chicken Dance

Rock Art

Sid the Science Kid Vegetable Patterns

Wild Kratts Frogfish Feast

The Cat in the Hat Knows A

Lot About That Hermit Shell

Game

Dinosaur Train All Aboard the Dinosaur Train

Camera Catch

Peg + Cat Big Gig

Scrub a Dub

Patterns

The Very Quiet Cricket

Dots, Spots, Speckles, and Stripes

Pattern Bugs

24

Optional Session

Time The goal is to help the child understand the basics of time such as the hours in a day and the days of the week.

This is optional. If you wish, you can decide to not include this session.

Materials Needed

Computer or iPad

Activity 24–27 Printables

Paper chain

Cardstock

Calendar

Activity 24: Help students make their own clock. Have a model available for the teacher. Announce a time and teach students how to show that time. Explain the difference between a.m. and p.m. Ask students what they might be doing at each time of the day (e.g., 4 p.m.).

. Activity 25: Make a paper chain and label each link with an hour of the day. With each hour that passes, a link is removed. Extension: Make chain links counting down days/weeks (e.g., daily countdown to Thanksgiving, weekly countdown until end of the school year, etc.).

Activity 26: Make a timeline on the wall with several sheets of paper. Span a period of time and put in details along the timeline. Examples could be to find out who the youngest and oldest students are and put those two dates as the anchors on the timeline; the school year could also be the span on the timeline. Variation: Use a calendar. Have the students point out what day of the week it is. On that day, write out a timeline for the day. Cross off each activity after it’s done to show time passing.

Activity 27: Make flash cards with times on them in analog and digital. Teach the students how these relate and let them match them. If using self-made cards, put matching symbols on both backs, so students can check their own work. Enrich this activity by having the students make their own flash cards to study. Extension: Draw flash cards with fifteen- or thirty-minute intervals after students have mastered hourly flash cards.

Videos PBS Math Lab Games Apps Books

Telling Time with the Digits Curious George

Game Maker

Fetch with Ruff Ruffman

Fetch Fone

What Time is it Mr. Crocodile

The Completed Hickory Dickory Dock

25

Printables

Activity 2:

26

Activity 3:

27

Activity 3:

28

Activity 4:

1 2 3 4 5 6 7 8 9 10

11 20

21 30

31 40

41 50

51 60

61 70

71 80

81 90

91 92 93 94 95 96 97 98 99 100

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Activity 6:

30

Activity 6:

31

Activity 6:

32

Activity 7:

# Items

1 one

2 two

3 three

4 four

5 five

6 six

7 seven

8 eight

9 nine

10 ten

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Activity 8:

34

Activity 8:

Name________________________ Name______________________________

35

Activity 8:

Name________________________ Name_________________________

36

Activity 9:

37

Activity 9:

38

Activity 10:

39

Activity 11:

Directions: 1. Put a triangle above the octagon. 4. Draw a happy face under the octagon. 2. Put a circle beside the rectangle. 5. Draw a heart under the diamond. 3. Put a diamond under the square. 6. Draw a star beside circle.

40

Activity 13:

41

Activity 15:

42

Activity 16:

43

Activity 17:

44

Activity 20:

45

Activity 21:

46

Activity 24:

47

Activity 27: (pg. 47–51)

1:00 2:00

3:00 4:00

5:00 6:00

7:00 8:00

9:00 10:00

11:00 12:00

48

49

1:__ 2:__

3:__ 4:__

5:__ 6:__

7:__ 8:__

9:__ 10:__

11:__ 12:__

50

51

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Math Adventures Activity Log

The Math Adventures Activity Log is based on the Common Core Standards for Kindergarten. The kindergarten students are mentored one-on-one by students in an upper grade (e.g., 4th grader). The mentors will have a folder that contains activities and worksheets for that day and a Math Adventures Activity Log to document work completed during the day’s session. The mentor should check off each activity completed and write down which games were played during the session on the Math Adventures Activity Log. Videos or books can be included in the activities column. At the end of each session, the students will earn a sticker for work completed to be placed in the PBS Superstar Sticker column. All printables will go home with the kindergarten students each day. These activities can be adapted according to teacher curriculum standards and to best meet classroom needs.

Peg + Cat © Feline Features LLC

Student name Mentor name

Session and Common

Core Standards

Activities completed (Minimum of 2)

PBS Learning Media Videos

(Minimum of 1)

PBS Math Lab Games

(Minimum of 1)

Level Complete

Sticker (comments,

optional)

Session 1 (Model, Read &

Write 0–20)

1. _______________

2. _______________

3. _______________

1. ____________

2. ____________

1. ___________

2. ___________

Session 2 (Compare & Order

Sets to 20)

1. _______________

2. _______________

3. ________________

1. ____________

2. ____________

1. __________

2. __________

Session 3 (Count to 100)

1. ________________

2. ________________

3. _________________

1. ____________

2. ____________

1. ___________

2. ___________

Session 4 (Addition & Subtraction)

1. ________________

2. ________________

3. _________________

1. ____________

2. ____________

1. ___________

2. ___________

Session 5 (Positions)

1. ________________

2. ________________

3. _________________

1. ____________

2. ____________

1. ___________

2. ___________

Session 6 (Two-Dimensional

Shapes)

1. ________________

2. ________________

3. _________________

1. ____________

2. ____________

1. ___________

2. ___________

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Session and Common

Core Standards

Activities completed (Minimum of 2)

PBS Learning Media Videos

(Minimum of 1)

PBS Math Lab Games

(Minimum of 1)

Level Complete

Sticker (comments,

optional)

Session 7 (Three-Dimensional

Shapes)

1. ________________

2. ________________

3. _________________

1. ____________

2. ____________

1. ___________

2. ___________

Session 8 (Distance

Measurement)

1. ________________

2. ________________

3. ________________

1. ____________

2. ____________

1. ___________

2. ___________

Session 9 (Weight Measurement)

1. _________________

2. _________________

3. _________________

_

1. ____________

2. ____________

1. ___________

2. ___________

Session 10 (Classifying and

Sorting Data)

1. _________________

2. _________________

3. _________________

_

1. ____________

2. ____________

1. ___________

2. ___________

Session 11 (Patterns)

1. _________________

2. _________________

3. _________________

_

1. ____________

2. ____________

1. ___________

2. ___________

Optional Session (Time)

1. _________________

2. _________________

3. _________________

1. ____________

2. ____________

1. _________

2. __________

Congratulations, you have completed the Math Adventures program!

For all images of Peg + Cat used with permission: Peg + Cat © Feline Features LLC.

The contents of this mentorship program were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. [PR/Award No. U295A100025, CFDA No. 84.295A]

54

Certificate

55

GlossaryA

Above (adv.) at a higher level or layer.

Abstract (adj.) existing in thought or as an idea but not having a physical or concrete existence.

Addend (noun) a number that is added to another within an equation.

Addition (noun) process of adding something to something else.

A.M. (noun) time period between midnight and noon, such as morning.

Analog time (adj) a clock that shows time by use of hands (e.g., second, minute, and hour hands).

Analysis (noun) detailed examination of something.

Angle (noun) two lines that meet at a common point.

Array (noun) set of numbers or objects that are in rows and columns (e.g., matrix).

Apex (noun) the top or highest point of something.

Attribute (noun) a feature regarded as a characteristic or inherent part of something.

B

Bar Graph (noun) a diagram where numbers (or variables) are represented by the height or length of lines (or rectangles) of equal width.

Base Ten (noun) a numeral system that has ten as its base, where there are digits for numbers zero through nine.

Behind (adv.) at or to the far side or back of something

Below (adv.) at a lower level or layer.

Beside (preposition.) at the side of; next to

C

Calculate (verb) determine the amount or number of something mathematically.

Category (noun) a collection of things that share a common (or set of common) attribute(s).

Centimeter (noun) a metric unit of length, where 100 centimeters equal one meter.

Circle (noun) the curve traced out by a point that moves so that its distance from the center is constant.

Classify (verb) to sort into categories or arrange into groups by specific attributes.

Column (noun) a vertical (up and down) division of something.

Compare (verb) to decide if one number is greater than, less than, or equal to another.

Compose (verb) to put together basic elements.

Composite Shape (noun) a figure (or shape) that can be divided into more than one of the basic shapes.

Cone (noun) a solid or hollow 3D shape with a circular base that tapers to a point (or apex).

Counting on (noun) a strategy that involves starting at a known quantity and counting up or down from there.

Cube (noun) a symmetrical 3D shape contained by six equal squares.

Cylinder (noun) solid 3D figure with straight parallel sides and a circular or oval base.

D

Data (noun) set of values such as qualitative or quantitative pieces of information.

Day (noun) a period of twenty-four hours as a unit of time.

Decompose (verb) break apart something into smaller components or elements.

Difference (noun) an answer to a subtraction problem.

Digit (noun) any of the numerals from 0 to 9, especially when forming part of a number.

Digital (adj.) showing time by means of displayed digits rather than hands or a pointer.

Divide (verb) separate into parts.

E

Edge (noun) the place where two flat surfaces of a solid figure meet.

Equal Group (noun) a group with the same number of objects.

Equation (noun) a mathematical sentence with an equal sign (=).

Equivalent (adj.) equal in value, amount, function, and/or meaning to something else.

Estimate (verb) roughly calculate or judge the value, number, quantity, or extent of something (or an calculated guess).

Even Number (noun) is a number that is divisible by two.

Expanded Form (noun) a representation of a number, where each individual place value is separated out to form a mathematical expression (e.g., 1,325 has an expanded form of 1,000 + 300 + 20 + 5).

Expression (noun) a mathematical phrase without an equal sign.

F

Face (noun) surface of a thing, especially the one that is presented toward the observer.

Foot (noun) a unit of length equal to twelve inches.

Fraction (noun) a number shown in the form of “a/b,” where “a” is a whole number and “b” is a positive whole number.

56

G

Greater Than (phrase) a symbol (>) used to compare two numbers with the greater number given first.

H

Half (noun or adj.) an amount equal to a half, where the plural is halves.

Hexagon (noun) a figure with six straight sides and angles.

Horizontal (adj.) parallel to surface or at right angles to the vertical.

Hour (noun) a period of time equal to sixty minutes.

Hypothesis (noun) a proposed explanation made on the basis of limited evidence as a starting point for further investigation (or what is known as an educated guess).

I

Inch (noun) a customary unit of length, where twelve inches equal a foot.

In front of (phrase) in a position just ahead or at the front part of someone or something else.

Interpret (verb) explain the meaning of something or understand something as having particular meaning or significance.

Intersect (verb) two or more lines or objects that pass or lie over each other.

Iterate (verb) to say or perform again and again, repeatedly.

J

K

L

Lesser Than (phrase) a symbol (<) used to compare two numbers with the smaller number given first.

M

Making Ten (noun) a strategy that uses combinations of numbers that add up to ten.

Measure (verb) determine the size of something by using an instrument marked in standard units or by comparing it with an object of known size.

Meter (noun) a metric unit of length equal to 100 centimeters.

Metric System (noun) a system of measurement based on tens, where the basic unit of length is a meter.

Minus (preposition or noun) the subtraction of something; short for minus sign.

Minute (noun) a period of time equal to sixty seconds.

Missing Addend (noun) an addend that is missing from a number sentence (i.e., a way to solve subtraction problem through the use of addition).

Month (noun) a period of four weeks.

N Next to (phrase) in or into a position immediately to one side of; beside

Number Line (noun) a line with equally spaced segments that represent a number sequence.

Number Sentence (noun) a mathematical equation or inequality expressed using numbers and common symbols.

Numeral (noun) a figure or symbol that denotes a number.

Numerical Order (noun) a series of numbers.

O

Observation (noun) process of examining something or someone carefully to gain information.

Odd (noun) whole numbers not divisible by two.

Ones (noun) a single unit or thing.

Operation (noun) various mathematical processes where one thing is derived from others according to a rule.

Orientation (noun) determination of the relative physical position or direction of something.

Oval (noun) a closed curve which loosely resembles the outline of an egg.

P

Pair (noun) a set of two things that is considered a unit.

Pan Balance (noun) an apparatus for weighing two objects, where the object, whose weight is known, is placed in one pan and the unknown object in the other pan. Known objects are added until the two pans are balanced at the same height level.

Parallel (adj.) lines, objects, or planes that are side by side and having the same distance continuously between them.

Pentagon (noun) a figure with five straight sides and five angles.

Perpendicular (noun) lines, objects, or planes that intersect each other at right angles.

Place Value (noun) the numerical value that a digit has due to its position in a number.

P.M. (noun) time period between noon and midnight, such as afternoon and evening.

Precision (noun) the quality, condition, or fact of being exact and accurate.

Prism (noun) solid 3D figure with two similar end faces and parallel sides that are quadrilaterals.

Q

Quadrilateral (noun) a figure that has four straight sides.

Qualitative (adj.) relating to or measuring the quality of something rather than its quantity.

57

Quantitative (adj.) relating to or measuring the quantity of something.

Quantity (noun) amount of something.

R

Rectangle (noun) figure with four straight sides and four right angles.

Rectangular (adj.) shaped like a rectangle.

Represent (verb) to form an image of something or for something to serve as a sign or symbol of something else.

Right (adj.) used in geometry to denote when an object has a right angle (90 degrees or perpendicular to a surface).

Row (noun) people or things in a horizontal or straight line.

S

Scale (noun) an object defined on a set of points (or an instrument to measure weight or mass).

Second (noun) smallest unit of time (defined by measuring a specific number of periods within a cesium atom’s radiation output).

Sequence (noun) a set of things that follow each other in a particular order.

Skip-count (noun) a technique that involves skipping numbers in sets (e.g., skipping five numbers and only saying the fives in a sequence).

Square (noun) a figure with four equal straight sides and four right angles.

Strategy (noun) a plan of action designed to achieve a major or overall goal.

Subtraction (noun) process of taking one number or amount away from another.

Sum (noun) the answer to an addition problem.

T

Technique (noun) a way of carrying out a particular task.

Tens (noun) something with ten parts or units.

Trapezoid (noun) a quadrilateral with only one pair of parallel sides.

Triangle (noun) a figure with three sides and angles.

Three-Dimensional (3D) (adj.) having or appearing to have length, breadth, and depth.

Two-Dimensional (2D) (adj.) having or appearing to have length and height.

U

Unit (noun) a quantity chosen as a standard in which other quantities may be expressed.

Unknown addend (noun) see missing addend.

V

Vertex (noun) where two or more edges meet (plural form: vertices).

Vertical (adj.) at right angles to a surface, such that top is directly above the bottom.

Viable (adj.) capable of working successfully; feasible.

W

Week (noun) a period of seven days.

Whole Number (noun) a positive number without fractions.

X

Y

Year (noun) time a planet takes to make one revolution around the sun (e.g., 12 months for earth).

Z