Elementary Mathematics



Suggested Dates: Oct. 7 - Nov. 8

Estimated Duration: 24 days

*Investigation 1: 10 lessons *Investigation 2: 14 lessons


K Story Problem Routine Poster
Progression for choosing numbers for tasks

Race to Trace! (2-12)
Counting Rhymes
Counting Read Alouds
Missing Number Before, After, Between
Fill The Frame (1-10)
Picture, Number Word Match Cards (1-10)
Greater Than
Less Than

Ongoing Assessments for
Unit 2
End of Unit Assessment rubric

Discovery Education Video Segment:  Part 1 The Number Crew: The Roller Coaster:

Fuel The Brain Educational Resources and Games Organized By Common Core Standards 

Ordering Cards Activity
Name Towers Smart Board Activity
Roll and Record Smart Board Lesson


long, longer than,
 taller, short, shorter,
 heavy, light
more, less, sort

K Math Vocabulary
Investigations Vocabulary
K-2 Literature List


During this unit, focus on MP3 and MP6. 

Do students use mathematical terms to construct arguments and engage in discussion about problem solving strategies?  MP3

Can students measure accurately?  MP6

K-5 Unpacking document for standards for mathematical practice


Counting Objects and Ordering Numbers K.CC.3

Can five-year olds think algebraically?  For more information read “Algebra Connections in This unit,” page 16.

Does order matter when adding?  For more information read “Does Order Matter?”  (Prior to teaching lesson 1.6.) page 165 of this unit.

What is measurement?  For more information read “About Length: Direct Comparison,” page 60 of this unit.

How can I assess my students counting?  For more information read “Assessing Students’ Counting,” page 153 in this unit.

Read and discuss this article about the benefits of playing math games.


Higher and Lower. Players put 5 cards in order. The cards have objects, words, or numbers on them. Choose numbers to 10, 20, or 100.

The Number Track. Players complete a number track that goes to 20 by placing 5 numbers (or 10, or all of them) in the appropriate empty spaces. Students can also design their own game. 

Five Frame Activities and Ten Frame Activities. Students tell how many, how many more, how many needed, 

Whack a Mole. Students work on number recognition in the basic version The game can also be set to begin counting from any number up to 100.

Numbers in the Twenties 
YouTube song (They Start with a 2) 

Unpacking document 

K At a glance document

Count to tell the Number of Objects K.CC.4a,b,c

K.CC.3 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).

K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.4a  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.

K.CC.4b  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.

K.CC.4c  Understand that each successive number name refers to a quantity that is one larger.

K.CC.5  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.

K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 

*Remember to upload files to share with others, or locate files to use in your classroom, on the Elementary Math Wiki. Be sure to join discussion posts with other colleagues to ask questions, answer questions, and discuss math.

Suggestions for students who are struggling...

-Counting Books: count out a set of objects then draw them and/or practice counting sets of objects in a small group

-Counting Jar: use a small number of large objects that are easier to count

-Build It: discuss ways to make counting easier ex. fill up one row at a time

-Inventory Bags: limit the number of items in the bag and/or use strategic grouping

-Measuring Towers: post comparison words such as same, different, longer and shorter in English and Spanish around the room.  Use these words with cube models

-Compare: use strategic pairs and/or use cards 1 through 6

Name Towers: discuss the need to have one cube for each letter of the name before students start working

-Grab and Count: Ordering and Ordering Names: compare two towers then choose a third tower and determine where it goes


Suggestions for students who fully understand...

-Grab and count: grab and sort into 2 groups, count each group and then the total

-Counting jar: write the number and the number word

-Build it: use number tiles so students are also sequencing numbers

-Build It:  students create the number that is one more than the number on the card they drew.

-Grab and Count Compare: use 3 towers and order 1-2-3

-Compare: students make a T-chart of the 2 numbers and circle the greater

-Name Towers: p. 115

-Comparing Names: find a name that is 2 shorter/2 longer 

Roll and Record- Modify the game by changing the recording sheet to the numbers 2-12 using 2


Give students many meaningful opportunities to develop their sense of number and quantity. 

K.CC.4 a, b, c; K.CC.5

Emphasize K.CC.4c.  For example, when creating counting books, introduce a new number 
as a number that is one more than _.

Add “one more” to create other numbers (ex: build the number that is one more than four). K.CC.4 c
Note about writing numbers: As you head into Unit 2, some of your students may still not be comfortable writing numbers. This, just like in Unit 1, is not a major issue, and should NOT be a focus of your lessons. The oral communication of numbers (quantities) as well as their ability to make a set when reading or hearing a number ("make a set of 5") should still be the focus in this unit!

Give students opportunities to count and compare amounts, and measure objects by comparing them directly.

In Investigation 2, page 82 students are starting to compare quantities. Make sure to ask them to explain their reasoning when 
explaining how a quantity compares to another.
 K.CC.6 a, K.CC.7

While playing Grab and Count: Compare students will compare cube towers and understand that the tower of 9 cubes is one 
more than a tower of 8. K.CC.4 c

The idea of one more can be emphasized in the formation of a “staircase” when ordering the length of student names. K.CC.4 c

Make sure students organize objects by the quantity in each group after classifying and counting them. This builds the foundation 
for data collection in future grades. K.MD.3


K.CC.1; K.CC.4 a, b; K.CC.5; K.CC.6
 Develop strategies for counting accurately, 
does order matter when counting?, compare quantities


K.CC.2; K.CC.4 a, b; K.CC.5
 Use calendar for keeping track of time; develop strategies for counting accurately


K.CC.2, K.CC.4abc, 5, 6, 7
 Collect, count, represent, describe, and compare data