Table of Contents

Sort and Classify Measurement

Poem: All Sorts of Animals . . . . . . 1 Poem: Time for Tea . . . . . . . . . . 24
Problem Solving . . . . . . . . . . . . 2 Problem Solving . . . . . . . . . . . . 25
Song: Sort the Veggies . . . . . . . . 3 Song: The Long and Short of It . . . . 26
Multi-Use: Venn diagram . . . . . . . 4 Game: Measure It . . . . . . . . . . . 27

Numbers to 5 Numbers Beyond 20

Poem: Hidden Numbers in the Night . 5 Poem: 10! 20! 30! . . . . . . . . . . . 28
Problem Solving . . . . . . . . . . . . 6 Problem Solving . . . . . . . . . . . . 29
Song: Here is the Beehive . . . . . . . 7 Story Setting (theatre) . . . . . . . . . 30
Multi-Use: Numbers . . . . . . . . . . 8 Game: Rain, Rain, Go Away! . . . . . 31

Patterns Time
Poem: What Could Come Next? . . . 9 Poem: The Very Best Time of Day . . 32
Problem Solving . . . . . . . . . . . . 10 Problem Solving . . . . . . . . . . . . 33
Song: Stars and Stripes . . . . . . . . 11 Song: Tick Tock, Tick Tock . . . . . . 34
Multi-Use: Calendar . . . . . . . . . . 12 Game: Bug Match Up . . . . . . . . . 35
Multi-Use: Weekly Calendar . . . . . . 36
Numbers to 10
Poem: Elephant and Friends . . . . . 13 Geometry
Problem Solving . . . . . . . . . . . . 14 Poem: At the Fair . . . . . . . . . . . . 37
Story Setting (tree house) . . . . . . . 15 Problem Solving . . . . . . . . . . . . 38
Game: Hungry Puppies . . . . . . . . 16 Game: Find the Shape . . . . . . . . . 39

Graphing Addition
Poem: Can We Graph It? . . . . . . . 17 Poem: 1 + 1 Adds Up 2 Fun . . . . . 40
Problem Solving . . . . . . . . . . . . 18 Problem Solving . . . . . . . . . . . . 41
Game: Sand and Surf Seek . . . . . . 19 Story Setting (water park) . . . . . . . 42
Game: Addition Train . . . . . . . . . 43
Numbers to 20
Poem: The Number Track . . . . . . . 20 Subtraction
Problem Solving . . . . . . . . . . . . 21 Poem: Subtraction In Action . . . . . 44
Song: Things We Like to Do! . . . . . 22 Problem Solving . . . . . . . . . . . . 45
Game: Building Up . . . . . . . . . . . 23 Song: Ten in the Bed . . . . . . . . . 46
Game: Bus Ride . . . . . . . . . . . . 47
Story Setting (camp site) . . . . . . . 48

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The McGraw-Hill Companies, Inc.
All Rights Reserved.

Macmillan/McGraw-Hill Printed in the United States of America

8787 Orion Place ISBN 978-0-02-106313-0
Columbus, OH 43240-4027 MHID 0-02-106313-3

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have not received our correspondence, please contact us for inclusion in future editions.
 Things can be sorted in all kinds of ways.
Can you help this zoo keeper who has been
sorting for days?

Sort the animals with stripes and the

animals with spots.
Sort the ones with black polka dots.

Sort the short and sort the tall.

Sort those that walk and those that crawl.

Sort the ones with four legs and the ones

with two.
What other animal sorts can you do?

Directions: Discuss the various animals and animal characteristics on the page.
Read the poem. Have the students identify the group of animal(s) being 1
described in the poem. Have students think of additional animals that could
also be included in the group described.
Directions: Have students use the Act It Out strategy to solve the problem of
how the books can be sorted. Have students identify what is the same about
about sports (soccer ball), the United States (map), space (rocket), or food
(apple). Have students use color tiles to represent the books and to sort them 2
some of the books. Guide them in noticing the color of the books and the onto the same color shelf when sorting by color and the same icon shelf when
picture on the binding of the books. These are icons that tell if each book is sorting by book topic.
 Sort the veggies, sort them now.
Sort each one you see.
Sort by color, shape, and size.
Sort them all with me.
Red or green, large or small,
long or round, let’s sort them all.
Sort the veggies that you see
Sort them all with me.
Sort by color, here we go!
Sort the veggies now!

Directions: Use this page with the song “Sort the Veggies” found on track 2 of the
Math Songs CD. Have students draw a picture of their favorite vegetable on
Additional Verses: Sort by size, sort them now.
Spoken: Veggies that are small!
Final Verse: Sort the veggies, sort them all!
3
construction paper. Have students sort the drawings in groups to see which Person 1: Black eyed pea!
vegetable is the class’ favorite. Repeat this idea for favorite fruits or drinks. Person 2: Lima bean! Person 3: Radish!
Directions: The Venn diagram can be used when sorting or comparing
attributes of objects. 4
 One is an amount that is easy to spot.
It doesn’t show many because it isn’t a lot.

Two is one more; it shows another.

Like a friend and a friend
or a sister and a brother.

Three comes next. It is one more than two.

“Hoot, hoot, hoot!” will give you a clue.

Four follows closely. It is one more than three.

Can you find this number of animals hanging
from a tree?

Five gets a turn. It is one more than four.

I can count it on one hand
or on the forest ground floor.

Directions: Read the poem one stanza at a time. Have students repeat the
number they hear in each stanza and point to which object(s) are being 5
described. Have students count the object(s). Discuss the groupings of fireflies.
Count each grouping and tell the number.
Directions: Tell how many ducks can go in each boat, swing on the swingset,
ride the sea-saw, and row with a paddle. Use cubes to show that number. 6
 Here is the beehive.
Where are the bees?
Hidden away
where nobody sees.
Soon they’ll come creeping
out of the hive:
one, two, three, four, five.
There’s just one Queen
and she wears a crown.
2 small bees follow,
3 buzz around,
4 flowers open as
5 bees arrive.
Soon they’ll bring their honey
back to the hive.
I see the beehive.
I count the bees
playing in flowers, flying through trees.
Soon they’ll return to hide in their hive:
one, two, three, four, five.

Directions: Use this page with the song “Here is the Beehive” found on track 4
of the Math Songs CD. After the song is sung, have students act out the song. 7
Have students find objects in the room to represent each bee in the song.
Have them count each object and write the number that shows how many.
Directions: Use this numbers multiuse page to show “one more” with bird
footprints, to count clouds, sail boats, leaves and lines on a tree(s), and to
Chapter 7 to show height in trees and to model these heights using cubes.
8
count sand molds. Refer back to this page with Chapter 3 to see patterns in
clouds, boat sails and life lines on tree trunks. Refer back to this page with
 Children on the playground
seeing patterns everywhere!
Look at what they’re doing,
here and there!

Heel, toe, heel, toe, heel, toe,

dancing to the beat.
What could come next?
Look at their feet.

Critters on the playground

showing patterns everywhere!
Look at their bodies,
here and there!

Colors, sizes, and shapes,

are the patterns that they show.
What could come next?
Do you know?

Directions: Read the poem. Discuss the patterns referred to in each stanza of
the poem. Have students act out and extend the movement pattern in the
shapes, colors and lines on the caterpillar, and patterns on the children’s
clothing. 9
second stanza or make up one of their own. Have students look at the art on
the page and identify patterns shown such as butterfly sizes, hat colors,
Directions: Act out each pattern to find out which movement could come next.
To extend this activity, have students show the pattern another way, such as 10
using pattern blocks.
Stars and stripes,
stars and stripes,
are patterns in our flag!

Those groups of
stars and stripes all stand
for freedom in our land!

I saw an American flag

With bars from top to bottom
From left to right in red and white
American flags have got ‘em

Then way up in the top corner

I saw a big blue square
With bright white stars beside the bars
there were patterns everywhere!

repeat chorus

Many patterns of stars and bars

upon that flag that flew
The red and white went left to right
with white stars on the blue

repeat chorus

Directions: Use this page with the song “Stars and Stripes” found on track 1 of
the Math Songs CD. Discuss the color pattern on the flag. Have students
Have students make a flag showing that pattern.
11
identify another way to show the pattern using two different colors. Have
students name three colors that could be used in stripes on a flag.
 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

Directions: Use this calendar to show patterns within a week or month.

Refer back to this calendar when teaching days, weeks, months, and general 12
calendar use.
 1 elephant tries to nap,
While 2 grasshoppers start to clap,
While 3 caterpillars sip lemonade,
While 4 worms dance in the shade,
While 5 beetles rock n’ roll,
While 6 ants dig a hole,
While 7 bees buzz a tune,
While 8 butterflies play bassoon,
While 9 crickets lie in the sun,
While 10 ladybugs have some fun.
All the bugs just want to play,
Will poor elephant nap today?

Directions: Read the poem. Have students identify each group of animals
being described in the poem. Have students count and say the number in 13
each group. Compare groupings.
Directions: Have students guess and check to tell if there are: more hot air
balloons or kites, more birds or clouds, more kites with red or kites with 14
orange, and more kites with purple or kites with orange. Use the picture to
create more questions about the objects shown.
Directions: Use this story mat when working with numbers. Allow students to
draw objects or use manipulatives to show a number of objects in the setting. 15
Refer back to this story setting when using larger numbers or for creating
addition and subtraction stories.
Materials: 3 game piece markers, 12 index cards with numbers 0 to
10 written on each (one number per card) and a card with “Go ahead
Directions: Organize 3 teams. Take turns drawing a card. If a number is
drawn, the team draws that many circles (paw prints) on the sidewalk square. 16
2 spaces.” Move up the sidewalk with each turn. The first team to reach their bone wins.
 Let’s check out some things in
the classroom.
Go ahead and take a look.
A graph shows lots of data There are centers, blocks,
with pictures and real objects, too. shapes, and toys,
We can use it when showing a survey. or even our favorite book.
Can I graph some data with you? The graph will show our data,
whatever we choose to do.
Or maybe we’ll take a survey.
I want to make a graph with you.

Directions: Read the poem. Have students use the page to tell what data could
be used in a graph. Have students decide on the data and create a group 17
graph using that data.
 1 2 3 4 5 6 7 8 9 10

Directions: Have students Draw a Picture to determine how many more pieces
of confetti need to be drawn. Have students count how many of each color
match the graph.
18
are shown in the graph. Then have students count how many pieces of
confetti of each color are shown in the picture, and then draw more confetti to
 shovel

star fish

sea shell

turtle

dolphin

Materials: 20 counters
Directions: Divide students into two teams. Take turns finding one of the
graph have been crossed off, teams use one-to-one correspondence to
determine who has more counters. The team that found the most objects is 19
objects from the graph. When an object is found the player circles it in the the winner.
picture, crosses it off in the graph, and takes a counter. When all objects in the
 The number track, track, track
All covered in black, black, black
With maple trees, trees, trees
Out in the back, back, back.

It held the runners, runners, runners

On racing day, day, day
When zero to twenty, twenty, twenty
Came out to play, play, play.

They got in line, line, line

Everything was fine, fine, fine
The race was on, on, on
Where was number nine, nine, nine?

Directions: Read the poem to the tune of “Miss Mary Mack” using this
clapping pattern:
4. Clap hands with partner three times.
Have students identify numbers 0 – 20. Have students make number badges 20
1. Clap own hands together. to reenact the race. Have students order themselves by number based on their
2. Cross arms in front of chest. number badge.
3. Clap own hands together.
Directions: Direct students to count the number of toys on each shelf in the
group. Have students find the pattern to determine how many toys should be 21
in the empty row of each group.
 These are things we like to do!
So we make a list of things to do!
’Cause these are things we like….to do!

One, two, it’s time to wake.

Three, four, we’ll cook and bake.
Five, six, we’ll ride our bike.
Seven, eight, we’ll take a hike.
Nine, ten, we’ll fly our kite.

repeat chorus

Eleven, twelve, we’ll read and write.

Thirteen, fourteen, we’ll feed our fish.
Fifteen, sixteen, we’ll make a wish.
Seventeen, eighteen, we’ll brush our hair.
Nineteen, twenty, we’ll hug our bear.

repeat chorus

Directions: Use this page with the song “Things We Like to Do” found on track
3 on the Math Songs CD. After each counting line, have students echo the
they hear it sung. Have students pair off by the number pairs in the song.
Have them draw a picture of an activity they like to do for their number pair. 22
words. Have students make number cards of numbers from 1 to 20. Distribute Sing the song using the students’ numbers and activities.
the cards. Play the song again. Have students hold up their number card as
 Finish

1 2 3

Go ahead
2 spaces

lunch
3 break

Go
back
2 2 3 2
spaces

morning
break
3 2

Start

Materials: red, green and purple connecting cubes, 4 game piece markers,
number cube 0 – 5
Directions: Organize 4 teams. Teams take turns rolling the cube. Teams collect
the amount and color of cubes shown and/or follow directions on the board. 23
When one team finishes, all teams count cubes. The team with most cubes
wins.
 Find the shiny tea cups. There are two.
One is for me and one is for you.
See the red and yellow. See the blue.
Which is the larger of the two?

Would you like some tea now from the store?

Would you like some crackers? There are four.
I will serve the tea now. Watch me pour.
Which holds less and which
holds more?

Directions: Sing the poem to the tune of “I’m a Little Teapot.” Have students
answer the questions posed in the poem. Have students identify other
(holds more, holds less), and time on the clock.
24
measurement concepts on the page such as lengths of spoons (long, longer,
longest), height of flowers (tall, short), capacity of canisters and colanders
Directions: Guide students to choose a strategy to solve the problem of
determining how tall the buildings are.
Find a pattern: Use cubes to measure the gate and the next three buildings
on either side of it. Use these measurements to see a pattern and to tell how 25
Suggestion: Guess and Check: Have students use cubes to measure the gate. tall the tallest building is.
Have students guess how tall the next building is using the gate as a reference.
I’ve got a little dog,
he’s just 8 inches high,
but he’s as long as 2 hot dogs.
I call him my hot dog guy.

When my hot dog guy and I

play beneath a tree,
the tree is tall, the dog is short
and in between is me!

And that’s the long and short of it.

There’s different lengths for all.
Yeah, that’s the long and short of it.
Lengths are either big or small.

I climbed a great high hill

to see the sea appear,
but Mom said it’s a long way off—
you can’t see there from here.

Directions: Use this page with the song “The Long and Short of It” found on
track 6 of the Math Songs CD. Have students form small groups and make
short and tall. Have the students discuss the snake’s length when it is lying
down compared to when it is held up. 26
paper chain snakes of varying lengths. Have groups compare lengths
discussing short and long. Have students hold snakes upright and compare
Materials: connecting cubes, 2 different-colored write on/wipe off markers
Directions: Divide students into two teams. The first team chooses a tool and
train to measure the tool. If their guess is correct, students draw an X across
the object using their color. If their guess is incorrect, it is the other team’s 27
guesses how many cubes long the tool is. The team then creates a cube train turn. Alternate teams until all tools have been measured correctly. The team
using the number of cubes they guessed. One student from the team uses the that correctly guessed the most tool lengths is the winner.
 I have ten fingers. Count them with me.
If you show me yours too, how many will there be?
Let’s not stop there. Please let me see,
ten more fingers to make thirty!

Now, use the farm to play a number game.

Count all the objects that look the same.
Say each number to tell how much.
Don’t forget to count and touch.

Directions: Read the first line of the poem. Hold up ten fingers as students
count your fingers. Ask another student to show 10 fingers as the second line
21 pumpkins, 27 pears, 24 birds, 26 flowers, and 30 corn cobs.
28
is read. Count all fingers. Ask another child to show 10 fingers. Count all
fingers. Continue reading the poem. Discuss the picture. Have students find
Directions: Guide students to choose a strategy to solve the problem of how
many objects are hidden.
Follow the same procedure for 24 bike spokes, 28 stones and 25 apples.
Draw a Picture: Using the information above, have students draw circles to 29
Suggestions: Act it Out: Tell the students that there are 23 stars in the sky. show the number of objects that are hidden.
Have students use counters to act out the number of stars that are hidden.
Directions: Use this story mat when working with numbers. Allow students to
draw objects or use manipulatives to show a number of objects in the setting. 30
Refer back to this story setting when using larger numbers or for creating
addition and subtraction stories.
Directions: Divide students into two teams. Assign each team a color on the
color counters. The first team rolls the number cube and covers that many
Materials: 50 two-color counters
31
raindrops with their color counters. Alternate teams until all raindrops have
been covered. The team that covers the most raindrops is the winner.
 It’s 8:00 and time to rise.
I lift my head and rub my eyes.
By 9:00 I’m out the door
to meet my best friend, Eleanor.
From 10:00 to 11:00 we climb and run.
Eleanor is so much fun.
It’s 12:00, that means it’s noon.
We’ll be eating lunch real soon.
It’s 1:00, its 2:00, and then it’s 3.
Eleanor’s having a party and she invited me.
It will last until 4 or even 5 o’clock.
Then I have my dog to walk.
It’s 6:00, it’s 7:00 and then it’s 8.
I get ready for bed; it’s getting late.
Daddy reads to me and then I say,
This is the very best time of day!

Directions: Read the poem. Have students identify the pictures that show each
time of day. As the poem is read again, have students show the times on a 32
moveable clock. Have students tell what is the same or different in their day
as in the poem.
Directions: Guide students to choose a strategy to decide the date of the next Act It Out: Have students use blue color tiles to place on library days and
computer and music class.
Suggestions: Find a Pattern: Have students look at each calendar to identify
green tiles on music days. Determine what tile would be placed on the next
Monday. Repeat strategy for computer and gym class.
33
the pattern for music and library class. Determine what could come next and Note: Have a student draw their own pattern of classes and have other
draw that icon on the calendar. Repeat for computer and gym class. students predict what will happen on a given date.
 Tick tock, tick tock
hear the chiming of the clock.
Tick tock, tick tock
every hour we hear it talk.

When it strikes 1 – we’ll start the fun.

When it strikes 2 – play a kazoo.
When it strikes 3 – dance with me.
When it strikes 4 – tap the floor.
When it strikes 5 – buzz into a hive.
When it strikes 6 – stir and mix.

1 (chime), 2 (chime), 3 (chime)

4 (chime), 5 (chime), 6 (chime)

When it strikes 7 – yell, “My name’s Kevin!”

When it strikes 8 – stand and wait.
When it strikes 9 – hold up a sign.
When it strikes 10 – let’s dance again.
When it strikes 11 – let’s start wavin’.
When it strikes 12 – clap for yourselves.

7 (chime), 8 (chime), 9 (chime)

10 (chime), 11 (chime), 12 (chime)

Directions: Use this page with the song “Tick Tock, Tick Tock!” found on track
5 of the Math Songs CD. Repeat the chorus after each set of chimes. Have
Suggestion: Place number cards one to 12 in a circle on the floor to represent
the numbers on the clock. Have students move from number to number as 34
students act out the actions in the song as each time is sung. Use an that time is sung.
instrument such as a triangle to copy the chimes in the song.
 Bug Match Up

Materials: 18 index cards

Directions: Cover each scene with an index card. Divide students into two
matches wins. As an extension to this activity, students could match the time
shown on the digital clock to the same time shown on the analog clock in the 35
teams. Teams take turns flipping over two cards at a time trying to match two corner of each picture.
morning, two afternoon, or two evening events. The team with the most
Directions: Use this weekly calendar to list class schedules, weekly events,
coming attractions in math, etc. 36
 Triangle, oval, and a square,
you can find shapes at the fair.

See the balloons? What a sight!

Look, a Ferris wheel with lights!

Check the funhouse and the sky.

See the bird that’s passing by?

Rectangle, circle, and a square

you can find shapes at the fair.

Directions: Sing the poem to the tune of “Twinkle, Twinkle, Little Star”. Have
students use the page to identify drawings of circles, triangles, squares, and 37
rectangles as well as objects that are shaped like a circle, triangle, square
and/or rectangle.
Directions: Have students, one at a time, name an object and the shape or
figure that makes up one of its sides.
Suggestions: Students can Draw A Picture by tracing one of the sides, Act It
Out by using pattern blocks, or Guess and Check to determine the shape that 38
makes up the faces of the object.
 Find the Shape

Materials: Bag of pattern blocks and attribute buttons including squares,

rectangles, triangles and circles.
student marks the picture by drawing an X on it. The first player from the
other team follows the same procedure and marks the game board with a 39
Directions: Divide students into two teams. First player draws a shape from circle. Alternate teams until one team fills an entire column or row.
the bag and finds a picture that matches that shape on the game board. The
 It’s so much fun to learn adding!
Soon numbers we’ll be joining,
using two numbers big or small.
It really doesn’t matter
if it takes a while to remember.
We’re only learning after all!

Directions: Sing this song, to the tune of “Little Ducky Duddle”, when working
with addition. Sing the song and use the page to create addition stories about 40
the ducks and umbrellas.
 9 5 8

6 7
4

Directions: Have students show “ways to make” the number in each flower on three of the petals.
Have students color ways to make: 9-red, 8-blue, 6-purple, 7-orange, 5-yellow, and 4-pink. Have
Have students Act Out each way to make a number using connecting cubes. Have students color
the petals with the color code mentioned above. 41
students tell what color the last petal on each flower will be by Finding a Pattern in the flower.
Have students write another way to make the number and color the petal to extend the pattern.
Directions: Use this story mat when working with addition. Allow students to
draw objects or use manipulatives to model or create addition stories. 42
 0 1 2 3 4 5 6 7 8 9 10

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

0 1 2 3 4 5 6 7 8 9 10

Materials: 55 red, 55 green, 55 orange and 55 purple connecting cubes, two

number cubes 0 – 5
placing connecting cubes in each circle on the page. Teams join the
connecting cubes and place that amount of cubes below that number on their 43
Directions: Organize 4 teams. Assign each team a color. Teams take turns train. The winner is the first to show 10 cube trains representing 1 to 10.
rolling the number cubes. Based on the roll, an addition story is modeled by
 Teach me about subtraction.
Teach me to take away.
Show me that 6 minus 2 is 4.
I’m taking away and I’m not adding more.
Help me check and re-check my answers.
If I’m not right it’s okay,
’cause I’ll try, try, try it again
until I’ve learned the way!

Directions: Sing this song to the tune of “Take Me Out to the Ballgame”, when
working with subtraction. Have students sing the song and then use the 44
images on the page to create subtraction problems about baseball.
Directions: In order to connect the dots to find each image, have students tell
a subtraction story that equals the next number needed to connect the dots.
of number for them to choose from in order to find the correct answer.
45
Students can Act Out the story with manipulatives or Guess and Check to find
the answer. If students have difficulty telling a subtraction story, provide sets
 There were ten in the bed
and the little one said,
“Roll over, roll over.”
So they all rolled over
and one fell out.

There were nine in the bed

and the little one said,
“Roll over, roll over.”
So they all rolled over
and one fell out.
Repeat verse inserting numbers eight,
seven, six, five, four, three, two.

There was one in the bed

and the little one said,
“Good night.”

Directions: Use this page with the song “Ten In the Bed” found on track 7 of
the Math Songs CD. Use 10 classroom puppets and a large blanket. Using the
subtraction stories using different amounts of puppets falling out of bed. Have
students model the stories with the puppets and then tell how many puppets 46
theme of the song, have the puppets lying on the blanket as if in bed. Have are left.
students act out the poem using puppets and blanket. Have students tell
 Get gas
3 on
2 on
1 on Go ahead
2 on 1 space
Star
t

f
of
1
o ff
2

o n
1

o ff
3

on
1
1 off

Finis
3
of

2 on
h
f

3 off
Go bac 1 on
2 off
2 spac k
es

Materials: number cube, 2 different colored connecting cubes

Directions: Divide students into two teams. Have 5 players from each team
many spaces. Have students follow the direction on the space they landed on.
Alternate teams until both teams have reached “Finish”. The team with more 47
stand in 2 separate straight lines. These players are already on their own bus. passengers left on the bus is the winner.
Have one team roll the number cube and move their connecting cube that
Directions: Use this story mat when working with subtraction. Allow students
to draw objects or use manipulatives to model or create subtraction stories. 48
7

Math Lesson Title Math National Math National EL Lesson, National Modality Level EL Strategy EL Strategy Core EL Common EL Language/Objective
Lesson Vocabulary Standard Math Page EL Title Objective Vocabulary Use EL
Number Standard Number Standar Verb
(Student (Teacher d
Alike and Different alike, GK-FP1 1-1, p. 17B G1S3c This strategy it, same, is 1.Opposites: same/different.
Visual, Beginni teaches different 2.Associating sounds with words.
1.1 different Hear Math
Auditor ng descriptive 3.Hearing common new vocabulary.
vocabulary
Sort by One sort GK-FP1 1-2, p. 19B G1S3k This strategy color, red, color 1.Learning names of colors.
Visual Beginni teaches blue 2.Following oral directions.
1.2 Attribute See Math
ng vocabulary. 3.Reinforcing previous vocabulary.

PSS: Act It Out GK-FP1 1.-3, p. 21B G3S2b This strategy what, belongs, does/doesn 1.Negative verb forms. 2.Answering
Social, Beginni introduces thumbs ’t simple oral questions with actions.
1.3 Hear Math
Auditor ng negative verb up/down 3.Exposure to new nouns.
forms
Sort by More than GK-FP1 1-4, p. 23B G2S1d This strategy sort, yellow, is/isn't 1.Simple yes/no questions.
Visual/S Beginni introduces not 2.Negative verb forms. 3.Adding
1.4 One Attribute See Math
patial, ng color another color word to students'
vocabulary and vocabulary
Same Number same number GK-FP1 1-5, p. 27B G1S2c i i Beginni
Visual/S This strategy these, is the are 1.Listening to yes/no questions with
1.5 Do Math teaching same as, those plural nouns. 2.Recognizing and
patial ng sorting using previous vocabulary.
vocabulary 3 Introducing new comparative
More than more than GK-FP1 1-6, p. 29B G2S2a This strategy more, I, have/has 1.Subject/verb agreement.
Linguist Interme uses color to he/she 2.Following oral directions. 3.Saying
1.6 Talk Math
ic, diate show "more". simple, scaffolded phrases.

Less than less than GK-FP1 1-7, p. 31B G1S3c i l

Social, Interme This strategy if, does not stand up 1.Learning a new game through a
1.7 Do Math uses "Simon have more, verbal explanation. 2.Conditionals.
Auditor diate Says" to show wearing 3.Answering information questions.
more/less than
Numbers 1, 2, and 3 count, one GK-FP1 2-1, p. 43B G1S3e This strategy one, two, show 1.Hearing one, two, three. 2.Reading
Auditor Beginni teaches three 1, 2 and 3. 3.Hearing words for
2.1 two, three Hear Math
y ng numbers 1, 2 familiar nouns.
and 3
Read and Write 1, 2, number GK-FP1 2-2, p. 45B G2S2e
Auditor Interme This strategy straight down, make 1.Hearing rhymes that teach writing
2.2 and 3 Write Math vocalizes around, back numbers. 2.Learning prepositions.
y, diate writing 1, 2, 3.Kinesthetically learning new
and 3 vocabulary
Numbers 4 and 5 four, five GK-FP1 2-3, p. 47 B G1S3g i l Interme
Kinesth This strategy walk heel to find 1.Verbalizing guesses. 2.Saying
2.3 Do Math uses group toe, four, five numbers. 3.Reading written numbers.
etic, diate learning to
practice finding
Read and Write 4 GK-FP1 2-4, p. 49B G1S3b i l Beginni
Intraper This strategy down, one stop 1.Reinforcing familiar prepositions.
2.4 and 5 Hear Math vocalizes more, a flag 2.Introducing new prepositions.
sonal, ng writing 3.Using rhyming in explanations.
numbers four
PSS: Draw a Picture GK-FP1 2-5, p. 53B G2S2i i l Interme
Intraper This strategy picture, finger, draw 1.Practicing counting 1 - 5. 2.Writing
2.5 Write Math teaches using underneath numbers independently. 3.Following
sonal diate pictures to oral directions.
solve
Read and Write 0 zero GK-FP1 2-6, p. 55B G2S3k This strategy none, zero, see 1.Saying short answers to oral
Visual, Interme helps students make a fist questions. 2.Learning new
2.6 Write Math
Social diate visualize the vocabulary using visual and auditory
zero shape skills 3 Seeing how to write 0
Compare Numbers 0 GK-FP1 2-7, p. 57B G1S3d This strategy next to, flip, take 1.Counting. 2.Reading numbers.
Visual, Interme teaches get to keep 3.Playing games.
2.7 to 5 Do Math
Social diate comparing
numbers 0 5
7

Order Numbers to 5 order GK-FP1 2-8, p.59B G2S1e

Visual Interme This strategy side, move to, look 1.Understanding oral directions.
2.8 See Math uses stand below 2.Reinforcing previous vocabulary.
diate cooperative 3.Participation in class activities.
learning to
Over and Under over, under, GK-FP6C 3-1, p. 71 B G1S3b This strategy letters, look like 1.Recognizing letters. 2.Connecting
above, below
Visual/S Beginni teaches over shapes, letter shape with action. 3.Listening
3.1 See Math
patial, ng and under over/under to and recognizing target vocabulary.
kinesthetically
Top, Middle and top, middle, GK-FP6C 3-2, p. 73 B G2S1c i
Kinesthh Interme This strategy on (top), in are 1.Teaching vocabularly. 2. Introducig
3.2 Bottom bottom Do Math teaches top, (the middle), prepositions. 3.Scaffolded
etic, diate middle and at (the vocabularly understanding
bottom bottom) kinesthetically
Before and After before, after GK-FP6C 3-3, p. 75 B G1S3i i i Interme
Linguist This strategy day, little comes after 1.Recognizing common words
3.3 Talk Math increases word, inside 2.Connecting letter combining to
ic, diate vocabulary and the whole make words. 3.Acting out target verb
pattern word
Identify Patterns pattern GK-FP6C 3-4, p. 77B G2S1h i l
Auditor Interme This strategy clap, stomp, repeat 1.Scaffold vocabularly understanding
3.4 Do Math helps students watch me kinesthetically. 2.Integrate
y, diate recognize understanding with vocabulary.
patterns 3 Forming a pattern with words
Object Patterns GK-FP6C 3-5, p. 81B G1S3c i h
Spatial, Interme This strategy step, hop, do follow 1.Discover auditory patterns.
3.5 Hear Math integrates what I do 2.Connect vocabulary and action to
Kinesth diate object patterns objects. 3.Following oral directions.
verbally
PSS Look for a GK-FP6C 3-6, p. 83 B G1S3d i
Kinesth Advanc This strategy pattern, arms act out 1.Identify patterns. 2. Introduce
3.6 Pattern Do Math heips students folded, vocabulary. 3.Create patterns.
etic ed internalize standing
patterning and straight
Sound Patterns GK-FP6C 3.7, p 85 B G2S2e This strategy close your listen 1.Identify auditory patterns. 2.
Auditor Interme connects eyes, no Introduce vocabulary. 3.Copy
3.7 Hear Math
y, diate listening and peeking,carefu patterns.
auditory lly
Movement Patterns GK-FP6C 3-8, p 87 B G1S3b i h
Visual/S Interme This strategy jump, one hop 1.Identify movement patterns. 2.
3.8 Talk Math vocalizes foot, two feet Practice vocalizing patterns. 3. Copy
patial, diate physical patterns.
patterns
Predicting Patterns predict GK-FP6C 3-9, p 89 B G2S2j i
Logicalh Beginni This strategy under, dog, will start 1.Discover pattern. 2.Connect future
3.9 See Math teaches car tense to patterns. 3. Orally respond to
ng predicting predictions.
patterns
Numbers 6 and 7 six, seven GK-FP1 4-1. p. 101 G1S1a Auditory, Intermediate This strategy play, May I? may line up 1.Phrasal verb, line up. 2.Chanting
4.1 B Kinesthetic Talk Math teaches You may., with rhymes. 3.Asking for
numbers six permission.
and seven
Number 8 eight GK-FP1 4-2, p 103 G1S2d Auditory, Beginning This strategy eight, legs, has/have 1.Changing verb forms. 2.Using a
4.2 B Visual Hear Math teaches spider rhyming song to teach numbers.
numbers eight. 3.Learning new vocabulary through a
song
Read / Write 6, 7, GK-FP1 4-3, p. G1S3k Linguistic, Beginning This strategy loop, across, make/make 1.Using rhymes to teach writing.
4.3 and 8 105B Visual/Spatial Write Math uses poems to circle s 2.Prepositions. 3.Writing numbers.
teach how to
write numbers
Numbers 9 and 10 nine, ten GK-FP1 4-4, p. 109 G1S3i Auditory, Beginning This strategy in all, some, comes 1.Learning numbers through song and
4.4 B Kinesthetic Talk Math uses music to join the fun action. 2.Participating in a kinesthetic
explore nine activity. 3.Hearing simple, complete
and ten sentences
Read and Write 9 GK-FP1 4-5, p. 111 G1S2d Kinesthetic, Beginning This strategy in, out, hand circle 1.Opposites: in/out, left/right.
4.5 and 10 B Visual Write Math uses motion 2.Right/correct versus right/left.
and music to 3.Prepositions.
teach writing
7

PSI: Draw a Picture GK-FP1 4-6, p. 113 G2S2e Kinesthetic Intermediate This strategy where, should, draw/drew 1.Simple present/past tense. 2.
4.6 B Hear Math teaches counters Irregular past tense. 3.Modal: should.
drawing
pictures to
Compare Numbers GK-FP1 4-7, p. G1S3l Kinesthetic Intermediate This strategy no, has more, know/do 1.No versus know. 2.Answering
4.7 to 10 115B See Math helps students now we know not know yes/no questions. 3.Explaining a
compares strategy.
numbers to ten
Order Numbers to before, after GK-FP1 4-8, p. 117 G2S2f Social, Visual Intermediate This strategy sit by, name, read 1.Using prepositions. 2.Hearing
4.8 10 B Do Math builds ordering is by names of classmates. 3.Listening to
experience positions and moving accordingly.
while
Ordinal Numbers ordinal GK-FP1 4-9, p. 119 G2S1f Kinesthetic, Intermediate This strategy first, second, march 1. Teach sequencing 2. Hear and
4.9 numbers B Logical See Math helpd students third vocalize ordinal numbers 3. Integrate
integrate and respond to vocabluary
different ways
Collecting and data, graph GK-FP4C 5-1, p. 131 G1S2d Visual/Audito Beginning This strategy across, row, move 1.Learning new vocabulary using
5.1 recording data B ry Hear Math uses music to along music. 2.Singing prepositions.
activate 3.Using repetition to internalize new
understanding words
Real graph real graph GK-FP4C 5-2, p.133 G1S2d Visual/Audito Beginning This strategy column, up, go 1.Simple present/negative present
5.2 B ry See Math shows down tense. 2.Opposites: up/down.
vocabularly 3.Ryhming.
with music
PSS-Look for a GK-FP4C 5-3, p. 135 G2S1c Logical Advanced This strategy comes next, cross off 1.Seeing patterns on graphs.
5.3 Pattern B Write Math helps students what, pattern 2.Predicting patterns. 3.Participating
identify a in class discussion.
pattern
Picture graph picture graph GK-FP4C 5-4, p. 139 G2S1h Visual, Social Intermediate This strategy pictures, these put 1.Possessive pronouns. 2.Following
5.4 B See Math practices are, my/your oral directions. 3.Sorting by various
sorting picture family classifications.
graphs
Make a graph survey GK-FP4C 5-5, p. 141 G2S3h Auditory, Intermediate This strategy brother/sister, label 1.Introducing words for relatives.
5.5 B Kinesthetic Do Math uses father/mother, 2.Writing new words. 3.Creating a
background uncle/aunt visual.
information to
Numbers 11 & 12 eleven, GK-FP1 6-1, p. 153 G2S1g logical intermediat This strategy group, tell, count out 1.Listening for understanding.
6.1 twelve B e Talk Math teaches find 2.Collaborating with peers.
recognizing 3.Counting aloud.
quantities of
Numbers 13, 14, 15 thirteen, GK-FP1 6-2, p. 155 G1S3g kinesthetic intermediat This strategy of a, of put 1.Hearing prepositions. 2.Introducing
6.2 fourteen, B e Do Math allows students another, on a new phrases 3. Use available
to visualize 13- string language.
fifteen
15
Numbers 16, 17 sixteen, GK-FP1 6-3, p. G2S2a kinesthetic intermediat This strategy tall, taller, stack 1.Using regular and irregular
6.3 seventeen 157B e Do Math helps students side by side comparatives. 2.Following oral
visualize directions. 3.Practicing counting
numbers 16 aloud
Problem Solving GK-FP1 6-4, p. G2S3c intraperson Beginning This strategy table, set a set 1.Distinguish between table/kitchen,
6.4 Strategy: Look for a 161B al Hear Math shows words table, group of table/chart and set. 2.Using visuals to
can have two things learn new vocabulary. 3.Copying
Pattern
meanings drawing and words
Numbers 18, 19, 20 eighteen, GK-FP1 6-5, p. 163 G1S3g logical Beginning This strategy in, how many, find out 1.Recognizing quantities. 2.Reading
6.5 nineteen, B Do Math helps students bag numbers. 3.Reinforcing counting
recognize skills.
twenty
numbers 18 20
Compare numbers to GK-FP1 6-6, p. 165 G2S2f logical Beginning This strategy what number, comes 1. Answering questions. 2.Following
6.6 20 B Do Math models before, after oral directions. 3.Practicing previous
comparing and target vocabulary.
numbers to 20
7

Order numbers to 20 GK-FP1 6-7, p. G2S1f logical advanced This strategy out of order, place 1.Hearing numbers read in order.
6.7 167B Talk Math teaches in order, 2.Listening for missing numbers.
ordering revising 3.Listening to and following
numbers commands
Compare length length, GK-FP1 7-1, p. 179 G2S2a Logical Intermediate This strategy side by side, lay down 1.Internalizing new vocabulary
7.1 longer, B See Math the protocol for short, long through activities. 2.Opposites: long,
comparing short. 3.Using new vocabulary
shorter, same
length length appropriately
Order length longest, GK-FP1 7-2, p. 181 G2S2f Logical Intermediate This strategy mine, shorter, look 1.Using superlatives. 2.Reinforcing
7.2 shortest B Do Math teaches the longer compatives. 3.Saying complete
vocabulary for sentences.
comparing
Compare Weight weight, GK-FP1 7-3, p.183 G1S3f Visual Beginning This strategy lighter, goes 1.Practicing superlatives. 2.Practicing
7.3 heavier, B Do Math allows students heavier, comparatives. 3.Emphasizing
to compare (goes) suffixes.
lighter, equal
weight up/down
Problem Solving GK-FP1 7-4, p. G2S2j Logical, Intermediate This strategy guess, correct, measure 1.Understanding and answering oral
7.4 Strategy:Guess and 185B Spatial Write Math allows students chose questions. 2.Writing numbers.
to guess and 3.Seeing information recorded.
Check
check various
Compare Capacity holds more, GK-FP1 7-5, p. 189 G2S2g Kinesthetic Intermediate This strategy cup your pour 1.Using available language to
7.5 holds less, B Do Math teaches hands, fill, describe experience. 2.Learn new
students one hold vocabulary using manipulatives.
holds the
way to 3 Participate in class activity
Compare Area area, covers GK-FP1 7-6, p. 191 G2S1h Visual/Spatial Advanced This strategy space inside, fit/doesn't 1.Hearing verb phrases. 2.Practicing
7.6 more, covers B , Kinesthetic Do Math helps students fingeers, a fit using vocabulary. 3.Verbalizing
understand person comparisons.
less, covers
area
Compare hot, cold, GK-FP1 7-7 p 193 B G3S2a Linguistic Beginning This strategy hot, cold spell pretend 1.Internalizing new vocabulary
7.7 Temperature temperature Hear Math uses a chant to through activities. 2.Hear and
teach understand vocabulary. 3.Using new
vocabulary vocabulary appropriately
Numbers 21-25 twenty, more GK-FP1 8-1, p. 205 G1S3b Auditory Intermediate This strategy twenty, means 1.Understanding verbal explanations.
8.1 B Hear Math teaches together, 2.Introducing two-digit numbers.
combining when 3.Learning new verbs.
number
Numbers 26-30 GK-FP1 8-2, p. 207 G1S3f Spatial Beginning This strategy pull, a piece, put together 1.Hearing conditional phrases.
8.2 B See Math helps students of 2.Colaborating with peers. 3.Using
understand counting skills.
numbers 26 30
Problem Solving GK-FP1 8-3, p. 209 G2S1g Intrapersonal Advanced This strategy which animal remember 1.Understanding new vocabulary to
8.3 Strategy: Make a B See Math helps students is missing, participate in activity. 2.Learn animal
visualize and model sets, names. 3.Say animal names and
Model
improve explain explain reasoning
Compare Numbers GK-FP1 8-4, p. 213 G2S1a Spatial Intermediate This strategy chair, each pretend 1 Hearing and imagining hypothetical
8.4 to 30 B Do Math helps students animal situations. 2. Interpreting results
compare through counting and comparing
numbers 3 Demonstrating knowlegde of new
Order numbers to 30 GK-FP1 8-5, p. 215 G1S3e Linguistic Intermediate This strategy find your stand on 1.Counting aloud. 2.Practicing
8.5 B Hear Math helps students place, come ordering skills. 3. Listening to and
order numbers. up, count off following directions.

Estimate about, GK-FP1 8-6, p. G3S3b Auditory intermediat This strategy closet, team, guess 1.Using familiar comparatives in a
8.6 estimate 217B e Write Math helps students point game. 2.Colaborating with a team. 3.
estimate Using available language to explain
numbers reasoning
Morning, afternoon, morning, GK-FP3 9-1, p. 229 G1S2c Visual, Intermediate This strategy when, what do show 1.Creating a visual to learn
9.1 and evening afternoon, B Intrapersonal See Math helps students you do, sun vocabulary. 2.Using time
determine the propositions accurately.
evening
differences 3 Associating their drawn activities
7

Days of the week week GK-FP3 9-2, p. 231 G1S3d Auditory, Intermediate This strategy day, week, clap 1.Hone listening skills. 2.Recognize
9.2 B Linguistic Hear Math helps students when you hear the same word within different
hear ending words. 3.Chant and clap to reinforce
sounds uderstanding
Calendar month, year GK-FP3 9-3, p. 233 G1S1a Logical Intermediate This strategy when is, "X" will be 1.Reading dates. 2.Saying dates.
9.3 B Talk Math helps students years old, my 3.Saying scaffolded future tense
use a calendar. birthday is sentences.

Today, Yesterday, today, GK-FP3 9-4, p. 235 G1S3b Auditory, Intermediate This strategy hold old, was/were 1.Hearing past tense. 2.Matching
9.4 and Tomorrow yesterday, B Spatial Hear Math reinforces past candles, cake numbers and ages. 3.Talking in past
and future verb and future tense.
tomorrow
tenses
Using an analog hour, o’clock GK-FP3 9-5, p. 239 G1S3k Auditory Beginning This strategy face, clock, go around 1.Learn two meanings for face.
9.5 clock B Hear Math introduces new round 2.Reinforce too, as opposed to two or
vocabulary. to. 3.Associate new vocabulary with
familiar objects
Using a Digital Clock GK-FP3 9-6, p. 241 G2S1c Kinesthetic, Intermediate This strategy hopping, slow, jump 1.Volcalize and internalize length of
9.6 B Visual Do Math kinesthetic fast time repesented in digital clocks.
demonstrates 2.Kinesthetically demonstrate
digital clocks understanding of numbers
Problem Solving GK-FP3 9-7, p. 243 G2S2e Spatial Advanced This strategy arms, minutes, show 1.Respond to oral directions.
9.7 Strategy: Make a B Do Math uses hours 2.Acting out time data.
background 3.Understanding a simple table.
Table
knowledge to
Three-Dimensional three- GK-FP2 10-1, p. G2S1h Kinesthetic, Intermediate This strategy nose, flat, feel stick out 1.Learning new vocabulary using
10.1 Figures dimensional 255B Logical See Math introduces familiar objects. 2.Reinforcing
vocabulary to previous vocabulary. 3. Internalizing
figure, cube,
describe three properties of three dimensional
Compare Three- roll, stack, GK-FP2 10-2, p. G2S1a Kinesthetic/A Intermediate This strategy clay, ball, box roll/pinch 1.Learning names for 3-D objects.
10.2 Dimensional Figures slide 257B uditory Do Math introduces 2.Carry out actions given orally while
solid shapes. demonstrated. 3.Learning vocabulary
kintesthetically
Two-Dimensional two- GK-FP2 10-3, p. G2S2f Linguistic Intermediate This strataegy flat, looks feel 1.Reinforce previously learned names
10.3 and Three- dimensional 259B Talk Math compares two- like, feels like of figures 2. Vocalize figure
and three- properties. 3. Use available language
Dimensional Figures figure,
dimensional with new vocabulary
Squares and corner, side GK-FP2 10-4, p. G2S1f Kinesthetic, Advanced This strategy corner, hold meet 1.Hear and see definitions for new
10.4 Rectangles 261B Social Do Math allows students hands, arms vocabulary. 2.Kinesthetically form
to out figures. 3. Conncect the vocabulary
kinesthetically to the concept of cornered shapes
Circles and Triangles round GK-FP2 10-5, p. G2S2h Kinesthetic, Intermediate This strategy round, bigger, must curve 1.Learn and use new and review
10.5 263B Visual/Interpe Do Math introduces joined hands vocabulary. 2. Internalize shapes.
rsonal circles and 3.Understand concepts through
triangles vocabulary and kinesthetics
Problem Solving GK-FP2 10-6, p. G2S3k Intrapersonal Intermediate This strategy circle, square, outline 1.Learing names of shapes. 2. Seeing
10.6 Strategy: Draw a 267B See Math helps students triangle figures in the environment. 3.
identify shapes. Creating a visual to reinforce
Picture
vocabulary
Equal Parts equal parts, GK-FP2 10-7, p. G1S3f Visual/Spatial Intermediate This strategy equal parts, match 1.Recognize and say letters. 2.Follow
10.7 half 269B , Logical Do Math helps students find, half of a oral directions. 3.Using language to
understand letter solve a problem.
equal parts
Two-Dimensional GK-FP2 10-8, p. G1S3k Intrapersonal, Intermediate this strategy will it press 1. Interpret events orally.
10.8 Figures in Position 271B Interpersonal See Math explores be,imagine, 2.Understand new words in
postion and change the directions. 3.Learn new phrases.
two and three position
Addition Stories in all, add GK-FP1 11-1, p. G1S3b Auditory Beginning This strategy some, sum, share 1.Homonyms some/sum. 2.Learn
11.1 283B Hear Math introduces adding up addition concept through a song. 3.
newvocabulary Integrate vocabulary and concept.
7

Use objects to add join GK-FP1 11-2, p. G1S1a Auditory Intermediate This strategy say/said, give/gave 1.Simple present/irregular past
11.2 287B Hear Math teaches see/saw, what tenses. 2.Verbalizing familiar
irregualr past happened? activities. 3.Connecting live activities
tense and drawings to math sentences
Addition Symbol plus sign GK-FP1 11-3, p. G1S3c Visual/Spatial Intermediate This strategy other ways, changing 1. Interpret events, symbols and
11.3 291 , See Math connects plus (+), say words. 2. Understand common
Intrapersonal words, symbols the same thing properties. 3. Connect new phrases to
and concept an idea
Ways to make 4 and GK-FP1 11-4, p. 293 G1S3j Kinesthetic Beginning This strategy in the square, try/tried 1.Simple present/present perfect/past
11.4 5 B Do Math shows combination, tense. 2.Using new vocabulary in
combinations have you tried activity. 3.Following oral directions.
of 4 and 5
Ways to Make 6 GK-FP1 11-5, p. G2S1a Visual Advanced This strategy our ladybugs, should have 1.Conditional modal verb.
11.5 297B See Math improves dots, on either 2.Visualize concept. 3.Connect realia
number side and vocabulary to math concept.
understanding
Ways to Make 7 GK-FP1 11-6, p. 299 G1S2b Auditory/Visu Beginning This strategy they do, for make 1.Using visuals to introduce the
11.6 al Talk Math vocalizes sure, see concept of addition. 2.Practicing
combinations counting. 3.Saying number
of seven combinations accurately
Ways to Make 8 GK-FP1 11-7, p. 301 G1S3b Visual Intermediate This strategy boat, fish, sea see 1.Homonyms: see/sea. 2.Answer
11.7 Hear Math helps students questions containing new vocabulary.
understand 3.Practice combinations.
homonyms
Ways to Make 9 GK-FP1 11-8, p. 303 G1S3g Auditory, Beginning This strategy really fun, too, can split 1.Modal verb: can. 2. Improve
11.8 Visual Talk Math uses music to also new memory and listening for numbers.
model nimber 3.Connect vocabulary to math
nine concept
PSS- Act it out GK-FP1 11-9, p. 305 G2S2f Social, Advanced This arms, legs, figure out 1.Phrasal verb: figure out. 2.
11.9 Linguistic See Math strategyhelps eyes Recognize body parts. 3.Label body
students act out parts.
story problems
Subtraction stories take away, GK-FP1 12-1, p. G1S2d Auditory Beginning This strategy take away, eat/ate 1.Learning new vocabulary through
12.1 are left, 317B Hear Math uses music to I’m hungry, songs. 2.Rhyming. 3.Reciting a
introduce meals cause/effect situation.
subtract
subtraction
Use Objects to GK-FP1 12-2, p. G2S3k Kinesthetic Intermediate This strategy drop out, snap take away 1.Hearing patterns. 2.Acting out
12.2 Subtract 321B Do Math uses your fingers, patterns. 3.Hearing empty spaces.
kinesthetic no sound
movement and
Subtraction Sign minus sign GK-FP1 12-3, p. G1S3f Visual/Spatial Intermediate This strategy how many, take 1. Interpret events, symbols and
12.3 323B , Logical See Math helps teach the minus, star words. 2. Understand common
minus symbol. properties. 3. Connect new phrases to
an idea
Take Away from 4 GK-FP1 12-4, p. G2S3c Visual Intermediate This strategy purple, must go 1.Listen to subtraction vocabulary. 2.
12.4 and 5 325B See Math teaches counters Counting to find differences. 3.Learn
subtraction alltogether, the word forms of subtraction
vocabulary leaves vocabulary
Take Away from 6 GK-FP1 12-5, p. G2S2a Auditory Beginning This strategy inside, who leave/left 1.Using familiar nouns in story
12.5 331B Hear Math helps student has left?, problems. 2.Answering oral
subtract from house questions. 3.Seeing an oral story
six and seven problems written as a number
Take Away from 7 GK-FP1 12-6, p. G1S3f Logical Intermediate This strategy 7 days in a take off 1. Learn calendar vocabulary and
12.6 333B See Math heops students week, today, patterns. 2. Act out patterns. 3. See
subtract 7. let's and interpret empty spaces.

Take Away from 8 GK-FP1 12-7, p. G2S1f Logical Intermediate This strategy the fence, zoo, jumped 1. Hear spoken subtraction. 2. Act
12.7 335B Do Math helps students how many are over out subtraction sentence.
internalize left? 3.Understand verb phrase with
subtracting preposition