Math Adventures A Math Engagement Curriculum
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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
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mind can foster the development of academic and attention skills in ways that are engaging and fun.” 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.
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: 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 is designed to spark a love of learning
Cat in the Hat Knows
Science and Math 3–8 in children and to engage them in science inquiry
a lot About That
and mathematical concepts.
Curious George teaches kids to be curious about
Curious George STEM concepts 3–5 their world and explore hands-on science, math, and
engineering concepts.
The show chronicles two worlds: Cyberspace, where
curious kids fight the villain Hacker with math and
Cyberchase STEM concepts 6–8 science concepts, and the Real World where Harry
and Bianca show kids how math can solve real life
problems.
Dinosaur Train encourages basic scientific thinking
skills as the audience learns about life science,
Dinosaur Train STEM concepts 3–8
natural history and paleontology through the eyes of
a group of young dinosaurs.
Ruff Ruffman directs a part game show, part reality
Fetch! With Ruff Science, Math, and
6–8 TV, where the episodes mix live action with
Ruffman Media Literacy
animation to explore science, math, and technology.
Professor Fizzy and his friends introduce kids to
Fizzy’s Lunch Lab Math and Healthy Eating 6–8 nutrition, physical activity and math skills through
games and fun adventures.
Kid agents solve zany math problems as they
Odd Squad Math concepts 6–8
investigate weird cases around the neighborhood.
Peg + Cat is a math-based adventure show that
Peg + Cat Math concepts 3–5 uses music and humor to get kids excited about
solving math problems.
Sesame Street teaches kids early math, reading,
Math, reading, and
Sesame Street 3–8 and social skills to help them become successful
social skills
readers and thinkers.
Each episode focuses on a single scientific concept
that is presented using Preschool Pathways to
Sid the Science Kid STEM concepts 3–5 Science (PrePS©). Sid and his friends explore these
concepts through discovery, singing, humor, and
exploration.
Chris and Martin Kratt combine fun and adventures
Wild Kratts STEM concepts 6–8 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
The Cat in the Hat Knows a
Lot About That
Math Safari: Do You See My
Ice Cream Cones
Seahorse? (select easy or
medium levels) Ten, Nine, Eight
Count on Clifford
Peg + Cat
Curious George The Circus
Apple Picking
Ramone Shakes it Plenty – The Cat in the Hat The Icky Bug Book
Blast Off
All the way up to twenty
Bubble Pop
Knows a Lot About The M&M Counting Book
That Ten Sly Piranhas
Bug Catcher
Perfect Picnic with a Pig Math Safari: Do You
Bunny Ride One Boy
See My Seahorse?
Math in the Bath: Rock
Count with Allie
(select easy or medium Museum 123
Fair Shares One Leaf Rides The Wind
Pizza levels)
Flower Garden
Game Maker Let’s Count to 100
Counting to Twenty Fetch with Ruff Curious George Learns to
Hide and Seek
Lunch Rush
Meatball Launcher Count to 100
Counting Chickens
Monkey Jump
Peg + Cat Fish Eyes: A Book You Can
Peg the Bold and Sir Cat Adventures Count On
Cyberchase
Rock Art How Do Dinosaurs Count to
Buzz and Delete Save the
Chickens on the Purple Ten
Day: Tally Up
Planet Olivia Counts
Fizzy’s Lunch Lab Click, Clack, Splish, Splash
Counting by Tens
Freddy’s Carnival Count-Off Just a Minute! A Trickster
Freddy’s Carnival Games
Tale and Counting Book
Peg + Cat
Rock Art
3,2,1 Snack
10Session 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.
11Videos PBS Math Lab Games Apps Books
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 A Hat for Each
Blast Off Head
Bubble Pop
The Cat in the Hat George’s Store at
Peg + Cat Bug Catcher the Shore
Knows a Lot About That
Ramone Shakes it Plenty Bunny Ride
Math Safari: Do You See We All Went on
– All the way up to twenty Count with Allie
My Seahorse? (select Safari
Fair Shares
easy or medium levels) The Circus
Perfect Picnic with a Pig Flower Garden
Game Maker The Icky Bug Book
Fetch with Ruff
Math in the Bath: Rock Hide and Seek The M&M Counting
Lunch Rush
Pizza Meatball Launcher Book;
Monkey Jump
More Than, Less Than
Peg + Cat Let’s Count
Adventures Ten Black Dots
Cyberchase
Rock Art
Buzz and Delete Save the Day: Tally More Than One
Up Chicka Chicka 123
Fizzy’s Lunch Lab
Freddy’s Carnival Count-Off
Freddy’s Carnival Games
Peg + Cat
Rock Art
3,2,1 Snack
12Session 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.
13Videos PBS Math Lab Games Apps Books
Adding Fun
Rooster’s Off to See the
World
The Cat in the Hat Knows a Lot
About That Hershey Kiss Addition
Do You See My Seahorse? Word Family Tales: Dine
(select the hard level) with Nine Messy
Peg + Cat Curious George Monsters
The Cat in the Hat
Take One Away Game Maker Knows a Lot About Ten Red Apples
Museum of Tens That Ten Little Bears, A
Ten Friends Ribbit Math Safari: Do You Counting Rhyme
Ten Friends Escape the Train Station See My Seahorse? Elevator Magic
Giants Cyberchase (select the hard level) One is Snail, Ten is Crab
The Big Gig Buzz and Delete Save the Day: Tyrannosaurus Math
Ergomania
Add 1 Wild Kratts Math for All Seasons
Spaceship Power-up
Creature Math Animals on Board
Fabulous 5
Peg + Cat What’s New at the Zoo?
Star Swiper Mission: Addition
Sid the Science Kid The Mission of Addition
Vegetable Harvest The Action of Subtraction
If You Were a Minus Sign
If You Were a Plus Sign
14Session 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
The Cat in the Hat Knows a Lot
About That
Bee Hive and Seek
Deep Sea Follow Me
The Cat in the Hat
Curious George Knows a Lot About That
Game Maker Bee Hive and Seek
Peg + Cat Deep Sea Follow Me Rosie’s Walk
Dinosaur Train
Penguin Ski Team Roaring Relay Where’s That Bone
Dinosaur Train
Camera Catch (Math Matters)
Animal Winter Olympics Fetch with Ruff
Glenn’s Game The Berenstein
Arch de Juice Fizzy’s Lunch Lab
Bears: Inside,
Fizzy’s Lunch Lab Fresh Pick: Pantry Hunt
Buried Treasure Outside, Upside
Fresh Pick: Pantry Hunt Peg + Cat Down
Tiger Trick or Treat Big Gig
Peg + Cat
Scrub a Dub Scrub a Dub
Sid the Science Kid
Weather Surprise
Wild Kratts
Aardvark Town
15Session 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
16Videos PBS Math Lab Games Apps Books
The Cat in the Hat Knows a Lot
About That
Great Shape Race
Huff Puff-a-Tron
Peg + Cat Sketch-a-mite
Triangles, Pentagon,
Triangle, Square Curious George
Game Maker
Cat Likes Circles I love shapes Shapes for the Birds
Dinosaur Train What is Square? What is
Wizard Ramone’s Round?
Buddy’s Gem Hunt
Sphere What is a Triangle?
Fetch With Ruff Ruffman Cyberchase Bear in a Square?
Grandma’s Game (pick grandma as Shape Quest
Math in the Bath: Skippyjon Jones Shape
Ordering Spheres the actor) Fizzy’s Lunch Lab Up
Fizzy’s Lunch Lab Fresh Pick: Pantry So Many Circles, So
Magic Cylinder Hunt Many Squares
Escape from Greasy World:
Freezer Burn Snack Sort A Circle Here, A Circle
Math in the Bath: Peg + Cat
There
Spheres Peg + Cat Adventures
Paint-a-long Shape by Shape
Chicken Blast Off
Museum Shapes
Quest for the Golden Paint-a-long
Grandfather Tang’s
Pyramids Magical Shape Hunt
Story
Building Steps
Sesame Street I Spy Shapes in Art
Shape-o-bot
Telly’s Shape Garden
Math in the Bath:
Building a Rocketship Sid the Science Kid
Snowflake Match
Wild Kratts
Webtastic
17Session 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
The Cat in the Hat Knows a Lot
About That
Great Shape Race
Huff Puff-a-Tron
Peg + Cat Sketch-a-mite
Wizard Ramone’s
Curious George
Sphere
Game Maker
I love shapes Dinosaur Train
Math in the Bath:
Classic in the Jurassic
Ordering Spheres Dinosaur Train
Jr.
Buddy’s Gem Hunt
Cubes, Cones,
Magic Cylinder Cyberchase
Cylinders, & Spheres
Fizzy’s Lunch Lab 3D Builder
My Day is Full of Shapes
Math in the Bath: Escape from Greasy World: Shape Quest
Spheres Freezer Burn Snack Sort Pancakes, Crackers, and
Fizzy’s Lunch Lab Pizza
Peg + Cat Fresh Pick: Pantry
Quest for the Golden
Paint-a-long Hunt
Pyramids
Magical Shape Hunt
Peg + Cat
Building Steps Sesame Street Adventures
Shape-o-bot
Math in the Bath: Telly’s Shape Garden
Building a Rocketship
Sid the Science Kid
Snowflake Match
Wild Kratts
Webtastic
18Session 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
The Cat in the Hat Knows a Lot About
That
Curious George
Hermit Shell Game
Measure Up
Welcome to Beaver City Measuring Penny
Peg + Cat Dinosaur Train Which is Bigger?
Fly over 12 Monkeys Classic in the A Pig is Big
Dinosaur Train Jurassic Jr. Inch by Inch
High Wire Peg
Air Show How Tall, How
Treasure Map Fizzy’s Lunch Lab
Pinecone Pass Short, How
Buried Treasure Fresh Pick: Pantry
Roaring Relay Faraway
Cat is Stuck in the Hunt
Tree … Again The Long and
Big Hat Problem Fizzy’s Lunch Lab Peg + Cat Short of It
Escape from Greasy World: Adventures Super Sand Castle
Sid the Science Kid Escape from Fresh World Saturday
The Whale Episode
Sid the Science Kid
Crystals Rule
19Session 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
The Cat in the Hat Knows a Lot About That
Hermit Shell Game
Curious George Welcome to Beaver City
Measure Up Dinosaur Train
Air Show
Peg + Cat Dinosaur Dive Which is Bigger?
Fly over 12 Monkeys Leaf Leader A Pig is Big
Dinosaur Train Millions to
High Wire Peg Pinecone Pass
Classic in the Measure
Roaring Relay
Treasure Map Jurassic Jr. On the Scale, a
Buried Treasure Fetch with Ruff Weighty Tale
Fizzy’s Lunch
Blackmuzzle’s Game (choose Blackmuzzle as Hershey’s Milk
Cat is Stuck in the Lab
the actor) Chocolate
Tree… Again Helga’s Game (choose Helga as the actor)
Fresh Pick:
Big Hat Problem Pantry Hunt Weights +
Fizzy’s Lunch Lab Measurement
Math in the Bath:
Escape from Greasy World: Book
Heavy Treasure
Escape from Fresh World
Crane Game
Sid the Science Kid Dunk Tank Delimma
The Whale Episode
Sid the Science Kid
Pan Balance
20Session 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.
21Videos PBS Math Lab Games Apps Books
The Cat in the Hat Knows a Lot About
That
Hermit Shell Game
Welcome to Beaver City
Curious George
Curious George Game Maker (Advanced Set-up)
Measure Up Hat Grab
Sort It Out Dinosaur Train
Buddy’s Gem Hunt
Peg + Cat Dinosaur Dive
Hydration Station
Fly over 12 Monkeys Leaf Leader The Cat in the Hat
High Wire Peg Opening Ceremony Knows A Lot About
Pinecone Pass That
Treasure Map Bee Hive and Seek
Fetch with Ruff
Buried Treasure Blackmuzzle’s Game (choose Deep Sea Follow Me Sort it Out!
Blackmuzzle as actor) Hermit Shell Game The Button Box
Cat is Stuck in the Glenn’s Game (choose Glenn as actor) Math Mystery:
Tree… Again Dinosaur Train
Helga’s Game (choose Helga as actor) Fishy Food
All Aboard the Dinosaur
Big Hat Problem A Pair of Socks
Fizzy’s Lunch Lab Train
Camera Catch Sorting
Math in the Bath: Heavy Escape from Greasy World:
Treasure Freezer Burn Snack Sort Peg + Cat
Peg + Cat Big Gig
Arch de Juice
Scrub a Dub Scrub a Dub
Sort, Sort, Sort Sesame Street
Sort the Recycling Oscar’s Trash Sort
Tiger Trick or Treat Sid the Science Kid
Crystals Rule
Sid the Science Kid Pan Balance
The Whale Episode Sorting Box
Vegetable Planting
Weather Surprise
Wild Kratts
Croc Hatch
Frogfish Feast
22Session 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
The Cat in the Hat Knows a Lot About That
Curious George
Hermit Shell Game
Measure Up Huff Puff-a-Tron
Sort It Out Curious George
Peg + Cat Game Maker (Advanced Set-up)
Hat Grab The Cat in the
Fly over 12 Monkeys Hat Knows A
Cyberchase Lot About That
High Wire Peg
Buzz and Delete Save the Day: Space Flyer Hermit Shell
Treasure Map Patterns
Dinosaur Train Game
Buried Treasure The Very Quiet
Buddy’s Gem Hunt Dinosaur Train
Cat is Stuck in the Tree… Cricket
Fetch with Ruff All Aboard the Dots, Spots,
Again Helga’s Game (choose Helga as actor) Dinosaur Train
Big Hat Problem Speckles, and
Fizzy’s Lunch Lab Camera Catch Stripes
Math in the Bath: Heavy Escape from Greasy World: Pattern Bugs
Treasure Freezer Burn Snack Sort Peg + Cat
Arch de Juice Peg + Cat Big Gig
Sort, Sort, Sort Chicken Dance Scrub a Dub
Sort the Recycling Rock Art
Tiger Trick or Treat Sid the Science Kid
Vegetable Patterns
Sid the Science Kid
Wild Kratts
The Whale Episode
Frogfish Feast
23Optional 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
What Time is it Mr.
Fetch with Ruff Ruffman
Curious George Crocodile
Telling Time with the Digits
Game Maker Fetch Fone The Completed Hickory
Dickory Dock
24Printables
Activity 2:
25Activity 3:
26Activity 3:
27Activity 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
28Activity 6:
29Activity 6:
30Activity 6:
31Activity 7:
# Items
1
one
2
two
3
three
4
four
5
five
6
six
7
seven
8
eight
9
nine
10
ten
32Activity 8:
33Activity 8:
Name________________________ Name______________________________
34Activity 8:
Name________________________ Name_________________________
35Activity 9:
36Activity 9:
37Activity 10:
38Activity 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.
39Activity 13:
40Activity 15:
41Activity 16:
42Activity 17:
43Activity 20:
44Activity 21:
45Activity 24:
46Activity 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
4748
1:__ 2:__
3:__ 4:__
5:__ 6:__
7:__ 8:__
9:__ 10:__
11:__ 12:__
4950
51
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
Level
Session and PBS Learning PBS Math Complete
Activities completed
Common Media Videos Lab Games Sticker
(Minimum of 2)
Core Standards (Minimum of 1) (Minimum of 1) (comments,
optional)
Session 1 1. _______________ 1. ___________
1. ____________
(Model, Read & 2. _______________
Write 0–20) 2. ____________ 2. ___________
3. _______________
1. _______________ 1. __________
Session 2 1. ____________
(Compare & Order 2. _______________
2. ____________ 2. __________
Sets to 20) 3. ________________
1. ________________ 1. ___________
1. ____________
Session 3 2. ________________
(Count to 100) 2. ____________ 2. ___________
3. _________________
1. ________________ 1. ___________
Session 4 1. ____________
(Addition & 2. ________________
2. ____________ 2. ___________
Subtraction) 3. _________________
1. ________________ 1. ___________
1. ____________
Session 5 2. ________________
(Positions) 2. ____________ 2. ___________
3. _________________
1. ________________ 1. ___________
Session 6 1. ____________
(Two-Dimensional 2. ________________
2. ____________ 2. ___________
Shapes) 3. _________________
52Level
Session and PBS Learning PBS Math Complete
Activities completed
Common Media Videos Lab Games Sticker
(Minimum of 2)
Core Standards (Minimum of 1) (Minimum of 1) (comments,
optional)
1. ________________ 1. ___________
Session 7 1. ____________
(Three-Dimensional 2. ________________
2. ____________ 2. ___________
Shapes) 3. _________________
1. ________________ 1. ___________
Session 8 1. ____________
(Distance 2. ________________
2. ____________ 2. ___________
Measurement) 3. ________________
1. _________________
1. ___________
2. _________________ 1. ____________
Session 9
(Weight Measurement) 3. _________________ 2. ____________ 2. ___________
_
1. _________________
1. ___________
Session 10 2. _________________ 1. ____________
(Classifying and
3. _________________ 2. ____________ 2. ___________
Sorting Data)
_
1. _________________
1. ___________
2. _________________ 1. ____________
Session 11
(Patterns) 3. _________________ 2. ____________ 2. ___________
_
1. _________________ 1. _________
1. ____________
Optional Session 2. _________________
(Time) 2. ____________ 2. __________
3. _________________
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]
53Certificate
54Glossary
A Cone (noun) a solid or hollow 3D shape with a circular
base that tapers to a point (or apex).
Above (adv.) at a higher level or layer. Counting on (noun) a strategy that involves starting at a
Abstract (adj.) existing in thought or as an idea but not known quantity and counting up or down from there.
having a physical or concrete existence. Cube (noun) a symmetrical 3D shape contained by six
Addend (noun) a number that is added to another within equal squares.
an equation. Cylinder (noun) solid 3D figure with straight parallel sides
Addition (noun) process of adding something to and a circular or oval base.
something else.
A.M. (noun) time period between midnight and noon, D
such as morning. Data (noun) set of values such as qualitative or
Analog time (adj) a clock that shows time by use of quantitative pieces of information.
hands (e.g., second, minute, and hour hands). Day (noun) a period of twenty-four hours as a unit of time.
Analysis (noun) detailed examination of something. Decompose (verb) break apart something into smaller
Angle (noun) two lines that meet at a common point. components or elements.
Array (noun) set of numbers or objects that are in rows Difference (noun) an answer to a subtraction problem.
and columns (e.g., matrix). Digit (noun) any of the numerals from 0 to 9, especially
Apex (noun) the top or highest point of something. when forming part of a number.
Attribute (noun) a feature regarded as a characteristic or Digital (adj.) showing time by means of displayed digits
inherent part of something. rather than hands or a pointer.
Divide (verb) separate into parts.
B
Bar Graph (noun) a diagram where numbers (or
E
variables) are represented by the height or length of lines Edge (noun) the place where two flat surfaces of a solid
(or rectangles) of equal width. figure meet.
Base Ten (noun) a numeral system that has ten as its Equal Group (noun) a group with the same number of
base, where there are digits for numbers zero through objects.
nine. Equation (noun) a mathematical sentence with an equal
Behind (adv.) at or to the far side or back of something sign (=).
Below (adv.) at a lower level or layer. Equivalent (adj.) equal in value, amount, function, and/or
Beside (preposition.) at the side of; next to meaning to something else.
Estimate (verb) roughly calculate or judge the value,
C number, quantity, or extent of something (or an calculated
Calculate (verb) determine the amount or number of guess).
something mathematically. Even Number (noun) is a number that is divisible by two.
Category (noun) a collection of things that share a Expanded Form (noun) a representation of a number,
common (or set of common) attribute(s). where each individual place value is separated out to
Centimeter (noun) a metric unit of length, where 100 form a mathematical expression (e.g., 1,325 has an
centimeters equal one meter. expanded form of 1,000 + 300 + 20 + 5).
Circle (noun) the curve traced out by a point that moves Expression (noun) a mathematical phrase without an
so that its distance from the center is constant. equal sign.
Classify (verb) to sort into categories or arrange into F
groups by specific attributes.
Column (noun) a vertical (up and down) division of Face (noun) surface of a thing, especially the one that is
something. presented toward the observer.
Compare (verb) to decide if one number is greater than, Foot (noun) a unit of length equal to twelve inches.
less than, or equal to another. Fraction (noun) a number shown in the form of “a/b,”
Compose (verb) to put together basic elements. where “a” is a whole number and “b” is a positive whole
number.
Composite Shape (noun) a figure (or shape) that can be
divided into more than one of the basic shapes.
55You can also read
