Kindergarten Math Worksheets Printables And Activities Bundle

Miss Vanessa
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Products in this Bundle (16)

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    This Kindergarten Math Bundle includes worksheets, printables, games, and activities to help your students master early math concepts!

    This easy-to-use bundle includes no-prep and low-prep activities to complement your math curriculum throughout the year. Use these activities for morning work, small groups, large groups, math centers, early finishers, educational interventions, and assessments!

    Included In This Bundle:

    2D Shapes Worksheets - Worksheets and activities to help reinforce 2D shapes and early geometry concepts.

    Building 2D Shapes - Students cut out the shapes at the bottom of the page and position them to fit inside the shapes at the top.

    3D Shapes Worksheets And Printables - Activities to teach students all about 3D shapes.

    3D Shapes Mazes - Students color the path of 3D shapes from start to finish to complete each maze.

    Kindergarten Measurement Pack - Activities for comparing, sorting and ordering objects by size, length, width, height, and weight.

    Printable Number Charts, Counting Tools And Number Lines to help scaffold learning and encourage problem-solving as students count, write, and compare numbers.

    Counting and Cardinality Worksheets And Printables - Students count, write numbers, compare numbers, and answer, “How Many?” questions.

    Color And Count Numbers 0-20 Coloring Pages - Students count the objects inside the number as they color each page. 2 Sets of Coloring Pages Are Included: Counting Animals Coloring Pages and Counting Foods Coloring Pages.

    Composing And Decomposing Numbers 0-10 Worksheets - Students create and solve number bonds, draw pictures, and write equations to represent number families as they develop a better understanding of number relationships.

    Decomposing Teen Numbers Worksheets - Students practice composing and decomposing teen numbers to develop a better understanding of place value and the relationship between addition and subtraction. This set focuses on understanding teen numbers as a bundle of ten ones, called a “ten” and one, two, three, four, five, six, seven, eight, or nine “ones”.

    Kindergarten Addition Worksheets - Students solve addition equations using numbers and visuals, draw pictures to represent equations, fill-in the missing numbers, and write equations as they develop a better understanding of number relationships and early math concepts!

    Kindergarten Subtraction Worksheets - A variety of activities to help reinforce early subtraction concepts!

    Addition And Subtraction Word Problems for Numbers 1-10 - Students practice solving word problems, drawing pictures, and writing equations to represent math stories.

    Child-Sized Addition And Subtraction Flash Cards for Numbers 0-10 - Flash cards to help promote kindergarten-level addition and subtraction fluency.

    Telling Time Worksheets - Activities for early exploration of clock numbers and features, and concepts related to telling time by the hour.

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    Lifelong tool
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    to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.


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