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Math Centers Kindergarten - Addition within 5 Worksheets and Activities

Grade Levels
PreK - K
Formats Included
  • PDF
82 pages
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  1. Looking for some new kindergarten math centers for the entire year that will keep your students engaged in learning and hits ALL the standards? I have you covered with these MATH "Salad Bar" or "Cafe" Centers. Students love it and YOU WILL TOO! Each center comes with a recipe card (task card) to
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Looking for a NEW way to engage your students in learning math? Creating an Addition Math Cafe or Math "Salad Bar" is an engaging way to hit target skills, ignite the students learning, and free you up to monitor learning or remediate. You can use these ADDITION within 5 "recipe" cards as task cards, set up a cafe in your room, or just use the printables in small or whole group.

►What is in this download?

Focus: Addition within 5

Pg. 1 Cover

Pg. 2 Table of Contents

Pg. 3 Standards

Pg. 4-6 Unit 3 Sorting and Classifying Directions, Suggestions, and Links

Pg. 7 Materials List Needed for Activities

Pg. 8-12 Task Cards (“Recipe Cards”) 1 Blank, 1 Teacher Station, 1 Computer Station, 1 ipad Station and the first Count and Add card to go with pg. 13

Pg. 13 Count and Add Worksheet

Pg. 14 - 15 Spin Addition Task Card and Printable

Pg. 16- 18 Sort Fish Match Up Addition Problems (Task Cards, Printables)

Pg. 19-21 Sort by Bug Match Up Addition Problems (Task Cards, Printables)

Pg. 22-23 Apple Missing Numbers (missing addends, task cards and printable)

Pg. 24-25 Beat the Timer (Fluency Addition – cards and Printable)

Pg. 26-27 Count and Write (Picture Cues Addition, task card and printable)

Pg. 28-29 Race Track Addition Game (task cards and printable game mat)

Pg. 30-31 Domino Addition (task card and worksheet)

Pg. 32-33 Number Bonds (Penny Toss)

Pg. 34-37 FLIP it! (8 flipping # cards, task cards and printable)

Pg. 38-41 Zoo Bear Counter ADDITION (ways to make 4, ways to make 5)

Pg. 42-43 Addition Stories – Write an addition sentence, draw a story.

Pg. 44-45 Ladybug SPOTS addition sentences

Pg. 46-47 Counter Toss UP (task Card with 5 frame printable)

Pg. 48-49 Animal Addition BUMP Game

Pg. 50-51 Roll a Sum (need paint daubers or markers)

Pg. 52-53 Penny Shake Addition

Pg. 54 Addition within 5 ASSESSMENT

Pg. 55 Assessment info

Pg. 56 Recording Sheet

Pg. 57-58 Lady Bug Directions and Addition CRAFT

Pg. 59-66 Addition Strategy POSTERS

Pg. 67-75 Rules, Signs for Set Up

Pg. 76-83 PHOTOS of Set Up

Pg. 84 Credits

Check out the PREVIEW!

⭐ Encourage Critical Thinking Skills

Click HERE for the YOUTUBE VIDEO Tutorial of how to set up your manipulatives.

Related Products

UNIT 1 Numbers 1-5

UNIT 2 Numbers 1-10

UNIT 3 Sorting and Classifying

What is a Math Café?

I like to keep all of my math manipulatives in one place, and hold students responsible for cleaning up after their activity. You can make your Math Café (or Buffet or Salad Bar) out of a bookcase or a rolling cart. A student pulls out the manipulative cart (Café). Students choose a recipe card (task card - with the material list, number of people who can participate in the math activity, picture cues, and directions), choose their partners if required, fill their tray with materials, do the activity anywhere in the room, and easily clean up by using a tray to hold their materials. You float around and take notes. One task card is labeled “Teacher’s Group.” This can be used when you see a student needs extra help with a concept. They will sit with you to review the concept, if you give them the card. There are also ipad, computer and blank recipe cards.

Copyright © 2018 Cindy Martin (Teacher’s Brain)

All rights reserved by author.

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Total Pages
82 pages
Answer Key
Does not apply
Teaching Duration
1 month
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to see state-specific standards (only available in the US).
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.
Analyze and compare two- and three-dimensional shapes, in 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).
Correctly name shapes regardless of their orientations or overall size.
Fluently add and subtract within 5.


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