Math Centers Kindergarten | COMPARING NUMBERS Activities | Greater Than Less

Grade Levels
PreK - K
Subjects
Standards
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Description

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 Comparing Numbers "recipe" cards as task cards, set up a math cafe in your room for easy clean up, or just use the printables in small or whole group.

►What is in this download?

Focus: COMPARING NUMBERS for Kindergarten

Pg. 1 Cover

Pg. 2 Table of Contents

Pg. 3 Standards

Pg. 4 Suggested Math Instruction Block

Pg. 5-8 Unit 11 Comparing Numbers Suggestions, and Links

Pg. 9 Materials List Needed for Activities

Pg. 10-14 Task Cards (“Recipe Cards”) 1 Blank, 1 Teacher Station, 1 Computer Station, 1 ipad Station and the first Pin IT! card to go with pgs. 15-17

Pg. 15-17 Pin It Cards (Students use a clothes pin to identify the correct symbol)

Pg. 18-19 CARD GAME (Task Cards, Worksheet *need a deck of cards – numbers only)

Pg. 20-22 Roll and Build It (Task Cards, Printables *need dice and cubes)

Pg. 23-28 Write the Room (Task Cards, Recording Sheet, Words to put around the room)

Pg. 29-30 Scavenger Hunt (More Than - Task Cards, Addition Printables)

Pg. 31-32 Scavenger Hunt (Less Than - Task Cards, Addition Printables)

Pg. 33-34 Dab IT – Numbers to 10 (*need paint daubers)

Pg. 35-36 Compare Amounts

Pg. 37-39 Solve It!(Task cards & printables)

Pg. 40-42 Where Does It Go? (Less Than, Greater Than 5)

Pg. 43-45 Bigger or Smaller? (Ten Frames)

Pg. 46-50 FLIP IT! (Task Cards, Worksheets, Number Cards)

Pg. 51-54 Clip the Symbol - Cards and Recording Sheet

Pg. 55-56 Fill It! (task cards, printable)

Pg. 57-60 Tower Building with Cubes

Pg. 61-64 Clip It – Comparing Numbers to 20

Pg. 65- Solve IT Up to 20 (Worksheet and Number Cards)

Pg. 68-69 DAB IT! (Numbers to 20)

Pg. 70-72 Comparing Numbers Assessment

Pg. 73 Recording Sheet

Pg. 74-76 Love Bug Compare Numbers CRAFT(BONUS)

Pg. 77 Alligator Chomp Craft

Pg. 78-83 Vocabulary Posters

Pg. 84-92 Rules, Signs for Set Up

Pg. 93-104 PHOTOS of Set Up

Pg. 105 Credits

Check out the PREVIEW!

⭐ Encourage Critical Thinking Skills

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

Material needed to complete all activities:

Bingo Daubers (or crayons)

Pencils

Dry Erase Markers

Scissors

Clipboards

Clothes pins or paperclips

Colored Cubes

Dice

* Game Cards (remove the Ace, Jack, Queen, and King)

Glue sticks

ipads and computers (optional)

Related Products

UNIT 1 Numbers 1-5

UNIT 2 Numbers 1-10

UNIT 3 Sorting and Classifying

UNIT 4 Addition Within 5

UNIT 5 Counting Sets to 20

UNIT 12 Addition Within 10

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 © 2019 Cindy Martin (Teacher’s Brain)

All rights reserved by author.

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Total Pages
104 pages
Answer Key
Included
Teaching Duration
1 month
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Standards

to see state-specific standards (only available in the US).
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.
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).

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