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St. Patrick's Day Math Scavenger Hunt: Numerals, Ten Frames Counting Cardinality

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Description

St. Patrick's Day Math Scavenger Hunt: Numerals, Ten Frames, Counting, and Cardinality

This is a St. Patrick's Day themed game or center. Students will find numerals, ten frames, or count St. Patrick's themed objects 0-20. They will love finding leprechauns, pots of gold, rainbows, and more! Great way to build math skills, while having fun!

If you like this product, there is also a St. Patrick's Day Alphabet Scavenger Hunt

Get free St. Patrick's Day themed focus wands here!

This game is appropriate both for a school or homeschooled setting. This game is appropriate for preschool and kindergarten aged students, any students that need extra practice, as well as, for special education instruction. This game gets kids up and moving and prepares them for "Write the Room" activities. I've included blank cards which can be used for specific numerals, number words, etc. You can use the blank recording sheets to work with your customized cards. Recording sheets are differentiated.

Common Core Standards:
CCSS.Math.Content.K.CC.A.3 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).
CCSS.Math.Content.K.CC.B.4a 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.
CCSS.Math.Content.K.CC.B.4b 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.
CCSS.Math.Content.K.CC.B.5 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.
CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5.
CCSS.Math.Content.K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Objective: Students will search the room to find numerals, ten frames, or to count St. Patrick's Day themed pictures. Students will trace or write the numeral, add circles to a ten frame, or identify the sum of an addition sentence. Students can use a swatter with a hole in it to catch each numeral or ten frame. This will help them focus in on a specific numeral or set of objects.

Materials:
Numerals 0-20 with St. Patrick's day themed pictures (pg. 5-10)
Ten frames 0-20 with St. Patrick's day themed pictures (pg. 11-15)
St. Patrick's day themed pictures 0-20 (pg. 16-22)
Numeral recording sheet– Trace. (pg. 23, 25)
Numeral recording sheet– Write. (pg. 24, 26)
Ten Frame recording sheets (pg. 27-31)
Addition recording sheet (pg. 32)
Blank Scavenger Hunt Recording Sheets. (pg. 33-36)
Ten Frame Extension Worksheets (pg. 38-39)
Painters Tape to attach letters to the wall. (not included)
Optional– Fly swatter to catch the letters. (not included)

I am so pleased to share some different center ideas with you. I am passionate about differentiation and believe that it is so important to make it easier for the classroom teacher to differentiate. I hope that my centers save you some time and provide your students with enjoyment!

**Please leave feedback for my product.** You earn credits for the feedback you leave on purchased resources! I am thrilled to receive your feedback, suggestions, and requests. I look forward to working with you!

-Laura

Differentiation Station Creations
Total Pages
41 pages
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Teaching Duration
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Standards

to see state-specific standards (only available in the US).
Fluently add and subtract within 5.
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
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.
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.
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.