It is recommended that teachers review activities and read the associated directions and/or lesson plan ideas prior to using them with their students. In some cases, the activities are very open-ended and are best used in conjunction with paper/pencil activities or when students are paired and working on a single computer. If the directions and/or lesson plans are not obvious, a link is provided within the description of the resource.
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.
K.CC Counting and Cardinality: Know number names and the count sequence.
K.CC.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Students match pictorial number representation with digits, count objects and match with value, and order numerals 1-6.
Site does not give teacher/adult instructions, although "games" are easy to figure out. Easy to manipulate and age appropriate for early kindergarten (pre-kindergarten) skills. Site is great for learning to manipulate the cursor/mouse.
Students spin a number, 1 - 10, and then move the game marker the corresponding number of spaces as they compete against the computer in this game.
K.CC.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.
Students match pictorial number representation with digits, count objects and match with value, and order numerals 1-6.
Site does not give teacher/adult instructions, although "games" are easy to figure out. Easy to manipulate and age appropriate for early kindergarten (pre-kindergarten) skills. Site is great for learning to manipulate the cursor/mouse.
K.CC Counting and Cardinality: Compare numbers
K.CC.7
Compare two numbers between 1 and 10 presented as written numerals.
The computer secretly chooses a number from a number line; student determines which number it is by comparing bigger/smaller values.
K.OA Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
OA.1
Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Students can build, fill, identify, or add items to a ten frame to learn basic number facts. Activity #2 "Build" supports K.1.5.
These four games help develop counting and addition skills. Good resource for ELD learners. This activity does a good job reinforcing ten frame use. Helps students think in chunks of 5.
Students practice addition and subtraction skills by adding and subtracting train cars to match the number on the rolled die. This activity may be used independently by students as the directions are spoken and modeled.
K.NBT 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 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.
K.MD Measurement and Data: Describe and compare measurable attributes.
K.MD.2
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. For example, directly compare the heights of two children and describe one child as taller/shorter.
After a brief introduction, students are given the opportunity to compare the lengths of objects directly and indirectly. There are three levels of difficulty.
K.G Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.1
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.
Students use pattern block shapes to create an original quilt patch or one selected from a menu. Tools are available for students to use (spin, flip, eraser, grid) as they build their patches. Teacher needs to supplement site by naming and describing pattern block shapes in instruction to students.
This activity helps develop visual spatial skill as students determine how the shape changes when it is flipped or spun.
Correctly name shapes regardless of their orientations or overall size.
KG.3
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
K.G Geometry: Analyze, compare, create, and compose shapes.
KG.4
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).
KG.5
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
KG.6
Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”