Pacing Guide - Math Kindergarten - Gaston County Schools
Pacing Guide - Math Kindergarten - Gaston County Schools
Pacing Guide - Math Kindergarten - Gaston County Schools
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<strong>Kindergarten</strong> <strong>Math</strong>ematics Resource & <strong>Pacing</strong> <strong>Guide</strong> Overview<br />
…Putting it all Together!<br />
Objectives: The North Carolina Standard Course of Study for mathematics is listed in this column. It determines the curriculum and assessments for each grade level.<br />
Students Should Be Able To: This section gives a detailed description of the concepts that are included for each objective in the NC Standard Course of Study. Broad objectives leave many<br />
teachers questioning if they have taught all concepts that need to be covered. The detailed descriptions promote comprehensive planning for teaching and assessing students.<br />
DPI Strategies: These activities are designed for introducing math concepts. They are kinesthetic in nature and promote a deeper understanding for each objective. Teachers are highly<br />
encouraged to introduce new concepts with these lessons before utilizing the textbook. In addition, these activities can be revisited for tutoring students.<br />
Textbook: This column paces the blended program to assure that instruction is aligned with the NC Standard Course of Study. To optimize understanding of concepts, the topics from enVision<br />
and the units from Investigations have been strategically placed. It is important to keep the standard course of study in mind when teaching the topic/units that are listed in this column. In rare<br />
cases you may discover an objective that needs additional attention for mastery.<br />
Week By Week: This document was designed to be used as a spiraling review. The column documents the number of times each objective is addressed in the Week By Week Essentials.<br />
Lessons 1-9 are designated to occur during the first quarter, lessons 10-18 during the second quarter, lessons 19-27 during the third quarter, and lessons 28-36 during the fourth quarter. These<br />
lessons can be revisited and adapted for additional review, tutoring, and/or assessing students.<br />
Performance Assessments: This section includes assessments, provided by DPI, to measure student comprehension of the NC Standard Course of Study for <strong>Math</strong>ematics. These assessments<br />
can be used in various settings to evaluate student progress and determine appropriate instruction. Ongoing assessments are recommended to assure that instruction is meeting the needs of<br />
students.<br />
Key <strong>Math</strong>ematics Vocabulary: The vocabulary, listed in this section, builds a foundation for understanding and mastering the NC Standard Course of Study for each grade level.<br />
Understanding these terms will facilitate math discussions and math journals which promotes comprehension and mastery of the objectives.<br />
Readers for <strong>Math</strong> Integration: The books listed in this column offer opportunities to integrate reading selections with math concepts. These books can stimulate a desire for students to utilize<br />
and master mathematical concepts. The reading selections reinforce the importance of math concepts in every day life. These short stories can be used as guided reading before or after the math<br />
concepts are taught.<br />
<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong> (July 2009 – Sharon W. White)
<strong>Kindergarten</strong> <strong>Math</strong>ematics Resource & <strong>Pacing</strong> <strong>Guide</strong><br />
2009-2010<br />
<strong>Kindergarten</strong> - First Nine Weeks Weekly Spiraling Review Assessment<br />
1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />
1-9 10-18 19-27 28-36<br />
Objective Students should be able to… DPI<br />
Strategies<br />
1.01 Develop number sense for<br />
whole number through 30<br />
(0-5)<br />
1.01a Connect model, number<br />
word (orally), and number<br />
using a variety of<br />
representations (0-5)<br />
1.01b Count objects in a set<br />
(0-5)<br />
1.01c Read and write numerals<br />
(0-5)<br />
2.01 Compare attributes of two<br />
objects using appropriate<br />
vocabulary<br />
(color, weight, height,<br />
width, length, texture)<br />
2.02 Recognize concepts of<br />
calendar time using<br />
appropriate vocabulary<br />
(days of the week, months<br />
of the year, seasons)<br />
(calendar format)<br />
3.01 Identify, build, draw, and<br />
name triangles, rectangles,<br />
and circles; identify, build,<br />
and name spheres and<br />
cubes<br />
(triangles, rectangles,<br />
circles)<br />
3.02 Compare geometric shapes<br />
(identify likenesses and<br />
differences)<br />
(2-dimensional figures)<br />
Rote counting<br />
Understand one to one correspondence<br />
(counting sets of objects)<br />
Recognize numbers and match them to sets<br />
Read and write numerals<br />
Compare two shapes and discuss differences and similarities<br />
List similarities and differences of two different objects<br />
Make groups of objects with a similar attribute and name the<br />
common attribute<br />
Given several objects with multiple attributes, sort objects<br />
into groups<br />
Compare many types of tools for measuring time<br />
List components on all calendars (dates, days, months, year)<br />
Sort shapes that are alike by various attributes (include<br />
irregular shapes)<br />
Identify shapes: circle, triangle, rectangle<br />
Create shapes (draw, cut, and build with: straws, sticks, etc.)<br />
Compare and discuss plane figures with other plane figures:<br />
circle, triangle, rectangle<br />
objective letter<br />
page #<br />
Kinesthetic<br />
Activities<br />
a: 3-17<br />
b: 3-17<br />
c: 3-17<br />
d: 3-17<br />
enVision<br />
Investigations<br />
topic #. lesson(s) #<br />
unit, investigation(s)<br />
PACING<br />
Practice<br />
Morning<br />
Meetings<br />
(<strong>Pacing</strong> determines<br />
materials used)<br />
DPI<br />
Indicators<br />
objective letter<br />
page #<br />
Assessment<br />
For Mastery<br />
Week By Week<br />
Essentials<br />
DPI Performance<br />
Assessments<br />
week # - page # suggested quarter - page #<br />
Weekly Challenge<br />
Activities<br />
Quarterly<br />
Assessment Activities<br />
35-39<br />
enVision Topics<br />
(goal 2 & 4)<br />
14.1-3<br />
14.7<br />
15.1-7<br />
Investigations<br />
(goal 1, 2 & 4)<br />
1.1-3<br />
19-20 1-1 3-5 7-13 1-(59-60)<br />
1-62<br />
- - - -<br />
<strong>Math</strong> Time<br />
(teach in order)<br />
39-41 21-22 3-5 9-17<br />
enVision Topics<br />
(goal 3 & 5)<br />
1.1-5<br />
3.1-7<br />
43-50<br />
enVision Topics<br />
(goal 1)<br />
4.1-10<br />
23-24<br />
51<br />
enVision Topics<br />
(goal 2)<br />
9.1-5<br />
9.8-10<br />
Investigations<br />
(goal 1)<br />
2.1<br />
a: 5-6<br />
b: 6-7<br />
c: 7-9<br />
* * * * * First Nine Weeks Continued - Next Page * * * * *<br />
25<br />
a:1-1 a:2-3 a:3-5 a:4-7 a:6-11<br />
a:6-12 a:7-13 b:6-12 b:7-13 c:7-13<br />
1-(32-33)<br />
1-(36-38)
<strong>Kindergarten</strong> - First Nine Weeks Continued… Weekly Spiraling Review Assessment<br />
1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />
1-9 10-18 19-27 28-36<br />
Objective Students should be able to… DPI<br />
Strategies<br />
3.03 Model and use directional<br />
and positional vocabulary<br />
4.01 Collect and organize data<br />
as a group activity<br />
4.02 Display and describe data<br />
with concrete and pictorial<br />
graphs as a group activity<br />
5.01 Sort and classify objects<br />
by one attribute<br />
5.02 Create and extend patterns<br />
with actions, words, and<br />
objects<br />
Model the use of directional and positional vocabulary (near<br />
to, away from, above, below, in, out, beside, around, etc.)<br />
Change the position of objects by listening to oral directions<br />
using positional and directional vocabulary<br />
Create designs or patterns and explain using directional and<br />
positional words<br />
Using positional and directional words, design a structure<br />
Use real student data to generate class discussion<br />
Record the same information in a variety of ways<br />
Model strategies using concrete and pictorial graphs to<br />
display data to share as a group<br />
Define, discuss and use the following vocabulary:<br />
intersection, sort, and rule (using a Venn Diagram)<br />
Discuss and explain the intersection of various Venn<br />
Diagrams<br />
Determine attributes (such as color, shape, length, width,<br />
texture, use) as the rules for classifying and sorting<br />
Copy, extend, create, name, and rename a variety of types of<br />
patterns (i.e. AB, AAB, ABB, AABB, ABC, etc.)<br />
objective letter<br />
page #<br />
Kinesthetic<br />
Activities<br />
52-56<br />
enVision<br />
Investigations<br />
topic #. lesson(s) #<br />
unit, investigation(s)<br />
PACING<br />
Practice<br />
Listed Above On<br />
Previous Page<br />
DPI<br />
Indicators<br />
objective letter<br />
page #<br />
Assessment<br />
For Mastery<br />
Week By Week<br />
Essentials<br />
DPI Performance<br />
Assessments<br />
week # - page # suggested quarter<br />
page #<br />
Weekly Challenge<br />
Quarterly<br />
Activities<br />
Assessment Activities<br />
26-27 4-7 5-9 7-13 8-15 16-31<br />
20-39 35-68<br />
61 29 2-3 4-7 5-9 6-11 8-15<br />
9-17 10-19 15-30 24-46 27-51<br />
36-70<br />
61-63 30 1-1 2-3 3-5 8-15 11-21<br />
12-23<br />
65-70 31-32 1-1 2-3 3-5 4-7 5-9<br />
6-11 7-14 8-15 9-17<br />
71-75 33-34<br />
Second through Fourth Nine Weeks<br />
Objectives taught in previous nine weeks should be continuously taught to maintain understanding and develop mastery.<br />
Each grading period will include the objectives introduced during the current nine weeks and any objectives already addressed.<br />
A spiraling curriculum allows students to reinforce and connect objectives.<br />
1-(74-75)
1.01<br />
(a-c)<br />
<strong>Kindergarten</strong> - Second Nine Weeks Weekly Spiraling Review Assessment<br />
1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />
1-9 10-18 19-27 28-36<br />
Objective Students should be able to… DPI<br />
Strategies<br />
Develop number sense for<br />
whole number through 30<br />
(6-10)<br />
1.01d Compare and order sets and<br />
numbers (0-10)<br />
CONTINUED…<br />
WITH LARGER WHOLE NUMBERS<br />
refer to previous nine week strategies<br />
Sequence numbers and sets of objects<br />
Identify and create sets that are more or less<br />
1.01e Use ordinals (1 s t – 5 th ) Use ordinals by identifying and/or positioning objects<br />
1.01g Recognize equivalence in Compare numbers to sets to see if they are equivalent<br />
set and numbers (1 – 10) Compare sets to sets to see if they are equivalent<br />
2.01 Compare attributes of two<br />
CONTINUED…<br />
objects using appropriate<br />
vocabulary<br />
(color, weight, height,<br />
width, length, texture)<br />
refer to first nine week strategies<br />
2.02 Recognize concepts of List components on all calendars (dates, days, months,<br />
calendar time using<br />
year)<br />
appropriate vocabulary<br />
(days of the week, months<br />
of the year, seasons) (days)<br />
Discuss number of days in a week<br />
3.01 Identify, build, draw, and<br />
CONTINUED…<br />
name triangles, rectangles,<br />
and circles; identify, build,<br />
and name spheres and cubes<br />
(spheres & cubes)<br />
refer to first nine week strategies<br />
3.02 Compare geometric shapes<br />
CONTINUED…<br />
(identify likenesses and<br />
differences)<br />
(3-dimensional shapes)<br />
refer to first nine week strategies<br />
3.04 Complete simple spatial Cover given figures with a variety of shapes<br />
visualization tasks and<br />
puzzles<br />
Complete simple pattern block puzzles<br />
5.01 Sort and classify objects by<br />
CONTINUED…<br />
one attribute<br />
refer to first nine week strategies<br />
5.02 Create and extend patterns<br />
with actions, words, and<br />
objects<br />
CONTINUED…<br />
refer to first nine week strategies<br />
objective letter<br />
page #<br />
Kinesthetic<br />
Activities<br />
d:11-17<br />
e:18-20<br />
g:26-29<br />
enVision<br />
Investigations<br />
topic #. lesson(s) #<br />
unit, investigation(s)<br />
PACING<br />
Practice<br />
Morning<br />
Meetings<br />
(<strong>Pacing</strong> determines<br />
materials used)<br />
enVision Topics<br />
(goal 2 & 4)<br />
14.1-3<br />
14.7<br />
15.1-7<br />
Investigations<br />
(goal 1, 2 & 4)<br />
1.1-3<br />
xxxxxxxxxxxxxxxx<br />
<strong>Math</strong> Time<br />
(teach in order)<br />
Investigations<br />
(goal 1)<br />
2.2<br />
DPI<br />
Indicators<br />
objective letter<br />
page #<br />
Assessment<br />
For Mastery<br />
d: 10<br />
e:10-11<br />
g:13-14<br />
Week By Week<br />
Essentials<br />
DPI Performance<br />
Assessments<br />
week # - page # suggested quarter<br />
page #<br />
Weekly Challenge<br />
Quarterly<br />
Activities<br />
Assessment Activities<br />
a:10-18 a:13-25 a:15-30<br />
b:11-21 b:12-23 b:13-25 b:14-27 b:16-31<br />
c:13-25 c:15-29 c:17-33 d:18-35<br />
d:3-5 d:6-11 d:7-13 d:8-15 d:12-23<br />
d:14-27 d:15-29 d:16-31 d:17-33<br />
e:7-13<br />
14-27 18-35 19-37 21-40 22-42<br />
24-45 25-47<br />
12-23 13-25 14-28 15-29<br />
14-27 17-33<br />
56-59 enVision Topics<br />
(goal 3)<br />
2.1-6<br />
28 6-11 10-19 22-42 23-43 24-45<br />
25-47 26-49 27-51 29-56 31-60<br />
32-62 35-68 36-70<br />
11-21 13-25 15-29 15-30 16-32<br />
17-33 18-35 19-37 20-39 21-40<br />
enVision Topics<br />
22-42 24-46 29-56 31-60 36-70<br />
(goal 1)<br />
10-19 11-21 13-25 15-30 16-31<br />
5.1-11<br />
18-33 18-35 21-40 24-45 24-46<br />
6.1-5<br />
8.1-4<br />
25-47 26-49 28-53 30-58 32-62<br />
34-66 35-68<br />
2-35<br />
2-(53-55)<br />
2-(77-78, 80)<br />
2-(81-82)<br />
2-(83-85)
1.01<br />
(a-d)<br />
(e)<br />
<strong>Kindergarten</strong> - Third Nine Weeks Weekly Spiraling Review Assessment<br />
1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />
1-9 10-18 19-27 28-36<br />
Objective Students should be able to… DPI<br />
Strategies<br />
Develop number sense for<br />
whole number through 30<br />
(11-20) (6 th – 10 th )<br />
1.01f Estimate quantities fewer<br />
than or equal to 10<br />
1.02 Share equally (divide)<br />
between two people; explain<br />
1.03 Solve problems and share<br />
solutions to problems in<br />
small groups<br />
2.02 Recognize concepts of<br />
calendar time using<br />
appropriate vocabulary (days<br />
of the week, months of the<br />
year, seasons) (months)<br />
3.01 Identify, build, draw, and<br />
name triangles, rectangles,<br />
and circles; identify, build,<br />
and name spheres and cubes<br />
(spheres & cubes)<br />
3.02 Compare geometric shapes<br />
(identify likenesses and<br />
differences)<br />
(3-dimensional shapes)<br />
CONTINUED…<br />
WITH LARGER WHOLE NUMBERS<br />
refer to previous nine week strategies<br />
Explain that an estimate is a good guess<br />
Discuss different situations where estimations are used<br />
Estimate if one set is more or less than another<br />
Show 1 set as a reference for estimating<br />
Define equal and fair share<br />
Divide 1 object in half<br />
Divide a set of objects in half<br />
Solve collectively word/study problems to<br />
combine/separate (to find the sum or difference of sets)<br />
Discuss number of weeks in a month, and number of<br />
months in a year<br />
CONTINUED…<br />
refer to first nine week strategies<br />
CONTINUED…<br />
refer to first nine week strategies<br />
objective letter<br />
page #<br />
Kinesthetic<br />
Activities<br />
enVision<br />
Investigations<br />
topic #. lesson(s) #<br />
unit, investigation(s)<br />
PACING<br />
Practice<br />
Morning<br />
Meetings<br />
(<strong>Pacing</strong> determines<br />
materials used)<br />
xxxxxxxxxxxxxxxxxx<br />
<strong>Math</strong> Time<br />
(teach in order)<br />
enVision Topics<br />
(goal 1)<br />
8.5-6<br />
Investigations<br />
(goal 3)<br />
5.1-3<br />
enVision Topics<br />
(goal 1)<br />
10.1-7<br />
11.1-7<br />
12.1-10<br />
DPI<br />
Indicators<br />
objective letter<br />
page #<br />
Assessment<br />
For Mastery<br />
Week By Week<br />
Essentials<br />
DPI Performance<br />
Assessments<br />
week # - page # suggested quarter<br />
page #<br />
Weekly Challenge<br />
Quarterly<br />
Activities<br />
Assessment Activities<br />
a:19-37 a:24-45 a:24-46<br />
b:23-43 b:25-47 b:26-49<br />
c:19-37<br />
d:19-37 d:21-40 d:23-43 d:26-49<br />
3-(47, 49)<br />
f: 20-25<br />
enVision Topics<br />
(goal 2 & 4)<br />
14.1-3<br />
f: 12<br />
e: 20-39 e: 22-42<br />
f:6-11 f:7-13 f:11-21 f:28-53 f:32-62<br />
f:33-64<br />
2-51<br />
30-31<br />
14.7<br />
15.1-7<br />
Investigations<br />
15 29-56 3-(56-57)<br />
32-33<br />
(goal 1, 2 & 4)<br />
1.1-3<br />
16-18 5-9 9-17 12-23 23-43 29-56<br />
30-58 32-62 34-66<br />
22-42 24-45 25-47 28-53 32-62<br />
33-64<br />
20-39 22-42<br />
3-(69-70)<br />
3-(72-73)
1.01<br />
(a-f)<br />
<strong>Kindergarten</strong> - Fourth Nine Weeks<br />
Objectives Students should be able to… Strategies Textbook Indicators Weekly Challenge Activities Performance Assessments<br />
Develop number sense for whole number<br />
through 30<br />
(21-30)<br />
2.01 Compare attributes of two objects using<br />
appropriate vocabulary<br />
2.02 Recognize concepts of calendar time using<br />
appropriate vocabulary (days of the week,<br />
months of the year, seasons) (seasons)<br />
CONTINUED…<br />
WITH LARGER WHOLE NUMBERS<br />
refer to previous nine week strategies<br />
CONTINUED…<br />
refer to first nine week strategies<br />
Discuss number of seasons in a year<br />
<strong>Math</strong> Time<br />
(teach in order)<br />
enVision Topics<br />
(goal 4)<br />
16.1-4<br />
16.6-7<br />
<strong>Kindergarten</strong> - Key <strong>Math</strong>ematics Vocabulary<br />
a:28-53 a:30-60 b:29-56 b:30-58 b:32-62<br />
b:33-64 b:34-66 b:36-70 c:35-68 d:27-51<br />
d:28-53 d:31-60 d:35-68<br />
29-56 30-58 35-68<br />
Goal 1 Goal 2 Goal 3 Goal 4 Goal 5<br />
0-zero equivalent April Monday 3-dimensional shapes line collect data AA pattern<br />
10-ten estimate attributes months of the year alike long display data AAB pattern<br />
10 th – tenth fair shares August next week away from near graphs AABB pattern<br />
1-one fewer Autumn November below near to most popular AB pattern<br />
1 st – first fewer than big October beneath on top organize data ABB pattern<br />
2 nd – second flash cards bumpy rough between orange pictorial graph ABC pattern<br />
2-two good guess calendar Saturday black outside popular attribute(s)<br />
3 rd – third greater than characteristics seasons of the year blue over BB pattern<br />
3-three greatest color September bottom pink classify<br />
4-four half compare shiny brown plane figures color<br />
4 th – fourth least contrast short build purple copy<br />
5-five less than dark similarities circle(s) rectangle(s) create<br />
5 th – fifth marbles dates smooth cone(s) red extend<br />
6-six model day soft corner right intersection<br />
6 th – sixth more than days of the week sort cube(s) round name<br />
7-seven not enough December Spring curved shaded pattern(s)<br />
7 th – seventh not equal differences Summer differences shape rename<br />
8-eight numerals Fall Sunday different short rule<br />
8 th – eighth order fat tall down side shape<br />
9-nine ordinal February texture draw smooth size<br />
9 th – ninth right on Friday thin equal sphere(s) sort<br />
almost same hard this week far square(s) Venn diagram<br />
beans same as heavy Thursday figure straight weight<br />
close separate height today flat tan<br />
combine sets January tomorrow green top<br />
compare sets July Tuesday gray triangle(s)<br />
count snap cubes June Wednesday identify under<br />
counting bears sum last week week inside up<br />
difference too little length weight left white<br />
equal too many light width length width<br />
equal way over little Winter likenesses yellow<br />
equal word number March year<br />
equal shares May yesterday<br />
4-(44-46)<br />
4-(41, 43)<br />
4-(63-65)
Anno’s Counting Book. Anno, Mitumasa. HarperTrophy<br />
Barn Cat: A Counting Book. Saul, Carol P., and Mary Azarian.<br />
Little Brown<br />
Bear in a Square. Blackstone, Stella. Barefoot Books<br />
Bears at the Beach: Counting 10 to 20. Yektai, Nicki.<br />
Millbrook Press<br />
Beep-Beep, Vroom Vroom! Murphy, Stuart J. HarperTrophy<br />
Benny’s Pennies. Brisson, Pat. Random House<br />
The Best Bug Parade. Murphy, Stuart J. HarperCollins<br />
Bats Around the Clock. Appelt, Kathi. HarperCollins<br />
Brown Rabbit’s Shape Book. Baker, Alan.<br />
Larousse Kingfisher Cambers<br />
Bugs! McKissack, Patricia & Frederick. Children’s Press<br />
Bunny Day: Telling Time from Breakfast to Bedtime.<br />
Walton, Rick. HarperCollins<br />
The Button Box. Reid, Margarette S. Dutton<br />
A Cake All for Me! Beil, Karen Magnuson. Scholastic<br />
Capacity. Pluckrose, Henry. Children’s Press<br />
Catch That Goat! Alakija, Polly. Barefoot Books<br />
A Chair for My Mother. Williams, Vera B. Greenwillow<br />
The Coin Counting Book. Williams, Rozanne Lanczak.<br />
Charlesbridge Publishing<br />
Count! Fleming, Denise. Henry Holt<br />
Counting Our Way to Maine. Smith, Maggie. Orchard Books<br />
Dear Daisy, Get Well Soon. Smith, Maggie. Crown Publishers<br />
Dim Sum for Everyone. Lin, Grace. Alfred A. Knopf<br />
A Dollar for Penny. Glass, Julie. Random House<br />
The Doorbell Rang. Hutchins, Pat. Greenwillow<br />
Each Orange Had 8 Slices: A Counting Book. Giganti, Paul, Jr.<br />
William Morrow<br />
Eating Fractions. McMillan, Bruce. Scholastic<br />
Every Buddy Counts. Murphy, Stuart J. HarperCollins<br />
Feast for Ten. Falwell, Cathryn. Clarion Books<br />
The First Day of School. Johnston, Tony. Scholastic<br />
Five Little Kittens. Jewell, Nancy. Clarion Books<br />
Five Creatures. Jenkins, Emily. Farrar, Straus, & Giroux<br />
Flower Garden. Bunting, Eve. Harcourt Brace<br />
Fraction Action. Leedy, Loreen. Scott Foresman<br />
How Many Feet in the Bed? Hamm, Diane Johnston.<br />
Aladdin Paperbacks<br />
How Many Snails? Giganti, Paul, Jr. Scholastic<br />
<strong>Kindergarten</strong> - Readers for <strong>Math</strong> Integration<br />
Give Me Half! Murphy, Stuart J. HarperTrophy<br />
Gray Rabbit’s Odd One Out. Baker, Alan. Kingfisher<br />
The Great Pet Sale. Inkpen, Mick. Orchard Books<br />
The Grouchy Ladybug. Carle, Eric. HarperCollins<br />
The Handmade Counting Book. Rankin, Laura. Dial Books<br />
I Bought a Baby Chicken. Halls, Kelly Milner. Boyds Mills Press<br />
I Can Add Up. Gibson, Ray. Usborne Publishing<br />
I Knew Two Who Said Moo: A Counting and Rhyming Book.<br />
Barrett, Judi. Atheneum Books for Young Readers<br />
The Icky Bug Counting Book. Pallotta, Jerry. Charlesbridge<br />
If the Shoe Fits. Soto, Gary. Putnam<br />
James and the Rain Kuskin, Karla. Simon & Schuster<br />
Just a Little Bit. Tompert, Ann. Houghton Mifflin<br />
Just a Minute! Harper, Anita. Putnam<br />
Length. Pluckrose, Henry. Children’s Press<br />
Let’s Count. Hoban, Tana. Greenwillow<br />
Let’s Count It Out, Jesse Bear. Carlstrom, Nancy White.<br />
Simon & Schuster<br />
The Line Up Book. Russo, Marisabina. Greenwillow<br />
Little Rabbits’ First Number Book. Baker, Alan. Kingfisher<br />
More Bugs? Less Bugs? Curry, Don L. Capstone<br />
More or Less a Mess. Keenan, Sheila. Scholastic<br />
More, Fewer, Less. Hoban, Tana. Greenwillow<br />
Monster Musical Chairs. Murphy, Stuart J. HarperTrophy<br />
Morning, Noon, and Night. George, Jean Craighead. HarperCollins<br />
Mrs. McTats and Her Houseful of Cats. Capucilli, Alyssa Satin.<br />
M.K. McElderry Books<br />
Mrs. Sato’s Hens. Min, Laura. GoodYearBooks<br />
My Backpack. Bunting, Eve. Boyds Mills Press<br />
Numbears: A Counting Book. Hague, Kathleen. Henry Holt<br />
On the Stairs. Larios, Julie Hofstrand. Front Street<br />
One Duck Stuck. Root, Phyllis. Candlewick Press<br />
One Less Fish. Toft, Kim Michelle. Charlesbridge<br />
One Lonely Sea Horse. Freymann, Saxton. Arthur A. Levine Books<br />
One Moose, Twenty Mice. Beaton, Clare. Barefoot Books<br />
One, Two, Three Jump! Lively, Penelope. M.K. McElderry<br />
Outside Inside. Crimi, Caroly. Simon & Schuster<br />
Over in the Grasslands. Wilson, Anna. Little Brown<br />
A Pair of Socks. Murphy, Stuart J. Scholastic<br />
Pattern Fish. Harris, Trudy. Millbrook Press<br />
Patterns: What Comes Next? Koomen, Michele. Pridgestone Books<br />
A Pig is Big. Florian, Douglas. Greenwillow<br />
The Pig Is in the Pantry, the Cat Is on the Shelf. Mozelle, Shirley.<br />
Clarion Books<br />
Quack and Count. Baker, Keith. Harcourt Brace Rabbit and Hare<br />
Divide an Apple. Ziefert, Harriet. Viking<br />
Rosie’s Walk. Hutchins, Pat. Simon & Schuster<br />
Seaweed Soup. Murphy, Stuart J. HarperTrophy<br />
Seven Blind Mice. Young, Ed. Scholastic<br />
The Shape of Things. Dodds, Dayle Ann. Candlewick<br />
Shapes. Granowsky, Alvin. Copper Beech Books<br />
Shapes, Shapes, Shapes. Hoban, Tana. Greenwillow<br />
Shape Space. Falwell, Cathryn. Clarion Books<br />
Slower Than a Snail. Schreiber, Anne. Scholastic<br />
Snowy Flowy Blowy: A Twelve Months Rhyme. Tafuri, Nancy.<br />
Scholastic<br />
Sorting and Sets. Pluckrose, Henry. Gareth Stevens Publishing<br />
Splash! Jonas, Ann. Mulberry Books<br />
Starting Off with Addition and Subtraction. Patilla, Peter.<br />
Barrons Juveniles<br />
Stephen Cartwright 1 2 3. Cartwright, Stephen. Usborne Publishing<br />
Ten Black Dots. Crews, Donald. Mulberry Books<br />
Ten Red Apples. Hutchhins, Pat. Greenwillow<br />
Tops & Bottoms. Stevens, Janet. Harcourt Brace<br />
A Tree for Me. Van Laan, Nacy. Dragonfly Books<br />
Twenty is Too Many. Duke, Kate. Dutton<br />
Two of Everything. Hong, Lily Toy. Albert Whitman<br />
The Very Hungry Caterpillar. Carle, Eric. Ptunam<br />
The Very Small. Dunbar, Joyce. Harcourt<br />
When Sheep Cannot Sleep: The Counting Book. Kitamura, Satoshi.<br />
Farrar, Straus, & Giroux<br />
Who’s Counting? Tafuri, Nancy. Mulberry Books<br />
You’ll Never Guess! Dunbar, Fiona. Dial Books for Young Readers