Math K Coursebook Overview

C O U R S E B O O K
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ai164002669413_Math K-Cover-1.1-PRINT.pdf 1 12/20/21 1:58 PM

Created by the Simply Good and Beautiful Math Team
Reviewed by Deanna Dreher, PhD in mathematics; Tamara Stark, MA in mathematics education;
Alia Criddle, MS in mathematics; and Bailee Neering, BS in mathematics education
goodandbeautiful.com
© 2021 Jenny Phillips
All rights reserved. This document may be copied for use within your own family or homeschool group once you have purchased it. The document
may not be shared electronically in any way. The document may not be printed by schools or organizations or for commercial purposes.

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Table of Contents
Hundreds Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
About the Course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Frequently Asked Questions. . . . . . . . . . . . . . . . . . . . . . v
Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 1: Numbers 1 to 3. . . . . . . . . . . . . . . . . . . . . 2
Lesson 2: Ten Frames.. . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 3: Numbers 4 to 5. . . . . . . . . . . . . . . . . . . . . 8
Lesson 4: Order of Events.. . . . . . . . . . . . . . . . . . . . 9
Lesson 5: Position Words. . . . . . . . . . . . . . . . . . . . 10
Lesson 6: Number Practice.. . . . . . . . . . . . . . . . . . 12
Lesson 7: Numbers 6 to 7. . . . . . . . . . . . . . . . . . . . 14
Lesson 8: Matching: Part 1. . . . . . . . . . . . . . . . . . . 15
Lesson 9: Numbers 8 to 9. . . . . . . . . . . . . . . . . . . . 17
Lesson 10: Ordinal Numbers: Part 1. . . . . . . . . . . 19
Lesson 11: Numbers 10 to 11.. . . . . . . . . . . . . . . . 20
Lesson 12: Ten Sticks: Part 1.. . . . . . . . . . . . . . . . . 22
Lesson 13: Plus and Equal Signs.. . . . . . . . . . . . . . 24
Lesson 15: Counting to 30 Practice.. . . . . . . . . . . 28
Lesson 16: Addition. . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 18: Zero and Number 12. . . . . . . . . . . . . . 32
Lesson 19: Tally Marks up to 5.. . . . . . . . . . . . . . . 34
Lesson 20: Number Practice.. . . . . . . . . . . . . . . . . 36
Lesson 25: The Teens: Part 1. . . . . . . . . . . . . . . . . 46
Lesson 26: The Teens: Part 2. . . . . . . . . . . . . . . . . 48
Lesson 27: Days of the Week. . . . . . . . . . . . . . . . . 50
Lesson 28: Number Line Practice. . . . . . . . . . . . . 52
Lesson 29: Ways to Make 5. . . . . . . . . . . . . . . . . . 54
Lesson 30: One More, One Less: Part 1. . . . . . . . 56
Lesson 31: Shapes. . . . . . . . . . . . . . . . . . . . . . . . . . 58
Lesson 32: Spatial Activities. . . . . . . . . . . . . . . . . . 60
Lesson 33: One More, One Less: Part 2. . . . . . . . 62
Lesson 34: Number Bonds: Part 1.. . . . . . . . . . . . 64
Lesson 35: Making 4. . . . . . . . . . . . . . . . . . . . . . . . 66
Lesson 36: Addition Practice. . . . . . . . . . . . . . . . . 68
Lesson 38: Longer and Shorter. . . . . . . . . . . . . . . 72
Lessons 39–40: Unit Assessment. . . . . . . . . . . . . 74
Unit 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Lesson 41: Tally Marks to 10. . . . . . . . . . . . . . . . . 78
Lesson 42: Numbers 20 to 40: Part 1. . . . . . . . . . 80
Lesson 43: Triangles.. . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 44: Hundreds Chart. . . . . . . . . . . . . . . . . . 84
Lesson 45: Counting by 10s. . . . . . . . . . . . . . . . . . 86
Lesson 46: Addition Practice. . . . . . . . . . . . . . . . . 88
Lesson 47: Spatial Activities. . . . . . . . . . . . . . . . . . 89
Lesson 48: Place Value: Part 1. . . . . . . . . . . . . . . . 90
Lesson 49: Ordinal Numbers: Part 2. . . . . . . . . . . 92
Lesson 50: Sorting by Color and Shape. . . . . . . . 94
Lesson 51: Introduction to Clocks. . . . . . . . . . . . . 96
Lesson 52: Time: Part 1.. . . . . . . . . . . . . . . . . . . . . 98
Lesson 53: Writing the Number 20. . . . . . . . . . . 100
Lesson 54: Numbers 20 to 40: Part 2. . . . . . . . . 102
Lesson 55: Time: Part 2.. . . . . . . . . . . . . . . . . . . . 104
Lesson 56: Right and Left: Part 1. . . . . . . . . . . . . 106
Lesson 57: Addition Stories: Part 1. . . . . . . . . . . 109
Lesson 58: Pattern Blocks. . . . . . . . . . . . . . . . . . . 111
Lesson 59: One More, One Less: Part 3. . . . . . . 116
Lesson 60: Equal and Not Equal.. . . . . . . . . . . . . 118
Lesson 61: Time: Part 3.. . . . . . . . . . . . . . . . . . . . 120
Lesson 62: Addition Stories: Part 2. . . . . . . . . . . 122
Lesson 63: Ordinal Numbers: Part 3. . . . . . . . . . 125
Lesson 64: Number Bonds: Part 2.. . . . . . . . . . . 128
Lesson 65: Counting Backward: 10 to 1. . . . . . . 130
Lesson 66: Patterns: Part 1.. . . . . . . . . . . . . . . . . 132
Lesson 68: Place Value: Part 2. . . . . . . . . . . . . . . 136
Lesson 69: Time: Part 4.. . . . . . . . . . . . . . . . . . . . 138
Lesson 70: Patterns: Part 2.. . . . . . . . . . . . . . . . . 140
Lesson 71: Right and Left: Part 2. . . . . . . . . . . . . 142
Lesson 72: The Calendar: Part 1. . . . . . . . . . . . . 144
Lesson 74: Reading and Creating Graphs.. . . . . 148
Lesson 75: Matching: Part 2.. . . . . . . . . . . . . . . . 150
Lesson 76: Estimating. . . . . . . . . . . . . . . . . . . . . . 152
Lesson 77: Vertical Addition.. . . . . . . . . . . . . . . . 154
Lesson 78: Number Patterns. . . . . . . . . . . . . . . . 156
Lessons 79–80: Unit Assessment. . . . . . . . . . . . 158
Unit 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Lesson 82: Comparing Numbers. . . . . . . . . . . . . 164
Lesson 83: The Calendar: Part 2. . . . . . . . . . . . . 166
Lesson 84: Heavier or Lighter.. . . . . . . . . . . . . . . 168
Lesson 85: Even and Odd. . . . . . . . . . . . . . . . . . . 170
Lesson 86: Even and Odd Games. . . . . . . . . . . . 172
Lesson 88: Doubles Addition to 4 + 4. . . . . . . . . 176
Lesson 89: The Penny and the Nickel. . . . . . . . . 178
Lesson 90: Counting Backward: 20 to 1. . . . . . . 180
Lesson 93: Subtraction: Part 1. . . . . . . . . . . . . . . 186
Lesson 94: Subtraction: Part 2. . . . . . . . . . . . . . . 188
Lesson 95: The Dime. . . . . . . . . . . . . . . . . . . . . . . 190
Lesson 96: Number Bonds: Part 3.. . . . . . . . . . . 192
Lesson 97: Ordinal Numbers: Part 4. . . . . . . . . . 194
Lesson 98: Dividing Items in Half.. . . . . . . . . . . . 196
Lesson 99: Measuring with Centimeters. . . . . . 198
Lesson 100: Measuring with Inches. . . . . . . . . . 200
Lesson 101: Dividing Groups in Half. . . . . . . . . . 202
Lesson 102: Addition with Pennies. . . . . . . . . . . 204
Lesson 103: Making 10: Part 1.. . . . . . . . . . . . . . 206
Lesson 104: Subtraction Game. . . . . . . . . . . . . . 210
Lesson 105: Comparing Volumes of Liquid. . . . 212
Lesson 106: 2D and 3D Shapes. . . . . . . . . . . . . . 214
Lesson 107: Spheres. . . . . . . . . . . . . . . . . . . . . . . 218
Lesson 108: Months of the Year. . . . . . . . . . . . . 220
Lesson 109: Practice Counting from 80 to 100..223
Lesson 110: Seasons. . . . . . . . . . . . . . . . . . . . . . . 224
Lesson 111: Making 10: Part 2.. . . . . . . . . . . . . . 227
Lesson 112: Subtraction Stories. . . . . . . . . . . . . 228
Lesson 113: Patterns: Part 3.. . . . . . . . . . . . . . . . 231
Lesson 114: Symmetry. . . . . . . . . . . . . . . . . . . . . 234
Lesson 115: Time: Part 5.. . . . . . . . . . . . . . . . . . . 238
Lesson 116: Pay for Items Using Cents.. . . . . . . 240
Lesson 117: The Calendar: Part 3. . . . . . . . . . . . 242
Lesson 118: One More, One Less: Part 4. . . . . . 246
Lessons 119–120: Course Assessment. . . . . . . . 248
© Jenny Phillips
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© Jenny Phillips
MATH K
MATH K
Hundreds Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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ABOUT THE COURSE
Course Organization
The course book serves as the teacher’s guide and
the student book.
The course has 120 lessons divided into three units.
Each unit has an assessment at the end of the unit.
If you complete four lessons a week, you will finish in
a normal school year and have about four weeks left
over that can account for normal breaks, sickness,
and vacations.
Daily Lessons
Review Box—You can choose to review these concepts at the beginning of the
lessons, or you can skip them if the child has mastered the concepts.
Lesson—Blue text is instructions to the parent. Black text is read to the child.
Each lesson contains new instruction and review of previous material. You may
use the bullet point stars as checkboxes, if desired.
Supplies Needed
Simply Good and Beautiful Math K Course Book
Simply Good and Beautiful Math K Box
Pencil
Crayons or colored pencils
Whiteboard and dry-erase marker
10 pennies, 10 nickels, and 10 dimes (It is suggested
that you put these coins in the math box and keep
them there. You will not use them until partway
through the course.)
The course book will not list when you need the math
box or a whiteboard and dry-erase marker, but you will
use them in most lessons, so always have them on hand.
Because the math box is organized into easy-to-access
compartments, individual math box items needed are
not listed at the beginning of the lessons.
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Lesson
Practice items the child has not mastered.
• Count from 90 to 100.
• On the whiteboard write 7 tally marks and
10 tally marks.
• Write the numbers “13,” “14,” and “15” on
the whiteboard.
COUNTING
BACKW
ARD: 10 TO 1
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Lesson
Practice the following item if not mastered.
Identify the numbers: 11 10 8 9 7
PLUS AND EQUAL SIGNS
Read to the child: The boy on this page
is named Carlos. He has a big pond by
his house, and dragonflies love living
by ponds. Carlos decides to count the
dragonflies he sees. We can use the
plus sign to help him count. Point to
the plus sign. This is the plus sign. Point
to the equal sign. This is the equal sign.
We use the plus sign when we add or combine numbers. For
example, Carlos saw 1 dragonfly sitting on a rock and 2 dragonflies
sitting on a branch. We can know the total number of dragonflies
by adding 1 and 2. I will point to each part of this addition
problem as I say it. Point to the parts of the addition problem as
you say, “One plus two equals three.” Then have the child count
the dragonflies to see that there are 3.
+ =
1 + 2 = 3
2 + 1 = 3
Read to the child: Read the following addition problems. Point to
each number and sign as you say it.
2 + 2 = 4
3 + 1 = 4
Read to the child: In the purple box, draw a plus sign. In the green
box, draw an equal sign.
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MATH K
MATH K
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Frequently Asked Questions
Do you include any specific doctrine?
No, the goal of our curriculum is not to teach doctrines specific to
any particular Christian denomination but to teach general principles,
such as honesty, hard work, and kindness. All Bible references in our
curriculum use the King James Version.
Is Math K a spiral or mastery program?
Math K is mainly a spiral curriculum, constantly reviewing concepts
your student has learned to ensure he or she understands and retains
the information.
How long are lessons?
For children right on level with the lessons, most lessons take 10–12
minutes.
If the child takes longer than 10–12 minutes per lesson but
is understanding and retaining the information, don’t worry;
complete as much of a lesson as the child’s attention span allows
each day. It is OK if this course takes longer than a school year to
complete.
If the child takes less than 10–12 minutes and is learning new
things, we suggest not moving to Math 1 so that the child doesn’t
have holes in his or her math foundations. Rather, consider having
the child do multiple lessons a day and move through the course
quickly before starting Math 1.
If the child takes less than 10–12 minutes per lesson and seems to
already know all the information, consider having the child take
the assessments in the course (see the Table of Contents) to see if
the child can skip any units or the whole course.
Our thorough piloting program shows that most children in
kindergarten thrive with having math for 10–12 minutes a day, as this
curriculum is carefully designed to maximize time and effectiveness. If
you or the child feels more time is needed, consider doing two lessons
a day.
How do I get started?
Gather the supplies needed. You are then ready to open to the first
lesson and follow the instructions. You do not need to read the lessons
before teaching them.
Is there an answer key?
Every level of Simply Good and Beautiful Math has an answer key except
for Math K since this level is so basic.
How do I use the hundreds chart on the first
page of the course book?
Whenever the course has the child count, feel free to have the child use
the hundreds chart, pointing to each number while counting.
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How can I provide extra addition and subtraction
practice?
For more addition and subtraction practice, we suggest using
Anteater Addition and Snowy Owl Subtraction, which are available at
goodandbeautiful.com. The game cards can also function as addition
and subtraction game cards.

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MATH K
MATH K
UNIT 1 OVERVIEW
• Gather 10 of each of the following coins
now and put them in the math box: 10
pennies, 10 dimes, 10 nickels. Then you
will have them in plenty of time when you
need them for the math course.
• Watch the video “How to Teach Correct
Pencil Grip | The Good and the Beautiful.”
Even though children may not like
working on correct pencil grip, it is much
easier to establish the correct pencil grip
in the beginning than to fix incorrect
pencil grip later.
• If desired, use the hundreds chart on
page iii when the Review Box tells you to
practice counting. Have the child use his
or her finger, a pencil, a straw, a colored
popsicle stick, etc. to point to each
number as he or she counts.
Parent/T
eacher Tips
Identify numbers
0–20
Write numbers
0–20
Count to 100
Count up starting
at numbers 0–80
Ten frames
Color recognition
Order of events
Ordinal numbers
Position words
Shape recognition
Matching
Spatial reasoning
Ten sticks
Memorize a
phone number
Addition up to 4
Addition plus 1, 2
Tally marks
Days of the week
One more, one
less
Number bonds
Longer and
shorter
• a fruit snack or small food item
• three small objects in nature
Extra Supplies Needed
New Concepts Taught
LESSONS 1–40
© Jenny Phillips
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© Jenny Phillips
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Read to the child: Did you know that you need math to design a fork
or a pillow? Math is needed to design almost everything you use
every day. There are also math patterns all around us in nature, and
they can bring us joy and a feeling of wonder when we discover them.
I’m excited to learn about math with you!
Here are the numbers 1, 2, and 3. Say a number and have the child
point to it. Repeat until mastered.
In each pot have the child draw the number of flowers shown.
3
1 2
1
Lesson
Practice items the child has not
mastered.
• Identify the colors
below.
• Count to 15.
NUMBERS 1 TO 3
1 2 3
Have the child count the items in each box and circle the matching
number.
1 2 3
1 3 2
1 2 3
1 2 3
Have the child trace the number. Then write the number by
starting on each dot. The child should first say the name of each
number aloud.
1 2 3
If needed, have the child
point to the numbers
on the hundreds chart
on page iii whenever
counting.
Parent Tip
Parent Tip

1 2 3
3
3
© Jenny Phillips
© Jenny Phillips
MATH K
MATH K
Take the three wooden cars from the math box. Read to the child: Point to the cars with a number 1, number 2, and number 3.
Choose any car and place it on “Start.” Drive the car over the hill, saying each number aloud as you pass it. Then have the child
turn the car around and drive back over the hill.
3
2
1
2
3
Have the child line up the cars in order: 1, 2, 3.
Have the child pick up two cars, then one car, and then three cars.
Have the child complete the handwriting practice by starting on the
dots.
A Drive Across the Hill
Start
Read to the child: How many sheep are on the hill? [3] How many birds are on the hill? [2] How many bunnies are on the hill? [1]
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1 2
Cut out the items on the next page while the child does the color-
matching activity on page 7. Then lay the furniture pieces on the
table. Read to the child: Follow my instructions as we play with this
house.
1. Place two yellow couches anywhere you want in the house.
2. Place one bathtub anywhere you want in the house.
3. Place two orange chairs anywhere you want in the house.
4. Clear all the furniture out. Now place as many of the items as
you can into the house. Then circle the number below the items
that matches how many are in the house.
2
Lesson
• Count to 15.
• Identify the colors below.
Read to the child: These green boxes are called “ten frames.” There
are 10 places on each ten frame. Trace the number that tells how
many items are in each ten frame.
1 2
TEN FRAMES
1
2
3
1
2
3
1
2
3
1
2
3
1 3
2 3
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© Jenny Phillips
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MATH K
MATH K

This page is left blank for double-sided printing and cutting purposes.

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MATH K
MATH K
Color Matching Have the child color the lighthouse on the right by copying the colors of the colored lighthouse on the left.

4 5 5 4 5
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© Jenny Phillips
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Have the child count the number of flags in each picture. Ask the
child to point to the banner that has more flags.
Have the child cross out four trucks and five boats.
Have the child color four leaves yellow and five leaves green.
Have the child complete the handwriting practice.
Read to the child: Here are numbers 4
and 5.
Take the counting sticks out of the math
box and give them to the child. Point to number 4 above and have
the child count out that many sticks. Do the same for number 5.
Help the child point to and count aloud each item below. Then have
the child trace the correct matching number.
How many legs does the dog have?
How many yellow stripes does the fish have?
4 5
3
Lesson
• Count to 15.
• Identify the shapes below.
• Identify the numbers: 2 1 3
NUMBERS 4 TO 5
4 5
4
5
4 5

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MATH K
MATH K
4 5 4
123 123 123
123 123 123
Read to the child: Let’s suppose I am making a peanut butter and
jelly sandwich. Do I need to get out the bread 1st or spread the
peanut butter 1st? [get out the bread] Yes, many things have to
happen in a certain order. In this lesson we will talk about the order
that things happen.
Read to the child: Trace “1” under the pictures that show what
happens 1st. Trace “2” under what happens next. Trace “3” under
what happens last. In the next column, circle the numbers.
4
Lesson
• Count to 15.
• Memorize a parent’s phone number.
ORDER OF EVENTS
Have the child complete the handwriting practice by starting on
the dots.
45 45
Have the child count the items in each box and trace the matching
number.
1 2 3 1 2 3 1 2 3
1 2 3 1 2 3 1 2 3
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4
Take a car from the math box and give it to the child. Read to the
child: Today, we are going to practice position words.
• Put the car UNDER the table.
• Hold the car BEHIND your back.
• Hold the car in FRONT of your forehead.
• Hold the car ABOVE your head.
• Hold the car BETWEEN you and me.
Read to the child: You get to drive this car on the next page. Follow
my instructions. Place the car ON “Start.” Go OVER bridge number
two. Go OVER bridge number three. Back up and go OVER bridge
number three and bridge number four. Turn around and go OVER
bridge number four and bridge number two. Go OVER bridge
number five. Back up and then drive ON the grass and AROUND the
pond. Drive ACROSS the river. Park NEXT TO a tree. Park ON bridge
number two.
Read to the child: In the next column, trace the numbers that I tell
you to trace. Trace the three BETWEEN the butterfly and the frog.
Trace the two ABOVE the butterfly. Trace the four BESIDE the yellow
flower. Trace the four BESIDE the frog. Trace the five NEXT TO the
frog. Trace the five BELOW the butterfly. Trace the two ABOVE the
frog. Trace the three ABOVE the butterfly. Trace the one BESIDE the
butterfly.
5
Lesson
• Count to 15.
• Identify the numbers below.
POSITION WORDS
1 3 5 4 2 1
2 3
4
5
3
2
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1 3
Read to the child: Today,
I’m going to tell you a
story about a little girl
named Rosie. This is
Rosie’s home. She lives
by a forest with tall green
trees. Every morning she
opens her window and
listens. She can hear the
forest full of twittering
birds. She can see
squirrels scampering up
the trees. She can feel the
fresh wind.
Truly, Rosie loves where
she lives, but there is one
thing she really, really
wants. Before we find
out what it is, in the next
column, trace the number
of items on or by her
home.
6
Lesson
• Count to 15.
• Identify the shapes and colors below.
Have the child count the number of items on the house and trace
the correct number.
1 3
4 5
2 3
NUMBER PRACTICE

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MATH K
MATH K
© Jenny Phillips
Read to the child: What Rosie really, really
wants is a rabbit. Her parents said that
if she did her chores and kept her room
clean every day for a month, they would
buy her a rabbit. Rosie did it! She gets to
choose between these rabbits. How many
are there? [3] Circle the one you would
have chosen.
Rosie also feeds the rabbit three bunches of spinach each month.
Have the child circle three spinach bunches with one circle.
Rosie’s
Rabbit
Rosie takes good care of her rabbit. She always makes sure it has water to drink and food to eat. Her rabbit eats mainly hay and
grass, but Rosie also feeds it three carrots each month. Each ten frame needs three carrots. Draw enough carrots on each ten frame
so that each ten frame has three total.

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Read to the child and point to the numbers:
Here are numbers 6 and 7. Take the counting
sticks from the math box. Point to one of the
numbers, 6 or 7, and have the child count
out that many sticks.
Have the child draw a line under the number of windows on each
house.
Give the child a fruit snack or other small food item. Say a number from
the chart and have the child put the item on that number. Repeat until
all numbers are mastered.
6 5 4 3
7 2 1
6 7
6 7
6 7 6
Have the child count the items and draw a line to the matching
number.
Have the child count the items in each box and trace the matching
number.
7
Lesson
• Count to 20.
NUMBERS 6 TO 7
6
7
As a spatial reasoning
activity, have the child
re-create the following
design using items
from the math box. It
doesn’t matter which
numbers are showing
on the dice.
5 6 7 5 6 7 5 6 7
6 7
a fruit snack
or small food
item
Supplies
Supplies

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© Jenny Phillips
MATH K
MATH K
6 7 6
This is Vanessa. She needs help with
matching. First, circle the pairs of her
socks that are matches.
Next, Vanessa wants to sew a dress
for her little sister. Vanessa wants
the dress to match the one she is
wearing. Circle the matching items that she needs to make the
dress.
Read to the child: This is Jacob. He is from
Mexico and loves soccer.
• How many things is he wearing that
have yellow on them? [5]
• How many things is he wearing that
have blue on them? [4]
Which shirt exactly matches Jacob’s shirt?
Jacob wants to buy his little brother the
exact soccer ball he has. Circle the ball
that is an exact match. (Hint: Cross out
the balls that don’t match, and you will
be left with the one that does match.)
8
Lesson
• Count to 15.
• Identify the numbers: 2 4 6 7 3 5
MA
TCHING: PART 1
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15

16
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6 7 6 7
Have the child complete the handwriting practice, starting on the dots.
Jacob loves to build things with wood. He built birdhouses as gifts for all of his cousins.
Color the two birdhouses that are exact matches.
Vanessa loves bird-watching. Circle the three birds that match.
16
16
As a spatial reasoning activity, have the child
re-create the following designs using items
from the math box. It doesn’t matter what
numbers are showing on the dice.
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© Jenny Phillips
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MATH K
MATH K
8 9 8
Take a counting stick from the math box
and give it to the child. Read to the child:
Here are numbers 8 and 9. With the
counting stick, point to number 9. Point to
number 8. With the counting stick, tap the number 8 eight times.
Tap the number 9 nine times.
Repeat until mastered. Then give the child all the counting sticks
from the math box and have him or her count 8 and then 9 sticks.
Have the child complete the handwriting practice, starting on the
dots.
9
Lesson
• Count to 20.
below.
• Memorize a parent’s
phone number.
NUMBERS 8 TO 9
Have the child color the number of circles indicated.
Read to the child: In each group below, six items are circled. Count
the number of items in each box by pointing to the circled items and
saying “six,” and then counting the rest of the items going up from
six. Trace the number that shows how many items are in each box.
8 9 8 9
8 9 8 9
Read to the child: Let’s look at the picture on the next page. Does it
look like a peaceful place to live? Can you find the tire swing? Can
you see a horse peeking out of the barn? For each item, count how
many are in the picture, and then trace the number.
8 9
9

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In the Country
69
23
78
45
89
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MATH K
MATH K
© Jenny Phillips
Have the child find three small objects in nature (a blade of grass, a
small flower, a pebble, a small leaf, etc.) and place them in the empty
boxes below. Point to each box and say, “This is the 1st box, 2nd box,
3rd box, 4th box, and 5th box.” Read to the child: Point to the 1st
box, which has an acorn in it. Point to the 5th box. Point to the 2nd
box. Point to the 4th box. Point to the 3rd box. What is in the 1st
box? What is in the 5th box? What is in the 2nd box? What is in the
3rd box?
Read to the child: Look at the bottom of the page. This is one way to
write 1st, 2nd, 3rd, 4th, and 5th. I’ll point to 1st, 2nd, 3rd, 4th, and
5th below, and you tell me which one I am pointing to. Point to each
one in random order.
1st 2nd 3rd 4th 5th
10
Lesson
• Count to 20.
ORDINAL NUMBERS:
PART 1
Have the child complete the handwriting practice, starting on the
dots.
9 8 9
Have the child color the number of circles indicated.
Read to the child: For each cactus in the box, circle its position in
the row of plants. (Hint: Start counting from the left.)
1st
2nd
3rd
3rd
4th
5th
1st
2nd
3rd
The child will
need to find
three small items
outside.
Heads Up
Heads Up
5

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Take a counting stick from the math box and give
it to the child. Read to the child and point to the
numbers: Here are numbers 10 and 11. With the
counting stick, point to number 10. Point to number 11. Tap number
11 eleven times. Tap number 10 ten times.
Have the child complete the handwriting practice by starting on the
dots.
Read to the child: In each group below, 10 items are circled. Trace
the number that shows how many items are in each box without
counting the items. We know that 11 is just 1 more than 10, so a
group of 10 items plus 1 more item is 11.
11
Lesson
• Count to 20.
below.
• Memorize a
parent’s phone
number.
NUMBERS 10 TO 11
11
10 11 10 11
10 11 10 11
10 11
10
10 11 10
2
4
Read to the child: Underline the number of circles that is on each boat.
4
5
3
2
11
Have the child color the number of leaves indicated.

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© Jenny Phillips
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MATH K
MATH K
Take the counting sticks
from the math box. Read
to the child: Six counting
sticks fit perfectly into
one of these blue boxes.
Nine counting sticks fit
perfectly into the other
blue box. Which box do
you think can fit nine
counting sticks and
why? [the bigger box
because 9 is more than
6] Have the child place
six counting sticks in the
smaller box and nine
counting sticks in the
larger box, counting the
counting sticks aloud as they are placed.
Have the child find and color the two matching crowns.
Read to the child: For each tree in the box, circle its position in the
row of trees. (Hint: Start counting from the left.)
1st
2nd
3rd
1st
4th
5th
2nd
3rd
4th
3rd
4th
5th
1st
2nd
3rd

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12
Lesson
TEN STICKS:
PART 1
Count to 20.
Read to the child: A ten stick has 10 blocks. Point
to the ten stick that shows 1 block filled in. Each
block represents one.
Point to the stick that represents the number 10
because it has all 10 blocks filled in.
Point to the stick that has nine blocks filled in.
Take a car from the math box and give it to the child. Have the child drive the car across the hills, stopping at each ten-stick tower and telling you what
number each tower represents.
Read to the child: On each ten stick, fill in enough blocks to
represent the number shown.
4 9 5 3

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© Jenny Phillips
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MATH K
MATH K
Color by Number
1 2 3 4
3
5
3
3
3
3
3
4
4
3
1 1
5
2
2
2
1
5
2

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13
Lesson
PLUS AND EQUAL SIGNS
Read to the child: The boy on this page is
named Carlos. He has a big pond by his
house, and dragonflies love living by ponds.
Carlos decides to count the dragonflies he
sees. We can use the plus sign to help him
count. Point to the plus sign. This is the
plus sign. Point to the equal sign. This is the
equal sign.
We use the plus sign when we add or combine numbers. For
example, Carlos saw 1 dragonfly sitting on a rock and 2 dragonflies
sitting on a branch. We can know the total number of dragonflies by
adding 1 and 2. I will point to each part of this addition problem as
I say it. Point to the parts of the addition problem as you say, “One
plus two equals three.” Then have the child count the dragonflies to
see that there are 3.
+ =
1 + 2 = 3
2 + 1 = 3
Read to the child: Read the following addition problems. Point to
each number and sign as you say it.
2 + 2 = 4
3 + 1 = 4
Read to the child: In the purple box, draw a plus sign. In the green
box, draw an equal sign.

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© Jenny Phillips
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MATH K
MATH K
Have the child find and color the two
matching dragonflies.
Have the child complete the handwriting practice, starting on the dots.
10 11
9
Have the child go through the maze by following the numbers 1–11 in order. Once he or she
reaches 11, have the child start over with 1.
8
As a spatial reasoning activity, have the child re-create the following designs using items from
the math box.
1
2
3
6
4
5
6
7
8 9
10
11
1
5
3
3
3
3
3
3
3
3
2
7
6
3
4
5
3
6
7
8 9
10
11
3
3
2
3

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14
Lesson
Count from 10 to 20.
TEN STICKS:
PART 2
Read to the child: For each ten stick, fill in more blocks to make the
number 5. In the circle write how many more blocks you had to fill
in to equal 5.
Read to the child: Without counting
the number of blocks in the ten stick,
figure out how many blocks are filled
in and write the number. Remember
that there are 10 total blocks.
Read to the child: For each ten stick, fill in more blocks to make the
number 10. In the circle, write how many more blocks you had to fill
in to equal 10.
Read to the child: Color the second leaf from the square. Draw a box
around the fourth leaf in the row. Draw a circle around the fifth leaf
in the row.
1 2 4 5 6
Have the child trace the numbers and write the missing number.
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© Jenny Phillips
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MATH K
MATH K
Have the child climb up the mountain with his or her
finger, stopping to count the number of children. In each
box, write the number of children before that box. After
each box, count the next group, starting with 1.
Read to the child: For each animal in the box, circle its
position in the row of animals by starting from the left.
1st
2nd
3rd
3rd
4th
5th
1st
2nd
3rd
3rd
4th
5th
1st
2nd
4th

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15
Lesson
COUNTING TO 30
PRACTICE
Read to the child: This is Angela. Her parents own
a stuffed animal shop, and Angela loves the stuffed
animals. Angela helps in the shop one day. The
stuffed animals need to be in groups of 30. This is a
group of 30 stuffed whales. Count them, pointing to
each whale as you count.
Read to the child: In the next column, one group of stuffed
animals has fewer than 30 in its group. Which one do you think
it is? Look at the group of 30 whales to compare and help you
decide. Go ahead and count all the groups of stuffed animals to
see if you are right.
Have the child tell you which stuffed animal he or she likes best.

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MATH K
MATH K
16
Lesson
ADDITION
Count from 10 to 20.
Read to the child: Addition means combining numbers to find a total.
Take two counting sticks from the math box and give them to the
child. How many counting sticks did I give you? [2] Now I am going to
give you 1 more counting stick. Hand the child 1 more counting stick.
How many counting sticks do you have now? [3] Write this on the
whiteboard: 2 + 1 = 3. This is what we just did. I gave you 2 counting
sticks, and then I gave you 1 more. Now you have 3 sticks.
Lay out the counting sticks and dice to make these problems one at a
time. Have the child read the problems and give the answers aloud (2
+ 2 = 4, etc.).
Have the child write the missing answers. The child may count the
snails, if needed, to figure out the answers.
2 + 2 =
1 + 3 =
1 + 2 =
2 + 3 =
Have the child trace the numbers.
7 8 9 10 11
+ =
+ =
+ =
+ =
+ =
+ =
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17
Lesson
COUNTING TO 40
PRACTICE
Read to the child: Brayden has a huge tree by his home. In the summer
the tree has thousands of leaves, and Brayden loves to sit under the
shade of the tree. In the fall the leaves start to fall. Brayden counts
a pile of leaves. Let’s count the leaves in the pile and see how many
leaves are in it. Have the child point to each leaf as he or she counts it.
There are 39 leaves. If there were 1 more leaf, how many would there
be? What comes right after 39? [40]
You can see the tree on this page as it looks in winter. Brayden
thinks the tree is beautiful even without all its leaves. One winter
day Brayden saw a bird on every branch of the tree. Let’s count the
branches and the birds. Have the child count the branches on the tree
by counting up one side and then the other side. Then have the child
count the birds the same way.

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MATH K
MATH K
On Safari
Take the counting sticks and equation dice from the math box. Tell the child the following
problems and have him or her lay out the sticks and dice to show the problems. Then write the
problems on the whiteboard.
+ = + =
2 + 1 = 3 1 + 1 = 2
3 4
Read to the child: Let’s look at the picture
to the right. Does it look like fun to be on a
safari? For each item, count how many are in
the picture, and then trace the number.
9 10
11 9
Say this:
The child
should
create
this:
Say this:
The child
should
create
this:
3 6
2 3
5 7 31
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Take a counting stick from the math box and
give it to the child. Read to the child and point
to the numbers: Here are numbers 0 and 12.
Point to the 0 with a counting stick. This is zero. It means none.
Hold out an empty hand. How many counting sticks do I have in
my hand? [0] How many feathers grow on your nose? [0] Point to
0 on the number line. It comes right before 1.
In the yellow box above, tap the number 12 with the counting stick
12 times. Point to the number 12 on the number line. Give the
child all the counting sticks in the math box and have him or her
count out 12 sticks.
Cross out the boxes below that have zero clocks.
18
Lesson
• Count to 40.
below.
phone number.
ZERO AND
NUMBER 12
0 1 2 3 4 5 6 7 8 9 10 11 12
0 12
8 + = 10 10 + = 10
9 + = 10
Have the child complete the following: Count the number of orange
blocks and write the number in the orange circle. Then color the
remaining blocks blue, count the blue blocks, and write the number
of blue blocks in the blue circle.
Read to the child: Write the number
of blocks that are filled in each ten
stick. Remember that each stick has
10 blocks.

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© Jenny Phillips
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MATH K
MATH K
Have the child write the missing answers. Have the child count the animals, if needed, to help figure out the answers.
0 + 2 =
1 + 2 =
0 + 0 =
2 + 3 =
3 + 3 =
2 + 1 =
1 + 1 =
0 + 3 =
1 + 3 =
2 + 2 =
Squirrel Addition
Hedgehog Addition

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Take five counting sticks and three cars from the math box. Place the
three cars on the table in front of the child. Read to the child: Do you
know how many cars we have here? [3] I can show how many cars we
have by making a mark for each car that we see. Trace over the lines
below, counting as you trace each one. One, two, three!
19
Lesson
Count to 40.
TALL
Y MARKS
UP TO 5
Point to the line. This is a tally mark. When we use tally marks to count,
we make one mark for each item we are counting. We have three cars,
so we have three tally marks. Lay down three counting sticks, one on
each line you traced above. We can also use our counting sticks to
make tally marks. Remember that each line, or each stick, stands for
one item that we are counting. We have three cars, so we have three
sticks.
Put one car back in the math box. How many cars do we have now? [2]
Let’s set up the same number of counting sticks as tally marks! Guide
the child to set two counting sticks next to one another, then count the
cars and also count the sticks to show the number of cars.
Read to the child: When we make tally marks for numbers 1
through 4, we write the tally marks in straight lines, like the
counting sticks below. Show the child the numbers below and
have him or her count the counting sticks that correspond to the
numbers. Then have the child place the counting sticks on the
page to match the numbers and sticks. Count with the child as he
or she places the counting sticks.
1 2
3 4
Have the child count the number of owls in each tree and write
tally marks for the total on a whiteboard.

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© Jenny Phillips
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MATH K
MATH K
Read to the child: When we write the tally mark for
number 5, it looks a little bit different. Lay 4 counting
sticks on the table. How many sticks do we have here?
[4] Now, when we add 1 more, we have 5. To show a 5
with tally marks, we have it cross the other 4 marks to
tie them into a bundle. It looks like this. Lay the fifth stick
across the 4 that you have on the table so that they look
like the sticks below.
5
Have the child count the items below and then draw tally marks in the green
box for each group of items.
Have the child count the number of tally marks and trace
the number he or she counts.
3 4
4 5
2 3
Have the child write the answer to each addition problem with tally marks. If
needed, have the child count all the tally marks to figure out the total.
+ =
+ =
+ =

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20
Lesson
• Count to 40.
• Ask the child what number comes before 1. [0]
“That’s My House!” Game: Take a car from the math box. Have the
child write a number on each driveway on the next page in any order
he or she wants, 1 to 11. Give the child a car and a piece of paper to
write a number between 1 and 11 on without showing you. Tell the
child to park his or her car in driveway number 11, 10, and so on until
you say the number he or she has written on the paper. When you
say the number the child has written on the paper and after parking
in that driveway, he or she says, “That’s my house!” and the game is
over. Play several more times.
Read to the child: Look at the first orange box below. How many
dots are on the dice? [2] Look at all the ways the box shows the
number 2. We see the number 2, 2 tally marks, 2 spots filled in a ten
frame, and 2 blocks colored on a ten stick. For all the other orange
boxes, count the number of dots on the dice, and then fill in all the
other items.
2
NUMBER PRACTICE

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© Jenny Phillips
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MATH K
MATH K

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21
Lesson
below.
phone number.
COUNTING TO 60
PRACTICE
Racetrack Game: Take a game pawn from the math box. Put the
game pawn on the red arrow on the next page. Read to the child:
Today, you are going to race on the track by counting numbers
from 1 to 60. Move your game pawn to each square and count the
number. Try to make it all the way to the finish! For an additional
challenge, set a timer and see how fast the child can complete the
track. Have the child play two or more times and see if he or she can
get faster.
Read to the child: Sarah has a bucket of wooden blocks. Her goal is
to build the tallest tower she can using all the blocks. Let’s count the
blocks in her bucket and see how many she has to build her tower.
Have the child point to each block and count it. Cross out each block
after the child counts it.
There are 59 blocks. If there were 1 more block, how many would
there be? What comes right after 59? [60]
Read to the child: Count the blocks in the towers Sarah built trying
to reach her goal. Circle the tower that uses 59 blocks.

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© Jenny Phillips
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MATH K
MATH K
1 2 3 4 5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30 31 32 33 34 35 36 37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60

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7 8 9 10 11
Read to the child: This is Raven. Her family owns an
orchard of orange trees. Raven loves to sit and read
in the orchard when the trees are blossoming in the
spring. The blossoms smell wonderful, and the birds
sound cheerful. Raven also loves making orange juice
with the oranges. The ten frames below show how
many oranges are needed to make the amount of
orange juice shown in each pitcher. Count the oranges
below and write the number in the orange box for each ten frame of
oranges. Remember that each row in a ten frame has five spaces, so if
a row is filled, we don’t need to count the oranges in it; we just know
there are five oranges in the row.
22
Lesson
Identify the shapes and colors below.
NUMBER PRACTICE
Have the child write the missing answers. Have the child count the
oranges, if needed, to help figure out the answers.
3 + 3 =
2 + 4 =
3 + 4 =
Count the Oranges Game: Take the two game pawns and the dice
with numbers 1 to 6 from the math box. Put your game pawns on
“Start” on the next page. Read to the child: This is Raven’s orchard.
Most of the oranges have been picked from the trees, but not all of
them. Let’s play a game. Roll the dice and find the tree that has the
same number of oranges as the number shown on the dice. Move
your piece to that tree. Then I will do the same. We will keep doing
this until we both land on the same tree. Then, on the whiteboard,
you write the number that we both landed on, and the game is over.
Play the game two or more times.

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© Jenny Phillips
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MATH K
MATH K
Raven’s Orange
Orchard
Start

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Read to the child: This is John. He lives in the city. The
buildings by his home have windows that are in sets of
10 like a ten stick. One night as John and his family went
for a walk, John counted how many lights were on in each
apartment building. You also count the lights and write
the total number of windows that have lights on in the
circle below each building. Remember that a full ten stick
has 10 squares filled in, so you do not need to count them
individually.
23
Lesson
Count to 50.
NUMBER PRACTICE
Read to the child: City lights make it
hard to see many stars, but John can
see some. Count each group of stars
and write the number in the box.

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© Jenny Phillips
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MATH K
MATH K
Spatial Activity: If desired, have the child color the city scene. Cut out the city scene on the dashed lines below. (You should cut it, not the child, as
the lines need to be cut straight.) Mix up the pieces and lay them on the table. Have the child put the scene together.
Cut out the boxes below, and then lay them out on the table. Have the child create an addition problem with the correct answer and copy it onto the
whiteboard. Repeat until the child has created and written all possible addition problems with the boxes.
1 + 4
=
3 2 + 3
=
2 2
=
1 5

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MATH K
MATH K
24
Lesson
below.
phone number.
NUMBER PRACTICE
Read to the child: In each group below, 10 items are circled. Trace
the number that shows how many items are in each blue box. Do not
count the items that are circled. We know there are 10 circled, so we
will point to the box and say “10” and then count the items outside the
box by starting with 11.
12
11 12
11
Have the child draw 10 small items (hearts, circles, smiley faces,
letters, etc.) in the orange box and 1 item outside the orange box,
and then write the total number of items.
Have the child draw 10 small items (hearts, circles, smiley faces,
letters, etc.) in the orange box and 2 items outside the orange box,
and then write the total number of items.
Have the child count each group of items and write the number.
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Read to the child: Let’s count from 10 to 19 as you point to the
numbers.
Give the child a counting stick from the math box. Say a number
between 10 and 19 and have the child tap that number above with
the counting stick.
Have the child use the counting stick to point to the fish with a
number 10 above it. Have the child trace through the water, going to
every number from 10 to 19.
10 11 12 13 14
15 16 17 18 19
25
Lesson
Count to 60.
THE TEENS: PART 1
Read to the child: In each group below, 10 items are circled. Start
counting the items after the 10 that are circled, starting with number
11. Trace the number that shows how many items are in each box.
10
19
18
17
16
15
14
13
12
11
16 17 18 19
14 15 13 14
Spatial Activity: Have the child
re-create the following design
using items from the math box.
It doesn’t matter what numbers
are showing on the dice.
On the following page, have the child write the missing answers. If
needed, the child may count the animals to find each answer.

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© Jenny Phillips
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MATH K
MATH K
0 + 1 =
1 + 2 =
1 + 3 =
3 + 2 =
2 + 2 =
1 + 3 =
0 + 0 =
3 + 3 =
2 + 0 =
2 + 3 =
Rabbit Addition
Fox Addition

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Read to the child: Let’s look at each set of ten sticks. The first stick has
10 blocks filled in. On the second stick, with a blue crayon or colored
pencil, fill in the number of blocks needed to equal the number shown
in blue. Then write the missing number in the circle.
26
Lesson
• Write 5 tally marks on the whiteboard.
THE TEENS: PART 2
10 + = 13
13
10 + = 15
15
10 + = 14
14
12 13 14 15
10 + = 16
16
10 + = 17
17
10 + = 19
19
16 17 18 19
Have the child color the umbrellas with triangles on them.

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© Jenny Phillips
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MATH K
MATH K
Have the child follow the numbers from 12 to 19 to complete the
maze, pointing to the numbers and saying them aloud. When the
child gets to 19, start over at 12.
12
13
14 15
12
13
16
19
12–19 Maze
Have the child write the answer to each addition problem (with
numbers, not tally marks).
+ =
+ =
Have the child draw 15, 16, or 17 raindrops falling from each cloud
and then, in the blue box, write the number of raindrops drawn.
17
18
19
16
18
12
13
12 15
17
19
18
14
15
16
17
18
19
17
19
12
14

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Read to the child: There are seven days in a week: Sunday, Monday,
Tuesday, Wednesday, Thursday, Friday, and Saturday. Let’s watch
a music video about the days of the week and sing along. Watch
the “Days of the Week Song” on The Good and the Beautiful Kids
YouTube channel.
Discuss the days of the week on which certain things happen
for your family (church, piano lessons, days you do and do not
complete schoolwork, etc.).
Have the child use counting sticks to count out each day of the
week. Then have the child tell you how many days are in a week.
Some faiths and some countries teach that Saturday is the last day
of the week, and others teach that Sunday is the last day of the
week. Discuss what day you consider the last day of the week.
Days of the Week Game: Read to the child: We are going to play
a game to help us memorize the first three days of the week. I am
going to say the first few days of the week and stop. You tell me
what day comes next.
Sunday, Monday, Tuesday— [Wednesday]
Sunday, Monday— [Tuesday]
Sunday, Monday, Tuesday, Wednesday— [Thursday]
27
Lesson
• Count to 70.
below.
• Write a parent’s
phone number.
DA
YS OF THE WEEK
Read to the child: In each group below, 10 items are circled. Start
counting the items after the 10 that are circled, starting with number
11. Trace the number that shows how many items are in each box.
14 15 13 14
16 17 18 19
Have the child trace the numbers and write the missing numbers.
1 3 5 7
On the next page, have the child write the missing answers. Have the
child count the cupcakes, if needed, to help figure out each answer.

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© Jenny Phillips
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MATH K
MATH K
0 + 3 =
2 + 2 =
0 + 5 =
3 + 2 =
2 + 3 =
Cupcake Addition
11 + 0 =
0 + 10 =
0 + 13 =
0 + 12 =
14 + 0 =
Plus Zero Addition
0

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Read to the child: What is a number line? It is a visual display of the positions of numbers in order. It helps us see how they relate. Look at the frog
on the number line below. He is jumping from line to line and counting the numbers. Have the child hop along the number line and count from 1
to 19. How many hops would the frog have to take to get from number 1 to 6? [5] How about 6 to 19? [13] You can use a number line to find the
distance between numbers. For each box below, find the green number on the number line and then hop two more spaces. On the line above the
green number, write the number where you landed.
28
Lesson
NUMBER LINE
PRACTICE
phone number.
• Write 5 tally marks
on the whiteboard.
• Write the numbers
“2,” “3,” and “4” on
the whiteboard.
12 13 14 15
16 17 18 19
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
5 15 10 17
2

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© Jenny Phillips
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MATH K
MATH K
Have the child count the items below and then draw tally marks in the
green box for each group of items.
Dragonflies
Frogs
Lily Pads
Cattails
Read to the child: There are hidden numbers in the picture
below. Look closely and try to find numbers 1–9 and circle
them. Have the child circle the hidden numbers.
Read to the child: The frog is hopping across the lily pads
below. What lily pad did he start on? Point to it and say,
“1st.” Have the child point to the 1st lily pad. What lily pad is
2nd? Have the child point to the 2nd. Continue through the
5th.

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Read to the child: Look at your hand.
How many fingers do you have on each
hand? [5] If you put down 3 of your
fingers, how many fingers are left? [2]
How many fingers do you need to put
back up to make 5 fingers again? [3]
This is called making 5! Have the child
practice by putting down 1, 2, 3, 4, and 5
fingers and asking him or her how many
fingers need to be raised to make 5.
29
Lesson
• Write the numbers “11,” “12,” “13,” and “14” on
the whiteboard.
W
A
YS TO MAKE 5
Read to the child: Each table below has 5 spaces. Draw a circle in
each blank space and say how many you had to draw to make 5
circles.
From the math box, give the child five counting sticks, an equation dice with the plus sign facing up, and an equation
dice with the equal sign facing up. Have the child figure out all the different ways to create a problem that equals 5
using the sticks. The options are shown below.
+ =
+ =
+ = + =
+ = + =

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© Jenny Phillips
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MATH K
MATH K
Read to the child: Raven lives by the forest and sees many squirrels,
but she has noticed two in particular. She calls them Squeak and
Scratch and enjoys watching them gather acorns to store for the
winter. Raven decides to help them and leaves acorns near their
trees. Help Raven give the squirrels acorns. I will cut out the groups
of acorns at the bottom of the page. You place them in the box where
they will make 5. You will use the cutout acorns more than once.
+ = 5
+ = 5
+ = 5
+ = 5
+ = 5
+ = 5
+ = 5
+ = 5
SQUEAK SCRA
TCH

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many are there? [6] Cross out one of them. How many are there
now? [5] In the row of snowflake boxes below, write the number
that is one less and one more than the number 4.
Drive your car to the second home and park it. How many birds
are on the house? [1] If the bird flew away, how many birds would
there be on the house? [0] So one less than the number 1 is 0. Draw
another bird on the house. How many birds are there now? [2] In
the snowflake boxes, write the number that is one less and one
more than the number 1.
Drive your car to the third home. How many trees are by it? [3] Cross
out one. How many trees are there now? [2] So, one less than 3 is
2. How many animals are by the house? [4] If there were one more
animal, how many animals would there be? [5] In the snowflake
boxes, write the number that is one less and one more than the
number 5.
30
Lesson
the whiteboard.
• Watch “Days of the Week Song” on The Good
and the Beautiful Kids YouTube channel.
• Point to the equal sign and the plus sign
to the right.
ONE MORE, ONE LESS:
PART 1
This area is left blank for double-sided printing and cutting purposes.
Read to the child: This is Anika. She lives in a little
town that is nicknamed Snow Village because it
snows so much there in the wintertime. Anika loves
the beauty of winter—the snow-covered trees and
the ground blanketed in white. She loves to snuggle
up by the crackling fire while she watches feathery
snowflakes fill up the sky outside. Take a car from
the math box and give it to the child. Let’s visit the three houses on
the next page as we learn about one more and one less.
Place your car in front of the first home. How many chimneys does the
home have? [1] Draw another chimney on the house. Now how many
chimneys are there? [2] Now count the number of fence posts. How
+ =
4
1
5

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© Jenny Phillips
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MATH K
MATH K
SnowVillage
Have the child use tally marks to show one less and one more than the tally marks shown.

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31
Lesson
• Count from 20 to 30 and then 70 to 80.
• On the whiteboard draw a plus sign, an equal
sign, and 5 tally marks.
SHAPES
Take the counting sticks from the math box. Read to the child: Are all
the counting sticks the same length? [yes]
Have the child make a square like picture 1 with 4
counting sticks. How many sides are on the square? [4]
Are they equal? [yes] All squares have 4 straight sides of
the same length.
Have the child make a rectangle like picture 2 with 6
counting sticks. How many sides are on the
rectangle? [4] Are they equal? [no] Look
at how the top and bottom sides of the
rectangle are the same length. Look at how
the left and right sides of the rectangle are
the same length.
Let’s make another rectangle. Have the child make a rectangle
like picture 3 with 8 counting sticks. How many sides are on the
rectangle? [4] Are they equal? [no] Look at how the top and bottom
sides of the rectangle are the same length. Look at the how the left
and right sides of the rectangle are the same length.
Rectangles have 4 straight sides.
The top and bottom sides are
the same length on a rectangle,
and the left and right sides are
the same length on a rectangle.
Take the two game pawns from the math box. Read to the child: Put
the two game pawns on the two rectangles. Take them off. Put the
two game pawns on the two squares. Take them off.
Have the child connect the dots to draw each shape.
Read to the child: A circle is perfectly round. An oval is like a circle,
but it is not perfectly round. Put the two game pawns on the two
circles. Take them off. Put the two game pawns on the two ovals.
Take them off.
Make a Shape
Square Rectangle
Circle Oval
1
2
3

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© Jenny Phillips
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MATH K
MATH K
Have the child color all the circles yellow,
ovals brown, squares orange, and
rectangles gray.
SHAPE
Search

60
16 17 18 19
Take the counting sticks from the math box. Read to the child: We
are going to create shapes using our counting sticks. Copy the shapes
below. Count the number of sides in each shape and write the number
in the box.
32
Lesson
• Count from 20 to 30 and then 70 to 80.
SPA
TIAL ACTIVITIES
In the second box, have the child draw the lines shown in the first
box.
Have the child say the numbers aloud and trace them.
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© Jenny Phillips
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MATH K
MATH K
Have the child complete the addition problems using the number lines. Show how the frog starts on the first number in the addition
problem and then hops the number of spaces shown with the second number.
Frog Hop
Addition
1 2 3 4 5 6 7 8
2 + 2 =
1 2 3 4 5 6 7 8
3 + 3 =
2 + 4 =
1 2 3 4 5 6 7 8
1 2 3 4 5 6 7 8
4 + 3 =
1 2 3 4 5 6 7 8
3 + 2 =
5 + 3 =
1 2 3 4 5 6 7 8

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33
Lesson
the whiteboard.
• Point to the equal sign and the plus sign.
ONE MORE, ONE LESS:
PART 2
Read to the child: Bunnies can make wonderful pets. They need room
to exercise. The numbers on the bunny hutch ramp show the path the
bunny will take to get to the top. Use the numbers on the ramp to help
you write one more and one less than each number.
+ =
13 15
16 12
Read to the child: If I gave the gray bunny 3 pieces of spinach and
the brown-and-white bunny 1 piece less, how many would I give
the brown-and-white bunny? [2] If I gave the gray bunny 5 pieces of
spinach and the brown-and-white bunny 1 piece more, how many
would I give the brown-and-white bunny? [6]
1
2
0
4
5
3
7
8
6
10
11
9
13
14
12
15
16
17
18
19

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© Jenny Phillips
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MATH K
MATH K
Have the child write one number less and one number more than the given number. The child may look at the Bunny Bush Jump number line below
for help.
18
16 17
Bunny
Bush Jump
1 2 3 4
Have the child draw the number of dots needed in each empty box to show one less and one more than the number of dots in the middle. The child
may look at the Bunny Bush Jump number line below for help.
13
5 9
8
7
6 10 11 12 13 17
16
15
14 18

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34
Lesson
Watch “Days of the Week Song” on The Good
NUMBER BONDS: PART 1
Have the child write two numbers in the boxes that can make up the
numbers in the circles. Use counting sticks if needed.
Have the child write the missing number. Use counting sticks if
needed.
6 4
7 8
1
3 6
4
Draw a circle and two squares on the whiteboard as shown below.
This is a number bond, which shows how a number can be broken into
pieces. Place five counting sticks in the “Whole” circle. Have the child
split the counting sticks into different groups (like 2 and 3 or 4 and 1)
and move them to the “Part” boxes. Repeat this activity, having the
child come up with as many ways to divide 5 as possible.
Part Part
Whole

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MATH K
MATH K
Have the child follow the numbers 12 to 19 to complete the maze,
pointing to the numbers and saying them aloud. When the child gets to
19, start over at 12.
12–19 Maze
12
13 14
6
15
16
17
17
14
15
12
12
19
16
13
12
18
19
18
14
17
18
14 15
12 + 0 =
0 + 9 =
0 + 15 =
0 + 13 =
0 + 0 =
Plus Zero Addition
0

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35
Lesson
Write the numbers “13,” “14,” and “15” on the
whiteboard.
MAKING 4
Read to the child: Every year Antonio waits eagerly for the apples in
his family’s orchard to ripen. His family works together to pick the
apples. Antonio cuts a juicy apple open. Have you ever looked at the
inside of an apple? What do you find inside? [seeds] On each apple
below, draw 4 total seeds with some on each side. Write the number
of seeds you drew on each side in the circles to the right of the apple.
If you add those numbers together, they make 4.
+ = 4
+ = 4
= 4
+
= 4
+
= 4
+
Cut out the apples at the bottom of the next page. Have the child
put all 4 apples in the “Whole” box and then move them in different
groups to the “Part” boxes. In the blue boxes, have the child write the
problem that shows how the two parts add up to 4. Do this activity
three times, having the child show different combinations each time.
Whole
Part Part

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MATH K
MATH K
Read to the child: Count the number
of apples on each tree and write the
number in the box by the tree.
Antonio’s Apple
Orchard

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36
Lesson
• Write the numbers “17,” “18,” and “19” on the
whiteboard.
ADDITION PRACTICE
Activity: Have the child choose a car from the math box and drive it
from “Start” to the house, stopping at each problem and stating the
answer aloud. If needed, have the child use counting sticks from the
math box to figure out the answers. Repeat if desired.
Read to the child: Addition problems can also look like this. Write
the answers below each line.
4
+ 1
5
+ 2
3
+ 2
3
+ 3
On the following page, have the child complete the addition
problems by using the number lines. Show how the kangaroo starts
on the first number in the addition problem and then hops the
number of spaces shown with the second number.
3 + 2
4 + 3
2 + 4
2 + 2
3 + 3 4 + 2
1 + 9
4 + 3
13 + 1 2 + 5
15 + 1
4 + 4
This area is left blank for double-sided printing and
cutting purposes.

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© Jenny Phillips
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MATH K
Kangaroo
HOP
12 13 14 15 16 17 18 19
15 + 1 =
16 + 2 =
14 + 1 =
18 + 1 =
15 + 2 =
12 + 2 =
12 13 14 15 16 17 18 19
12 13 14 15 16 17 18 19
12 13 14 15 16 17 18 19
12 13 14 15 16 17 18 19
12 13 14 15 16 17 18 19

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37
Lesson
Write the numbers “14,” “15,” “16,” and “17” on the
whiteboard.
TEN STICKS:
PART 3
Read to the child: Each set of ten sticks represents a number in the teens. We
put full ten sticks in the tens place. How many squares are filled in a full ten
stick? [10] We put ten sticks that are not all the way full in the ones place.
Let’s look at the
ten sticks with
orange boxes.
Point to the tens
column. How
many full ten
sticks are in the
tens column?
[1] Write 1 on
the first line in
the orange oval.
Point to the ones
column. How
many blocks are
filled in the ones
column? [4] Write
4 on the second
line in the orange
oval. What
number does
this group of ten
sticks show? [14]
Tens Ones Let’s look at the
ten sticks with
purple boxes.
Point to the tens
column. How
many full ten
sticks are in the
tens column?
[1] Write 1 on
the first line in
the purple oval.
Point to the ones
column. How
many blocks
are filled in the
ones column? [9]
Write 9 on the
second line in the
purple oval. What
number does
this group of ten
sticks show? [19]
Tens Ones
Tens Ones Tens Ones
Have the child follow the same process to write the
number that each group of ten sticks shows.
Tens Ones
Have the child write one more and one less than the
number shown by the ten sticks below.
Tens Ones
1 2

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© Jenny Phillips
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MATH K
MATH K
Have the child climb up the castle with his or her
finger, stopping to count and write the number of
children by each empty box.
Read to the child: For each animal in the box, circle its
position in the row of animals. (Hint: Start counting
from the left.)
1st
2nd
3rd
3rd
4th
5th
1st
2nd
3rd
3rd
4th
5th
1st
2nd
4th

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Read to the child: Wouldn’t it be fun if
we were at a farm and saw these ducks
up on the roof of the barn? Which duck is
shorter? Look at the potted plants in front
of the barn. Which one is taller?
38
Lesson
• Say the days of the week.
LONGER AND SHORTER
In the blank box, have the child draw a line that is longer than the
red line.
In the blank box,
have the child
draw a triangle
that is taller than
the red triangle.
On the whiteboard have the child draw a line that is longer
than his or her thumb and a circle that is taller than a raisin.
Read to the child: Look at the dots at the bottom
of the page. We can use these dots to measure.
How many dots long is the barn? Write that
number in the red box. Now count how many dots
long the fence is from the edge of the barn nearest
the ram to the end of the page and write that
number in the brown box.

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© Jenny Phillips
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MATH K
MATH K
0 + 2 =
2 + 3 =
2 + 4 =
3 + 2 =
3 + 3 =
12 + 0 =
0 + 13 =
0 + 18 =
15 + 0 =
19 + 0 =
Plus Zero Addition
Duck Addition
0

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L
ESSONS 39–40
Parent/T
eacher
Student
Read to the child: Unit assessments give you practice
with the math concepts learned in this unit without over
practicing. This formal assessment covers only concepts
that are expected to be mastered at this point. This allows
you to assess the most important concepts that should be
understood at this point before moving on and working on the
concepts that still need work.
For Lesson 39 have the child complete the assessment with
purple headers only. If the child does not have the concept
mastered, check the orange “Additional Practice” checkbox for
that section and review the concept with the child.
For Lesson 40 have the child complete all the orange sections
that are checked. All the principles will continue to be
reviewed, so if the child is still struggling with a concept, you
may either 1) continue to work on that concept before moving
on or 2) move on and work more on the concept when it is
reviewed. If the child has only a few or no orange sections to
practice, feel free to move on to the next lesson.
Note: All concepts in Unit 1 will be reviewed throughout the
rest of the course, but less frequently.
Writing Numbers 1 to 11
Copy each number.
1/// 2/// 3///
4// 5/// 6///
7// 8/// 9///
10//// 11////
Additional Practice
Copy each number.
1/// 2/// 3///
4// 5/// 6///
7// 8/// 9///
10//// 11////

MATH 4
MATH 4
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0 + 2 =
Addition
Additional Practice
Tally Marks to 5
Additional Practice
Complete the problems.
3 + 2 =
4 + 1 =
1 + 3 =
Complete the problems.
+ =
+ =
+ =
Count the items below and then draw tally marks in the green box for
each group of items.
Complete the problems. Write the answers in tally marks.
2 + 2 =
3 + 3 =
MATH K
MATH K

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Writing Numbers 12-20 &
One Less and One More
Additional Practice
Counting & Days of the Week
Repeat the items in the section above.
Additional Practice
Write one less and one more than each number.
18
13
15
17
14
Write one less and one more than each number.
Count from 1 to 100. Point to each number with a counting stick as
you count.
Say the days of the week in order. Have the child watch “Days
of the Week Song” on The Good and the Beautiful Kids YouTube
channel if the child has not memorized the days of the week.

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MATH K
UNIT 2 OVERVIEW
• Watch for cues that your child is
overwhelmed or frustrated and don’t push
the child too far, especially at this age.
For example, if the lesson says to count
from 80 to 100 and that is overwhelming,
consider counting to the child a few times
while he or she lies on the couch and just
listens, or have him or her just count from
80 to 90.
• Kinesthetic kids like to move. While doing
counting practice, consider having them
hop, clap, or take a step forward with each
number.
• Don’t feel like you need to rush through
exploring and having fun with your child
just to mark off a lesson each day. If your
child wants to repeat playing a game
or explore or discuss a concept, this is
wonderful, especially at this age.
Parent/T
eacher Tips
Addition up to 5
Count by 10s
Count to 110
Equal and not
equal
Identify numbers
0–110
Months
Pattern blocks
Place value
Right and left
Story problems
Telling time
New Concepts T
aught
LESSONS 41–80
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Read to the child: This is Mrs. Adisa. She owns a
sewing shop. Let’s help her count the items she
owns in her shop by using tally marks. The tally
marks will be shown with sewing pins. First, let’s
figure out how many sewing machines she has for
sale in her shop by counting tally marks.
41
Lesson
• Draw a rectangle on the whiteboard.
TALL
Y MARKS
TO 10
Yes, she has 5 sewing machines. When writing tally marks, we write
4 straight lines, and then the fifth tally mark in the group is drawn
across the group, like it is bundling it up into a group of 5. Let’s look
at how we create tally marks beyond 5. Once we group 5 tally marks
together, we start another group of tally marks, as in the items below.
Count how many of each item Mrs. Adisa has in her shop.
Read to the child: Look at the tally marks in the blue boxes and tell
me how many are in each box.
Read to the child: Write tally marks in the blue boxes to show how
many buttons are in each group.

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© Jenny Phillips
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MATH K
MATH K
2 + 2 =
2 + 3 =
2 + 5 =
4 + 2 =
3 + 3 =
Thread Addition
2 + 1 =
1 + 1 =
5 + 1 =
4 + 1 =
7 + 1 =
Plus One Addition
1

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Note: The child has practiced counting to 99 in this course. This
lesson will focus on helping children identify the written numbers
20 to 40. They will learn to write these numbers in Math 1. Read
to the child: Numbers 20 through 40 are on the number line at the
bottom of this page. Every number with only tens and no ones is
in red. Starting at 20 touch every number and count from 20 to 40.
Now point to each number in red and say its name.
Activity: Have the child point to each number on the number line
and count from 20 to 40 slowly and then again as fast as he or she
can.
Activity: Take a game pawn out of the math box and tell the child
to put it on number 30 on the number line. Repeat with many
different numbers on the number line.
42
Lesson
• Identify the colors below.
NUMBERS 20 TO 40:
PART 1
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
2 + 1 =
1 + 1 =
5 + 1 =
4 + 1 =
Baby Mountain Goat Addition

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© Jenny Phillips
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MATH K
MATH K
Have the child write one number less and one number more than the given number. The child may look at the Mountain Goat Cliff Hop number line
below for help.
Mountain Goat
Cliff Hop
12 13
14
15
Have the child draw the number of dots needed in each empty box to show one less and one more than the number of dots in the middle.
16 18
19
18
17
16
15

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7 8 9 10 11
43
Lesson
Identify the numbers:
20 38 40 25 27 33
TRIANGLES
Have the child draw the missing side of each triangle. Use a ruler if
desired.
Take the counting sticks from the math
box. Read to the child: Are all the counting
sticks the same length? [yes]
Have the child make the two triangles to
the right. How many sides are on the first
triangle? [3] How many sides are on the
second triangle? [Five sticks are used, but
there are only 3 sides.]
All triangles have only 3 straight sides. On
the first triangle, all the sides are the same
length. On the second triangle, are all the
sides the same length? [no] Triangles need
to have just 3 sides, but the sides do not
all have to be the same length.
Read to the child: Any shape with three straight sides connecting at
the corners is a triangle. Circle all the shapes below that are triangles.
To figure out if it is a triangle, ask the following: 1) Does it have 3
sides? 2) Do the sides connect at the corners?
Have the child figure out how to make a triangle with 6 counting
sticks. Ask the child if it has three sides that connect. Have the child
make a triangle with 8 counting sticks.
On the next page, have the child find and color TWO triangles on
each animal. Remind the child to count the sides and make sure
there are three sides.
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Hundreds Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
44
Lesson
• Have the child write “13,” “14,” and “15” on the
whiteboard.
• Have the child draw a triangle on the
whiteboard.
HUNDREDS CHART
Read to the child: What is one more
than 99? [100] Jesus once told a story
about a shepherd who had 100 sheep.
Point to 100 on the hundreds chart in
the next column and keep your finger
there. One of the sheep wandered off
and was lost. If there were 100 sheep
and 1 went away, how many are there
now? [99] Move your finger to 99.
Now you can take your finger off. The
shepherd left all 99 sheep to look for
the 1 that was missing. The shepherd
cared for every single one of his sheep,
just as Jesus cares about every single one of us.
Take a counting stick from the math box and give it to the child.
Read to the child: I will tell you a number, and you point to it on the
hundreds chart with the counting stick: 1, 5, 7. Great! Now move
your stick straight down from 7 to 17. Now go straight down to 27.
Now go straight down to 37. What pattern do you notice about this
column? [All the numbers end with 7.] Now point to 10. Move your
stick straight down to 20. This row has all tens. Have the child color
the tens column with a yellow crayon and practice counting by 10s as
an introduction to the next lesson.
Read to the child: We are going to practice counting using the
hundreds chart. Point to 79. This is 79. Use your counting stick to
point to each number as you count from 79 to 100. Point to 88. This
is 88. Use your counting stick to point to each number as you count
from 88 to 100.
Read to the child: I’ll say a number, and you point to it with your
counting stick and say the number that is one less than my number.
It will be the number right BEFORE the number on the hundreds
chart: 100, 5, 27, 40, 18.

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© Jenny Phillips
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MATH K
MATH K
Sheep Searches
Read to the child: The shepherds are looking for their lost sheep. Complete the mazes, helping each shepherd find the lost sheep. To get through each
maze, follow the numbers 1 through 40 with your counting stick.
1 2 9
32
20
12
4
5
6
7 8 9
10
12
13
14
15
16
1
17
20
35
18
24
39 2
27
17
4 10
17
21
15
26
13
16
31 40
21
23
9
17
24
26
27
28
29
31
33
34
35
36 37 38 39
25
3 22
36
32
7
33
3
11
18 19
22
25
30
32
40
6 1 2
4
5
6
3
9
32
20
12
7
8
9
10
12
13
14
15
16
1
17
35
18
24
39
2
27
17
4
10
17
21
15
26
13
16
31 40
23
9
17
24
26
27
28
29
31
33
34
35
36
37 38
39
22
33
11
18
19
22
25
30
32 40

86
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86
45
Lesson
• Have the child write 10 tally marks on the
whiteboard.
whiteboard.
COUNTING BY 10s
Read to the child: Skip counting means we count by a number other
than one. In the last lesson, we practiced skip counting by 10s. On the
hundreds chart, color in every 10 space with a yellow crayon or colored
pencil. (Hint: They are all in the last column!) Then point to all the
colored squares and skip count by 10s from 10 to 100 two times.
Read to the child: Jacob loves to skip stones on the wide river by
his house. If he throws a flat stone the right way, he can get it to
skip across the water. The most skips he has ever done is 6.
Skip count by 10s to find the path that Jacob’s rock follows as it
skips across the pond. Point to each spot where the stone skipped
across the water and say the number. You will start on 10 and end
on 60. Do this three times.
Skipping S t o n e s
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
3
3
8
4
5
7
2
30
40
5
50
2
4
60
10
20
1 9

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© Jenny Phillips
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MATH K
MATH K
Have the child color the triangles in each image a different color. Then have the child
count the number of triangles on each image and write the total in the blue box.
Read to the child: These groups of numbers are taken from a hundreds chart,
and they are out of order! Order them correctly by numbering them 1, 2, and 3
in the blank box by each section.
7 8 9 10
11 12 13 14 15 16 17 18
1 2 3 4 5 6
19 20
21 22 23 24 25 26 27 28 29 30

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46
Lesson
• On the whiteboard write 2 tally marks, 4 tally
marks, and 5 tally marks.
whiteboard.
• Say the days of the week.
• Clap 16 times.
ADDITION PRACTICE
Take the equation dice and counting sticks from the math box. Lay out
the counting sticks and dice to make these problems one at a time.
Have the child read the problems and his or her answers aloud (2 +
2 = 4, etc.). After you have completed the problems below, have the
child create his or her own problems and answers for a few minutes.
+ = + =
+ =
+ =
Color by
Number 15 16 17 18
18+1
19
17+1
17+1
15+1
15+1
16+1
15+1
14+1
14+1
17+1
16 + 1
14+1
18+1
18+1

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MATH K
MATH K
Take the counting sticks from the math box. Read to the child: We
are going to re-create images using our counting sticks. Re-create the
images below. Then count the sticks and write tally marks in the blue
box to show the total number of sticks used to make the two designs.
Which image is a triangle?
47
Lesson
• Watch the “Days of the Week Song” video.
• Count by 1s from 20 to 30 and then from 90 to
110.
SPA
TIAL ACTIVITIES
Read to the child: For each row below, look at the first box. Draw the
same item in the second box.
16 17 18 19
© Jenny Phillips
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89

90
© Jenny Phillips
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90
48
Lesson
Count by 10s from 10 to 100.
PLACE V
ALUE:
PART 1
tens ones tens ones
tens ones tens ones
tens ones tens ones
Point to the tens column on the first chalkboard below. Read to the
child: In the tens column, we put a ten stick that has all ten blocks filled
in. On each chalkboard, you will tell me how many ten sticks there are
in the tens column. I’ll write the number in the box. Then you tell me
how many one blocks are in the ones column. I’ll write the number
in the box. Then, in the blue box, you write the number of all the
blocks together. If needed, have the child count all the blocks on the
chalkboard. Place value is introduced, not mastered, at this level.

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© Jenny Phillips
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MATH K
MATH K
tens ones tens ones
tens ones tens ones
2 + 2 =
3 + 2 =
18 + 1 =
2 + 4 =
5 + 2 =
Chalk Addition
Note: Some
exercises,
like this one,
contain larger
numbers plus
one without
images to
count.

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16 17 18 19
Read to the child: How many children are in your family? Were you
born 1st, 2nd, or 3rd? 1st, 2nd, and 3rd are examples of ordinal
numbers and refer to position or order. Look at these trophies. Point
to each one as I say its ordinal position. After you say all the ordinal
numbers on the trophies, have the child point to them again as you say
the ordinal positions, and have the child repeat after you.
49
Lesson
• Count by 10s from 10 to 100.
ORDINAL NUMBERS:
PART 2
1st 2nd 3rd 4th
5th 6th
Have the child choose a car from the math box. Read to the child: Drive
your car to the 1st sign on the road and stop. What is on the sign? What
shape is the sign? Drive your car to the 2nd sign on the road and stop.
What is on the sign? What shape is the sign? Continue through the 6th
sign. Repeat, if desired.
Read to the child: Look at the suitcases on top of this car.
The 1st suitcase is on the bottom; point to it. It’s the 1st suitcase.
Point to the 2nd suitcase. Point to the 3rd suitcase. Point to the 1st
suitcase. Point to the 3rd suitcase. Point to the 2nd suitcase.
Now point to the front window. This is the 1st window on the car.
Point to the 2nd window. Point to the 3rd window. Point to the 4th
window. Point to the 5th window. Point to the 3rd window. Point to
the 2nd window. Point to the 4th window.

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© Jenny Phillips
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MATH K
MATH K
Have the child write one number less and one number more than the given number. The child may look at the signs below for help.
15
13 18
12
13 14
15 16 17 18 19
Number
Signs
2 3 1 0
1 1 2 4
2
These shapes should be
cut out for the next lesson,
Lesson 50.
Have the child point to each sign and tell you the number and color shown.
3 2
3 3 2

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94
Cut the shapes out on the previous page. Read to the child: Sorting is
a way to organize and match similar objects. You are going to practice
sorting by color and shape. Place the cutout shapes on the box with a
matching color to sort them by color.
Now place the cutout shapes on the matching shapes to sort by
shape.
Read to the child: Place two shapes that are matching (in either
shape or color) in the boxes below, and then add the numbers
on the shapes together. Then write the answer in the circle. For
example, place the two orange squares in the first two boxes and
add 3 + 4.
+ =
+ =
+ =
This area is left blank for double-sided printing and cutting purposes.
50
Lesson
• Point to each number while counting by 10s.
Then identify each color.
SORTING BY COLOR
AND SHAPE
30 40 50 60 70 80 90
cutout
shapes from
previous
page
Supplies
Supplies

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MATH K
MATH K
Take a car from the math box. Give the child the shapes you cut out for this lesson. Read to the child: The road below has spaces to build houses of
your own design using the specified colors, like the example house built with yellow shapes. After building all the houses along the road, drive your
car along the path, counting by 10s in each space. Drive the car down the road again.
Blue shapes house
Green shapes house
Orange shapes house
Have the child say the number aloud and then trace it.
7 8 9 10 11
10
20
30
40
50
60
70
80
Have the child write the answer to the addition problem.
+ =
2 1
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96
Read to the child: Mallory was given a big clock like the one to the
right for her birthday. She has not seen this kind of clock often.
In her home she has digital clocks. Digital clocks are clocks that
show the numbers of the current time, like
the one on the left. Point to the digital
clock. Her new clock is an analog clock.
Point to the
analog clock.
The numbers
on an analog clock go from 1 to 12.
You are going to write the missing
numbers around the clock. I will
point to the spot for each number as
we go around the clock clockwise,
which is to the right. Point to where
the number 1 is found on a clock and
have the child write “1.” Continue
around the clock until all the missing
numbers are written.
1:55
Read to the child: Each clock on the next page is missing a
number. Write the number that is missing in the box below the
clock.
Point to your favorite clock on the next page.
Count the number of clocks on the next
page and write the number in the box.
12
2
4
6
9
51
Lesson
• Point to each number while counting by 10s.
Then identify each color.
INTRODUCTION
TO CLOCKS
20 30 40 50 60 70 80
© Jenny Phillips
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96

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© Jenny Phillips
© Jenny Phillips
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MATH K
MATH K
1
2
3
4
5
6
7
8
9
10
11 1
2
3
4
5
7
8
9
10
11 12
1
2
4
5
6
7
8
9
10
11 12
1
2
4
5
6
7
8
3
10
11 12
1
2
4
9
6
7
8
3
10
11
12
1
2
4
5
6
7
8
9 3
11 12
3
2
4
5
6
7
8
9
10
11 12
1
2
4
5
6
7
10
9 3
11
12

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98
Read to the child: This is Nala. She has an exciting day
ahead because she gets to pick a kitten to be her new
pet. She is going to visit a few places to look at kittens and
then choose the best one. We are going to follow her as she visits the
kittens, but first let’s learn how to tell time to the hour.
Point to the digital clock. This digital clock
shows 8:00. Point to the analog clock. This
analog clock also shows 8:00. There are
two pointers on this analog clock. They are
called “hands.”
When the time is right on the hour, like
8:00, 3:00, or 6:00, the longer hand is
always pointing to the 12. Right on the
hour means it is the beginning of a new
hour. Point to the longer hand. The longer
hand is called the minute hand; it points
to the minutes. Can you see how it is
longer than the other hand? The long hand
almost touches a number, but the other
hand isn’t as close to touching a number.
Point to the short hand. The shorter hand points to the hour. The
shorter hand is called the hour hand. Let’s review. Point to the hour
hand. Point to the minute hand. What number is the hour hand
pointing to? [8] What number is the minute hand pointing to? [12]
Read to the child: Nala first visits a
pet store close to her home. Let’s
look at the clock to see what time
she got there. Point to the clock to
the right. On this clock point to the
minute hand, which is the long hand.
Is it right on the 12? Point to the
hour hand, which is the short hand.
When the time is right on the hour,
we say the hour and then “o’clock.”
What time is it on this clock? [9
o’clock]
The kitten at the pet store is
adorable. However, the kitten and a
puppy are wonderful friends. Nala
hopes that somebody will come who
wants to buy the puppy AND the
kitten together. “Let’s go see another
kitten,” she tells her mom.
Next, Nala and her mother visit a
farm. What time do they arrive?
Point to the clock to the right. Tell
the time shown on this clock. [10
o’clock] The little gray kitten at the
farm is so cute, but it runs away each
time Nala tries to hold it. “I don’t
think this is the one,” says Nala.
Next, they go to another pet store.
What time do they arrive? Point
to the clock on the top of the next
page. Tell the time shown on this
clock. [11 o’clock] This kitten is so
funny! It stands up on its back two
legs. It seems to love Nala. “This is
the kitten that is just right for me!”
says Nala.
52
Lesson
whiteboard.
• Have the child say the days of the week.
TIME: PART 1
8:00
12
8 4
2
11
3
5
9
6
7
10
1
12
8
2
4
11
3
5
9
6
7
10
1
8
2
4
12
11
3
5
9
6
7
10
1
8
2
4
12

99
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© Jenny Phillips
© Jenny Phillips
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MATH K
MATH K
8:00
Have the child draw a line from each digital clock to the analog
clock with the matching time.
1:00
10:00
2 + 1 =
18 + 1 =
6 + 1 =
2 + 2 =
3 + 2 =
Clock Addition
11
3
5
9
6
7
10
1
8
2
4
12

100
53
Lesson
• On the whiteboard write 6 tally marks and 10
tally marks.
whiteboard.
WRITING THE
NUMBER 20
Read to the child: This lesson is all about writing the number
20. Point to the orange number 20. The number 20 is made
with a 2 and a 0 next to each other.
In each set of trees below, there are 18 very small trees. We will count
all the trees in the box by pointing to the group of very small trees and
saying “18.” Then we will point to the large trees and count them starting
at 19. Trace the number that shows how many trees are in each box.
20
19 20
19 20
Read to the child: Did you know 10 + 10 = 20? We are going to
show what the number 20 looks like with ten sticks and ten frames.
What does 10 + 10 equal? [20] Write the number 20 under the
group of ten sticks that shows 20.
Write the number 20 next to the group of ten frames that shows
the number 20.
© Jenny Phillips
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100

101
101
© Jenny Phillips
© Jenny Phillips
101
101
MATH K
MATH K
7:00
4:00
6:00
9:00
12:00
4:00
5:00
2:00
11:00
Have the child tell you the time shown on the
analog clock, and then circle the digital clock that
matches the time.
Have the child draw the hands on the clock to show 3:00. Remind the child
that the short hand, or hour hand, points to the hour, and when it is exactly
3:00, the long hand, or minute hand, points to the 12.

102
© Jenny Phillips
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102
54
Lesson
For each clock have
the child point to the
minute hand (long
hand). Then have the
child point to the hour
hand (short hand).
Have the child tell you
the time shown on
each clock.
NUMBERS 20 TO 40:
PART 2
Read to the child: This is Thomas. He lives in
Australia. He has an electric toy car big enough for
him to drive. Point to the number on his car. This
is number 21. Each number in the twenties starts
with a 2.
Point to each number as we count from 20 to 30 together.
20 21 22 23 24 25 26 27 28 29 30
Read to the child: A full ten stick has 10 blocks. How many blocks do
2 ten sticks have? [20] Yes, 10 blocks plus 10 blocks equals 20 blocks.
Look at each set of ten sticks and tell me what number each represents,
remembering that 2 full ten sticks equals 20.
Read to the child: Point to each number as we count from 30 to 40
together.
30 31 32 33 34 35 36 37 38 39 40
On the row of purple numbers above, point to 33, 36, 40, 30, 38, and 31.
Take a car from the math box and give it to the child. Read to the child:
Let’s play a game to practice recognizing numbers 30 to 40. The next page
shows a track that Thomas’ father made for him outside their farm in
Australia. Put your car on “Start.” I will say a number. You drive your car as
fast as you can without going off the road to the number and stop. Then
put your car back on “Start,” and I will tell you another number. We will
repeat those steps.
OK, we are ready. Drive to 31. Drive to 35. Drive to 29. Drive to 37. Drive
to 39.
Now put your car on the number 40. Your car is going to drive in reverse,
which means backward. Drive backward to 30. Put your car back on 40.
Drive backward to 24.
21

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© Jenny Phillips
© Jenny Phillips
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MATH K
MATH K
20 21 22 23
28
27 26 25
29 30
31 32
33
34
35
36
40
39
38
37
24
Outback Racing
Have the child complete the addition problems, adding the numbers on each car. Have the child use counting sticks from the math box if needed.
3 3
+ =
4 2
+ =
4 3
+ =
5 3
+ =

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© Jenny Phillips
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104
Read to the child: Point to the short hand on this clock.
What number is it pointing
at? [4] The short hand is
the hour hand. Point to the
long hand. What number
is it pointing at? [12] The
long hand is the minute
hand. Since the minute
hand is right on the 12 and
the hour hand is on 4, it is
exactly 4:00. Point to the
clock again and say, “Four
o’clock.”
Clocks Around the World Game: Take a game pawn
from the math box and give it to the child. Read to
the child: Did you know that it is a different time for
people all around the world? So when it is 2:00 where
we live, it might be 10:00 somewhere else. We are
going to race around the world telling time. Place your
game pawn on the first clock labeled “Start” and say
the time. Then, moving clockwise, place your pawn on
each clock and state the time. For an extra challenge,
set a timer and see if you can complete the game
faster with each try.
55
Lesson
• On the whiteboard write the numbers “17,” “18,”
“19,” and “20.”
TIME: PART 2
Start
End
Clocks Around the
W
ORLD
GAME
GAME
11
3
5
9
6
7
10
1
8
2
4
12
11
3
5
9
6
7
10
1
8
2
4
12
11
3
5
9
6
7
10
1
8
2
4
12
11
3
5
9
6
7
10
1
8
2
4
12
11
3
5
9
6
7
10
1
8
2
4
12
11
3
5
9
6
7
10
1
8
2
4
12

105
105
© Jenny Phillips
© Jenny Phillips
105
105
MATH K
MATH K
Take the 1–6 dice from the math box and give it to the child. Have the child roll
the dice and draw the hour hand (the short hand) that points to the number
rolled and then tell you what time it is.
10:00
9:00
3:00
4:00
11:00
1:00
5:00
6:00
12:00
Have the child tell you the time shown on the
analog clock, and then circle the digital clock that
matches the time.

Math K Coursebook Overview

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