Students determine if a design solution works as intended to change the speed or direction of an object with a push or pull by designing and creating a ramp.  They test their design, make improvements and redesign their ramp before retesting.  They graph their data to determine which ramp makes their ball hit their intended target.

Comparing two sets using the words more, fewer, and sameMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom. 

This resource is a remix from Illustrative Mathematics https://tasks.illustrativemathematics.org/content-standards/tasks/1081. Suggested Modifications: It is imperative that students in their early ages of mathematics education be introduced to the idea of the number line that makes sense. In other words, they usually count the tick marks on the number line which leads to an inaccuracy in the algorithm. To help them better understand number lines, the suggestion is to introduce the idea number paths which is another way of looking at a number line. To help better facilitate the lesson, I have added a downloadable document student activity that can be used in cooperative learning groups to facilitate mathematical discourse. This activity also encourages literacy in the curriculum.   

This is a remix of Goody Bags from Illustrative Mathematics, https://tasks.illustrativemathematics.org/content-standards/tasks/1113.  This lesson is about about counting a set of objects and writing the number.  The purpose of this task is to give students practice counting 20 or fewer objects orally and writing the number that matches how many they count from each bag or bucket to support sol K.1a and K.1b.  Students will play Count the Room game with a partner.  I often have my students work with a partner because it encourages more engagement and increases individual achievement compared to students working alone.

The first day of Kindergarten is long anticipated by parents and young students. Students expect school to be a dynamic and safe place to learn, an objective that is realized immediately by their involvement in purposeful and meaningful action. In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations. Reasoning and dialogue begin immediately. In Topics C, D, E, and F, students order, count, and write up to ten objects to answer ‘how many’ questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count. In Topics G and H, students use their understanding of relationships between numbers to recognize that each successive number name refers to a quantity that is one greater and that the number before is one less.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

Students have worked intensively within 10 and have often counted to 30. This sets the stage for Module 5, where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

There are three developmental levels of counting.  The first level and most basic is repeating the rote sequence of numbers.  The second or middle level is developing one-to-one correspondence.  The third or highest level is knowing the cardinality of numbers.  This game will help students to develop these 3 levels in a fun and engaging environment. 

Lesson plan to use with students in Kindergarten to help them count to 20 and also read and write the numbers. 

Comparing two sets using the words more, fewer, and sameMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Students use what they know about shadows to design and create a structure to provide shade.

Students will find helpful resources for learning and practicing math skills and processes in this eMediaVA collection.

This collection has resources organized by grade level teachers can use to teach math.

Solve story problems involving joining, separating, and part-part-whole                scenarios.Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Comparing two sets using the words more, fewer, and sameMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Count to tell how many are in a set. Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.   

Order three sets from least to greatest or greatest to leastMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.   

In this lesson, students will travel to different stations while participating in various graphing activities.  The students will also be creating a whole class survey in one of the stations, where they will be documenting their results and sharing with the whole class when the lesson is complete.

DIce Action is a dice action game used to teach counting with an active approach. Students roll the dice, count the dots, match the number, and complete action on a poster. It is a good beginning of the year lesson for preschoolers.