ALEX Classroom Resources

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (0) 2 :

2. Count to 100 by ones beginning with any given number between 0 and 99.

Use this Peg + Cat video to teach children about counting, cardinality, and representing the number 20. Peg and Cat aren't tired, so they watch Ramone and Pig's music video about the numbers between 1 and 20.

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (0) 16 :

16. Identify and describe measurable attributes (length, weight, height) of a single object using vocabulary such as long/short, heavy/light, or tall/short.

Peg's friends want new hairstyles. Practice counting skills and learn about longer and shorter while performing a set of hair styling actions in a particular order.

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

Use this game from Curious George to teach children numbers, counting, and cardinality. George is counting down to launch some rockets. 5... 4... 3... 2... 1... Blast Off!

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

[MA2019] (1) 6 :

6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13

[MA2019] (1) 11 :

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.

a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

This video is a song about the teens! Kids will better understand what the teens are: ten plus a single digit number. Remind kids of this trick when they are learning how to write and count the teens. 

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (0) 14 :

14. Compose and decompose numbers from 11 to 19 by using concrete objects or drawings to demonstrate understanding that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

In Module 5, Topic A, students count two separate parts within teen numbers, 10 ones and some ones. They start by counting piles of 10 straws to understand 10 ones. In Lesson 2, students separate 10 ones and some ones from within teen quantities using an egg carton cut off to have 10 compartments. Continuing with decomposing, in Lesson 3, students circle 10 ones within teen quantities at the pictorial level. In Lessons 4 and 5, students count their 10 ones and some ones to 20 the Say Ten way (e.g., ten one, ten two, ten three, ten four, ten five, ten six, ten seven, ten eight, ten nine, 2 ten).

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (0) 2 :

2. Count to 100 by ones beginning with any given number between 0 and 99.

In kindergarten, students will learn to count all the way to 100, by ones and by tens! But wait—Can they count to 100… starting from 29? Twenty-eight… Twenty-nine… Umm… twenty-ten? This is a free resource from PBS that can be used to teach students how to count on from any given number ending in nine. 

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

Learn about counting in bundles of tens in this fun clip from the Odd Squad. Miss O coaxes her old partner out of retirement to solve an old case.

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (0) 2 :

2. Count to 100 by ones beginning with any given number between 0 and 99.

Learn about counting in bundles of fives and tens with the Odd Squad. Miss O and O'Donahue investigate some pies missing from the bakery.

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (0) 2 :

2. Count to 100 by ones beginning with any given number between 0 and 99.

Follow three young bird watchers as they count how many birds they can find outside. The bird watchers count how many cardinals, blue jays, and goldfinches they can find outside, then learn how to chart the results. 

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

Learn about using a number line with the Odd Squad. Agents Olive and Otto help Oscar figure out which Oscarbots are missing by using a number line to count the total number of Oscarbots.