Chapter 2: Let’s Go on a Safari

Lesson 1: Jungle Safari

All of the classroom activities described below extend or reinforce the concepts taught in the
software component of Chapter 2, Lesson 1:
• Recognize that objects can be counted and represented by numerals (1–5). (KM034)
• Recognize that cardinal numbers represent a quantity (numbers 1–5). (KM035)
• Read and represent numbers 1–5. (KM036)
• Recognize that different arrangements represent the same quantity (numbers 1–5). (KM037)

Following these classroom activities are the directions for how to use the reproducible
worksheets that are found below the text.

Classroom Activities
• Recognize that objects can be counted and represented by numerals (1–5).
Activity 1:
– Choose five students, by name, to stand in the front of the classroom.
– Tell the class to count them with you out loud. One! Two! Three! Four! Five!
– Hand each of the five students a bright blue square piece of construction paper with
their number on it, to hold up and out in front of them (i.e., one, two, three, four,
or five).
– Help them put each one on the board or wall at the front of the classroom, next to the
one placed before theirs, and then go sit down. Ask all of the students to count the
squares with you out loud. One! Two! Three! Four! Five!
– Ask the students how many of them were just standing with you at the front of the
classroom. Point out that the squares now represent each one of those who were standing
up front—so there are the same number of squares as there were students.
Activity 2:
– Pass out a baggie of mixed buttons to each student. Each baggie should have at least 15
buttons in it. Each student should have a piece of construction paper of any color and a
bottle of glue. (If buttons are not available, pasta or beads can also be used.)

Kindergarten Math 1 Lesson 1: Jungle Safari

Chapter 2: Let’s Go on a Safari

– Next display a numeral, 1–5, and ask the students to make a set on the construction
paper with that many buttons.
– When they are ready, ask the students to glue the buttons in the set onto the construction
paper, count them aloud, and then write the number of buttons in the set under that set.
– Then display another numeral, 1–5, different from the first one. Ask the students to
make a set with that many buttons, glue them down, count them, and write the
appropriate numeral under that set. Repeat until all numerals, 1–5, have been
represented.
• Recognize that cardinal numbers represent a quantity (numbers 1–5).
Activity 1:
– Ask the students to sit in a large circle.
– Put a shuffled pack of 1–5 ordinal number cards in the center of the circle, then choose a
student to take the top card from the pile.
– If this is, say, the number 3 card, the student counts from 1 to 3 around the circle,
starting from the person sitting next to him or her.
– When he or she has counted three, he or she changes places with that student, who then
takes the second card and counts from 1 to that number, starting with the person next to
him or her.
– The game continues until all the cards have been used and everyone has had a turn.
Activity 2:
– Pass out a baggie of medium-sized pasta shapes to each student. Each student will also
need a piece of construction paper of any color, and a bottle of glue.
– Display a card showing a cardinal number, 1–5.
– Instruct the students to use their pasta shapes to make a set representing that cardinal
number.
– Once students have made a set, have them glue each piece of pasta in the set onto their
construction paper. The students must then write the cardinal number corresponding to
that set underneath that set of pasta. They might also draw a line connecting the cardinal
number they write to the appropriate set of pasta.
– Repeat all steps until each cardinal number, 1–5, has been represented on the
construction paper.

Kindergarten Math 2 Lesson 1: Jungle Safari

Chapter 2: Let’s Go on a Safari

• Read and represent numbers 1–5.

Activity 1:
– Begin the class by inviting the students, one by one, to count to five as they sit in
a circle.
– To help students make connections between in-school mathematics lessons with out-of-
school mathematics experiences, ask them whether they have ever heard the expression
“high five.”
– To demonstrate its meaning, high-five the student to your right, then ask that child to
high-five the student next to him or her, and so on around the circle.
– Next, give each student paper and crayons, and have the students work in pairs to trace
one of their hands with the fingers outstretched. This helps students recognize the match
between a high-five and the number of fingers on their hand. It also allows students to
practice working with a set of five.
– Then show the students the numeral 4.
– Say, “Lift one hand in the air. Show this many fingers. How many fingers are you
holding up?”
– Repeat with the other numeral cards, 0 through 5.
– Now put out a large set of connecting cubes, show a numeral card (for example, 3), and
ask the students to come forward and take out as many connecting cubes as the numeral
you are showing.
– When all the students have returned to their seats, ask them to count aloud the
connecting cubes they are holding.
– Model this counting with the three connecting cubes you are holding, by saying, “One,
two, three.” Then ask, “How many connecting cubes are you holding?” Encourage the
students to answer “Three.”
– Now drop your cubes into a metal bowl so they will be heard as they drop. Count “one,
two, three” as you do.
– Then have the students come up, one at a time, and drop the cubes into the container
while counting aloud. (You might invite the class to count along as each child drops his
or her connecting cubes into the bowl.)
– Repeat with other numbers from 0 through 5.

Kindergarten Math 3 Lesson 1: Jungle Safari

Chapter 2: Let’s Go on a Safari

Activity 2:
– Divide the students into groups of two.
– Each group of two will need cards, showing the numerals 1–5 and ten connecting cubes.
– Instruct one partner to draw a numeral card from his or her group’s stack.
– Instruct the second partner to represent that number by connecting the corresponding
number of cubes.
– Partners will then switch roles and repeat the directions.
– Continue until each partner has had a turn representing each number.
• Recognize that different arrangements represent the same quantity (numbers 1–5).
Activity 1:
– Show the students five red balls and ask them to count them with you as you arrange the
five red balls on top of paper filling a red container (enough paper so that the students
can see the number of balls). When they finish counting five, write five red balls on the
board. Write the numeral 5 beneath the word five.
– Show the students four blue balls and ask them to count them with you as you arrange
the four blue balls the same way in a blue container. When they finish counting four,
write four blue balls on the board. Write the numeral 4 beneath the word four.
– Pick up one red ball and ask the students how many you have in your hand. Take it and
drop it on top of the paper in a yellow container.
– Pick up one blue ball and ask the students how many you have in your hand. Take it and
drop it on top of the paper in a yellow container.
– Ask the students how many balls are in the yellow container. Ask them what color the
balls are, and tell them as you show them that there is one red ball and one blue ball. Put
them back in the yellow container.
– Ask the students how many balls are in the red container. Ask them what color the balls
are, and tell them as you show them that there are four red balls. Put them back in the
red container.
– Ask the students how many red balls there are altogether, pointing at all three of the
containers. Then pull them out, one at a time, and have them count them and put all of
the red balls in the yellow container on the right side.

Kindergarten Math 4 Lesson 1: Jungle Safari

Chapter 2: Let’s Go on a Safari

– Ask the students how many blue balls there are altogether, pointing at all three of the
containers. Then pull them out, one at a time, and have them count them and put all of
the blue balls in the yellow container on the left side.
– Have the students come up and gather around the yellow container and tell them to
count the red balls, then the blue ones. Point out that there are still five red ones and
four blue ones even though they are all in the yellow container.
– Mix all the balls together. Ask the students how many red balls and then how many blue
balls there are. Tell the students to count each of the red balls out loud, as you hold them
up one by one. Tell the students to count each of the blue balls out loud, as you hold
them up one by one.
Activity 2:
– Use three copies of the “Jungle Scene” (Blackline Master 2) and several copies of
animals of your choice from “Jungle Scene Animals” (Blackline Master 1) to place
different animals in different arrangements of the same quantity of animals. But use:
• one kind of animal in one scene, such as ten ducks all on the water
• three ducks on the water, two ducks near the grasses on land, four ducks in the palm
trees, and one duck near the grasses
• four parrots on the bushes and trees mixed among four monkeys in the trees and two
ducks in the water
– Show each of the three jungle scenes to the students and ask, “What kind of animals do
you see in this picture?” for each of them. Write the animals’ names on the bottom of
each page. Count the animals with the students, and write the number of each animal on
it or near it.
– Show the three jungle scenes to the students and ask them questions, such as:
• How are these pictures alike? [Both have the same number of animals.]
• How are these pictures different? [The animals are in different positions. There are
different kinds of animals in the third scene.]

Kindergarten Math 5 Lesson 1: Jungle Safari

Chapter 2: Let’s Go on a Safari

Directions for the Worksheets for Chapter 2, Lesson 1

Worksheet 1:
[Recognize that objects can be counted and represented by numerals (1–5).]
1. Tell the students to find the box with the gorilla in it.
2. Have the students count the number of gorillas in that box.
3. Tell them to write the numeral that corresponds to the number of gorillas on the line under
the box.
4. Follow this procedure with the remaining four boxes.

Worksheet 2:
[Recognize that cardinal numbers represent a quantity (numbers 1–5).]
1. Tell the students to look at the picture of the gorilla and count how many gorillas they see
there.
2. Have the students read the cardinal number to the right of the picture of the gorilla.
3. Students must write the corresponding numeral on the line to the right of the cardinal
number.
4. Follow this procedure with the remaining four groups of animals.

Worksheet 3a and 3b:

[Read and represent numbers 1–5.]
1. Instruct the students to cut out one picture of a gorilla from Worksheet 3a.
2. Have them glue the picture next to the numeral 1 on Worksheet 3b.
3. Instruct the students to cut out two pictures of snakes from Worksheet 3a.
4. Have them glue the pictures in a row next to the numeral 2 on Worksheet 3b.
5. Instruct the students to cut out three pictures of elephants from Worksheet 3a.
6. Have them glue the pictures in a row next to the numeral 3 on Worksheet 3b.
7. Instruct the students to cut out four pictures of butterflies from Worksheet 3a.

Kindergarten Math 6 Lesson 1: Jungle Safari

Chapter 2: Let’s Go on a Safari

8. Have them glue the pictures in a row next to the numeral 4 on Worksheet 3b.
9. Instruct the students to cut out five pictures of leopards from Worksheet 3a.
10. Have them glue the pictures in a row next to the numeral 5 on Worksheet 3b.

Worksheet 4:
[Recognize that different arrangements represent the same quantity (numbers 1–5).]
1. Tell the students to look at the three boxes next to the numeral 1. Instruct them to circle
each box that shows a group of three objects inside of it.
2. Tell the students to look at the three boxes next to the numeral 2. Instruct them to circle
each box that shows only one object inside of it.
3. Tell the students to look at the three boxes next to the numeral 3. Instruct them to circle
each box that shows a group of five objects inside of it.
4. Tell the students to look at the three boxes next to the numeral 4. Instruct them to circle
each box that shows a group of two objects inside of it.
5. Tell the students to look at the three boxes next to the numeral 5. Instruct them to circle
each box that shows a group of four objects inside of it.

Kindergarten Math 7 Lesson 1: Jungle Safari

Name _______________________________________ KM034

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Worksheet 1

Name ____________________________________ KM035

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Worksheet 2

Name ____________________________________ KM036

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Worksheet 3A

Name ____________________________________ KM036

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Worksheet 3B

Name ____________________________________ KM037

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Worksheet 4

 Jungle Scene

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Blackline Master 1
 Jungle Scene Animals

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 1, Blackline Master 2
Chapter 2: Let’s Go on a Safari

Lesson 2: Safari Tales

All of the classroom activities described below extend or reinforce the concepts taught in the
software component of Chapter 2, Lesson 2:
• Compare groups to determine more/greater/less/fewer. (KM039)
• Use 1-to-1 correspondence when comparing sets. (KM040)
• Recognize the concept of zero as representing an empty set. (KM041)
• Construct and interpret picture graphs. (KM042)

Following these classroom activities are the directions for how to use the reproducible
worksheets that are found below the text.

Classroom Activities
• Compare groups to determine more/greater/less/fewer.
Activity 1:
– Have the students sit down in a large circle.
– Show them a container of connecting cubes. (There should only be two colors of cubes
and no more than five of each color. For example, three red cubes and five blue cubes.)
– Ask the students if they can think of a way to sort the cubes. (Guide them to say they
can be sorted by color.)
– Choose students to help sort the cubes by color into two groups.
– Guide the whole class to count each red cube out loud, and write the number of red
cubes on a chart.
– Guide the whole class to count each blue cube out loud, and write the number of blue
cubes on a chart.
– Ask the students which group has more cubes, and discuss their answers.
– Ask the students which group has fewer cubes, and discuss their answers.
– Repeat the process with different objects and different numbers of objects. Include two
groups that have the same number of objects and discuss the meaning of same.

Kindergarten Math 1 Lesson 2: Safari Tales

Chapter 2: Let’s Go on a Safari

Activity 2:
– Sort students into groups by shirt color.
– Guide the whole class to count the number of students in each group, and record the
numbers on a chart.
– Choose two of the groups, such as white shirts and blue shirts, and guide the class in
comparing those two groups.
– Ask them which group has more students, blue shirts or white shirts. Discuss their
answers.
– Ask them which group has fewer students, blue shirts or white shirts. Discuss their
answers.
– If both groups are equal, discuss the meaning of same.
– Repeat this process by sorting the class according to various attributes, such as students
with shoes with laces or shoes with velcro, favorite colors, favorite school subject, etc.
• Use 1-to-1 correspondence when comparing sets.
Activity 1:
– Choose three students to stand in front of the classroom on your left and let them choose
and tell the class what kind of jungle animal they are. Tell the class to count them with
you out loud. One! Two! Three!
– Choose two students to stand in front of the classroom on your right and let them choose
and tell the class what kind of jungle animal they are. Tell the class to count them with
you out loud. One! Two!
– One at a time, explain that you are going to replace each of the three creatures on the
left with a hat with a bright red ribbon bow on it (any kind of hat––just match the red
bows) to represent them, and they can go sit down. Replace each of the two creatures on
the right with a hat with a bright yellow ribbon bow on it, explaining that the yellow
ribbon bow hat will represent them. (If hats are not available, make copies of the blank
Hat Template, color the ribbons on the template red or yellow, and use those in place of
real hats.)
– Ask all of the students to count the hats with the red ribbon out loud with you. One!
Two! Three!

Kindergarten Math 2 Lesson 2: Safari Tales

Chapter 2: Let’s Go on a Safari

– Ask the students how many of them were just standing with you at the front of the
classroom, pointing to your left where the red ribbon hats are. Repeat on the right side,
with the hats with the yellow ribbon.
– Remove the hats. Gesture to your right and ask the students, “How many hats are here
now?” Zero! Put one hat to your right. Ask, “How many hats are here now?” One! Add
one at a time and ask the students to count them until you have five.
Activity 2:
– Divide the class into groups of two. Each group will need a stack of numeral cards
numbered from one to five, a bag of at least five marbles, and an ice cube tray. (This
activity can also be done using beads, beans, connecting cubes, etc., and an egg carton
instead of an ice cube tray.)
– Instruct one partner to choose a card from the stack of numeral cards. He or she will
show it to his or her partner, who will then put that many marbles into the ice cube tray,
one marble per cube space. For example, if the first partner chooses the number three
card, the second partner will take three marbles and place one in each of three holes in
the ice cube tray.
– Tell the students to switch roles and repeat the process. Repeat until each student has
had a chance to represent each number from the stack of cards, with his or her marbles
and ice cube tray.
• Recognize the concept of zero as representing an empty set.
Activity 1:
– Count various objects in the room and name a few objects for which there are none. For
instance, ask, “How many girls are in our room?” Then count the girls.
– Then ask, “How many boys are in our room?” Count them.
– Then ask something outrageous like, “How many snakes are in our room?” Students will
answer, “None”.
– Tell them another word for none is zero. “There are zero snakes in our room.”
– Show a visual representation of zero, such as drawing it on the board, pointing to it on
the number line or number chart, making a zero with the thumb and forefinger, or
drawing it in the air.

Kindergarten Math 3 Lesson 2: Safari Tales

Chapter 2: Let’s Go on a Safari

– Another example: “How many people with brown hair are in this room? How many
people with blonde hair are in this room? How many people with purple hair are in
this room?”
– Keep the game going as long as you wish, repeating zero as often as possible.
– Allow the students to participate by coming up with their own outrageous suggestions.
Activity 2:
– Show the students a copy of the Jungle Scene blackline master without any animals in it.
Tell the students to look at the picture.
– Ask them questions, such as:
• How many wild animals do you see in this picture? [Zero]
• If there are zero wild animals in this picture, are there any wild animals in this
picture? [No, there are none.]
– Show the students, by putting them up side by side, four copies of the Jungle Scene. Use
the Jungle Scene Animals blackline master and make one with:
• zero wild animals in it
• two zebras
• four lions
• three birds
– Ask the students to choose the picture that has zero wild animals in it.
• Construct and interpret picture graphs.
Activity 1:
– Use “Animals We Saw on the Jungle Safari”, Blackline Master 3, to copy on the board
or on poster paper you can tape up for the students to see. It has three columns. Column
one holds the pictures of jungle animals you are using on the safari in class—use the
hippo for row one, leopard for row two, gorilla for row three, snake for row four, and
parrot for row five. For the number of each animal seen, you will add stickers as
replacement shapes to column two during the safari. You will use column three to enter
the numerals of those counted, that you will add as the class completes each section of
the activity. Make a copy of the blackline master for each of the students to use, as they
go on the safari.

Kindergarten Math 4 Lesson 2: Safari Tales

Chapter 2: Let’s Go on a Safari

– Set up the classroom around your large chart, on or near the board, to act as your jungle,
and add pictures of animals in different areas for the students to find. Use three hippos,
one leopard, four gorillas, five snakes, and two parrots from “Jungle Safari Animals”
(Blackline Master 4). You can use them at the original size or enlarge them on a copier,
and tape them up or prop them up in different locations. Color them if you like. Give the
students stickers that will represent each animal (i.e., stars of different colors, etc.). You
will show them how to use it on their chart’s column two, whenever an animal is found,
by adding your own larger matching sticker to your larger chart.
– Tell the students that you need help finding the animals around the jungle, and they are
going to follow you through the jungle on safari, and point at each animal when they see
it. Stop each time an animal is pointed out. Tell them to name that animal and show
everyone where it is. If the students do not find all of the animals, point to the sketch of
the animal(s) they are missing in column one, and let them search again for that animal.
– Go to the board and explain that you want to keep track of which animals they find by
putting a sticker next to its picture. As you put up the right sticker on your chart, tell
them to match it on their chart. Show them column two, pointing at column one and the
row the animal’s picture is in, and put up the sticker.
– When they have found all of the animals and put up all of the stickers, have them sit
down, facing your large chart.
– Ask the students how many of each animal they found, pointing at the animal’s picture
first, then counting with them the stickers in column two. Then tell them you are going
to write the number in column three. Point it out to them and write in the number.
Repeat this for each of the five animals.
– Review the chart, when it is complete, by asking questions, such as:
• How many hippos did we see? [three]
• What animal did we find four of? [gorillas]
• What animal did we find five of? [snakes]

Kindergarten Math 5 Lesson 2: Safari Tales

Chapter 2: Let’s Go on a Safari

Activity 2:
– Explain to the class that you would like to know what eye colors are represented in
the class.
– Give each student an index card and crayons. Tell them they will only be using four
crayons—blue, brown, black, and green.
– Ask the students to find a partner and write the color of their partners’ eyes on the index
card. (Have the four colors’ names displayed where the students can easily see and copy
them.) Encourage them to write as large as possible, using a crayon color that matches
the color of the student’s eyes. Then ask the students to give their partners the card that
shows his or her eye color.
– Tell the students to line up at the front of the room if the color of their eyes is blue. Then
call out other eye colors and have the students line up in parallel rows until all the class
members have lined up and formed a human bar graph.
– Next, ask the first one in each row to collect the cards from that group, and help the
students tape them on the board, from left to right, to form a graph.
– Solicit a title for the graph from the students, and write it above the cards.
– Ask the students to take their seats and give each a copy of the blank Picture Graph
Template, and stickers that correspond to the four eye colors. Instruct and guide them in
filling in the rows, with stickers that match the eye color displayed in that row of the
graph. You may wish to move around the room to be sure that all students can complete
a picture graph from the data.
– Ask the students what they can tell about the eye colors in the class, from looking at the
picture graph. After the students give several statements, encourage them to use numbers
to describe the graph. You might begin by asking questions about the number of students
with a certain eye color. The next set of questions might compare two rows on the graph.
Lead the students to notice which color was most frequently represented and which was
least represented.

Kindergarten Math 6 Lesson 2: Safari Tales

Chapter 2: Let’s Go on a Safari

Directions for the Worksheets for Chapter 2, Lesson 2

Worksheet 1:
[Compare groups to determine more/greater/less/fewer.]
1. Instruct the students to look at the groups of flowers next to the numeral 1. Tell them to
count the flowers in each group and circle the group that has more flowers. Give the same
instructions for numerals 3 and 5.
2. Instruct the students to look at the groups of flowers next to the numeral 2. Tell them to
count the flowers in each group and circle the group that has fewer flowers. Give the same
instructions for numerals 4.

Worksheet 2:
[Use 1-to-1 correspondence when comparing sets.]
1. Instruct the students to look at the rows of snakes and parrots next to the numeral 1. Tell
them to draw a line from each snake to each parrot, so that the snakes are pairing up with
the parrots. If one animal does not have a partner, do not draw a line there. Then, tell the
students to circle the row that has more animals in it.
2. Instruct the students to look at the rows of butterflies and hippos next to the numeral 2. Tell
them to draw a line from each butterfly to each hippo, so that the butterflies are pairing up
with the hippos. If one animal does not have a partner, do not draw a line there. Then, tell
the students to circle the row that has fewer animals in it.
3. Instruct the students to look at the rows of gorillas and lions next to the numeral 3. Tell
them to draw a line from each gorilla to each lion, so that the gorillas are pairing up with
the lions. If one animal does not have a partner, do not draw a line there. Then, tell the
students to circle the row that has more animals in it.
4. Instruct the students to look at the rows of monkeys and cheetahs next to the numeral 4. Tell
them to draw a line from each monkey to each cheetah, so that the monkeys are pairing up
with the cheetahs. If one animal does not have a partner, do not draw a line there. Then, tell
the students to circle the row that has fewer animals in it.

Worksheet 3:
[Recognize the concept of zero as representing an empty set.]
Instruct the students to look at the boxes of animals next to the numeral 1. Tell them to circle
the box that has zero animals in it. Repeat the same instructions for the rest of the worksheet.
Kindergarten Math 7 Lesson 2: Safari Tales
Name ____________________________________ KM039

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Worksheet 1

Name ____________________________________ KM040

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Worksheet 2

Name ____________________________________ KM041

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Worksheet 3

 Jungle Scene

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Blackline Master 1
 Jungle Scene Animals

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Blackline Master 2
 Animals We Saw on the Jungle Safari

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Blackline Master 3
 Jungle Safari Animals

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Blackline Master 4
 Hat Template

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Template 1

 Picture Graph Template

Blue

Brown

Black

Green

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 2, Template 2

Chapter 2: Let’s Go on a Safari

Lesson 3: Wild Animals

All of the classroom activities described below extend or reinforce the concepts taught in the
software component of Chapter 2, Lesson 3:
• Recognize that objects can be counted and represented by numerals (0–10). (KM044)
• Recognize that cardinal numbers represent a quantity (numbers 0–10). (KM045)
• Read and represent numbers 0–10. (KM046)
• Recognize that different arrangements represent the same quantity (numbers 0–10).
(KM047)

Following these classroom activities are the directions for how to use the reproducible
worksheets that are found below the text.

Classroom Activities
• Recognize that objects can be counted and represented by numerals (0–10).
Activity 1:
– Choose ten students by their names to stand in the front of the classroom.
– Tell the class to count them out loud with you. One! Two! Three! Four! Five! Six! Seven!
Eight! Nine! Ten!
– Hand each of the ten students a bright blue square piece of construction paper with their
number on it to hold up and out in front of them (i.e., one through ten).
– Help them put each one on the board or wall at the front of the classroom next to the
one placed before theirs and then go sit down. Ask all of the students to count the
squares with you out loud.
– Ask the students how many of them were just standing with you at the front of the
classroom. Point out that the squares now represent each one of those who were standing
up front—so there are the same number of squares as there were students.

Kindergarten Math 1 Lesson 3: Wild Animals

Chapter 2: Let’s Go on a Safari

Activity 2:
– Pass out ten connecting cubes and a piece of paper to each student. (White boards and
markers can be used instead of paper.)
– Next display a numeral, 1–10, and ask the students to represent that number with
their cubes.
– When they are ready, ask the students to count the number of cubes in the set they made
and to write the corresponding numeral on their papers or white boards.
– Then display another numeral, 1–10, different from the first one. Repeat the first three
instructions.
– Repeat until all numerals, 1–10, have been represented.
• Recognize that cardinal numbers represent a quantity (numbers 0–10).
Activity 1:
– Ask the children to sit in a large circle.
– Put a shuffled pack of 1–10 ordinal number cards in the center of the circle. Then
choose a child to take the top card from the pile.
– If this is, say, the number seven card, the child counts from one to seven around the
circle, starting from the child sitting next to them.
– When they have counted seven, they change places with that child, who then takes the
second card and counts from one to that number, starting with the person next to them.
– The game continues until all the cards have been used and everyone has had a turn.
Activity 2:
– Pass out a baggie of medium-sized pasta shapes to each student. Each student will also
need a piece of construction paper of any color, and a bottle of glue.
– Display a card showing a cardinal number, 6–10.
– Instruct the students to use their pasta shapes to make a set representing that cardinal
number.
– Once students have made a set, have them glue each piece of pasta in the set onto their
construction paper. The students must then write the cardinal number corresponding to

Kindergarten Math 2 Lesson 3: Wild Animals

Chapter 2: Let’s Go on a Safari

that set underneath that set of pasta. They might also draw a line connecting the cardinal
number they write to the appropriate set of pasta.
– Repeat all steps until each cardinal number, 6–10, has been represented on the
construction paper.
• Read and represent numbers 0–10.
Activity 1:
– Pass out a baggie of connecting cubes to each student, show a numeral card (for
example, 8), and ask the students to take out as many connecting cubes as the numeral
you are showing.
– Ask them to count aloud the connecting cubes they are holding.
– Model this counting with the eight connecting cubes you are holding by saying, “One,
two, three, four, five, six, seven, eight.” Then ask, “How many connecting cubes are you
holding?” Encourage the students to answer “Eight.”
– Now drop your cubes into a metal bowl so they will be heard as they drop. Count “one,
two, three, four, five, six, seven, eight” as you do.
– Then have several volunteers come up one at a time and drop the cubes into the bowl
while counting aloud. You might invite the class to count along as each child drops his
or her connecting cubes into the bowl.
– Repeat with other numbers from one through ten.
Activity 2:
– Divide students into groups of two.
– Each group of two will need cards showing the numerals 1–10 and ten
connecting cubes.
– Instruct one partner to draw a numeral card from his or her group’s stack.
– Instruct the second partner to represent that number by connecting the corresponding
number of cubes.
– Partners will then switch roles and repeat the directions.
– Continue until each partner has had a turn representing each number.

Kindergarten Math 3 Lesson 3: Wild Animals

Chapter 2: Let’s Go on a Safari

• Recognize that different arrangements represent the same quantity (numbers 0–10).
Activity 1:
– Have students sit in a circle.
– Pass out ten connecting cubes and a piece of paper or a white board to each student.
– Draw a numeral card from 1–10 and show it to the class—for example, the number six.
– Instruct the students to count out six connecting cubes and use the six cubes to make an
arrangement on their papers or white boards.
– When each student is finished, choose some volunteers to share their arrangements out
loud with the class.
– Give the class some time to look at everyone else’s arrangements as well.
– Lead a discussion focusing on how there were still only six cubes in each arrangement,
even though each student made a different arrangement.
– Repeat activity with different numerals from 1–10.
Activity 2:
– Pass out one copy of the “Jungle Scene” (Blackline Master 1) and several copies of
“Jungle Scene Animals” (Blackline Master 2) to each student.
– Divide the class into five groups. Assign a number from 6–10 to each group.
– Each group must use the “Jungle Scene Animals” to create an arrangement of animals
on the “Jungle Scene” corresponding to the number assigned to the group. For example,
one group will be assigned the number six. Each student in that group must make an
arrangement of six animals on their “Jungle Scene” paper. The students can make any
arrangement of animals they would like. Instruct the students to color their animals.
– When all groups are finished, call the groups up one at a time to share their work with
the rest of the class. Point out how each student arranged his/her animals differently, yet
the number of animals in the arrangement stayed the same.

Kindergarten Math 4 Lesson 3: Wild Animals

Chapter 2: Let’s Go on a Safari

Directions for the Worksheets for Chapter 2, Lesson 1

Worksheet 1:
[Recognize that objects can be counted and represented by numerals (0–10).]
1. Instruct students to look at the top box with the bananas in it. Have them count each banana
in the box and write the corresponding numeral on the line next to the box.
2. Repeat instructions with each box.

Worksheet 2:
[Recognize that cardinal numbers represent a quantity (numbers 0–10).]
1. Tell the students to look at the box with the ostriches in it and count how many ostriches
they see there.
2. Have the students read the cardinal number to the right of the picture of the ostriches.
3. Students must write the corresponding numeral on the line to the right of the cardinal
number.
4. Follow this procedure with the remaining four groups of animals.

Worksheet 3:
[Read and represent numbers 0–10.]
1. Tell the students to look at the box with the number six in it.
2. Then have them look at the boxes with pictures of animals in them.
3. Students must find the box that has six animals in it and draw a line from the box with the
number six in it to the box with six animals in it.
4. Follow this procedure with the remaining four numbers.

Worksheet 4:
[Recognize that different arrangements represent the same quantity (numbers 0–10).]
1. Tell the students to count the number of eggs in the top box on the left.
2. Students must match that box to a box on the right, that shows the same number of eggs, by
drawing a line between the boxes.
3. Follow this procedure with the remaining four boxes.

Kindergarten Math 5 Lesson 3: Wild Animals

Name ____________________________________ KM044

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 3, Worksheet 1

Name ____________________________________ KM045

Six

Seven

Eight

Nine

Ten
© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 3, Worksheet 2
Name ____________________________________ KM046

10
© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 3, Worksheet 3
Name ____________________________________ KM047

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 3, Worksheet 4

 Jungle Scene

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 3, Blackline Master 1
 Jungle Scene Animals

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 3, Blackline Master 2
Chapter 2: Let’s Go on a Safari

Lesson 4: Sounds Wild!

All of the classroom activities described below extend or reinforce the concepts taught in the
software component of Chapter 2, Lesson 4:
• Use 1-to-1 correspondence to represent and compare quantities of 0–10. (KM049)
• Use tally charts and picture graphs to represent 0–10. (KM050)
• Recognize sequence of numbers on a number line. (KM051)
• Describe position in a sequence of whole numbers on a number line up to 10. (KM052)

Following these classroom activities are the directions for how to use the reproducible
worksheets that are found below the text.

Classroom Activities
• Use 1-to-1 correspondence to represent and compare quantities of 0–10.
Activity:
– Put a box or basket on the floor with ten pictures of wild jungle animals in it. Choose
eight students to come to the front of the classroom and tell each of them to take turns
and choose a picture of a jungle animal from the basket. Then have them hold it up so
the class can see it and stand up front in a row. Tell the class to count them with you out
loud. One! Two! Three! Four! Five! Six! Seven! Eight!
– Hold up the basket so the students can see into it. Pull out the two animals that are
left and put the basket down. Ask the students to count the animals you are holding.
One! Two!
Ask the students questions such as:
• How many wild animals did the students have when they picked them out of the
basket? [Eight.]
• How many wild animals did not have a student to pick them out of the basket?
[Two.]

Kindergarten Math 1 Lesson 4: Sounds Wild!

Chapter 2: Let’s Go on a Safari

• Are there more students than wild animals? [No.]

• How do you know? [There are two animals left without a student to pick them out of
the basket so there are more animals.]
• Use tally charts and picture graphs to represent 0–10.
Activity:
– Use six of the animals from the “Jungle Scene Animals” (Blackline Master 1) at the
end of this lesson. Cut out those animals and make an enlarged copy of each one, big
enough to fit on an 8" x 10" letter-sized sheet of paper. Then copy seven of one, eight
of another, nine of another, ten of another, and eleven of another.
– Make a picture graph on the board like this:
• attach one copy of each animal to the board in 5 rows
• draw a rectangle next to each picture
• draw a square in line with each rectangle at the right
• draw a line between each row
– Show a couple of the pictures to the students. Point at the picture graph and explain to
them, “You are going to count each of these wild animals and I am going to keep track
of how many there are by making tally marks on the table.” Hold up a picture of one of
a group of animals at a time and instruct the students to count them. For example, hold
up a leopard and say, “Count each leopard that I hold up starting with this one. One!”
Start with the group of six and go through them, in order, to ten. If you have room next
to or under the board you can tape up each picture. Explain as each one is counted that
you are going to make a tally mark on the chart for that animal and mark the board with
the tally mark, one at a time. Repeat this for each animal until the animal count is
finished.
– Point at the tally marks and announce to the students: “Now count the tally marks to see
how many of each animal there are. How many cheetahs are there?” Point at each mark
through the count. Write the total numeral in the box at the right of each row and say,
for example, “Six is the total number of cheetahs you counted.” Point again at the tally
marks and say “The six tally marks represent the six cheetahs.”

Kindergarten Math 2 Lesson 4: Sounds Wild!

Chapter 2: Let’s Go on a Safari

• Recognize sequence of numbers on a number line.

• Describe position in a sequence of whole numbers on a number line up to 10.
Activity 1:
– Make a copy of the “Number Line 1–10” (Blackline Master 2) at the end of this lesson
for each student. Pass out the page to each of them. Tell them, “This is a number line
with the numbers in order from one to ten. Count the numbers, starting with one, and
touch each number as you count it.”
– Draw the number line on the board, but don’t put the numbers on it. Instruct the students
to look at it. Ask them the following questions, while pointing at the place you are
referring to, and write their answer in the blank spot where it goes on the number line.
If they do not come up with the right answer immediately, refer them to their copy and
ask again:
• What number comes first on the number line? [One.]
• What number comes second on the number line? [Two.]
• What is the next number after two? [Three.]
• What is the next number after three? [Four.]
• What is the next number after four? [Five.]
• What is the next number after five? [Six.]
• What is the next number after six? [Seven.]
• What is the next number after seven? [Eight.]
• What is the next number after eight? [Nine.]
• What is the next number after nine? [Ten.]
• What number comes right before eight? [Seven.]
• What number comes right before seven? [Six.]
• What number comes right before six? [Five.]
• What number comes right before five? [Four.]
– Instruct the students, “Color the numbers one through ten on your paper.”

Kindergarten Math 3 Lesson 4: Sounds Wild!

Chapter 2: Let’s Go on a Safari

Activity 2:
– Make a row of ten papers, all one color, on the floor with six to twelve inches of space
between them. Put a stack of number cards or number cutouts from 1 through 10
(enough for each student to have one—simply repeat some numbers) on the desk or
table near the line and instruct the students to come up and take one number and gather
around the paper number line.
– Instruct the students, “Who has the number 3? Where on the number line does the
number 3 go? Point at it. Good! Put your number 3 right there on the third spot in line.”
– Continue running through the same instructions. Mix up the numbers one through ten.
When all are in line, go over the sequence with questions such as:
• What number comes right before the number ten?
• What number comes right before the number six?
• What number comes next after the number eight?
• What number comes next after the number two?
• Does the number four come before or after the number seven?
• Does the number nine come before or after the number two?

Kindergarten Math 4 Lesson 4: Sounds Wild!

Chapter 2: Let’s Go on a Safari

Directions for the Worksheets for Chapter 2, Lesson 4

Worksheet 1:
[Use 1-to-1 correspondence to represent and compare quantities of 0–10.]
1. Instruct students to look at the rows of snakes and parrots next to number one. Tell them to
draw a line from each snake to each parrot so that the snakes are pairing up with the parrots.
If one animal does not have a partner, do not draw a line. Then, tell students to circle the
row that has more animals in it.
2. Instruct students to look at the rows of butterflies and hippos next to number two. Tell them
to draw a line from each butterfly to each hippo so that the butterflies are pairing up with
the hippos. If one animal does not have a partner, do not draw a line. Then, tell students to
circle the row that has fewer animals in it.
3. Instruct students to look at the rows of gorillas and lions next to number three. Tell them to
draw a line from each gorilla to each lion so that the gorillas are pairing up with the lions. If
one animal does not have a partner, do not draw a line. Then, tell students to circle the row
that has a greater number of animals in it.
4. Instruct students to look at the rows of monkeys and cheetahs next to number four. Tell them
to draw a line from each monkey to each cheetah so that the monkeys are pairing up with
the cheetahs. If one animal does not have a partner, do not draw a line. Then, tell students to
circle the row that has fewer animals in it.

Worksheet 2
[Use tally charts and picture graphs to represent 0–10.]
1. Instruct the students to look at the row of giraffes and the number of each giraffe. Then look
at the tally marks of the number of giraffes starting with one through ten.
2. Instruct the students to cut out the giraffes and paste or tape them over each of the dots in
the picture below so that they each have a flower to eat in the tree above.
3. Point out to the students that none of the giraffes will be without a flower. There are ten
giraffes below the trees and ten flowers on the trees. There will be no more giraffes than
flowers and zero giraffes without a flower.

Kindergarten Math 5 Lesson 4: Sounds Wild!

Chapter 2: Let’s Go on a Safari

Worksheet 3
[Use tally charts and picture graphs to represent 0–10.]
1. Instruct the students to look at the picture graph and show them that the frogs were already
counted and the tally marks were entered on the table. Go over the count and the tally
marks. Then point out that the ducks and dogs were counted but the tally marks are not yet
on the table.
2. Instruct the students to put the tally marks on the table for the number of ducks, then the
number of dogs.

Worksheet 4
[Recognize sequence of numbers on a number line.]
[Describe position in a sequence of whole numbers on a number line up to 10.]
1. Instruct students to look at the caterpillar at the top and count the number of circles that
make up the caterpillar’s frame.
2. Tell the students to look at the caterpillar circles in the middle box. Then look at the box at
the bottom and see what numbers are missing from the caterpillar’s frame.
3. Instruct the students to cut out the circles in the squares and put the numbers in the place
they are missing from so that the caterpillar’s frame is in the right order by number.

Kindergarten Math 6 Lesson 4: Sounds Wild!

Name ____________________________________ KM049

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 4, Worksheet 1

Name _______________________________________ KM050

1 2 3 4 5 6 7 8 9 10

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 4, Worksheet 2

Name ____________________________________ KM050

Number of Animals

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 4, Worksheet 3

Name _______________________________ KM051/KM052

1 2 3 4 5 6 7 8 9 10

9 10

3
6 2

1 4 5 7 8

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 4, Worksheet 4

 Jungle Scene Animals

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 4, Blackline Master 1
 Number Line 1–10

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 4, Blackline Master 2
Chapter 2: Let’s Go on a Safari

Lesson 5: Animal Keeper At Work

All of the classroom activities described below extend or reinforce the concepts taught in
the software component of Chapter 2, Lesson 5:
• Recognize that larger numbers are formed from combinations of smaller numbers. (KM054)
• Informally explore addition models. (KM055)
• Recognize that smaller numbers are formed by taking apart sets. (KM056)
• Informally explore subtraction models. (KM057)

Following these classroom activities are the directions for how to use the reproducible
worksheets that are found below the text.

Classroom Activities
• Recognize that larger numbers are formed from combinations of smaller numbers.
Activity:
– Set up a small store in an area of the classroom and tell the students you need help
shopping. In the “store” you can put a pile of whole walnuts, one with birthday
candles, and one of fake flowers—or make up your own shopping list—as long as the
items are things that you need more then one of in order to make something. Hold up
a shopping list large enough for the students to see: ten walnuts, eight candles, five
flowers. “Here’s what I need to make the cake, put candles on it, and make the flower
centerpiece for the table: ten walnuts, eight candles, and five flowers. First let’s look
at what I have for the cake.”
– Pick up the shopping bag and put it over your arm to show the students what you
already have. Tell the students, “Look! So far there are four walnuts I bought from
another store. I need to buy more walnuts to make the cake.”
– Pick up six walnuts and instruct the students, “I have four walnuts in the bag. One, two,
three, four. I will add six walnuts from the store to my bag. One, two, three, four, five,
six. Now I have a larger number of walnuts than I started with because I combined my
four walnuts with six walnuts from the store.”

Kindergarten Math 1 Lesson 5: Animal Keeper at Work

Chapter 2: Let’s Go on a Safari

– Repeat the process with the birthday candles, starting with three of the eight needed, and
with the flowers, starting with one of the five needed. You can ask a student to go get
you five candles and another to go get you four flowers.
• Informally explore addition models.
Activity:
– Set up an area the students can gather around, dividing it into two sections, using
colored paper or shallow boxes. Put five cotton balls in a row in one area and a pile of
five in the other area.
– Instruct the students to count the cotton that you put in a row. “One, two, three, four,
five! There are five cotton balls here!”
– Take a cotton ball from the pile of five, put it in the row to make six, and ask the
students, “What happens if I add one cotton ball from this pile to the row you just
counted? Let’s count them again. “One, two, three, four, five, six! The number of cotton
balls is larger than five—we added one more cotton ball to the five—now we have six!
– Repeat through ten.
• Recognize that smaller numbers are formed by taking apart sets.
Activity:
– Set up an area the students can gather around, dividing it into two sections, using colored
paper or shallow boxes. Lay out a pair of socks, four matching cups, six sodas, and eight
crayons in the left section.
– Instruct the students to count the socks. “One, two! There are two socks.”
– Take one sock and put it on the right section and tell the students, “If I take away one
sock, how many are left? Let’s count them again. One! One is a smaller number than
two. I took one sock away from the set of two, so there is only one left.”
– Instruct the students to count the matching cups. “One, two, three, four! There are
four cups.”
– Take one cup and put it on the right section and ask the students, “If I take away one
cup, how many are left? Let’s count them again. One, two, three! Three is a smaller
number than four. I took one cup away from the set of four so there are only three left.”

Kindergarten Math 2 Lesson 5: Animal Keeper at Work

Chapter 2: Let’s Go on a Safari

– Take another cup and put it on the right section and ask the students, “If I take away one
more cup, how many are left? Let’s count them again. One, two! Two is a smaller
number than three. I took one cup away from the set of three so there are only two left.”
– Instruct the students to count the matching sodas. “One, two, three, four, five, six! There
are six sodas.”
– Take three sodas and put them in the right section and ask the students, “If I take away
three sodas, how many are left? Let’s count them again. One, two, three! Three is a
smaller number than six. I took three sodas away from the set of six so there are only
three left.”
– Instruct the students to count the crayons. “One, two, three, four, five six, seven, eight!
There are eight crayons.”
– Take four crayons and put them in the right section and ask the students, “If I take away
four crayons, how many are left? Let’s count them again. One, two, three, four! Four is a
smaller number than eight. I took four crayons away from the set of eight so there are
only four left.”
• Informally explore subtraction models.
Activity:
– Make ten bags of beans with six-inch squares of blue or blue print material, a small
handful of dry beans, and ribbon or twist ties. Put them where all students can see them.
– Ask the students, “How many blue bags of beans are there? One, two, three, four, five
six, seven, eight, nine, ten! There are ten blue bags of beans.”
– Explain to the students, “I made these for a party table and I do not need ten. I only need
eight. I am going to take away two of these bags. Now how many are left? Let’s count.
One, two, three, four, five, six, seven, eight! Now I have eight bags for a party table.
Eight is a smaller number than ten.” Put the other two in your pocket or somewhere out
of sight when you take them away.

Kindergarten Math 3 Lesson 5: Animal Keeper at Work

Chapter 2: Let’s Go on a Safari

Directions for the Worksheets for Chapter 2, Lesson 5

Worksheet 1
[Recognize that larger numbers are formed from combinations of smaller numbers.]
1. Ask the students if they know what kind of animal appears on this worksheet. Explain that
this is a bird called a flamingo, and that flamingos are usually a bright pinkish peach or
orange color, and that they can stand on one leg, with one leg bent and up in the air.
2. Ask the students to look at the first row of flamingos. Tell them to say flamingo out loud
with you. Ask them to count the flamingos in the first row with you, saying one, two, three
out loud with you. Ask them how many flamingos are in the first row. Tell them that there
are three flamingos in the first row, and tell them to write the numeral three in the space
next to the flamingos.
3. Have the students look at the second row, and explain that in this row there is just one
flamingo. Have them count this flamingo aloud with you, saying one out loud with them.
Have them write the numeral one in the space next to the flamingo.
4. Finally, tell the students to look at the bottom row of flamingos, and explain that the one
single flamingo has just joined the other three flamingos. Have the students count this
bottom row with you, saying one, two, three, four out loud with you. Ask them how many
flamingos are standing in this row. Tell them that there are four flamingos, and have them
say the number four out loud with you. Tell them to write the numeral four in the space
provided next to the last row.
5. Now have them color in all the flamingos on the worksheet, and tell them that they don’t
have to use pinks, oranges, and peach colors, but that they can enjoy using any colors
they like.

Worksheet 2
[Informally explore addition models.]
1. Tell the students to look at the worksheet, and ask them if anyone knows what kind of
animal is shown in the pictures. Explain that these are pictures of gorillas, and have them
say gorilla out loud with you. Ask them to count the gorillas in the first row with you,
saying one, two, three out loud with you. Tell them to write the numeral three in the space
provided on the first row, and have them say the number three out loud with you.

Kindergarten Math 4 Lesson 5: Animal Keeper at Work

Chapter 2: Let’s Go on a Safari

2. Ask the students to look at the second row, and explain that in this row there are two
gorillas. Have them count one, two out loud with you, and tell them to write the numeral
two in the space provided, next to the two gorillas. Tell them that now another, single gorilla
has arrived, and have them count this one gorilla with you, saying one out loud with them,
Have them write the numeral one in the space provided, next to the one, single gorilla, at
the end of the second row.
3. Instruct the students to look at the last row. Explain that the one, single gorilla has
decided to join his two gorilla friends in the last row, and ask the students how many
gorillas there are now. Tell them that there are three gorillas again, and have them say
the number three out loud with you. Tell them to write the numeral three in the space
provided on the last row.
4. Tell the students to color in all the gorillas on the worksheet, using whatever colors
they like.

Worksheet 3
[Informally explore addition models.]
1. Ask the class what kind of animal is in the pictures on this worksheet. Explain that these are
pictures of lions, and have them say the word lion out loud with you. Explain that boy lions
have long hair all around their faces, which is called a lion’s mane, and tell them that it
looks a little like the rays of the sun.
2. Ask them to look at the first row, and ask them how many girl lions and how many boy
lions are in this row. Explain that there is one girl lion and one boy lion, and have them
write the numeral one next to the girl lion, and then the numeral one again, next to the boy
lion. Tell them that this is the mama lion and the daddy lion.
3. Instruct the students to look at the second row. Ask them what kind of lion they think is in
this next row. Tell them that this is a baby lion, and explain that a baby lion or young lion is
called a lion cub. Ask them how many lion cubs are in this row, and tell them that there is
one lion cub here, as you count one out loud with them. Then have them write the numeral
one in the space provided, next to the lion cub.
4. Tell the students to look at the last row of lions, and ask them what they see. Explain that
the last row shows the mama lion, and the daddy lion, and the lion cub. Have them count the
lions out loud, and have them count one, two, three out loud with you. Ask them how many
lions there are altogether in that last row. Tell them there are a total of three lions in the last

Kindergarten Math 5 Lesson 5: Animal Keeper at Work

Chapter 2: Let’s Go on a Safari

row, and that this is because one and one and one become a total of three, when you add
them together. Have the students say the word three out loud with you, and tell them to
write the numeral three in the last space of that row.
5. Now have them color in all the lions on the worksheet. Explain that lions are usually a
golden color, but that they should feel free to use any color crayons they like. Tell them that
they can pretend that lions come in many colors—just for the fun of it.

Worksheet 4
[Recognize that smaller numbers are formed by taking apart sets.]
1. Have the class look at this worksheet, and ask them if anyone knows what kind of animal is
in these pictures. Explain that these are birds, and tell them that this kind of bird is called a
kingfisher. Tell them that kingfishers have a tuft of feathers on the top of their heads which
looks like a crown. Explain that they are called kingfishers because a king has a crown and
these birds have a crown of feathers. Tell them that kingfisher birds come in many colors,
including green, blue, purple, brown, and white.
2. Have the students look at the first row of kingfishers, and ask them to count the birds,
saying one, two, three, four out loud with you. Tell them to write the numeral four in the
space provided on the first row.
3. Tell them that in the second row, some of those kingfishers have walked away, and ask the
class to count how many kingfishers have walked away, saying one, two, three, out loud with
you. Have them say the number three out loud with you, and have them write the numeral
three in the space provided, on the second row.
4. Tell the students that the last kingfisher bird is now away from his friends and that he is in
the last row. Have them say the number one out loud with you. Ask them to count this one
kingfisher out loud with you, counting one with them. Tell them to write the numeral one in
the space provided on the last row.
5. Have the students color in all the kingfishers, and tell them that they can use green, blue,
purple, brown, and white crayons, since most kingfishers have those colors. But tell them
that they can also use other colors if they like, just for the fun of it.

Kindergarten Math 6 Lesson 5: Animal Keeper at Work

Chapter 2: Let’s Go on a Safari

Worksheet 5
[Informally explore subtraction models.]
1. Ask the students if they know what animals are shown on this worksheet. Explain that these
animals are cheetahs and giraffes. Have them say the words cheetah and giraffe out loud
with you. Ask them if they notice markings on the fur of these animals. Explain that these
markings are called spots, and that the spots on the cheetah are round, but that the spots on
the giraffe are larger and are not perfectly round shapes.
2. Have the students count all the animals in the first row with you, and say one, two, three,
four, five out loud with you. Ask them if they now know how many animals are in this row,
and then explain that this means that there are five animals in this row. Have them write the
numeral five in the space provided. Explain that some of these animals are cheetahs and
some of them are giraffes. Have them count only the cheetahs with you, saying one, two,
three out loud with you. Then have them count only the giraffes with you, saying one, two
out loud with you.
3. Ask them to look at the next row, which shows only cheetahs, and ask if they know how
many cheetahs are shown here. Tell them that these cheetahs are the three cheetahs from the
first row, and that they decided to leave the giraffes, and to wander off on their own. Have
them count the cheetahs with you, saying one, two, three out loud with the class. Ask them
if they know how many cheetahs there are, and explain that there are three cheetahs in this
row. Have them write the numeral three in the space provided.
4. Tell the students to look at the last row of the worksheet, and ask them what they see there.
Explain that these are the two giraffes from the first row, standing together, and that they are
now alone, because the cheetahs left them. Ask the students to count the giraffes in this row
with you, saying one, two out loud with them. Have them write the numeral two in the space
provided in the last row.
5. Finally, encourage the students to color in the cheetahs and the giraffes. Explain that
although cheetahs and giraffes are usually colored tan, yellow, brown, or orange, they may
use whatever colors they choose.

Kindergarten Math 7 Lesson 5: Animal Keeper at Work

Name ____________________________________ KM054

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 5, Worksheet 1

Name ____________________________________ KM055

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 5, Worksheet 2

Name ____________________________________ KM055

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 5, Worksheet 3

Name ____________________________________ KM056

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 5, Worksheet 4

Name ____________________________________ KM057

© 2005 by CompassLearning, Inc. All rights reserved. Chapter 2, Lesson 5, Worksheet 5