District 11 Curriculum & Instruction Department
Mathematics













Kindergarten: August Unit
Exploring Numbers 

Overview
View the Video Introduction. August in Kindergarten focuses on learning critical mathematics skills and includes lessons on number sense, money, and patterns and algebra. Kindergarten students will experience math counting activities, reading, and writing numbers to 10. This unit focuses mainly on ordering numbers with assessment and exploration, exploring numerical properties by adding 0, and coin identification.

Daily Lessons 1 2 3 4 5 6 7 8 9 10 11 12 13 14


Enduring Understandings are important ideas that students should carry with them years beyond the instruction received this year.

  • Numbers can be represented and communicated in different ways.

  • Classifying objects by attributes; seeing how things are the same and different, is an important learning skill in all subjects.

Essential Questions are most important “big picture” questions students should be able to answer after completing learning activities.

  • How might you show that you know how to count to 10 or more?

  • What do numbers look like on paper? How could you show different numbers on paper?

  • What are the different ways you can show a pile of 10 blocks?

CSAP Tested Standards  Highest Frequency High Frequency Other Standards and E-Skills

 Highest Frequency = the timing, intensity and level of accountability is extremely high because mastery of these skills will must be demonstrated at this grade level.
 High Frequency = the timing, intensity and level of accountability is high because mastery of these skills is expected at this grade level.
 Other Standards and E-Skills = the timing, intensity, and level of mastery are not urgent. It should be introduced during this time so students can experience the concept and return in future quarters to strive towards mastery.

 

Standard 1: Number Sense - August
Read and write numbers 1-10 (assessment and exploration).
Identify coins: penny (assessment and exploration).

Standard 2: Patterns and Algebra - August
 Identify simple patterns (assessment and exploration).

 

Everyday Mathematics Resources Math Expressions Resources
Everyday Mathematics requires lesson by lesson presentation to preserve the spiral nature of the instruction. The page links provided on the Unit Chart are for comparison only. Teachers are advised to follow the district-determined EDM pacing calendar.
Everyday Math Games for Kindergarten		 Click the following links to find books and games correlated to units of instruction K - 5th grades.

MX Literature Lists

MX Game Lists


 

August Standards

Everyday Mathematics

Math Expressions

Ordering Numbers

pp. 10, 24, 29, 30, 36, 50, 52, 66-67, 70, 77, 79-83, 100, 214-215, 248-252,

pp. 94, 99, 157, 167, 242, 421, 461, 673


MORE CHART INFORMATION TO COME...
Resources for Teachers

For Scott Foresman and Houghton Mifflin page numbers click here.
Mountain Math, Math Their Way, Creative Mathematics (Kim Sutton), Math Solutions (Marilyn Burns), Math Perspectives (Kathy Richardson) (if your building has purchased these resources)
Your particular math series (see chart on Unit pages listing page numbers to support standards)
Success Maker (ask your LTE)
Exemplars (CSAP style problem solving with writing, 4-point rubrics, and sample student papers available on D11 website For Teachers pages)
Math Keys (electronic manipulative – ask your LTE)

Assessments
Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo, Manipulative/White Board/Slate assessments, EDM assessment CD’s.
 

 

Lessons 1-14 - Kaylee Vasquez
 Subject: Mathematics:  Money   
Grade Level: Kindergarten
Recommended Timeframe or Quarter: August-May
Instructional Unit Title: Money Identification
Approximate Duration: 15 days throughout school year

Enduring Understanding/s:

  • Numbers can be represented, ordered, and communicated by understanding patterns in our number system.

  • One to one correspondence is necessary to achieve number sense.

  • A sense of number is necessary to find reasonable estimates.

  • Appropriate computational skills are needed to communicate solutions of real world problems.

  • Recognizing patterns and attributes (characteristics like color, size, and shape) of objects helps us form categories and helps us make sense of our world.

 Essential Questions:

  • How do we communicate, represent, and order numbers?

  • How do we use addition and subtraction to solve problems?

·         How can we communicate our understanding of computation to solve problems?

Highest Frequency Standards:

Standard 1: Number Sense - August
 Identify coins: penny (assessment and exploration).

Standard 1: Number Sense September

Create 1-to-1 correspondence with objects (matching numerals to objects).

Practice addition problems through 10 using manipulative.

Standard 1: Number Sense - April

Recognize and name coins: penny, nickel, dime and quarter.
High Frequency Standards:

Identify coins: penny, nickel, and dime. January

Standard 1: Number Sense

Make one-to-one correspondences (numerals to objects). (Q3-Q4)

Match numerals with objects (number sets).(Q3-Q4)

Other Standards and E-Skills:

Standard 2: Patterns and Algebra– September 
Sort and classify objects by attributes (i.e., size, color, shape). Recognizing attributes of objects/coins will help us make sense of our world and money.

Overview: What are ways that your parents use money? Money is part of our daily lives from young learners discovering money to working adults who have to earn a living to pay for daily needs.


Websites for Kids to Access

 

Lesson 1: What do we need and/or use money for?
Duration: 35-45 minutes

Materials Needed: real money, circle map with money in center, markers

Assessment: Pre-Assessment: Show students a quarter, nickel, dime, and penny; can the identify the coin that equals 1 cent, 25 cents, 10 cents, and 5 cents.  Students should try to name the value and name of the coin. Closure:  Write in math journal about money and how it’s used.  Kids can draw people spending money at the grocery store, or shopping for toys.  Students are to write about anything new they learned about money either during their think/pair/share/ or what they already knew.  While kids are writing, you can do the Pre-Assessment individually with each student.


Activities

  1. Students will create a circle map around all we know about money.

  2. Students will do a think/pair/share about the following questions:

    1. What is money?

    2. What is it used for?

    3. How do we get money? 

    4. Why do parents need money?

    5. What does it mean to spend money?

    6. What does it mean to earn money?

    7. What jobs can people do to earn money?

  3. After students share, they will share their ideas with the whole class on a thinking map, the teacher will write their ideas into the circle map.  What is money? What is money used for?  How do we get money?  Why do parents need money?  What would your life be like without money? These are the questions the kids were given to brainstorm what they meant.

  4. Save this circle map for lesson 9.

  5. Literacy Connection:  Read the story, Alexander, Who Used to be Rich Last Sunday.  Discuss the story and how money is part Alexander’s life.

Differentiation

Support: 

Extension: 

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Lesson 2: What costs more?  What costs less?
 Duration: 35-45 minutes

Materials needed:  newspaper ads for groceries, toys, etc.  (Anything with prices listed in big numbers for kids to see.)

Assessment: Closure: Math Journal: Kids will write and/or draw something they saw that they wanted to buy from their ads.


Activities

  1. Students will look at a grocery ads or toy ads to determine differences in prices in cents.

  2. Do they understand what value is or cost? Looking at ads, can they recognize higher priced items? Cheaper items?

  3. To begin the lesson, review the circle map from yesterday to review the ways we use money. The students will share with a friend what they remember from yesterday’s chat about ways to use money.

  4. You (teacher) will model looking through a newspaper ad and cut out the items that you would like to purchase. You’ll model sorting the objects by looking at their prices to determine which are more expensive and less expensive.  After you model this with the students, then the students will do the same thing with their own newspaper ads. 

  5. Then students will look through the newspaper ads and cut out pictures of things they like or want.  They need to cut out the prices with the pictures.

  6. After they each cut out about 4 pictures, they’ll look at the prices to determine which items are cheaper or more expensive.

  7. They will then look at the pictures of their friends, and compare items with them. Which is more or less in cost?

Differentiation

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Extension: 

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Lesson 3: Experiencing Money
 Duration: 35-45 minutes

Materials needed: play money, real, place to sort coins, overhead with overhead money Coin Patterns
Assessment: Formative Assessment:  Students will be able to sort their coins by like coins:  penny, nickel, dime, and quarter. Informal assessment of observations to check for identification of coins with like qualities. Closure:  Math Journal:   Students will draw the coins they used while they were sorting.  Leave the overhead coins and descriptions up so they can see them.  After the kids draw the coins, use the overhead to label them.  At the end of doing their math journals, students will share their journals with a friend.


Activities

  1. Play with the different coins both real and play money. (Experiment:  weigh coins, penny vs. dime, quarter vs. nickel, etc.  Which one weighs more?  Does it relate to their value or size?  Do a coin rubbing to see the differences in each of the coins.)

  2. Have the kids sit with a partner and sort a handful of coins. Kids can sort them in a variety of ways, including by coin, size, and or color. Then explain to the kids that they need to put the matching coins together.  Allow about 10 minutes to sort. Put the coins on the overhead, one at a time.  Have the kids raise the matching coin to the one on the overhead.

  3. As you and the students are matching coins together, make a list of the describing traits that match each of the coins; the kids need to tell you what they see about each of the coins. Look at a variety of nickels, and quarters since their faces are all different and changing through the years.

  4. Questions to Ponder:  Why is it helpful to know what each coin looks like?  When might people sort coins?

Differentiation

Support: 

Extension: 

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Lesson 4: Penny
 Duration: 35-45 minutes

Materials needed: play money, real money, Benny’s Pennies by Pat Brisson

Assessment: Closure:  Math Journal: Students will draw a penny and write about what they could possibly purchase with a penny or small handful of pennies.  This will show what they actually understand about the penny and its value.


Activities

  1. Review coin sorting to begin; sort each of the coins by traits like in lesson 3.

  2. Read the penny poem to the class.  Have them find the coin that matches the coin mentioned in the poem.

  3. Talk about the penny, its value, who’s on the heads side, and anything else that you may think find relative to the penny.  It may be helpful to have an overhead penny blow up on the board to label the different traits that the kids come up with.

  4. Give students a worksheet with a variety of coins on it that allows them to only color the penny and “x” the other coins.

  5. This would be an informal assessment to see if they can identify the penny in a variety of coins.

  6. Literature Connection: Give each student 5 pennies to hold onto while listening to a read aloud of, Benny’s Pennies by Pat Brisson.  After reading this story, have the students role play Benny “paying” for each gift by setting their pennies, one at a time, in front of them as you read. 

  7. Penny Poem from The Mailbox Math for PreSchool and Kindergarten

    See the shiny penny, brown as it can be,

    Showing Abe Lincoln for all of us to see.

    He had a bushy beard and a tall black hat.

    A penny’s worth one cent.  How about that? 

  8. Questions to Ponder:  Why do we need to know how to count pennies?

Differentiation
Support: Could use the Counting by 1’s (Pennies) to reinforce adding pennies and how to reach a sum.
Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

Resources
Penny Practice
Penny Enrichment
Counting by Pennies

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Lesson 5: Penny Shopping
 Duration: 35-45 minutes

Materials needed: Real or play pennies, small candies or toys for kids to buy, tape to hide coins
Assessment: Closure: Math Journal: Students will write and/or draw about what they purchased with their pennies.


Activities

  1. In advance hide pennies throughout the classroom along with other coins, hide enough coins that each student will find at least 5 coins in places that are their space such as under their chair, in their cubby, under their table space, taped near their coat hook, and in other places that will allow them to get up and move around.

  2. Students will gain a better understanding of money’s purpose.  If students are using real money to purchase candy or a small toy, it will give them meaning to their learning.

  3. As a class, review the penny, poem, and characteristics that were presented in lesson 4. Then have the kids go on a penny hunt in the classroom, allow them time to discover the coins that are pennies and choose to take only the pennies. Students should not grab the other coins, only the pennies.

  4. After the penny hunt, the students will look through the candy selection and/or toy selection and purchase an item with their pennies that they get to keep.  This lesson will focus on the identification of the penny and the purpose of money.

  5. Questions to Ponder:  Why is money important?


Differentiation

Support: Could use the Counting by 1’s (Pennies) to reinforce adding pennies and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding. This could also help with the “shopping” part of the lesson to reinforce the visual coins for purchasing.

 

Resources: Counting by Pennies

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Lesson 6: The Dime
Duration: 35-45 minutes

Materials needed: real or play dimes, tens rods, and 10 pennies for each student
Assessment: Closure:  Math Journal:  Draw 10 pennies with an equals sign to a dime.  Label each group of coins as 10 cents. Students will then share their journal with a friend. 

Activities

  1. Students will sort through a pile of coins like they did when they were discovering the penny. They will need to identify the dime and describe its traits. Have students do a think pair share with their classmate to describe the characteristics of the dime. Read the dime poem to the students and have a class discussion with them about the coin and the person on it.

  2. When talking about the dime, explain the value of the dime.  This could be done with tens and ones rods/cubes. Explain that the dime is worth 10 cents which is the same as ten pennies. Ask students to find 10 pennies and 1 dime to show their understanding of this concept. To show this skill in a different way, use a ten rod from the Math Expressions kit and the ones cubes from the Math Expressions kit to show how much a dime is worth. The tens rod has the same value as a dime.  Have students explore these ideas with a partner.

  3. Dime Poem from The Mailbox Math for PreSchool and Kindergarten

    A dime is the smallest coin of them all,

    With Roosevelt posing nice and tall.

    A dime is worth ten cents.  Don’t you agree?

    Which makes Roosevelt as happy as can be?

  4. Questions to Ponder:  Which would buy more, 7 pennies or a dime?  Which would buy less, 5 cents or 9 cents?  What coin could we trade for all ten pennies?


Differentiation

Support: Could use the Counting by 5's (Nickels), 10's(Dimes) and 25's(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

 

Resources: Counting by Nickels, Dimes, and Quarters

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Lesson 7: The Nickel
Duration: 35-45 minutes


 Materials needed: overhead money, plastic and real nickels with a variety of the newer coins

Assessment: Informal Assessment: Nickel worksheet to review and identify the difference between the nickel and dime. Closure: Math Journal:  Have children draw a nickel and a group of 5 pennies. Ask them to label each as 5 cents.


Activities

  1. Review the penny and dime by identifying them in an assortment on the overhead.

  2. Review the name and value of the penny and dime.  Then use an assortment of nickels for the students to look at and manipulate.  Use only the nickels for this task because of the variety of new nickels; it may be confusing to add more coins.  Ask the students to look at the coins and share with a friend the similarities and differences in the variety of the nickels.

  3. Read the nickel poem and talk about how poem relates to the coins they’ve been sorting.  Ask kids:  If I wanted 3 cents, which coins would I use?  If I wanted 5 cents, which coins could I use?

  4. Give each pair of students a set of number cards to 10 cents, and then the pairs will have to match the coins to the value on the cards. This will be an observation of who understands and who needs more help.

  5. Nickel Poem from The Mailbox Math for PreSchool and Kindergarten

    Thomas Jefferson will be found

    On a nickel, shiny, smooth, and round.

    His home, Monticello, is on the other side.

    A nickel is worth five cents.  Say it with pride. 

  6. Questions to Ponder:  Would you trade a nickel for 3 pennies or 5 pennies?  Why? 
     

Differentiation

Support: Could use the Counting by 5s (Nickels), 10s(Dimes) and 25s(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

 

Resources: Coin Count, Counting by Nickels, Dimes, and Quarters

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Lesson 8: The Quarter
 Duration: 35-45 minutes


 Materials needed: Real Money, prepare small baggies of real coins for pairs of students to sort

Assessment: Informal assessment: Do the quarter recognition practice. Closure: Math Journal: Students will do a rubbing of the quarter and then write about what they could buy with a quarter. Let students share if there is time.


Activities

  1. Give each pair of students a small bag of coins to sort by value, color, and size.  Have pairs give their partner with their eyes closed a coin, can the students identify the coins by feeling them and recognizing the attributes of the coins.

  2. As a whole class, have the kids tell of the value of each of the coins while holding it up for teacher to see.  Mention that the quarter is worth 25 cents or 25 pennies.

  3. Share the quarter poem with the class while each student is holding onto a quarter.

  4. Quarter Poem from The Mailbox Math for PreSchool and Kindergarten

    One the quarter, I’m sure that you will find

    A man who was a leader, honest and kind.

    George Washington was our first president,

    And a quarter is worth 25 cents.

  5. Questions to Ponder:  Why is it important to be able to tell pennies, nickels, dimes, and quarters apart?

     

Differentiation

Support: Could use the Counting by 5s (Nickels), 10s(Dimes) and 25s(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

 

Resources: Counting by Nickels, Dimes, and Quarters

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Lesson 9: The Coin Counting Book, by Rozanne Lanczak Williams
 Duration: 35-45 minutes

Materials Needed: The Coin Counting Book, circle map from lesson 1

Assessment: Closure: Math Journal: Write about your favorite part of the book and why its your favorite. Allow time for students to share their learning with the class.  


Activities

  1. The students have all been introduced to 4 coins that we use.  Review the questions from lesson 1 as a whole class, recording answers on the circle map from lesson 1:

    What is money?

    What is it used for? 

    How do we get money? 

    Why do parents need money?

    What does it mean to spend money?

    What does it mean to earn money?

    What jobs can people do to earn money?

  2. After reviewing these questions and answers, compare them to lesson 1’s answers.  How much knowledge have the students gained from learning about the coins?  Read the story, The Coin Counting Book, by Rozanne Lanczak Williams to give students a better understanding of money.  The following is a book review that may help you in preparing for this lesson.
    One of the things that all children are aware of is money. Everyday of their lives they are exposed to coins. This unique book offers the young reader the opportunity to see the coins in detail and to appreciate their value. The book begins with counting pennies in relation to a nickel and then to a dime. Then nickels and dimes in relation to quarters; all denominations in relation to a fifty cent piece; and finally how many coins does it take to make a dollar. Every option for pennies, nickels, dimes and quarters is illustrated in words and numbers. The coins are written in words and numbers next to their "realistic" portrayal. The end of the book puts the coins in vertical stacks with their value. This book is a good way to introduce simple math to children. To make the book even more appealing, it is written in rhyme. I would recommend this as a good tool for elementary teachers. 2001, Charlesbridge Publishing, $6.95. Ages 6 to 9. Reviewer: Karen Werner.
    ISBN: 0881063266


Differentiation

Support: Could use the Counting by 5s (Nickels), 10s(Dimes) and 25s(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.


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Lesson 10: Save Your Money
 Duration: 35-45 minutes

Materials needed: book A Chair for My Mother by Vera B. Williams, small piggy banks (baby food jars or Ziplocs to hold earned money), play money, small toys/stickers/books for students to purchase with their money

Assessment: Closure: Math Journal: What is your classroom job to help you earn money?  Draw you and your job with the money you earn.


Activities

  1. Read the story of A Chair for My Mother then have a class discussion about the importance of saving money, earning money, and spending your money wisely. 

  2. Save Your Money will be a lesson that rewards students for good behavior.  They will get to keep their money in a safe place and then save their money to make a purchase at a classroom store.

  3. Students will be asked to decorate their “piggy banks” to keep their earned money.  They will then be asked to store their money in a safe place in the classroom such as a cubby.

  4. The teacher and the class can determine how money can be earned in the classroom such as through behavior, completing their classroom “Jobs”, turning in their work, etc.

  5. They can earn specific coins for each method of earning money. Their earned money will be kept in their “piggy banks” to spend at the class store.

  6. Questions to Ponder: How does the story relate to you as a student?  How does the story relate to you as a member of your family?  Do you have chores at home that help you to save money?

Differentiation

Support: Could use the Counting by 5s (Nickels), 10s(Dimes) and 25s(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

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Lesson 11: Collage of Coin Uses
Duration:35-45 minutes

 Materials needed: magazines, small poster board or construction paper, coins real/play money, overhead money
Assessment: Money Poster

Activities

  1. To start this lesson, review the coins you have learned  by holding up a coin and asking students to name the coin and then tell the value (putting the overhead coins up may be helpful to see it better).  Then ask students the following questions:

    1. Why have we been learning about money?

    2. What do we use money for?

    3. How do our parents use money everyday?

  2. After discussing these questions as a class, students will be asked to use magazines, markers, etc to create a poster that show the many ways that we use money in everyday life.  They will need to have 5 pictures and the 4 or more samples of money that they have learned (the 4 or more samples could be pictures of coins or dollars, real or play money glued to their poster, or other ideas from home).

Differentiation

Support: Could use the Counting by 5s (Nickels), 10s(Dimes) and 25s(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

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Lesson 12: Money Centers
Duration: 35-45 minutes

Materials:
Assessment: Closure:  Math Journal: Write and draw your favorite money center.

Activities

  1. Centers: Teacher will need to plan on one teacher driven center, another adult run center, and two independent centers. These centers can take anywhere from 45 minutes to 1 hour to get all the kids through the rotations.

  • The Money Man (20 Instant Math Learning Centers Kids Will Love) This center can be done independently with directions.

  • Purchasing Power (20 Instant Math Learning Centers Kids Will Love) This center can be done independently with directions.

  • Coins For grades K-2 (Mini-lessons for math practice, K-2), this activity will need an adult to supervise and guide questions.

Resources: Coins for Grades K-2, The Money Man, Purchasing Power

Differentiation

Support: Could use the Counting by 5s (Nickels), 10s(Dimes) and 25s(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

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Lesson 13: Book Store or Classroom Store
Duration: 2 class periods

 Materials needed: Note to parents to donate supplies, play money or money from piggy banks
Assessment: Closure: Math Journal: Write about the classroom store. How will running a classroom store help us with our math?

Activities

  1. Explain to students that they are going to set up a classroom store.  As a class they will need to brainstorm the things needed for a store to be successful such as money, items to buy, cashier, salespeople, etc.

  2. Students will write a note home explaining donation needs for their store, then they will be asked to bring in things from home to have in their store.

  3. After the items come in, preferably after a weekend of gathering donated items for the store, students will need to put prices on their items that are for sale. These prices should be in the cents range.

  4. The prices will be written by the students and purchased by the students. To determine prices, kids should sort them by value…erasers may be cheaper priced than pencils, books may be more expensive depending on their size, bears may be cheaper if they don’t have clothes, etc. 

Resources: Best Books Store

Differentiation

Support: Could use the Counting by 5s (Nickels), 10s(Dimes) and 25s(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

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Lesson 14: Final Assessment
Duration: 35-45 minutes/3 days doing same activity

Materials needed: Store, play or real money, Pennies Payment Form, Nickels and Dimes Payment Form, Multi-Coins Payment form
Assessment: Final Assessment K-Final assessment rubric.  This assessment will be completed three days in a row to show their understanding. Closure: Math Journal:   Students will write about what they learned about money and its uses.
 Activities

  1. Students will do this same lesson 3 days in a row.  By doing this hands-on, and concrete assessment the student will be able to show their understanding in a concrete way.

  2. Students will go to the store they have helped to set up and go shopping with a paper “wallet” or the coin payment forms.

  3. The students will need to choose an item to buy, and then color in the coins needed to purchase that item.

  4. They can use any of the paper payment form options that they are comfortable with and understand.

Resources
Final Assessment
Payment Forms

Differentiation

Support: Could use the Counting by 5s (Nickels), 10s(Dimes) and 25s(Quarters) to reinforce adding nickels, dimes, and quarters and how to reach a sum.

Extension: This may also be used for the higher thinkers or visual learners who need that extra visual reinforcement for understanding.

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Parents

Your kindergarten child is entering the wonderful world of numbers and mathematics. The most important support you can provide is lots of practical experiences with numbers and amounts. Start small with counting a few pennies or other common objects; money in the piggy bank, candies in a baggie, or grapes in a cup. Counting by ones and matching objects to numbers in one to one correspondence are important beginning mathematical concepts for your kindergartener. Make number experiences fun, relaxed, and a way to bond with your child.
 


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