In this card game students play in pairs to practice recognizing the biggest number.

Teachers (and then students) lead the class in chanting numbers from 1 to 120.

Students practice counting sequences by standing in a circle and counting one by one.

Students practice crossing from one family to the next in counting forward with this concentration game.

This intensive micro-subject provides the necessary skills in Microsoftĺ¨ Excel spreadsheet modeling for ESD.71 Engineering Systems Analysis for Design. Its purpose is to bring entering students up to speed on some of the advanced techniques that we routinely use in analysis. It is motivated by our experience that many students only have an introductory knowledge of Excel, and thus waste a lot of time thrashing about unproductively. Many people think they know Excel, but overlook many efficient tools, such as Data Table and Goal Seek. It is also useful for a variety of other subjects.

This task aims to give students practice counting and recording the given number on quantities up to 20.

In this first module of Grade 1, students make significant progress towards fluency with addition and subtraction of numbers to 10 as they are presented with opportunities intended to advance them from counting all to counting on which leads many students then to decomposing and composing addends and total amounts.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

Module 4 marks the next exciting step in math for kindergartners, addition and subtraction! They begin to harness their practiced counting abilities, knowledge of the value of numbers, and work with embedded numbers to reason about and solve addition and subtraction expressions and equations. In Topics A and B, decomposition and composition are taught simultaneously using the number bond model so that students begin to understand the relationship between parts and wholes before moving into formal work with addition and subtraction in the rest of the module.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

This marbel counting iteration of greater than, less than, and equal to with a specific "target number" help strengthen the concept for students.

This resource may be used as a primary source for a general education/quantitative reasoning (QR) math course delivered in the inquiry based learning style. It may also be used to supplement a QR course with occasional in-class active learning activities.

This course covers elementary discrete mathematics for computer science and engineering. It emphasizes mathematical definitions and proofs as well as applicable methods. Topics include formal logic notation, proof methods; induction, well-ordering; sets, relations; elementary graph theory; integer congruences; asymptotic notation and growth of functions; permutations and combinations, counting principles; discrete probability. Further selected topics may also be covered, such as recursive definition and structural induction; state machines and invariants; recurrences; generating functions.

This counting activity is done in pairs and helps reinforce the concepts of greater than, less than, and equal to.

Students learn the connection between the counting sequence and experience from their daily lives in this daily activity. It also helps give students a sense of how "many" each number is.

In this task students compare numbers less than 100 to benchmark numbers and learn to build an understanding of the relative magnitude of numbers.

Module 5 is the culmination of children’s work with number in the Pre-K year.  Throughout Modules 1 and 3, they had extensive counting experiences with numbers 0–10.  In Module 4, they examined the relationships between numbers 1–5 through comparison.  In Module 5, children transition from the comparative concept of more (4 apples is more than 1 apple) to the concept of addition (3 apples and 1 more apple make 4 apples).  They are ready to begin work with operations, focusing on addition and subtraction stories with numbers 1 to 5.  Students will also learn to write numerals 0-5 and explore patterns in this final module.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

Module 1 capitalizes on the energy and excitement young students have as they enter their first day of Pre-K by providing a playful and active yet carefully sequenced structure through which children progress.  In this module, we set up a friendly learning environment in which children have sustained interaction with four core ideas, collectively referred to as the number core:  rote counting (the number word list), one-to-one correspondence (one object paired with one number word), cardinality (how many in a set), and written numerals.  Throughout the module, children have experiences that help them make critical connections between these four understandings.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

In Module 2, in the context of classroom play, children learn to identify, describe, sort, compare, and create two-dimensional (2-D) and three-dimensional (3-D) shapes and objects. Children develop vocabulary to describe the relative position of objects (e.g., top, bottom, up, down, in front of, behind, over, under, and next to), building foundational spatial reasoning abilities. In Module 1, students developed an understanding of numbers to 5. In Module 2, students practice these counting skills in the context of geometry (counting sides, corners, a group of triangles, etc.).

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

The purpose of this task is for students to explain how they know one quantity is greater or less than another quantity. Students will easily be able to identify which number is greater or less. However, explaining their reasoning will help them solidify their number sense skills.