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The PBS KIDS Lab: Collections section groups both digital (Web, tablet, interactive whiteboard) and hands-on, non-digital activities in ways that help teachers find what they need. You can search according to a resource's accompanying PBS show, or based on a variety of math and ELA topics. PBS KIDS content is great, but there's so much on the site that it can sometimes be overwhelming. Use this Collections section of the KIDSLab site accordingly; look for organized and concise activity suggestions. If you're looking to address a specific topic, start your search here.
The collections list is a directory, so teachers will need to help kids stay on track as they navigate content on the sites for each show, where the games are actually housed. Use the games as an intro to various topics; kids can complete a game (or a handful of games), report what they've learned to the class, then bring that learning to an offline activity. The groupings you'll find here could also work well for learning centers or as inspiration for a bigger class project. For example, have students build something using math and measurement, or write a class story with help from Martha Speaks.
Continue reading Show lessKey Standards Supported
Counting And Cardinality
- K.CC.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
- K.CC.7
Compare two numbers between 1 and 10 presented as written numerals.
- K.CC.4.a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
- K.CC.4.b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
- K.CC.4.c
Understand that each successive number name refers to a quantity that is one larger.
- K.CC.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
- K.CC.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Geometry
- 2.G.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
- K.G.4
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
- K.G.6
Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
- K.G.1
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Measurement And Data
- 1.MD.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
- 1.MD.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
- 1.MD.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
- 1.MD.3
Tell and write time in hours and half-hours using analog and digital clocks.
- 2.MD.2
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
- 2.MD.4
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
- 2.MD.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems4 using information presented in a bar graph.
- 2.MD.9
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
- 2.MD.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
- 2.MD.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
- K.MD.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3
- K.MD.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
- K.MD.2
Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Operations And Algebraic Thinking
- 1.OA.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2
- K.OA.1
Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
- K.OA.4
For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
Key Standards Supported
Reading Foundational Skills
- RF.K.2a
Recognize and produce rhyming words.
- RF.K.1a
Follow words from left to right, top to bottom, and page by page.
- RF.K.1b
Recognize that spoken words are represented in written language by specific sequences of letters.
- RF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
Reading Informational Text
- RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.
- RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
- RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.
- RI.K.1
With prompting and support, ask and answer questions about key details in a text.
- RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
- RI.K.10
Actively engage in group reading activities with purpose and understanding.
- RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
- RI.1.8
Identify the reasons an author gives to support points in a text.
- RI.1.1
Ask and answer questions about key details in a text.
- RI.1.2
Identify the main topic and retell key details of a text.
- RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.
- RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
- RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
- RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
- RI.2.8
Describe how reasons support specific points the author makes in a text.
- RI.2.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Literature
- RL.K.4
Ask and answer questions about unknown words in a text.
- RL.K.5
Recognize common types of texts (e.g., storybooks, poems).
- RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
- RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
- RL.K.1
With prompting and support, ask and answer questions about key details in a text.
- RL.K.2
With prompting and support, retell familiar stories, including key details.
- RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
- RL.K.10
Actively engage in group reading activities with purpose and understanding.
- RL.1.1
Ask and answer questions about key details in a text.
- RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- RL.1.3
Describe characters, settings, and major events in a story, using key details.
- RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
- RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
- RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
- RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
- RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
- W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
- W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
- W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
- W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
- W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
- W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
- W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
- W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
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