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Kindergarten · unit review

Review: Connect Numerals, Zero, and Equal Counts

Read and write numerals and distinguish equal counts from appearance.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. A drawn bowl has no berries inside. Which numeral records the berries count?
Need a hint?
  • Name what is being counted before counting.
  • An empty container is not one item of its missing contents.
2. You count 15 marks in a drawing. Which numeral belongs on its count card?
Need a hint?
  • Read a two-digit numeral from left to right.
  • The card records the whole count, not the last object’s shape.
3. Compare the numerals 5 and 8. Which number is greater?
Need a hint?
  • Make a matching dot group if you are unsure.
  • Printed size is not numerical value.
4. 8 dots are moved from a row into a scattered group. None are added or removed. How many remain?
Need a hint?
  • Match each original object to one new position.
  • Longer spacing does not mean more objects.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make number cards 0, 6, and 9 and a matching drawing for each. Explain why zero needs no dots.

Work on paper or in your own document. Explain the choices you made.

  • Draw or label the numbers or shape features the task gives you.
  • Say why each calculation or shape choice follows the ideas in this unit.
  • Check that your answer fits the story or drawing in the task.
Compare with a model response

The 0 card has an empty group, the 6 card has six marks, and the 9 card has nine marks. Empty space does not count as an object.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.