Englewood Public School District
Math
KINDERGARTEN Unit 1: Connecting Counting to Cardinality and Size & Position
Overview: In this unit students will explore numbers from 0-10 and learn how to count, read, write, compare, and order numbers.
Students will learn one-to-one correspondence and they will order objects by size, length, and weight. Students will also arrange and
organize objects by size and position.
Time Frame: 45 Days
Enduring Understandings:
• Objects can be counted, sorted, quantified, compared, and described using number names, words, and symbols.
• Numbers have values and names.
• Calendar Skills help us apply math concepts.
Essential Questions: Students will keep considering...
• Why do we use numbers?
• Why are numbers important?
• What are their properties, and how does our number system function?
• What makes a strategy effective and efficient and the solution reasonable?
• How do numbers relate and compare to one another?
• Why do we have a calendar?
Standards Topics and Objectives Activities Resources Assessments
K.CC.A.1. Count to 100
by ones and by tens.
K.CC.A.3. Write numbers
from 0 to 20. Represent a
Topics:
Represent, count, write, and
compare numbers
Identify & name shapes
As an introduction to this
unit, students will watch a
video about counting
You Tube: Funky Counting
Song | Numbers 1-10
https://www.youtube.com/wat
ch?v=HkkYaj0m6cg&vl=en
Benchmark
Assessments:
• Common
Formative
Assessment
number of objects with a
written numeral 0-20
(with 0 representing a
count of no objects)
K.CC.B.4. Understand the
relationship between
numbers and quantities;
connect counting to
cardinality.
K.CC.B.4a.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.B.4b.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
Explore careers that use
math and science
Students will:
● Count orally by ones
up to ten.
● Write numbers 0-10.
● Say number names
in standard order.
● Pair each object with
one number name
(one-to-one
correspondence).
● Count to tell the
number of objects.
● Count objects
arranged in any
order.
● Identify the last
number named as the
number of objects
counted.
● Count to tell the
number of objects
arranged in a line,
array, circle, or
scattered
configuration.
(subitizing)
● Count to tell the
number of objects
Students will practice
Calendar Patterns on a daily
basis to learn days of the
week and months of the
year.
Students will have daily
math centers to reinforce
previously taught math
skills and to practice writing
numbers. During centers
students will be pulled for
small group or differentiated
instruction based upon
student needs and math
topics.
Children will listen to and
will recite a number rhyme
from the math Big Book.
(RL.K.10)
Students will count groups
of 1 and 2 and write
the numerals 1 and 2.
Students will work in pairs
Math text:
Math In Focus
Chapter 11
• Days of the Week
Lesson 11.1
• Months of the Year
Lesson 11.2
Materials:
• Calendar
• Every Day Counts:
Calendar Math
Materials:
• Exact Path
• Independent Practice
• Hands-on-Math
(manipulative/activity
kit)
Math In Focus
Chapter 1
Materials:
• Counters 4 per child
• Connecting Cubes 4
per child
• Numeral 1 & 2
• Big Book A
• Exact Path
Formative
Assessments:
Instructors confer with
students to investigate
their knowledge of
math strategies and
number sense
Teacher observation
and anecdotal notes
Class participation
Do-Now/Ticket to
Leave
Checks for
Understanding
Math Centers
Mathematical
Discourse Questions:
Curriculum
Associates iReady:
Promoting
Mathematical
Discourse
https://www2.curriculu
massociates.com/produ
counted.
K.CC.B.4c.Understand
that each successive
number name refers to a
quantity that is one larger.
K.CC.B.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.OA.A.1. Represent
addition and subtraction
up to 10 with objects,
fingers, mental images,
drawings, sounds (e.g.,
claps), acting out
situations, verbal
explanations, expressions,
or equations.
when asked “how
many?” questions.
● Count out a number
of objects when
given a number from
1-10.
● Create addition
events with objects
up to 10.
● Create events with
drawings and sounds
up to 10.
● Create additional
events by acting out
situations and with
verbal explanations.
● Sort objects into
categories.
● Name shapes in
order to describe
objects in the
environment.
● Use terms such as
above, below,
beside, in front of,
behind, and next to
in order to describe
relative positions of
objects.
and look at their classmate’s
face and look for one thing
that is on their face and then
look at two things that are on
their face.
Students will read and recite
the vegetable rhyme in Big
Book A. Students will
match and sort, look for
sameness and understand
the term not the same in the
pictures. (NJSLSA.SL1,
SL.K.1)
Students will understand
different and sort, by using
a single attribute. Students
will use virtual
manipulatives: attribute
blocks in a sorting and
differentiation activity.
Students will count groups
of 3 and write the numeral
3.
Students will understand
differences by comparing
• Virtual Manipulatives
Math In Focus
Chapter 1
Materials:
• Counters 3 red and 3
green
• Connecting Cubes 3
red and 3 green per
child
• Connecting cubes 6 of
the same color per pair
• Numerals 1 - 3 cards
• Attribute blocks
• Big Book A
• Student book
cts/ready-100-q-
promoting-math-
discourse.aspx
Grab & Go Centers
Cross-Curricular
Center Activities
Pair-sharing
Summative
Assessments:
Student Assessments
(unit tests &
enrichment tests)
Performance
Tasks/Projects
Exact Path
Alternative
Assessments:
Students will respond
to oral questioning and
restate or rephrase
response to animated
math models
K.MD.B.3. Classify
objects into given
categories; count the
numbers of objects in each
category and sort the
categories by count.
K.G.A.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,
and next to
MP.1 Make sense of
problems and persevere in
solving them.
MP.2 Reason abstractly
and quantitatively.
MP.4 Model with
mathematics.
objects of different sizes
and colors.
Students will read
Goldilocks and the Three
Bears Script to become
familiar with quantities and
number of characters in a
story (4). (RL.K.10)
Students will count groups
of 4 and write the numeral
4.
Students will count groups
of 5 and write the numeral
5.
Students will match
numerals with objects for
numbers 1-5.
Students will spot the
difference between two
pictures and make subtle
differences in two pictures.
(RL.K.10, NJSLSA.SL.1)
Math In Focus
Chapter 1
Materials:
• 5 Connecting cubes
per child, 3 red and
two blue
• 16 Counters
• Numeral 4-5 Cards
• Colored pencils 1 box
per child
• Paper
• Goldilocks and the
Three Bears Script
• Student Book A
• Big Book A
Math In Focus
Students will
participate in class
discussions
MP.7 Look for and make
use of structure.
MP.8 Look for and
express regularity in
repeated reasoning
Students will read and recite
a math rhyme about a train.
The rhyme has 6 verses and
students will use total
physical response to act like
a train with 6 cars.
Students will practice
counting from 1-6 and will
read and write numerals
from 1-6.
Students will read and recite
a rhyme about the seven
things. (RL.K.10)
Students will count from 1-
7 and read and write
numerals from 1-7. Students
will use virtual
manipulatives to count to 7.
Students will pair number
names with numerals.
Students will read and recite
a rhyme about 8 oranges.
Chapter 2
• Connecting cubes
• Number cubes
• Counters
• Big Book A
• Student Book
• Numeral cards
• Dot cards
• Student activity cards
• Paper
• Sticky notes
• Paper clips
• Crayons
• Pencils
• Virtual Manipulatives
Math In Focus
Chapter 2
(RL.K.10)
Students will count from 1-
8 and read and write
numerals 1 to 8.
Students will learn the
concept of 0 and use 0-9 to
tell the number of objects.
Students will read and write
the numerals 1to 9.
Students will pair up sets of
objects with other sets of the
same quantity.
Students will learn the
following vocabulary words
and concepts: one more, one
less, the same number.
(NJSLSA.L4)
Students will pair up
objects, showing one-to-one
correspondence. Students
will use virtual
manipulatives to pair up
objects 1-9.
• Connecting cubes
• Number cubes
• Counters
• Big Book A
• Student Book
• Numeral cards
• Dot cards
• Student activity cards
• Paper
• Sticky notes
• Paper clips
• Crayons
• Pencils
Math In Focus
Chapter 2
• Connecting cubes
Students will read and recite
a rhyme about a soccer
game focusing on the
number 9.
(RL.K.10/RI.K.10)
Students will count from 0-
9 and read and write
numerals from 0-9.
Students will make
connections by comparing
numbers.
Students will apply math
vocabulary of one less and
one more by using
manipulatives to show one
more than a given number
or one less. (NJSLSA.L4)
Students will read and recite
a rhyme about animal
homes and talk about things
that go together (hot dog
and bun, salt and pepper
shakers). (CRP4, CRP2,
CRP8) (RI.K.10,
• Number cubes
• Counters
• Big Book A
• Student Book
• Numeral cards
• Dot cards
• Student activity cards
• Paper
• Sticky notes
• Paper clips
• Crayons
• Pencils
• Game Board
• Virtual Manipulatives
NJSLSA.SL1, K-LS101)
Students will pair sets of
objects (1:1
correspondence). Students
will read and recite the
Three Blind Mice rhyme.
Students will discuss
whether there are enough
chairs for the mice. Children
will pair share about what
else the blind mice may
need. (CRP4) (RL.K.10)
Students will learn how to
order things by size. They
will read and recite a rhyme
about the three bears and
discuss all the different
sized items and whose items
belong to whom. (CRP4,
CRP2, CRP8) (SL.K.1)
Students will order objects
by size.
Students will learn
comparing math vocabulary
words: bigger than, taller
Math In Focus
Chapter 3
• Connecting cubes
• Counters
• Big Book A
• Student Book
• Student activity cards
• Colored pencils
• Paper
• Sticky notes
• Paper clips
• Crayons
than, smaller than, and
shorter than and pair up sets
of objects based upon these
attributes. (RI.K.4)
Students will study a picture
of two elephants and
compare which elephant is
bigger than or smaller than
the other elephant. (CRP4)
Students will make
connections about relative
size comparing a book and
an eraser. Students will
provide evidence as to why
one item is bigger or smaller
than the other item.
Students will look at the Big
Book and study the picture
of snakes. Students will
learn the vocabulary words
longest and shortest.
(RI.K.4)
Students will order objects
according to length.
Students will line up in
• Pencils
• A book
• An eraser
• A kiwi
• A grapefruit
• A stapler
• A magazine
• A book
• An eraser
Math In Focus
Chapter 3
• Connecting cubes
• Counters
• Big Book A
• Student Book
• Student activity cards
groups of three and compare
their length, then they will
use paper clips to create
paper clip strings of varying
sizes. Students will
demonstrate understanding
by arranging paper clip
strings from shortest to
longest. (CRP8, CRP2)
Students will look at the
picture of children at the
fruit market from the Big
Book. They will learn the
math vocabulary terms
heaviest and lightest. They
will discuss which items are
heaviest and which are
lightest. (CRP4)
Students will work in small
groups to order objects
according to weight. They
will use a kiwi, grapefruit,
thick book, and a pencil and
describe which item is
heavier and which is lighter.
(CRP2, CRP4)
• Colored pencils
• Paper
• Sticky notes
• Paper clips
• Crayons
• Pencils
• A book
• An eraser
• A kiwi
• A grapefruit
• A stapler
• A magazine
• A book
• An eraser
Math In Focus
Chapter 4
Students will look at a Big
Book picture with farm
animals and have a class
discussion answering the
following questions:
• How many cows are
there?
• How are they
different?
• Teacher will explain
that 1 and 1 makes 2
and 1 and 2 makes 3.
(RL.K.10, SL.K.1,
NJSLS.SL1, K-LS1-
1)
Students will compose
numbers through 5 and
decompose numbers
through 5 by using numeral
cards and counters to add up
to 5. Students will work in
pairs and compose numbers
by adding counters together
(e.g. 1 and 3 makes 4 or 2
and 2 makes 4)
Students will review
counting and one-to-one
Materials:
• Connecting cubes
• Counters
• Big Book A
• Student Book
• Student activity cards
• Colored pencils
• Paper
• Sticky notes
• Paper clips
• Crayons
• Pencils
• Teacher Numeral
cards
• Student numeral cards
• Student dot cards
correspondence by reading
and listening to and reciting
an apple rhyme from the
Big Book and by exploring
virtual math manipulatives
(CRP2, CRP11)
Students will pair number
names with numerals using
numeral cards and counters
to match the selected
numeral.
Students will order numbers
0 to 10 by using student
numeral cards that are out of
order and ordering them
sequentially.
Students will understand the
concept of more by using
manipulatives to count.
Students will read a rhyme
about fingers, then they will
use their fingers and toes to
count on and represent a set
of 5 objects (1 hand) and a
set of 20 objects (fingers
• The Ugly Duckling
Script
Math In Focus
Chapter 4
Materials:
• Connecting cubes
• Counters
• Big Book A
• Student Book
• Student activity cards
• Colored pencils
• Paper
• Sticky notes
• Paper clips
• Crayons
• Pencils
and toes). (RL.K.10)
Students will play “Show
Me”- Show me 3 fingers,
show me 1 finger, show me
0 fingers and so on.
Students will determine one
more by reading and
reciting a rhyme featuring
vegetables. Students will
count the number of
vegetables and place a
number card beside each set
of vegetables. (RL.K.10,
SL.K.1)
Students will listen to The
Ugly Duckling story and
look at the picture of the
ducklings and compare
them using unit vocabulary
(same, more). (CRP8,
CRP2)
Students will understand
and show the meaning of
the same and more and will
answer the question; ‘How
• Teacher Numeral
cards
• Student numeral cards
• Student dot cards
• The Ugly Duckling
Script
Math In Focus
Chapter 4
Materials:
• Connecting cubes
• Counters
• Big Book A
• Student Book
• Student activity cards
• Colored pencils
• Paper
many more?’ (NJSLSA.L4)
Students will review one
more; and understand and
show the meaning of less by
having students show a
given number of fingers and
showing one less finger
(one less than 5 is four
fingers). (NJSLSA.L4)
Students will complete
practice and application
questions in their student
books.
Students will review
comparisons by using math
vocabulary words big and
small. They will work in
small groups to compare big
and small things in the
classroom. (RI.K.4,
NJSLSA.SL1)
• Sticky notes
• Paper clips
• Crayons
• Pencils
• Teacher Numeral
cards
• Student numeral cards
• Student dot cards
• The Ugly Duckling
Script
Math In Focus
Chapter 5
Materials:
• Connecting cubes
• Counters
• Big Book A
Students will look at Big
Book picture of gifts of
many sizes and discuss the
following questions:
• How can you
describe this box?
• Can you point to
others that are the
same size?
• How do you know?
• How is it different
from this box?
• How many boxes do
you see that are the
same size?
• How do you know
they are the same?
Students will understand the
concept of same sized
objects by comparing
objects such as colored
pencils and regular pencils.
Students will explore the
idea that only a few objects
fit into small spaces and
• Student Book
• Student activity cards
• Colored pencils
• Paper
• Balls
• Boxes
• Small objects such as
toy cars and erasers
• Big objects such as
milk cartons and
books
• Stapler
• Toys
• Paper clips
• The Old Woman Who
many small objects fit into
big spaces. They will read
the poem The Old Woman
Who Lived in a Shoe and
have students look at one of
their own shoes and guess
how many and what kinds
of objects may fit inside,
students will be encouraged
to use size related
vocabulary words. (SL.K.1)
Students will discover how
many balls can fit into a
box. First they will predict
and then they will test their
hypothesis and explain their
reasoning. (CRP2, CRP4,
CRP8)
Students will identify
positions of objects in space
and use appropriate
positional language to
describe and compare. This
will be introduced by
looking at a picture of a
closet in the Big Book.
Teacher will describe the
Lived in a Shoe poem
Math In Focus
Chapter 5
Materials:
• Connecting cubes
• Counters
• Big Book A
• Student Book
• Student activity cards
• Colored pencils
• Paper
• Balls
• Boxes
• Small objects such as
toy cars and erasers
• Big objects such as
milk cartons and
position of the objects and
then ask students the
following:
• Which toy is next to
the teddy bear?
• Which toy is behind
the robot?
• Which toy is in front
of the robot?
• Where is the kite?
• What can you tell
me about the
position of the teddy
bear?
Students will use language
such as before or after to
describe relative position in
a sequence of events.
Students will discuss what
they did before coming to
school and what they will
do after school. Students
will be encouraged to use
precise math vocabulary and
give details.
Students will apply chapter
books
• Stapler
• Toys
• Paper clips
• The Old Woman Who
Lived in a Shoe poem
Math In Focus
Chapter 5
Materials:
• Connecting cubes
• Counters
• Big Book A
• Student Book
• Student activity cards
• Colored pencils
• Paper
• Balls
vocabulary by playing a
variety of TPR activities
including lining up and
changing positions based
upon teacher direction,
playing ‘Simon Says’ and
playing charades using
positional words. (CRP6)
Students will learn about
careers that use math by
watching a video about
careers. Students will then
discuss the reasons why
people work and which jobs
in the video require math.
They will also discuss what
they want to be when they
grow up.
(9.2.4.A.1, 9.2.4.A.3)
• Boxes
• Small objects such as
toy cars and erasers
• Big objects such as
milk cartons and
books
• Stapler
• Toys
• Paper clips
• The Old Woman Who
Lived in a Shoe poem
YouTube: When I Grow
Up…? 10 Cool Jobs For Kids
https://youtu.be/MQXQb6lO
OMk
Recommended Reading:
Aker, Suzanne. "What Comes
in 2's, 3's and 4's?" New
York: Simon & Schuster,
1990. (ISBN 0-671-79247-4)
Anno, Mitsumasa. "Anno's
Counting Book". New York:
Thomas Y. Crowell,
(Harper/Collins Pub.) 1975.
(ISBN 0-690-01288-8)
Aylesworth, Jim. "One Crow
A Counting Rhyme". New
York: J.B. Lippincott, 1988.
(ISBN 0-397-32175-9)
Bang, Molly. "Ten, Nine,
Eight". New York:
Greenwillow Publishers
(ISBN 0-688-00906-9)
Blumenthal, Nancy. "Count-
a-Saurus". New York:
MacMillan Publishing
Company/Aladdin Books,
1992. (ISBN 0-689-71633-8)
Butler, M. Christina. "Too
Many Eggs". Boston, MA:
David R. Godine, Publisher
Inc., 1988. (ISBN 0-87923-
741-4)
Carter, David A. "How Many
Bugs in a Box?" New York:
Simon and Schuster, 1988.
(ISBN 0-671-64965-5)
Core Instructional/
supplemental materials:
Think Central
https://www-
k6.thinkcentral.com/ePC/logi
n.do
Ten Frames
Watch this video to further
build your knowledge about
ten frames.
Math Facts
Check out these games that
help students to learn their
math facts. If you are
interested to know what the
required math fluencies are
for each grade level from K-6,
according to the NJSLS and
PARCC, you can view
them here.
Math is Fun (K-12)
www.mathsisfun.com
This site offer mathematics in
an enjoyable and easy-to-
learn manner, and covers
content from Kindergarten
through 12th grade.
Integration of 21st Century Standards NJSLS 9:
9.2.4.A.1: Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional
goals.
9.2.4.A.3: Investigate both traditional and nontraditional careers and related information to personal likes and dislikes.
Accommodations and Modifications:
Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all
instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning. The use
of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered. Additional safety precautions will be made
along with additional staff so all student can fully participate in the standards associated with this Math curriculum.
ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA -
https://www.wida.us/standards/CAN_DOs/
This particular unit has limited language barriers due to the physical nature of the curriculum.
Students at risk of school failure: Formative and summative data will be used to monitor student success at first signs of failure student work will be reviewed
to determine support this may include parent consultation, basic skills review and differentiation strategies. With considerations to UDL, time may be a factor
in overcoming developmental considerations. More time and will be made available with a certified instructor to aid students in reaching the standards.
Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity of
the Math requirements. This will include allowing more opportunities to demonstrate creativity and the design of original choreography.
English Language Learners
● Speak and display
terminology and movement
● Teacher modeling
● Peer modeling
● Develop and post routines
● Label Math and classroom
materials
● Word walls
● Use visuals
● Provide peer tutoring
● Chants, songs, choral reading
● Work toward longer passages
as skills in English increase
● Introduce key vocabulary
before lesson
● Teacher reads aloud daily
● Preferential seating
● Small group instruction
● Use audio books
● Allow extra time to complete
assignments or tests
● Assign a picture or movement
to vocabulary words
● Small group instruction‐
guided reading and guided
Special Education
● Utilize modifications &
accommodations delineated
in the student’s IEP
● Work with paraprofessional
● Use multi-sensory teaching
approaches.
● Work with a partner
● Provide concrete examples
and relate all new concepts to
previously learned concepts
or to typical life skills at
home.
● Solidify and refine concepts
through repetition.
● Change work requirements to
reduce activity time
● Preferential seating
● Pre-teaching and re-teaching
skills and concepts
● Front load vocabulary
● Chants, songs, choral reading
● Introduce key vocabulary
before lesson
● Teacher reads aloud daily
● Use audio books
● Allow extra time to complete
At-Risk
● Using visual demonstrations,
illustrations, and models
● Allow extra time to complete
assignments or tests
● Peer modeling
● Teacher modeling
● Give directions/instructions
verbally and in simple written
format.
● Peer Support
● Increase one on one time
● Teachers may modify
instructions by modeling
what the student is expected
to do
● Instructions may be printed
out in large print and hung up
for the student to see during
the time of the lesson.
● Review behavior expectations
and adjust for personal space
or other behaviors as needed.
● Oral prompts can be given.
● Allow answers to be given
orally or dictated
Gifted and Talented
● Curriculum compacting
● Inquiry-based instruction
● Independent study
● Higher order thinking skills
● Adjusting the pace of lessons
● Interest based content
● Real world scenarios
● Student Driven Instruction
● Ask open-ended questions
● Use centers and group
students according to ability
and interest
● Create an enhanced set of
introductory activities
● Organize and offer flexible
small group learning
activities
● Use centers, contracts, or
stations
● Debrief students
writing
● Oral prompts can be given.
assignments or tests
● Use a scribe for non-writers
● Large print texts and or
Braille, or audio books
● Augmentative
communication system
● Assistive Technology
● Oral prompts can be given.
● Allow answers to be given
orally or dictated
Interdisciplinary Connections:
ELA - NJSLS/ELA:
RL.K.10. Actively engage in group reading activities with purpose and understanding.
RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.
RI.K.10. Actively engage in group reading activities with purpose and understanding.
SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and
larger groups.
NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas
and expressing their own clearly and persuasively.
NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
Science:
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
Integration of Technology Standards NJSLS 8:
8.1.2.A.1: Identify the basic features of a digital device and explain its purpose.
8.1.2.E.1: Use digital tools and online resources to explore a problem or issue.
8.1.2.B.1: Illustrate and communicate original ideas and stories using multiple digital tools and resources.
Career Ready Practices:
CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively and with reason.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP11. Use technology to enhance productivity.
Vocabulary: number names (zero, one, two, three…ten), digit, join, put together, add, adding, subtract, separate, taking apart, taking from, same
amount as, equal, less than, more than, total, compare, sort, category, color words (blue, green, red, etc.), descriptive words (small, big, rough,
smooth, bumpy, square, circles, triangles, rectangles, hexagon, cubes, cones, cylinder, sphere, flat, solid, side, corner, angle, edge, face, above,
below, beside, in front of , behind, next to, same, different, straight lines, curved (curvy) lines, color words: red, yellow, green, blue, purple,
orange, pink, brown, black, white