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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

https://www.youtube.com/watch?v=HkkYaj0m6cg&vl=en

https://www.youtube.com/watch?v=HkkYaj0m6cg&vl=en

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.


number of objects

arranged in a line,

array, circle, or

scattered

configuration.

(subitizing)


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

https://www2.curriculumassociates.com/products/ready-100-q-promoting-math-discourse.aspx


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.


of 3 and write the numeral

3.


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)



4.



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


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.


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.


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


Math In Focus

Chapter 2

(RL.K.10)



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.


• Number cubes

• Counters

• Big Book A

• Student Book

• Numeral cards

• Dot cards


• Paper

• Sticky notes

• Paper clips

• Crayons

• Pencils

Math In Focus

Chapter 2



a rhyme about a soccer

game focusing on the

number 9.

(RL.K.10/RI.K.10)



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)


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


• Paper

• Sticky notes

• Paper clips

• Crayons

• Pencils

• Game Board


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


• Counters

• Big Book A

• Student Book


• 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


• Counters

• Big Book A

• Student Book


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:


• Counters

• Big Book A

• Student Book


• 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:


• Counters

• Big Book A

• Student Book


• 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)


and show the meaning of

the same and more and will

answer the question; ‘How

• Teacher Numeral

cards




Script

Math In Focus

Chapter 4

Materials:


• Counters

• Big Book A

• Student Book


• 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




Script

Math In Focus

Chapter 5

Materials:


• 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


• 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:


• Counters

• Big Book A

• Student Book


• Colored pencils

• Paper

• Balls

• Boxes




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



Math In Focus

Chapter 5

Materials:


• Counters

• Big Book A

• Student Book


• 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




milk cartons and

books

• Stapler

• Toys

• Paper clips



YouTube: When I Grow

Up…? 10 Cool Jobs For Kids

https://youtu.be/MQXQb6lO

OMk

https://youtu.be/MQXQb6lOOMk

https://youtu.be/MQXQb6lOOMk

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.

http://www-k6.thinkcentral.com/ePC/start.do

https://www-k6.thinkcentral.com/ePC/login.do



https://www.youtube.com/watch?v=p6RaMGDPfJg&NR=1

https://www.youtube.com/watch?v=zQxS5Z3UHKk#action=share

http://www.wyckoffps.org/cms/lib7/NJ01000588/Centricity/Domain/20/TeachingMathFacts.pdf

http://www.wyckoffps.org/cms/lib7/NJ01000588/Centricity/Domain/20/MathFactsgames.pdf

https://www.madisonpublicschools.org/cms/lib/NJ01000205/Centricity/Domain/9/Math_Fluency_Expectations_K-6.pdf

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

https://www.mathsisfun.com/

https://www.wida.us/standards/CAN_DOs/

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


At-Risk

● Using visual demonstrations,

illustrations, and models



● 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



● Use a scribe for non-writers

● Large print texts and or

Braille, or audio books

● Augmentative

communication system

● Assistive Technology


● 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

http://www.state.nj.us/education/cccs/def/8/TECH_MediaRich.html

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