Strand

 

Numbers and Operations

 

Standard

 

 

Understand numbers, ways of representing numbers, relationships among numbers, and number systems

 

 

Understand meanings of operations and how they relate to one another, compute fluently and make reasonable estimates

 

 

Objectives

 

 

1.       Use one to one correspondence. 

2.       Count with understanding from 1-20 and recognize how many in sets of objects.

3.       Recognize numerals 0-20.

4.       Recognize that a whole object can be divided into parts.

5.       Identify a penny, nickel, dime and quarter. 

6.       Identify position using the ordinal numbers 1-5.

7.       Compare sets of objects up to 10 by using vocabulary terms including more than, less than, most or least.

8.       Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing and decomposing numbers up to 5.

 

 

1.       Add using numbers totaling 5. 

 

2.       Subtract by using numbers less than or equal to 5.

 

 

 

Sample Questions

 

 

    1.   How high can you count? 

    2.   Can you count another way? 

    3.   How many are there? 

    4.   Can we find out without counting them all?

    5.   How many do we need? 

    6.   Do we have enough? 

    7.   Who has the most?

    8.   Are there any extras? 

    9.   What happens when we take numbers apart or put them together? 

 10.   What do you know about this number? 

 11.   How many ways can you show this number (4=four, llll, IV, cuatro)?  

 12.   How did you think about that?  How did you figure it out? 

 13.   What did you do next? 

 14.   Why did you do that? 

 15.   Tell me more.

 16.   Who would like to share their thinking? 

 17.   Did someone solve it a different way?

 18.   Who else started the problem this way?

 19.   Who else used this strategy to solve the problem? 

 20.   What strategies do you see being used?

 

 

Resources

 

 

·       Assessing Math Concepts, Kathy Richardson

·       Developing Number Concepts, Kathy Richardson

·       Growing Mathematical Ideas in Kindergarten, 
Linda Schulman Dacey and Rebeka Eston

·       Investigations, TERC

·       Mathematics in the Early Years, NCTM, NAEYC

·       Navigation series, NCTM

·       Principals and Standards for School Mathematics, NCTM

 

 

Children’s Literature:

·       Counting Crocodiles, Judy Sierra

·       Five Little Monkeys Jumping on the Bed, Eileen Christelow

·       Hello Math Readers series, Scholastic

·       How Many Snails,  Paul Giganti

·       Math Start series, Stuart Murphy

·       Ten Black Dots, Donald Crews

·       Ten, Nine, Eight, Molly Bang

 

 

 

 

Kindergarten

 

 

Strand

 

Algebra

 

Standard

 

 

Understand patterns, relations, and functions

 

Represent and analyze mathematical situations and structures using algebraic symbols

 

Use mathematical models to represent and understand quantitative relationships

 

Analyze change in various contexts

 

Objectives

 

 

1.       Recognize, describe, and extend patterns. 

 

2.       Sort, classify, and order objects by size, number and other properties.

 

 

 

 

 

Sample Questions

 

 

    1.   What is the pattern? 

    2.   Can you find the unit of a repeated pattern? 

    3.   Does it matter where you start a pattern?

    4.   What comes next? How do you know? 

    5.   Can you group these objects?

    6.   Why did you group them that way? 

    7.   How did you categorize them?

    8.   How did you think about that?

    9.   How did you figure it out? 

 10.   What did you do next?

 11.   Why did you do that? 

 12.   Tell me more.

 13.   Who would like to share their thinking?

 14.   Did someone solve it a different way? 

 15.   Who else started the problem this way? 

 16.   Who else used this strategy to solve the problem? 

 17.   What strategies do you see being used?

 

 

Resources

 

 

·       Assessing Math Concepts, Kathy Richardson

·       Developing Number Concepts, Kathy Richardson

·       Growing Mathematical Ideas in Kindergarten, 
Linda Schulman Dacey and Rebeka Eston

·       Investigations, TERC

·       Mathematics in the Early Years, NCTM, NAEYC

·       Navigation series, NCTM

·       Principals and Standards for School Mathematics, NCTM

 

 

Children’s Literature:

·       Creative Teaching Press Math series

·       Hello Math Readers series, Scholastic

·       Math Start series, Stuart Murphy

·       Spots, Feathers, and Curly Tails, Nancy Tafuri

·       The Button Box, Margarette Reid

·       The Shoes, Elizabeth Winthrop

 

 

 

                             

 

 

Kindergarten

 

 

Strand

 

Geometry

 

Standard

 


Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships


Specify locations and describe spatial relationships using coordinate geometry and other representational systems


Apply transformations and use symmetry to analyze mathematical situations


Use visualization, spatial reasoning, and geometric modeling to solve problems


Objectives

 

 

1.       Identify, name, draw and compare two-dimensional shapes.

 

2.       Investigate and predict the results of putting together and taking apart two and three-dimensional shapes (pattern blocks, block building).

 

 

1.       Describe relative location of objects using positional terms. Examples: beside, inside, outside, above, below, between, on , over, under, near, far

 

 

1.       Create combinations of rectangles, squares, circles, and triangles using shapes or drawings. 

 

2.       Identify rectangles, squares, circles and triangles.

  • Recognizing like shapes in the environment.  Examples: clock = circle, door = rectangle

 

 

Sample Questions

 

    1.   How are these shapes alike?

    2.   How are they different?

    3.   Which ones fit together?

    4.   Which ones leave space?

    5.   What can we build with these? 

    6.   What other shapes can we make using these shapes?

    7.   What shapes can fill area? Will the shape be the same if you change its position (slide, rotate)? 

    8.   How can you make this shape fit (slide, rotate)?

    9.   How did you think about that?

 10.   How did you figure it out?

 11.   What did you do next?

 12.   Why did you do that?

 13.   Tell me more. 

 14.   Who would like to share their thinking? 

 15.   Did someone solve it a different way? 

 16.   Who else started the problem this way?

 17.   Who else used this strategy to solve the problem? 

 18.   What strategies do you see being used?

 

 

Resources

 

 

·       Assessing Math Concepts, Kathy Richardson

·       Developing Number Concepts, Kathy Richardson

·       Growing Mathematical Ideas in Kindergarten, 
Linda Schulman Dacey and Rebeka Eston

·       Investigations, TERC

·       Mathematics in the Early Years, NCTM, NAEYC

·       Navigation series, NCTM

·       Principals and Standards for School Mathematics, NCTM

 


Children’s Literature :

·       All Shape Titles, Tana Hoban

·       The Shape of Things, Dayle Ann Dodds

·       The Shape Game, Anthony Browne

·       Tangram Magician, Lisa Campbell

·       Hello Reader Math series, Scholastic

·       Math Start series, Stuart Murphy

·       Creative Teaching Press math series

 

 

                             

 

 

 

Kindergarten

 

 

 

Strand

 

Measurement

 

Standard

 


Understand measurable attributes of objects and the units, systems, and processes of measurement


Apply appropriate techniques, tools, and formulas to determine measurements

 

 

Objectives

 

 

1.       Use vocabulary associated with the measurement of time, including words related to clocks and calendars.

 

2.       Select an appropriate tool for the attribute being measured.

·   Example- Use a thermometer to measure

 

 

1.       Compare and order objects using appropriate vocabulary associated with length, height, volume and weight. 

 

2.       Measure the objects using a variety of nonstandard units.

 

 

 

Sample Questions

 

 

    1.   Which is bigger?  More?  Heavier? Longer?  Shorter? 

    2.   How can we find out? 

    3.   What tool would help you measure this? 

    4.   How did you think about that? 

    5.   How did you figure it out? 

    6.   What did you do next? 

    7.   Why did you do that? 

    8.   Tell me more. 

    9.   Who would like to share their thinking? 

 10.   Did someone solve it a different way? 

 11.   Who else started the problem this way? 

 12.   Who else used this strategy to solve the problem? 

 13.   What strategies do you see being used?

 

 

 

Resources

 

 

·       Assessing Math Concepts, Kathy Richardson

·       Developing Number Concepts, Kathy Richardson

·       Growing Mathematical Ideas in Kindergarten, 
Linda Schulman Dacey and Rebeka Eston

·       Investigations, TERC

·       Mathematics in the Early Years, NCTM, NAEYC

·       Navigation series, NCTM

·       Principals and Standards for School Mathematics, NCTM
 
Children’s Literature:

·       How Big Is A Foot?, Rolf Myller

·       Inch by Inch, Leo Lionni

·       Hello Reader Math series, Scholastic

·       Math Start series, Stuart Murphy

·       Creative Teaching Press Math series

 

 

                       Kindergarten

 

 

Strand

 

Data Analysis and Probability

 

Standard

 


Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

 


Select and use appropriate statistical methods to analyze data


Develop and evaluate inferences and predictions that are based on data


Understand and apply basic concepts of probability


Objectives

 

 

    1.   Organize information and complete data displays such as Venn diagrams, glyphs, graphs and charts using real objects, concrete representations, or pictorial representations. 

 

    2.   Generate simple questions for data collection.

 

 

    1.   Describe what the data shows.

 

    2.   Determine if events related to student’s experiences are likely or unlikely.

 

 

 

Sample Questions

 

 

    1.   What do you notice? 

    2.   Which has the greatest? 

    3.   Which has the least? 

    4.   Is anything equal?

    5.   How many more ___ than ____?

    6.   How did you think about that? 

    7.   How did you figure it out? 

    8.   What did you do next? 

    9.   Why did you do that? 

 10.   Tell me more. 

 11.   Who would like to share their thinking? 

 12.   Did someone solve it a different way? 

 13.   Who else started the problem this way? 

 14.   Who else used this strategy to solve the problem? 

 15.   What strategies do you see being used?

 16.   Do you see a pattern?

 

Resources

 

 

·       Assessing Math Concepts, Kathy Richardson

·       Developing Number Concepts, Kathy Richardson

·       Growing Mathematical Ideas in Kindergarten, 
Linda Schulman Dacey and Rebeka Eston

·       Investigations, TERC

·       Mathematics in the Early Years, NCTM, NAEYC

·       Navigation series, NCTM

·       Principals and Standards for School Mathematics, NTCM

 
 
Children’s Literature:

·       Billy’s Button, William Accorsi

·       Creative Teaching Press Math series

·       Hello Reader Math series, Scholastic

·       Math Start series, Stuart Murphy

·       No Fair, Carol Hollzman