KINDERGARTEN
GOAL: The student understands and applies the concepts and procedures of mathematics.
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Essential Academic
Learning Requirements |
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Assessment Strategies |
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The
learner will: 1.1 Understanding apply concepts
and procedures from number sense BENCHMARKS
Number and Numeration Use objects, pictures, or
symbols to demonstrate understanding of whole and fractional numbers, and
place value in whole numbers. Identify, compare and order
whole numbers and simple fractions Demonstrate an understanding of
the properties of the whole number system. Computation
Show understanding of whole number operations (+, -, x, ¸) using blocks, sticks, beans, etc. Add, subtract, multiply, and divide whole numbers Use mental arithmetic, pencil and paper, or calculator as appropriate to the task involving whole numbers Estimation Identify situations involving whole numbers in which estimation is useful Use estimation to predict computation results and to determine the reasonableness of answers, for example, estimating a grocery bill |
To meet this standard the
learner will: 1.1 Adds, one by counting on, subtracts one by counting backwards, rote counts objects to 100, count backwards from 10 , writes number 0-10, demonstrates one to one correspondence, recognizes numbers to for 0-20 objects, develops 1:1 correspondence using concrete materials, identifies the sequence for counting numbers Establishes one-one correspondence in counting objects Identifies position of a number using ordinal numbers to 10th Determines the cardinal number of a set of objects less than 20 Compares numbers 0-20 using words such as before, after, between, same, more fewer, orders numbers 0-20, demonstrates different ways to separate concrete objects into 2-3 groups When given three groups of objects (1-20) , orders them from smallest to largest Organizes objects into groups of ten to show place value |
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GOAL: The student understands and applies the concepts and procedures of mathematics.
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Suggested
Instructional Strategies / Activities |
Resources &
Materials |
CountingNumber line wit number of days in school. What’s the number page? Tally marks Independent Practice with comprehension programming. Ordinal numbersMath game & reteach Page 185 Traffic Line-up (Modified with various manipulatives) Read & discuss books containing ordinal numbers. Number Sets100’s Chart 1 to 1Correspondence Math games page 145 Number Pictures with 10 black dots After Place ValuePage 450 Cube Stacks Mark 10’s on daily number line Counting Backwards SubtractionRead & Discuss literature that subtracts (Up to 10 and back Again) Page 521 Songs Addition Calendar Whole group modeling with magnets on board. How many beans in all? Page 478 |
Counting Critter Ordinal numbersBooks: The Fourth Little Pig By Teresa Celsi Henry the Fourth By ? Ten Flashing Fireflies By Philemon Sturges Manipulatives: Variety Books to go with songs |
GOAL: The student understands and applies the concepts and procedures of mathematics.
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Essential Academic
Learning Requirements |
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Assessment Strategies |
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The
learner will: 1.2 Understand and apply concepts and procedures from measurement BENCHMARKS
Attributes
and dimensions
Understand concepts of perimeter, area, and volume Use directly measurable attributes such as length, perimeter, areas, volume/capacity, angle, weight/mass, money, and temperature to describe and compare objects Approximation
and precision
Understand that measurement of approximate Estimate to predict and determine when measurement are reasonable, for example, estimating the length of the playground by pacing it off Systems
and tools
Understand the benefits of using standard units of measurement for measuring length, area, and volume Understand appropriate units of measure for time, money, length, area, volume, mass, and temperature Select and use appropriate tools for measuring time, money, length, area, volume, mass, and temperature |
To
meet this standard the learner will: 1.2 Compares objects to tell how they are alike or different (more or less, big or little), Uses concrete materials to identify longer, shorter, heavier, lighter; holds more, holds less, Compares length, Compares weight and capacity Uses comparative words (longer, shorter, heavier, lighter) in meaningful situations to compare objects relative to weight/mass, length, area, volume, time, and temperature Uses concrete objects (such as : hand, paper clips, cubes, etc.) to compare, measure, and estimate length and weight; Uses a balance scale Measures in meaningful situations in other disciplines with non standard units |
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