CONTENT STANDARDS
Math
Early Learning
Number
Measurement
Geometry
Algebra
Data Analysis
Number
| Students demonstrate number sense, including
an understanding of number systems and operations and how they relate
to
one another. Students compute fluently and make estimates using paper
and
pencil, technology-supported and mental methods. Number and Number Systems 1. Count to 10 in the context of daily activities and play. 2. Touch objects and say the number names when counting in the Context of daily activities and play. 3. Demonstrate one-to-one correspondence when counting objects. 4. Determine “how many” in sets of 5 or fewer objects. 5. Construct two sets of objects each containing the same number of objects. 6. Compare sets of equal, more, and fewer and use the language of comparison (i.e., equal, more and fewer). 7. Group and regroup a given set in the context of daily activities and play (e.g., 5 blocks can be 2 blue and 3 green or 1 blue and 4 green). 8. Represent quantity using invented forms (e.g., child’s marks to represent a quantity of objects). 9. Write numerical representations (e.g., scribbles, reversals) or numerals in meaningful context (e.g., play situations). 10. Identify and name numerals 0-9. 11. Compare and order whole numbers up to 5. 12. Identify some coins (e.g., penny, dime, quarter). 13. Recognize that coins have different values. Meaning of Operations 14. Construct sets with more or fewer objects than a given set. 15. Count on (forward) using objects such as cards, number cubes or dominoes that have familiar dot patterns. 16. Join two sets of objects to make one large set in the context of daily routines an play (e.g., combining 2 bags of raisins, each containing 3 pieces; combining 2 groups of blocks, each containing 3 blocks). 17. Distribute equally a set of objects into 2 or more smaller sets. |
| Students estimate and measure to a required
degree of accuracy and precision by selecting and using appropriate
units, tools and technologies. Students estimate and measure to a
required degree of
accuracy and precision by selecting and using appropriate units, tools
and
technologies. Measurement Units 1. Begin to identify and use the language of units of time. For Example: a. Day, night, week; b. Yesterday, today, tomorrow Use Measurement Techniques and Tools 2. Recognize that various devices measure time (e.g., clock, timer, calendar). 3. Sequence or order events in the context of daily activities and play (e.g., wash your hands before and after snacks, who’s next for the computer). 4. Begin to use terms to compare the attributes of objects (e.g., bigger, smaller, lighter, heavier, taller, shorter, more and less). 5. Order a set of objects according to size, weight or length. 6. Measure length and volume (capacity) using non-standard units of measure (e.g., how many paper clips long is a pencil, how many small containers it takes to fill one big container using sand, rice or beans). |
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Geometry
| Students identify, classify, compare and
analyze characteristics, properties and relationships of one-, two- and
three-dimensional geometric figures and objects. Students use spatial
reasoning, properties of geometric objects, and transformations to
analyze mathematical situations and solve problems. Characteristics And Properties 1. Match identical two-and three-dimensional objects found in the environment in play situations (e.g., 2 squares of same size, 2 stop signs). 2. Sort and classify similar two-and three-dimensional objects in the environment and play situations (e.g., paper shapes, 2 balls of different size). 3. Identify, name, create and describe common two-dimensional shapes in the environment and play situations (e.g., circles, triangles, rectangles and squares). 4. Identify, name and describe three-dimensional objects using the child’s own vocabulary (e.g., sphere-“ball”, cube-“box”, cylinder -“can” or “tube”, and cone-“ice cream cone”). Spatial Relationships 5. Demonstrate and begin to use the language of the relative position of objects in the environment and play situations (e.g., up, down, over, under, top, bottom, inside, outside, in front, behind, between, next to, right side up and upside down). |
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Algebra
| Students use patterns, relations and
functions to model, represent and analyze problem situations that
involve variable
quantities. Students analyze, model and solve problems using various
representations
such as tables, graphs and equations. Use Patterns, Relations and Functions 1. Sort, order and classify objects by one attribute (e.g., size, color, shape, use). 2. Identify, copy, extend and create simple patterns or sequences of sound, shapes and motions in the context of daily activities and play. 3. Use play, physical materials or drawings to model a simple problem (e.g., There are 6 cookies to be shared by 3 children. How many cookies can each child receive?). Use Algebraic Representations 4. Model a problem situation using physical materials. |
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Data Analysis
| Students pose questions and collect,
organize, represent, interpret and analyze data to answer those
questions. Students develop and evaluate inferences, predictions and
arguments that are based on data. Data Collection 1. Gather, sort and compare objects by similarities and differences in the context of daily activities and play. 2. Place information or objects in a floor or table graph according to one attribute (e.g., size, color, shape or quantity). Statistical Methods 3. Select the category or categories that have the most or fewest objects in a floor or table graph. |
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