the NJCCCS. By providing a positive approach, we will build confidence to attain

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1 MATH PHILOSOPHY In order to become life-long problem solvers with an understanding of the relevance to real life situations, our students need to have a solid foundation of math which will meet the NJCCCS. By providing a positive approach, we will build confidence to attain success for all learners at all levels. Educators will challenge students to use mathematical concepts in real life situations by offering a variety of problem solving strategies. Educators will use a spiraling curriculum to build on concepts that are developmental. Through the sequential and broad-based study of mathematical concepts, all students will reach a level of mathematics to prepare them for a rapidly changing technological society. Because of this rapid change, family involvement will be encouraged so parents too can build confidence in order to assist their children.

2 KINDERGARTEN CURRICULUM

3 Numeration Standard 4.1 Number and Numerical Operations Correct number sequences through rote counting and counting objects. Counting on from a number, backward, skip counting. Experiences with objects of various sizes, shapes, and arrangements. Read and write numbers; use the term digit. Using relation vocabulary appropriately. Goal 1: Understand the meanings, uses, and representations of numbers both on and off the calculator. Counting with an action (i.e. marching, clapping, etc.) Quantify small amounts without counting Counting forward (0-100+) and backward (20-0) Interrupted and skip counts One more, one less; before/after Read, write, and illustrate numbers and number words Write and use 2- and 3-digits numbers Estimate quantity Rational counting with objects Goal 2: Understand equivalent names for numbers. Read, write and identify numbers in word form Goal 3: Understand common numerical relations. Ordinal numbers Use comparative vocabulary Concept of zero 5

4 Operations and Computation Standard 4.1 Number and Numerical Operations Using operations and relations in solving concrete problems from everyday life; make up and act out number stories; explore the inverse operations of addition and subtraction as doing and undoing. The things we do with numbers. Goal 1: Compute accurately both on and off the calculator. Recognizing + and - signs Join sets (objects) Use + and with pictures, number models, and words Create and tell addition and subtraction stories Work with number families; equivalent numbers Counting-on: on the number line Find missing addends Goal 2: Make reasonable estimates. Make estimates on a number line Goal 3: Understand meanings of operations. Fractions: one-half Subtract single digit numbers Tell and act out fraction stories

5 Patterns, Functions, and Algebra Standard 4.3 Patterns and Algebra Sorting and categorizing collections; exploring functions through What s My Rule? games; counting by 1s, 2s, 5s, 10s, and so on. Goal: Understand patterns and functions; Use algebraic notation to represent and analyze situations and structures. Create patterns with a variety of objects (i.e. motions) Create sequential linear patterns Explore attribute blocks Sort and categorize objects by sizes and shapes (attribute) Reproduce patterns Count in patterns; verbalize patterns Create patterns using 1, 2, or 3 objects Sort and categorize patterns Copy pattern designs Introduce functions: find the rule Relations: input/output based on a defined rule Geometry Standard 4.2 Geometry and Measurement Tracing, drawing, constructing, and playing with simple shapes; analyze parts of shapes and relationships among sizes and shapes. Goal 1: Investigate characteristics and properties of two- and three-dimensional geometric shapes. Use geometric shapes to draw pictures Compare shapes Describe characteristics of shapes: square, rectangle, circle, triangle, rhombus Use pattern-blocks Define shapes by feel Change shapes with consistent perimeter Geoboard explorations Explore 3-dimensional shapes Make 2-dimensional shapes Goal 2: Apply transformations and symmetry in geometric situations. Explore symmetry in nature, with mirrors, with concept of one-half Construct symmetry cards, designs

6 Measurement and Reference Frames Standard 4.2 Geometry and Measurement Introduce length, weight, volume or capacity, and elapsed time through matching and comparison activities; using appropriate tools to measure and label various units with U.S. customary and metric systems; drawing, comparing, and recording results; introduce money as a tool to explore place value, fractions, equivalence, decimal system; explore place value, fractions, equivalence, decimal system; explore characteristics and values of bills and coins; use money incidentally; develop understanding of time; keep track of time on calendars, clocks, number lines; develop sense of and record sequential order and time. Goal 1: Understand the systems and processes of measurement; use appropriate techniques, tools, units, and formulas in making measurements. Compare dry and wet weights Use vocabulary of weight measurement: weight, the same as, heavy, heavier, lighter, less, more, equal to, equivalent Balance weighted objects Add and subtract from weighted objects Estimate measures Compare lengths Non-standard and standard units of measurement Value of money Recognize, compare and exchange money Estimate with money Equivalent fractional terms of money Goal 2: Use and understand reference frames. Tell time to the hour Explore concept of minutes Parts of a clock Calendar events Estimate time Elapsed time Order of events, time lines Relate digital time to analog time Compare timed events

7 Data and Chance Standard 4.4 Data, Analysis, Probability, and Discrete Mathematics) Collect, organize, and display data using concrete objects, tables, charts, and graphs. Make counts and comparisons of data. Goal 1: Select and create appropriate graphical representations of collected or given data. Bar graphs, line graphs and pictographs Use class data to construct, read, and interpret a graph Conduct a survey Goal 2: Analyze and interpret data. Interpret results Use a grid or graph Use coordinates Goal 3: Understand and apply basic concepts of probability. Discuss probability Venn diagram (discuss)

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