PRESCHOOL Mathematics Expectation 1

Size: px
Start display at page:

Transcription

1 PRESCHOOL Mathematics Expectation 1 Children demonstrate an understanding of number and numerical operations. K-12 Standard 4.1 Strand A: Number Sense Strand B: Numerical Operations By the end of Preschool at developmentally appropriate levels of increasing Preschool K Demonstrate understanding of one-to-one correspondence 2. Spontaneously count for own purposes and learn the counting numbers. 3. Discriminate numbers from other symbols in the environment, and recognizes and names some numerals. Match two sets of items - that go together and have the same number - that are put together as a pair by the child for his/her own reasons Say one word for each item in a set. Demonstrate a beginning sense of equivalency in problem solving situations: the same. Compares groups recognizing more, less Recites counting words in fixed order up to 10; attempts to rote count in order to 30+ Correctly assigns a number to each item while counting five or fewer items. Counts each item in a set up to ten and indicates that the last number is the sum, answering the question, How many? Identifies numerals in the environment and distinguishes them from letters. Begins to read and write numbers for own purposes. Reads and matches numerals to quantities through 5 or so. Reads and writes numerals and connects to quantity through 10 or so. Center Activities: Cups and saucers, dolls and bottles in Dramatic Play; cars in garages in Blocks; acorn tops and bottoms in Discovery, setting tables Teacher-directed labeling and counting activities CCDC: Logical Thinking Objective 33 GWM: Assessment Tasks in Topics 1, 2, 6, 8, 9 Center Activities: Cups of water into a large container, different colors for painting, snakes made of clay, blocks in a tower, children in a band. Teacher-directed labeling and counting activities CCDC: Logical Thinking Objective 34 GWM: Assessment Tasks in Topics 6, 8, 9,12 Center Activities: Cash register, numeral/set puzzles, counting books Teacher-directed model writing activities CCDC: Logical Thinking Objective 34 GWM: Assessment Tasks in Topic 6, 8, 9, 12, 1

2 PRESCHOOL Mathematics Expectation 1 Children demonstrate an understanding of number and numerical operations. K-12 Standard 4.1 Strand A: Number Sense Strand B: Numerical Operations By the end of Preschool at developmentally appropriate levels of increasing 4. Compares numbers in different contexts and estimates an approximate amount. Begins to compare amounts of items in different contexts using more, less, and the same. Begins to compare groups of items and assigns number to describe different amounts. Center Activities: Cutting and gluing in Art, bucket balance scale in Discovery Teacher-directed comparison and estimating activities GWM: Assessment Tasks in Topics 6, 8, 9, 10, 12. CCDC: Logical Thinking Objective Adds groups of concrete objects to another group and counts the total, or removes groups of concrete objects from a group and counts the remainder. Understand there are more when two sets are combined, or less when some are removed. Adds one item to or removes one item from a group of less than 5 to obtain the desired number. Adds one item to or removes one item from a group of 5 or more to obtain the desired number. Center Activities: sharing blocks, making snack mixtures, distributing craft items, sorting counters, Teacher-Directed Activities: putting together and taking apart activities, paired with counting GWM: Assessment Tasks in Topics CCDC: Logical Thinking Objective 34 RESOURCES Department of Early Childhood Preschool Curriculum Guide and Teacher Handbook CC: Creative Curriculum for Preschool, 4 th Edition: Chapter 3 - Number Concepts, PP , 140; Chapter 6 - Blocks, pp ; Chapter 8 Toys & Games, pp ; Chapter 12 Sand and Water, pp ; Chapter 14 Cooking, pp Section in all Interest Area Chapters: What Children Learn in the Area: Mathematics, How Promotes Development: Cognitive Development, and Connecting with Curriculum Objectives: Cognitive Development. CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile GWM: Growing with Mathematics, PreK: Topics 1, 2, 5, 6, 8, 9, 10, and 12; Concept Book: Grandma s Special Toy Box, Literature Big Book: The Puppets Party; Discussion Book: pp. 20, 21, 44, 45. Pre-K Assessment Book. 2

3 PRESCHOOL Mathematics Expectation 2 Child demonstrates emerging knowledge of spatial concepts, measurement and geometry. K-12 Standard 4.2 Strand A: Geometric Properties Strand C: Coordinate Geometry Strand B: Transforming Shapes Strand D: Units of Measurement By the end of Preschool at developmentally appropriate levels of increasing 1. Identifies basic shapes in the environment Identifies familiar shapes that are natural parts of the environment - the clock on the wall or a penny as a circle; - the blocks placed on the rug make a rectangle; - the ball on the playground is a sphere; - the napkin as a square. Center Activities: Picture Puzzles, Pattern Blocks. Shape People Teacher Directed Shape Activities: Play-Dough Shapes, Feely Box. GWM: Topic 11 Task 1 2. Understand and uses measurement words and some standard and non-standard measurement tools 3. Uses positional and directional words in a functional way Names circle, square, triangle, cube, and sphere Uses common base tool (such as inch cube, unit block, hands, feet, cups, string) to measure quantity, length, height, weight of objects: - child find out how many unit blocks would line up on the edge of the rug. - uses measurement vocabulary such as long, short; high, low; heavy, light; big, bigger; small, medium, large Makes direct comparisons of materials in the environment in terms of size, length, weight, volume, height or area. Uses vocabulary accurately to describe direction, distance, position, and order: over outside behind off around under front in front of on through inside back bottom up down top - applies ideas about relative position, I saw the squirrel run over the shed, then up the tree. CCDC: Logical Thinking Objective 27 ELAS-M (projected start , under NJDOE development Center Activities: Full and Empty, Balance the Scales, Bottles: Heavy or Light. Teacher Directed Light and Heavy Activities, More or Less Activities. CCDC: Logical Thinking Objective 28 GWM: Topic 2 Task 1, Task 2, Task 3. Topic 10 Task 1, Task 2, Task 3 ELAS-M (projected start , under NJDOE development Center Activities: Beanbag Throw, Bird Puppet, Center Clean-up Teacher Directed Positional Activities: Obstacle Course, Positional Games: Where s the Bear? GWM: Topic 3 Task 1 CCDC: Logical Thinking Objective 32 ELAS-M (projected start , under NJDOE development 3

4 PRESCHOOL Mathematics Expectation 2 Child demonstrates emerging knowledge of spatial concepts, measurement and geometry. K-12 Standard 4.2 Strand A: Geometric Properties Strand C: Coordinate Geometry Strand B: Transforming Shapes Strand D: Units of Measurement By the end of Preschool at developmentally appropriate levels of increasing 4. Makes three-dimensional constructions and models Students will explore spatial relationships while: - constructing sculptures of height, depth, width Center Activities: Shape Sort Activities, Mystery Shapes, Shape Creatures, Sand Table: Wet Sand Shapes Teacher Directed Play Dough Shapes 5. Makes connections between two dimensional and three dimensional forms - using blocks in such a way that they enclose a space or bridge a structure. Uses either two or three-dimensional shape names such as cube/square, triangle/pyramid. Matches three-dimensional shapes; twodimensional shapes; three-dimensional shapes to two-dimensional shapes Sees top of can and identifies it as a circle Decides which piece will fit into a puzzle space RESOURCES Department of Early Childhood Preschool Curriculum Guide and Teacher Handbook CCDC: Logical Thinking Objective 27, Representation and Symbolic Thinking Objective 37 GWM: Topic 3 Task 3 Center Activities: Library-Shape Books, Block Building with 2-D and 3-D shapes. Teacher Directed Shape Walk CCDC: Representation and Symbolic Thinking Objective 37 CC: The Creative Curriculum for Preschool: Chapter 3: Geometry and Spatial Sense, pp , 141. Chapter 6 Blocks, pp Chapter 8: Toys and Games, pp Chapter 9: Art, pp Chapter 11: Discovery, pp Chapter 12: Sand and Water, pp CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile GWM: Growing with Mathematics Discussion Book pp ; Math Big Book: Wayne s New Shape; Topic Booklet: Circle Time Song p. 3-15; Storybook Time p. 3-16, Picture Chat p. 3-18, Shape Sort p. 3-21, Copy Me p. 3-21, Introducing Balance Scales p , More or Less Sand p

5 PRESCHOOL Mathematics Expectation 3 Children understand patterns, relationships and classification. K-12 Standard 4.3 Strand A: Patterns Strand B: Functions and Relationships Strand C: Modeling 1. Sort objects into groups and by classifying them into subgroups by one or more attributes 2. Describes an object by characteristic it does or does not possess 3. Seriate a set of four objects according to various properties including size, length, heaviness, texture or loudness Categorizes objects into broad groups; food, clothes, animals Sorts a group of objects by one attribute, then by another(color, shape, size, function, use) - in the block area, stacks blocks according to shape prior to placing on the shelf - sorts objects into groups/subgroups and can state reason Identify object given tactile, visual or verbal clues. Notices similarities and differences. - This button doesn t have holes. Uses comparative words related to number, size, shape, texture, weight, color, speed, volume. - This bucket is heavier than that one. - Now the music is going faster. Notices when one object in a series is out of place. - removes the one measuring spoon that is out of place and tries to put it in the right place; Figures out a logical order for a group of objects. - arranges a group of rocks from smallest to largest, and largest to smallest Center Activities: Balloon Match GWM 1-13; Button Sort GWM 4-13; Feely Box Teacher Directed Matching and Sorting Activities: Ribbon Sort GWM 4-12; Sorting Patterns GWM 7-20; CCDC: Logical Thinking Objective 27 GWM: Topic 4 Task 1, Task 2 Center Activities: Matching and Sorting Activities: Card & Super Sort GWM 4-21 Teacher Directed Matching and Sorting Activities Helping Wilbur GWM 4-20; Sorting Patterns & Finding Patterns GWM 7-20 GWM: Topic 4 Task 3 CCDC: Logical Thinking Objective 28 Center Activities: Seriate: Lids in Lids GWM 5-13; Arrange the Ribbons GWM 5-13 Teacher Directed: Taller? Tallest? Shorter? Shortest? GWM 5-12; Over & Under GWM 7-12 CCDC: Logical Thinking Objective 29 GWM: Topic 5 Task 1, Task 2, Task 3. 5

6 PRESCHOOL Mathematics Expectation 3 Children understand patterns, relationships and classification. K-12 Standard 4.3 Strand A: Patterns Strand B: Functions and Relationships Strand C: Modeling 4. Identify patterns in the environment. Notices and imitates patterns - repeats a teacher s simple clapping pattern - Look at the rug. It has a circle, then a number, then a letter Center Activities: Wilbur s Fashions GWM 7-21; Natural Patterns GWM Teacher Directed: Finding Patterns GWM 7-20; Hidden Magnets GWM CCDC: Logical Thinking Objective 30 GWM: Topic 11 Task 2 5. Represent patterns in a variety of ways. Extends given patterns or creates simple patterns of own design: - on computer, says, Square, circle, square, circle after copying the pattern on a pattern card; Creates complex patterns of own design or by copying: - stringing beads: red/green/blue/red/green/blue Demonstrates understanding that patterns can continue indefinitely RESOURCES Department of Early Childhood Preschool Curriculum Guide and Teacher Handbook Center Activities: Penguin Parade GWM 7-21; Sand table Patterns in Sand GWM 7-22 Copy the Pattern GWM Teacher Directed: Pretty Patterns GWM 11-20; CCDC: Logical Thinking Objective 30 GWM: Topic 11 Task 3 CC: The Creative Curriculum for Preschool: Chapter 3: Patterns and Relationships, p. 136, 140. Chapter 6: Blocks, pp Chapter 8: Toys and Games, pp Chapter 11: Discovery, pp Chapter 16: Outdoors, pp CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile GWM: Growing with Mathematics Discussion Book pp.40, 41; Math Big Book The Dancing Dragons, Pretty Patterns, Topic Booklet: People and Shoe Patterns p. 7-11, Circle Time Song p. 7-15, Design Match p. 7-17, Bow Tie Patterns p. 7-19, Sorting Patterns p. 7-20, Penguin Parade p. 7-21, Picture Chat p , Storybook Time p , Hoop Patterns p , Rolling a Pattern p

7 PRESCHOOL Mathematics Expectation 4 Children develop knowledge of sequence of events and temporal awareness. K-12 Standard 4.4 Strand A: Data Analysis Strand C: Discrete Mathematics-Systematic Listing and Counting Strand D: Discrete Mathematics-Vertex-Edge Graphs and Algorithms 1. Start and stop on a signal Freezes in position when the music stops Moves to a designated place on a signal Center Activities, Music Activities Teacher Directed Large Motor Activities GWM: Moving to Music GWM 5-5 CCDC: Logical Thinking Objective Describe the sequence of the daily routine and demonstrates understanding of basic temporal relations 3. Arranges pictures of events in temporal order and explains which came first, second, and third (ordinal numbers) Student uses words to describe passage of time, such as morning, shorter time, longer time. Uses past and future tenses appropriately. - We will go outside after snack time. Associates events with time-related concepts. - Tomorrow is Saturday so there is no school. Student describes series of events or directions: - Child puts on smock, fills paint cup, paints pictures, hangs picture to dry - arranges 3 photos in correct order, a photo of the child eating breakfast, a photo of the child walking in the school, a photo of the child in the classroom. Child states, which came first, second, third. Center Activities: Day and night Picture Collages GWM 5-20; Growth Cycles GWM Teacher Directed Sequence Cards GWM GWM: Picture Sequence GWM 5-20; Identifying the sequence of a day s events GWM CCDC: Logical Thinking Objective 31 Center Activities: Trucks in Order GWM 12-21, Order and Check GWM Teacher Directed: Ordering Numbers GWM 12-20; Money Order GWM GWM: Topic 12 Task 1 CCDC: Logical Thinking Objective 31 7

8 PRESCHOOL Mathematics Expectation 4 Children develop knowledge of sequence of events and temporal awareness. K-12 Standard 4.4 Strand A: Data Analysis Strand C: Discrete Mathematics-Systematic Listing and Counting Strand D: Discrete Mathematics-Vertex-Edge Graphs and Algorithms RESOURCES Department of Early Childhood Preschool Curriculum Guide and Teacher Handbook CC: The Creative Curriculum for Preschool: Chapter 2: Daily Events, pp , Using a Calendar, p. 85, The Daily Schedule, pp.92-97; Chapter 3: Measurement, pp , 141, People and the Past, p. 149, 151. CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile GWM: Growing with Mathematics Discussion Book pp , Topic Booklet: Circle Time Song p. 5-15, Picture Chat p. 5-17, How Things Grow p. 5-19, Picture Sequence p. 5-20, Before and After p

10 PRESCHOOL Mathematics Expectation 5 Children use mathematical knowledge to represent, communicate and solve problems in their environment. K-12 Standard 4.5 Strand A: Problem Solving Strand C: Connections Strand E: Representations Strand B: Communication Strand D: Reasoning Strand F: Technology 3. Describes how he/she solved mathematical problems in his/her own way. Children make connections between mathematics and other content areas and reallife situations: - My name is longer than Sam s because it has more letters, - We go on the same bus, Number 14. Center Activities: Art Center: Natural Patterns GWM 11-22; Number Collage GWM Teacher Directed: Let s Eat! GWM CCDC: Logical Thinking Objective 28 and 34 Learning and Problem Solving Objectives 23 and 26 GWM: Topic 11 Task 3 RESOURCES Department of Early Childhood Preschool Curriculum Guide and Teacher Handbook CC: The Creative Curriculum for Preschool: Chapter 3: Mathematics, pp , Process Skills, pp ; Chapter 6: Blocks, pp ; Chapter 8: Toys and Games, pp ; Chapter 11: Discovery, pp ; Chapter 12: Sand and Water, pp ; Chapter 13: Music and Movement, pp CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile GWM: Growing with Mathematics Discussion Book pp , Math Big Book: Buster the Balloon, Topic Booklet: Storybook Time p. 5-8, Bigger or Smaller? P. 5-9, Taller or Shorter? P. 5-12, Heavy and Heavier p. 8-10, Light and Lighter p. 9-10, Size and Weight p. 10, Balance the Scales p , Bottles, Bottles p , Circle Time Song p , Pour Some More p

Preschool Development Assessment

Preschool Development Assessment Child s Name: DOB: Completed by: Date began: This document may be copied for classroom use only. Not to be sold or used on any other website. Property of www.re-teach.com.

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

Theme: Water animals Day 1

Theme: Water animals Day 1 First ring Concept: Fish Ages: 3 6 y Language discussion and Beginning knowledge Participates in discussions and asks questions Listens and responds to simple questions Talks

CLASSROOM QUALTIY CHECKLIST. (Highlights of ECERS-R, PCMI, SELA)

CLASSROOM QUALTIY CHECKLIST (Highlights of ECERS-R, PCMI, SELA) SPACE AND FURNISHINGS: Room arranged (1) to allow for several children to move and play freely in main centers (i.e. dramatic play and block

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards

Pocantico Hills School District Grade 1 Math Curriculum Draft

Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next

A Correlation of to the Washington Grade Level Content Expectations EALR s Grades K-5 M/M-112 INTRODUCTION This document demonstrates how well Investigations in Number, Data, and Space integrates with

Let s Measure Pre-Kindergarten

Ohio Standards Connection Measurement Standard Benchmark D Apply measurement techniques to measure length, weight and volume (capacity). Indicator 6 Measure length and volume (capacity) using non-standard

9. Participates in physical fitness activities IV. Movement and Music L. Moving in various ways

Alignment of the Florida Early Learning and Developmental Standards for Four-year-olds With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the

STRAND: Number and Operations Algebra Geometry Measurement Data Analysis and Probability STANDARD:

how August/September Demonstrate an understanding of the place-value structure of the base-ten number system by; (a) counting with understanding and recognizing how many in sets of objects up to 50, (b)

hands-on Science & Art PRE-SCHOOL

Ages 4-6 years NOW ENROLLING for March 1 st, 2015 session hands-on Science & Art PRE-SCHOOL Enrichment Program 1(844) 265-9880 www.steamworksstudio.com STEAM Works Studio aims to deliver a balanced, STEAM

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate

Term 2 Exploring Patterns. Suggested Percentage of Time: 15%

Term 2 Exploring Patterns Suggested Percentage of Time: 15% MA75 MA76 Unit Overview Focus and Context In Kindergarten, students are formally introduced to repeating patterns of two to three elements. Students

Practicing Science Process Skills at Home

Practicing Science Process Skills at Home A Handbook for Parents By Debbye Vitti and Angie Torres May 2006 Handbook Objectives After reading this handbook, you will be able to: 1. Name the major science

CHILD S NAME INSERT CHILD S PHOTO HERE

RECORD OF F DEVELOPMENT T A AND N PROGRESS AT KINDERGARTEN RT LEVEL CHILD S NAME INSERT CHILD S PHOTO HERE GUIDELINES for Kindergarten Assistants: Every Kindergarten Assistant (KGA) must know if each child

Learning Center System. Preschool Resource Guide. Muriel Wong

Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers

Sing, Spell, Read & Write Correlated to Head Start DOMAIN: LANGUAGE DEVELOPMENT Element: Listening & Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

Previous Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides

Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme

Preschool Science Curriculum Map

Month & Ideas AUG. Help each child explore the room Unit Family KY EC Standards & Benchmarks Science Standard 1: Demonstrates scientific ways of thinking and working (with wonder and curiosity) Benchmark

A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley

Kindergarten Math Content 1

Kindergarten Math Content 1 Number and Operations: Whole Numbers Counting and the Number System A main focus in Kindergarten is counting, which is the basis for understanding the number system and for

Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals

Goals for Preschool aged Children: (Compiled from several State Guidelines) Compilation by Narcissa Summerfield Language Community Goals Interact appropriately in groups (taking turns talking or playing

The child becomes involved in physical, intellectual, creative, social emotional, and open-ended play. Ask open-ended questions:

Block Center The child becomes involved in physical, intellectual, creative, social emotional, and open-ended play.. Develop concepts on shape, size, balance, contrast, one-to-one correspondence, counting,

Florida Early Learning and Developmental Standards for Four Year Olds (2011)

Florida Early Learning and Developmental Standards for Four-Year-Olds (2011) I. Physical Health A. Health and Wellness 1. Shows characteristics of good health to facilitate learning 2. Shows visual abilities

OVERVIEW. Provide curriculum that builds upon what children already know and are able to do to enable them to connect new concepts and skills.

OVERVIEW Early childhood programs should be appropriate for the age, developmental level, and special needs of each child. The environment should be modified and adapted to promote the participation, engagement,

1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH

1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,

Kindergarten Math Curriculum Course Description and Philosophy Text Reference:

Kindergarten Math Curriculum Course Description and Philosophy How do numbers and math affect our daily lives? What types of problems can be solved by understanding numbers and math concepts? Through inquiry,

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area

Aligning Curriculum with the Pre-Kindergarten Standards PA Pre-K Counts and Keystone STARS require that every program utilize a curriculum that is aligned with Pennsylvania s Learning Standards for Early

English Language Arts Materials Collections 2015-16 Instructionally Embedded Assessment Window

English Language Arts Materials Collections 2015-16 Instructionally Embedded Assessment Window DLM testlets sometimes call for the use of specific materials or manipulatives. Materials are identified in

Program of Studies. Preschool 2015-16

Program of Studies Preschool 2015-16 PRESCHOOL BCD s preschool program provides a nurturing and stimulating educational environment for young children. Self-confidence and the ability to work with others

Problem of the Month: Cutting a Cube

Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

A Child s Developmental Milestones

A Child s Developmental Listens attentively to sounds and voices (by 1 month) Makes some sounds other than crying (by 2 Cries deliberately for assistance (by 1 month) Begins cooing one syllable (by 3 Coordinates

Creative activities Concept: Elephants Ages: 3 6 y Main activity: Collage an elephant using torn egg boxes

Theme: Wild animals Day 1 First ring Concept: Elephants Ages: 3 6 y Participates in discussions and asks questions Listens and responds to simple questions Sings simple songs and does action rhymes Talks

DOMAIN Ill: Cognitive Development

Purpose: To develop new skills, knowledge and the ability to acquire and process new information through play and interaction with others and the environment. The cognitive development domain includes

Securing level 1 in mathematics

Securing level 1 in mathematics Review and assess Learning and teaching Teach Apply Practise First published in 2010 Ref: 00041-2010BKT-EN Disclaimer The Department for Children, Schools and Families wishes

Year R Maths Objectives

Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from -0, place them in order and say which number is

MISSOURI S Early Learning Standards

Alignment of MISSOURI S Early Learning Standards with Assessment, Evaluation, and Programming System for Infants and Children (AEPS ) A product of 1-800-638-3775 www.aepsinteractive.com Represents feelings

Female Child s date of birth: Last name: State/ Province: Home telephone number:

60 Ages & Stages Questionnaires 57 months 0 days through 66 months 0 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

Pushes and Pulls. TCAPS Created June 2010 by J. McCain

Pushes and Pulls K i n d e r g a r t e n S c i e n c e TCAPS Created June 2010 by J. McCain Table of Contents Science GLCEs incorporated in this Unit............... 2-3 Materials List.......................................

Ages: 3 6 y. Ages: 3 6 y

Theme: Birds Day 1 First ring Concept: Structure of a bird Participates in discussions and asks questions Talks about pictures in posters, theme charts, books etc Sings simple songs and does action rhymes

Unit 1: Exploring Numbers (1) I Can Statements. I can start at any number and count up to 10, using pictures to help me.

Unit 1: Exploring Numbers (1) I can tell the number that comes after a number from 0 to 9. I can tell the number that comes before a number 1 to 10. I can start at any number and count up to 10, using

Ideas for Using Books to Support Social Emotional Development. I Can Share By Karen Katz

Book Nook Ideas for Using Books to Support Social Emotional Development I Can Share By Karen Katz I Can Share is a Lift-the-Flap book geared for toddlers and young preschoolers which can be used to help

Early Childhood Foundations to the Indiana Academic Standards

Alignment of the Early Childhood Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5 with the Preschool Child Observation Record (COR), 2 nd edition The Preschool Child

Numbers Plus Preschool Mathematics Curriculum: Teacher s Manual

Number and operations involves understanding whole numbers and realizing that numbers represent quantity. It includes learning number words and symbols, counting, comparing and ordering quantities, composing

Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using

1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?

Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.

1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.

1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: --counting, reading, and writing whole numbers

Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science

Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science The Child Care Career Program This is a three year program designed to give students interested in a career

Assessment Management

Facts Using Doubles Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

MATHEMATICS GRADE 2 Extension Projects WITH INVESTIGATIONS 2009 These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students

Ages and Stages 48-60 Months

The Busy World of Your Preschooler: An Overview of Your Preschooler s Development Your preschooler is a pretty capable person by now. Four year olds are more even-tempered and cooperative with parents

Jump Around: Motor Development for Babies and Toddlers

Jump Around: Motor Development for Babies and Toddlers Danielle King: Branch Manager Lauren Mathur: Branch Librarian Debra Winslow: Youth Program Specialist Overview The Orange County Library System created

Middle Value (Median) of a Set of Data

Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of

Last name: State/ Province: Home telephone number:

60 Ages & Stages Questionnaires 57 months 0 days through 66 months 0 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this

Title. Student Target. Materials. Warm-Up. Kindergarten Three-dimensional shapes

Title Kindergarten Three-dimensional shapes Student Target Timeline: Kindergarten Big Idea 2: Describe shapes and space Body of Knowledge: Geometry Math Benchmarks: MA.K.G.2.3: Identify, name, describe,

Prentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)

PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and

Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.

First ring Concept: Snails Ages: 3 6 y Language discussion and Beginning knowledge Subjects, study areas, skills, content and integration

Theme: Garden visitors First ring Concept: Snails Ages: 3 6 y Participates in discussions and asks Listens and responds to simple Sings simple songs and does action rhymes Talks about pictures in posters,

The Learning Environment

2 The Learning Environment The second component of the Creative Curriculum framework is the learning environment the use and organization of the space in your classroom, the daily schedule and routines,

Life Skills: Beginning knowledge Topic: Pets Context: Caring for your dog Feeding Grooming Kinds Description

Theme: Pets Day 1 First ring Concept: Dogs Ages: 3 6 y Participates in discussions and asks questions Listens and responds to simple questions Talks about pictures in posters, theme charts, books Subject:

Teaching in a preschool or kindergarten classroom is. The Teacher s Role

02-Nielsen-4953.qxd 5/18/2006 11:52 AM Page 14 2 The Teacher s Role 14 Teaching in a preschool or kindergarten classroom is challenging. It is physically demanding because there is rarely a moment to sit

First Grade Unit A: PHYSICAL SCIENCE Chapter 1: Observing Solids, Liquids and Gases Lessons 1 to 5

First Grade Unit A: PHYSICAL SCIENCE Chapter 1: Observing Solids, Liquids and Gases Lessons 1 to 5 Physical Science Overview Materials (matter) come in different forms. Water can be rain falling (liquid)

Explorations with Shapes Kindergarten

Ohio Standards Connections Geometry and Spatial Sense Benchmark C Sort and compare twodimensional figures and threedimensional objects according to their characteristics and properties. Indicator 1 Identify

Math vocabulary can be taught with what Montessorians call the Three Period Lesson.

Full Transcript of: Montessori Mathematics Materials Presentations Introduction to Montessori Math Demonstrations ( Disclaimer) This program is intended to give the viewers a general understanding of the

Music Makers. paper clips

Fifth Grade Science Design Brief Music Makers Background: We know that sound is a form of energy produced and transmitted by vibrating matter and that pitch is determined by the frequency of a vibrating

Arkansas Early Childhood Education Framework Benchmarks

Arkansas Early Childhood Education Framework BRIGANCE Diagnostic Inventory of Early Development II (IED II) CURRICULUM ASSOCIATES, Inc. Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING

Introduction to Preparing Program & Classroom Portfolios

Introduction to Preparing Program & Classroom 2013 Annual Conference & Expo Washington, DC Session Goals Creating : who, what, when, why and how Tips and Examples; Do s and Don ts Using portfolio creation

My Family FREE SAMPLE. This unit focuses on sequencing. These extension

Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children

Analysis of California Mathematics standards to Common Core standards- Kindergarten

Analysis of California Mathematics standards to Common Core standards- Kindergarten Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Strand Number Sense

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs)

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) The following chart shows how items from HighScope s Child Observation Record COR Advantage

The Creative Curriculum for Preschool: Objectives for Development & Learning

Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With

Activities and Ideas: Plants, Trees, and Seeds

Mathematics Measurement: Take students outside to the playground with a list of plant and/or tree items they will find there (tree trunks, branches, leaves, seeds, flowers, etc.) and a measurement tool

Talking and Listening. Language and Literacy in the Foundation Stage

Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;

Performance Assessment Task Which Shape? Grade 3. Common Core State Standards Math - Content Standards

Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to

Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.

Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game

Missouri Pre-K Standards

Missouri Pre-K Standards The standards are broad descriptions of what most children should know and be able to do by the time they enter kindergarten. They are not a curriculum but a framework for communicating

Ages: 3 6 y. Theme: Day and night Day 1

Theme: Day and night Day 1 First ring Concept: Day and night skies and sounds Ages: 3 6 y Talks about pictures in posters, theme charts, books etc Integration: Life Skills: Beginning knowledge Topic: Day

Activities Grades K 2 EXPLORING TESSELLATIONS. Background: What is a tessellation? Part One: Tessellating with One Shape

Activities Grades K 2 www.exploratorium.edu/geometryplayground/activities EXPLORING TESSELLATIONS Background: What is a tessellation? A tessellation is any pattern made of repeating shapes that covers

Which Shape? Student Task Core Idea 4 Geometry and Measurement

Which Shape? Student Task Core Idea 4 Geometry and Measurement Identify circles, triangles, and squares among a collection of shapes. Identify two attributes of all triangles. Recognize and use characteristics,

Montessori House. Curriculum for Infants and Toddlers. Sample Pages

Montessori House Curriculum for Infants and Toddlers Sample Pages www.mymontessorihouse.com Copyright @2009 Montessori House, Inc. Table of Contents Introduction to Montessori for Infants and Toddlers...

Monday Friday Daily Schedule Baby Kiddles (0-18 months)

Monday Friday Daily Schedule Baby Kiddles (0-18 months) 7-9 AM Breakfast, Routine Care*, Free Play 9-11:30 Snack (Older Infants) Routine Care*, Language Development Activities (Singing songs & finger plays,

BLOCK PLAY Building Structures with Young Children. Fiona Morrison Director, Family Literacy, Decoda Literacy Solutions www.decoda.

BLOCK PLAY Building Structures with Young Children Fiona Morrison Director, Family Literacy, Decoda Literacy Solutions www.decoda.ca 2012 Overview Free exploration / playtime with blocks Welcome / overview

Ohio Standards Connection: Number, Number Sense and Operations Standard Benchmark B Use models and pictures to relate concepts of ratio, proportion and percent. Indicator 1 Use models and visual representation

1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count

Maths for Learning Inclusion Tasks to Move Students On Part 1 Maths for Learning Inclusion (M4LI) Tasks to Move Students On Numbers 1 10 Structuring Number Maths for Learning Inclusion (M4LI) Tasks to

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.

ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and

MATH, MATH AND MORE MATH

MATH, MATH AND MORE MATH Child Care Training Guide 1999 N C Cooperative Extension Developed by Cheryl L. Brown Edited by Dr. Karen DeBord 1 Table of Contents Outline Why Math..1 Think Math 6 Math as Connections.7

Steps for Implementation: Least-to-Most Prompts

Steps for Implementation: Least-to-Most Prompts Neitzel, J., & Wolery, M. (2009). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on, Frank Porter

What is Energy? 1 45 minutes Energy and You: Energy Picnic Science, Physical Education Engage

Unit Grades K-3 Awareness Teacher Overview What is energy? Energy makes change; it does things for us. It moves cars along the road and boats over the water. It bakes a cake in the oven and keeps ice frozen

DOMAIN Approaches Toward Learning. Ohio s Early Learning & Development Standards: Birth to Kindergarten Entry

DOMIN pproaches Toward Learning Ohio s Early Learning & Development Standards: Birth to Kindergarten Entry Table of Contents pproaches Toward Learning... 2 Learning and Development Progression... 3 Initiative

Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten

Assessment Alignment of Teaching Strategies GOLD Objectives for Development & Learning: Birth Through Kindergarten with Alignment of the Arizona State Early Learning Standards With Teaching Strategies

Creative Curriculum Developmental Continuum Checklist

Social/Emotional Development: Prosocial Behavior Curriculum Objective: 13 Uses thinking skills to resolve conflicts Accepts adult solution to resolve a conflict Seeks adult assistance to resolve a conflict

EDUCATION SERVICES MONITORING. Completed By: Date: Site:

Completed By: Date: Site: GENERAL CLASSROOM ENVIRONMENT AND MATERIALS Y N COMMENTS / CONCERNS Indoor and outdoor spaces are safe, clean, attractive and spacious There is adequate lighting in the classroom

MATH and MANIPULATIVES Center (Science)

MATH and MANIPULATIVES Center (Science) Setting Up the Math and Manipulatives Center (Science) Math and Manipulatives (Science) activities or opportunities occur naturally throughout the whole classroom.

Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Fine Motor Skills. 1 4001 will bring hands to mid line to bang objects together

1 4001 will bring hands to mid line to bang objects together 2 4002 will use non-dominant hand for an assist during writing tasks stabilizing paper on desk 3 4003 will carry lunch tray with both hands

2/20/2015. Dramatic Play- Laurie Jacoby and Nicki Taves Merrill Area Public Schools Head Start/Early Childhood Program

Laurie Jacoby and Nicki Taves Merrill Area Public Schools Head Start/Early Childhood Program Block area- Print off pictures of different kinds of planes and have the children predict the number of blocks