PRESCHOOL Mathematics Expectation 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-3 4-5 6-8 9-12 1. 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

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 28 5. 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.134-135, 140; Chapter 6 - Blocks, pp. 243-269; Chapter 8 Toys & Games, pp.295-315; Chapter 12 Sand and Water, pp.403-421; Chapter 14 Cooking, pp.443-469. 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

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 2007-08, 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 2007-08, 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 2007-08, under NJDOE development 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 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. 136-137, 141. Chapter 6 Blocks, pp.243-269. Chapter 8: Toys and Games, pp.295-315. Chapter 9: Art, pp. 317-349. Chapter 11: Discovery, pp. 381-401. Chapter 12: Sand and Water, pp. 403-421. CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile GWM: Growing with Mathematics Discussion Book pp. 12-13; 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. 10-11, More or Less Sand p.10-20 4

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

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 11-22 Teacher Directed: Finding Patterns GWM 7-20; Hidden Magnets GWM 11-20 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 11-21. 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. 243-269. Chapter 8: Toys and Games, pp.295-315. Chapter 11: Discovery, pp. 381-401. Chapter 16: Outdoors, pp. 493-522. 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. 11-16, Storybook Time p. 11-17, Hoop Patterns p. 11-18, Rolling a Pattern p. 11-19. 6

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 32 2. 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 5-19. Teacher Directed Sequence Cards GWM 5-20. GWM: Picture Sequence GWM 5-20; Identifying the sequence of a day s events GWM 5-17. CCDC: Logical Thinking Objective 31 Center Activities: Trucks in Order GWM 12-21, Order and Check GWM 12-21 Teacher Directed: Ordering Numbers GWM 12-20; Money Order GWM 12-20 GWM: Topic 12 Task 1 CCDC: Logical Thinking Objective 31 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 RESOURCES Department of Early Childhood Preschool Curriculum Guide and Teacher Handbook CC: The Creative Curriculum for Preschool: Chapter 2: Daily Events, pp. 82-92, Using a Calendar, p. 85, The Daily Schedule, pp.92-97; Chapter 3: Measurement, pp. 137-138, 141, People and the Past, p. 149, 151. CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile GWM: Growing with Mathematics Discussion Book pp. 18-19, 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. 5-21. 8

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 1. Uses mathematical terms when conversing with others 2. Uses emergent mathematical knowledge as a problem-solving tool Student engages in many individual and smallgroup conversations throughout the day (e.g., center time, lunch-time, playground, while preparing for rest time), with emphasis on mathematical terms: - My building is taller than yours. - I have more sand in my bucket. Participates in making and discussing graphs with self, real objects, or pictures to represent an activity or experience (types of shoes, preferences for lunch) Student uses mathematical knowledge as a problem-solving tool when asked open-ended questions and or asked for target information (e.g., "Tell me about what you did." "Would you use the same number again?" "What shape did you use?" "What size could you use that will make it stand up better?"). - Jorge decides to fill his bucket by using small cups of water when he realizes that he cannot fit the bucket under the faucet. Center Activities: Math Center Animal Numbers GWM 9-21; My Vehicle Graph GWM 9-21. Teacher Directed: Checking GWM 9-20; Toss the Cube GWM 9-20. CCDC: Logical Thinking Objective 28 and 34 Learning and Problem Solving Objectives 23 and 26 GWM: Topic 1 Task 1, Task 2, Task 3; Topic 2 Task 1, Task 2 Task 3; Topic 3 Task 1, Task 2; Topic 4 Task 3, Topic 6 Task 1; Topic 7 Task 2; Topic 10 Task 1, Task 2 Center Activities: Math Center Trucks in Order GWM 12-21; Order and Check GWM 12-21. Teacher Directed: Ordering Numbers GWM 12-20; Money Order GWM 12-20. CCDC: Logical Thinking Objective 28 and 34 Learning and Problem Solving Objectives 23 and 26 GWM: Topic 1 Task 3; Topic 3 Task 3; Topic 6 Task 3; Topic 12 Task 4. 9

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 12-26 Teacher Directed: Let s Eat! GWM 12-12 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. 134-141, Process Skills, pp. 161-162; Chapter 6: Blocks, pp. 243-269; Chapter 8: Toys and Games, pp. 295-315; Chapter 11: Discovery, pp. 381-401; Chapter 12: Sand and Water, pp. 403-421; Chapter 13: Music and Movement, pp. 423-441. CCDC: Creative Curriculum Developmental Continuum, Individual Child Profile GWM: Growing with Mathematics Discussion Book pp. 18-19, 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. 10-13, Bottles, Bottles p. 10-13, Circle Time Song p. 10-15, Pour Some More p. 10-16. 10