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.
KINDERGARTEN CURRICULUM
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
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
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
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
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)