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Students will develop an understanding of counting: * one to one matching * the last number said tells the quantity * there is a sequence to our numbers * there is a pattern to the underlying structure to our number system. Students will describe their physical world using geometric ideas * Students will name and describe 2D and 3D shapes * Students will explore and compare the attributes of the shapes through hands on activities
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Students in Kindergarten will focus on two critical areas: • representing, relating, and operating on whole numbers • describing shapes and spatial relationships.
Students will develop an understanding of counting: * one to one matching * the last number said tells the quantity * there is a sequence to our numbers * there is a pattern to the underlying structure to
our number system.
Students will describe their physical world using geometric ideas* Students will name and describe 2D and 3D
shapes* Students will explore and compare the attributes
of the shapes through hands on activities
Students will develop an understanding of early number concepts and place value. • Students will understand the meaning of whole
numbers
• Students will recognize and write numbers
• Students will compare sets of objects
• Students will combine and take numbers apart and will think of numbers as being part of other numbers
(part-part-whole)
• Students will build an understanding of addition and subtraction.
• Students will write simple number sentences to match situations.
Our Mathematical Practices have created a shift from:
Teacher has the “answer”(and therefore often does the thinking for the student)
TO
The proof for the answer is in the mathematics.
(and therefore the student does the thinking )
Children come to school with a wealth of mathematical knowledge
When we receive children in preschool and kindergarten, children already use patterns and
relationships as they develop their mathematical understanding of the world around them. We build on this by strategically selecting problems and numbers that develop big ideas in mathematics throughout the
grade level continuum.
We begin by understanding number.
Early Number Development
It is important for young children to not only count in the counting sequence, 1, 2, 3, 4, 5,…, but also comprehend that a number (symbol) represents a quantity.
This is a huge developmental milestone that takes time to develop.
Building AutomaticityIt is also a big developmental idea for children
to understand that numbers also contain other numbers. Meaning, a “5” contains the quantity “4” and that five is actually composed of a 4 and a 1 or a 3 and a 2…
It is important to push students beyond counting strategies to recognize numbers as being composed of other numbers and that
numbers can be decomposed into other numbers.
Concrete and pictorial models help us to visualize. Some visual models used in kindergarten include
dot cardsten framesmathracksunifix cubes
You will have two seconds before they disappear.I will flash dots on the screen. Your task
is to figure out how many there are.
How many did you see?
Building NumbersUsing the Five Structure
-seeing three in relation to five
Building Numbers Using the Ten-Frame
You will see dots in the ten-frame for 2 seconds.
Can you tell how many there are?
How did you see it?(5 + 3)(10 – 2)
Composing and Decomposing Numbers
Composing and decomposing
numbers is related but different than adding
and subtracting.
*Five is composed of:
but there is always the quantity “five.”
2 & 31 & 4
3 & 24 & 15 & 0
*Addition is
4 + 1 = 5
*Subtraction is
5 - 1 = 4
Kindergarten is an exciting time to explore number concepts, shapes, and measurement.
We are looking forward to working with your children to build a foundation for life long learning .
For further information and ideas for activities, websites, and apps please visit our wikispace at:
http://fairfieldpublicschoolsk5math.wikispaces.com/home