KINDERGARTEN INDICATORS FOR THE MATHEMATICS...

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Kindergarten: Indicators

KINDERGARTENKINDERGARTENKINDERGARTENKINDERGARTENKINDERGARTEN

INDICATORSINDICATORSINDICATORSINDICATORSINDICATORS

FOR THEFOR THEFOR THEFOR THEFOR THE

MATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICSMATHEMATICS

STANDARD STANDARD STANDARD STANDARD STANDARD COURSE OFCOURSE OFCOURSE OFCOURSE OFCOURSE OF

STUDY STUDY STUDY STUDY STUDY

VolumeVolumeVolumeVolumeVolume ThreeThreeThreeThreeThree

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Kindergarten: Indicators

In compliance with federal law, including the provisions of Title IX of the EducationAmendments of 1972, the Department of Public Instruction does not discriminate on the basis ofrace, sex, religion, color, national or ethnic origin, age, disability, or military service in itspolicies, programs, activities, admissions or employment.

Inquiries or complaints should be directed to:the Office of Curriculum and School Reform Services

6307 Mail Service CenterRaleigh, NC 27699-6307

Telephone (919) 807-3761; fax (919) 807-3767

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Kindergarten: Standard Course of Study

Number and Operations

1.01 Develop number sense for whole numbers through 30.a) Connect model, number word (orally), and number using avariety of representations.b) Count objects in a set.c) Read and write numerals.d) Compare and order sets and numbers.e) Use ordinals (1st -10th).f) Estimate quantities fewer than or equal to 10.g) Recognize equivalence in sets and numbers 1-10.

1.02 Share equally (divide) between two people; explain.

1.03 Solve problems and share solutions to problems in smallgroups.

Measurement

2.01 Compare attributes of two objects using appropriatevocabulary (color, weight, height, width, length, texture).

2.02 Recognize concepts of calendar time using appropriatevocabulary (days of the week, months of the year, seasons).

Geometry

3.01 Identify, build, draw, and name triangles, rectangles, andcircles; identify, build, and name spheres and cubes.

3.02 Compare geometric shapes (identify likenesses anddifferences).

3.03 Model and use directional and positional vocabulary.

3.04 Complete simple spatial visualization tasks and puzzles.

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Kindergarten: Standard Course of Study

Data Analysis and Probability

4.01 Collect and organize data as a group activity.

4.02 Display and describe data with concrete and pictorialgraphs as a group activity.

Algebra

5.01 Sort and classify objects by one attribute.

5.02 Create and extend patterns with actions, words, andobjects.

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Kindergarten: Number and Operations

1.01 Develop number sense forwhole numbers through 30

a) Connect model, number word(orally), and number using avariety of representations.

A. Teacher asks students to match cards with numbers andsets. For example:

❁ ❁ ❁ ❁ ❁

❁ ❁ ❁

✬✬✬✬✬✬✬✬✬✬

✸ ✸ ✸ ✸

8

4

10

set

0 - zero1 - one2 - two3 - three4 - four5 - five6 - six

7 - seven8 - eight9 - nine10 - ten

0

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B. Teacher holds up number card and student readsnumber aloud and builds a cube train to match.Example:

✰✰✰✰

> “four” >

C. Playdough Center Activity: Provide workmat of basketor a bird’s nest. Show number card. Student makesplaydough “eggs” to match and counts aloud as they areplaced in the nest.

b) Count objects in a set.A. Teacher asks students to count aloud the number ofitems in a set. Teacher prepares bags (clear, plastic) withcubes, beans or other easily handled items to be counted.Bags are then matched with numbers written on cards.

B. Number Patrol: Designated student puts on “NumberPatrol” hat and patrols centers and counts students.

Report - 4 students - O.K. 3 students - still room 5 students - too many

C. Student chooses domino from basket and counts pipsaloud.

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D. Student takes handful of cubes, or other smallmanipulatives and counts aloud how many he/she can hold inone hand.

c) Read and write numerals.

A. Teacher gives students a bag of counters or cubes andask them to make sets to match the numbers on cards.Example:

6

8

5

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B. Write the number that tellshow many hats are on the card.(Note: cards can be laminated and used many times.)

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e) Use ordinals (1st - 10th).

A. Student names and refers to calendar dates with appro-priate ordinal (1st - 10th) language.

B. Teacher gives student a bag of colored cubes. Student isasked to make a train with certain specifications. Example:The red cube is second , put green in third and fourth place,yellow is first, three blues are last. How many cubes are inthe final train?

d) Compare and order sets andnumbers.

A. Student is dealt two or three number cards (0 - 30) andasked to choose the largest (smallest) number.

B. Student is given two transparent bags of cubes, buttons,coins, or other small manipulatives. Student is asked todecide which has the larger (smaller) number. How do youknow?

C. Students wear number necklaces ( 0 - 30). Two or threestudents volunteer to stand in order. Students declare theorder (greatest to least or smallest to largest) and explain howthey know.

leastless thangreatest

greater thanmore than

equalsame as

1st - first2nd - second

3rd - third4th - fourth5th - fifth6th - sixth

7th - seventh8th - eighth9th - ninth10th - tenth

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Kindergarten:

ordinal flash cards

Number and Operations

C. Students line up. Teacher shows flash cards with ordi-nals written in words and symbols. When card is shown,student in appropriate position says the number and raises his/her hand and leaves the line. Teacher then draws another cardand repeats the activity until everyone has moved on.

3rdthird

I’m third!

D. Show student a lineup of cars, trucks and boats and ask“Which is in third place? fifth, seventh, second etc.?

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f) Estimate quantities fewer thanor equal to 10.

A. Teacher takes a handful of counting bears in one handand gives student a three-second peek. Teacher then asksstudent to estimate how many she/he saw.

How many in two hands?How many handfuls will fill this jar?

The student and teacher then verify the actual amounts andcompare.

Right on!Close!

Almost!Too many!

Not enough!Too little!

Way over!

B. Student is asked, “How many cubes will fit in yourshoe? this hat? my shoe?” Teacher and student then verifyan actual count.

right onclose

almosttoo many

not enoughtoo littleway over

snap cubescounting bears

beansmarbles

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equalnot equalequivalent

same

g) Recognize equivalence in setsand numbers 1-10.A. Students complete puzzle pieces with equivalent forms.For example:

✏ ✏✏

3 ▲ ▲ ▲ ▲ ▲ ▲

▲7

✧ ✧

2

✖ ✖ ✖ ✖ ✖

5

● ● ● ● ●● ● ● ● ●

10

6

★ ★ ★★ ★ ★

B. Student is given a mix of two different manipulatives,(at least twenty of each), and two cards YES and NO .Student makes two sets with appropriate card displayed.Example:

YES

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YES

NO

YES

NO

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equal

fair share

1.02 Share equally betweentwo people; explain.A. Teacher reads: Pedro is going to share this apple withhis sister. How can he cut the apple so each has a fairshare?

B. Emily is going to give carrots to her two rabbits.How many will each rabbit get if she shares equally?

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1.03 Solve problems and sharesolutions to problems in smallgroups.

A. Sherry has 5 sea shells.

Jan has 3 sea shells.

Possible problems:

(1) Who has more sea shells? How do you know?

(2) How many do they have altogether? How do you know?

(3) If they put their shells together, and share equally, how many will each girl have? How do you know?

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How many birds flew away?

fair sharesequal shares

sumdifference

B. Three birds were singing in the tree.

Some of the birds flew away.

One bird was left.

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C. Each mother hen has three chicks.

If there are four mother hens in the yard,how many chicks will there be?How do you know?

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