line to count and then determine what number comes before or after a specific number Students are not expected to write numerals at this time. Standard: PK.CC.3 Identify written numerals 0-10. Essential Skills and Knowledge Ability to match written numerals with concrete representations Students are not expected to write numerals at this time. Recognize the difference between a letter and a numeral. strategically. Attend to precision. Look for and make use of structure. Look for regularity in repeated reasoning. 1. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Count to tell the number of objects. Standard PK.CC4: Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality. Essential Skills and Knowledge See the Skills and Knowledge listed for Standards PKCC4a-c to apply to this Standard. Standard: PK.CC.4a: When counting objects, say the number names in the standard order, pairing each object with one and only one number name. Essential Skills and Knowledge Ability to say the number names in standard order (Stable Order Count) Ability to apply the strategies of touching objects as they are counted and by organizing the objects in a row Knowledge of and ability to apply one-to-one correspondence when counting Ability to keep track of the objects that have been counting and those
strategically. Attend to precision. Look for and make use of structure. Look for regularity in repeated reasoning. 1. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. drawings which will lead to the ability to subitize Knowledge of the relationship between counting and quantity Ability to match sets with numerals, and create sets to match numerals, up to five, then to ten Knowledge of an ability to use of regular configurations/structured sets especially when working with larger numbers. Ability to use varied configurations and representations with smaller numbers Standard: PK.CC.6 Recognize the number of objects in a set without counting (Subitizing). (Use 1-5 objects) Essential Skills and Knowledge See the skills and knowledge as stated in the Standard. Compare quantities. Standard: PK.CC.7 Explore relationships by comparing groups of objects up to 5 and then10. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (includes groups with up to 5 objects). (SC PK) Essential Skills and Knowledge Ability to compare sets visually and/or by matching or counting the sets using one-to-one correspondence Knowledge of the terms “greater than/more than”, “less than”, and “equal to/same” through experiences with comparing groups of objects (e.g., “There are
are the same weight. Look for regularity in repeated reasoning. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Sort objects into categories and compare quantities. Standard: PK.MD.3 Sort objects into self-selected and given categories. Essential Skills and Knowledge See the skills and knowledge as stated in the Standard. Standard: PK.MD.4 Compare categories using words such as more or same. Essential Skills and Knowledge Ability to sort objects into categories and then compare the categories (e.g., There are more bus riders than car riders; or there are the same number of large and small bears.) Ability to compare quantities of the categories visually or by aligning of the items one to one, not by the numeric comparison Knowledge of and ability to apply appropriate comparison vocabulary of ‘more’ or ‘same’
Look for regularity in repeated reasoning. Domain: Geometry Cluster Standard Mathematical Practices Identify and describe shapes (circles, triangles, rectangles; including a square which is a special rectangle). Standard PK.G.1: Match like (congruent and similar) shapes. Essential Skills and Knowledge Ability to match similar shapes when given various shapes Students do not need to name the shapes or even identify attributes at this time Standard PK.G.2: Group the shapes by attributes. Essential Skills and Knowledge Ability to sort shapes by applying their real-life experiences of sorting Knowledge that rectangles and squares may be grouped together as 4-sided figures, which is an important relationship for children to discover Ability to be able to explain their groupings Ability to distinguish examples and non-examples of various shapes Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for regularity in repeated reasoning. Work with Standard: PK.G.3: