MCAS Math Pacing Guide Grade: Pre-Kindergarten



MCAS Math Pacing Guide Grade: Pre-School

June 22, 2009

|Core Standard 1: Number Sense |

|Number Sense involves the ability to think and work with numbers easily, to understand their uses, and describe their relationships. |

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|Core Standard 2: Computation |

|Count, Sort and Compare objects to build the foundation for Computation. |

| |

|Core Standard 3: Algebra and Functions |

|Hands-on activities to explore and describe patterns and relationships involving numbers, shapes, data and graphs in problem solving situations. |

| |

|Core Standard 4: Geometry |

|Recognizing shapes and using directional words |

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|Core Standard 5: Measurement |

|Opportunities to explore and discover measurement using actual measurement instruments and relationships |

| |

|Core Standard 6: Problem Solving |

|Ability to reason, predict and problem solve |

Math Pacing Guide

Preschool

To successfully complete preschool the learner will

Core Standard 1: Number Sense

• Number Sense involves the ability to think and work with numbers easily, to understand their uses, and describe their relationships.

Essential Question:

• Why is it important to be able to count?

|F.1.2 Count a number of objects up to three (age 3) |

|F.1.5 Identify first and last (age 3) |

|F.1.7 Identify when objects are the same number regardless of arrangement (age 3) |

|F.1.8 Rote count to 5 (age 3) |

|F.1.10 Match number symbols with amounts (age 3) |

|F.1.12 Identify the concept of “less” (age 3) |

|F.1.13 Count backward from 5 (age 3) |

|F.1.16 Rote count to 10 (age 4) |

|F.1.17 Match number symbols with amounts 0-5 (age 4) |

|F.1.18 Apply one to one correspondence with objects and people (age 4) |

|F.1.19 Identify the next number in a series of number up to 10 (age 4) |

|F.1.20 Count backward from 10 (age 4) |

|F.1.23 Use a tally system (age 4) |

|Learning Targets |

|Concepts: Need to Know |

|Numbers to five 3-BD, 4-S |

|Numbers to ten 4-DS |

|Tally System 4-BD |

| |

|Skills: Be Able to Do |

|Identify first and last 3-BD 4DS |

|Identify 3 objects are the same3-BD 4-DS |

|Match number symbols with amounts 3-BD 4-DS |

|Identify “less” 3-BD 4-DS |

|Count backward from 5 3-BD, 4-S, 10 4-BD |

|Rote count to 10 3-B 4-DS |

|One-to-one correspondence 4-BD |

|Identify what number comes next 4-BD |

|Use a tally system 4-BD |

|Key Vocabulary |

|Count Different Backward |

|First Match One-to-one |

|Last Symbols Tally system |

|Same Less |

Core Standard 2: Computation

• Count, Sort and Compare objects to build the foundation for Computation.

Essential Question:

• How does adding and subtracting help us solve problems in every day life?

|F.2.4 Identify the concepts of “one more” and “one less” (age 3 & 4 ) |

|F 2.13 Break apart a whole quantity of something into a set.(age 3 & 4) |

|F.2.14 Combine a whole quantity of something (age 3& 4) |

|Learning Targets |

|Concepts: Need to Know |

|One less 3-B, 4-D |

|One more 3-B, 4-D |

| |

|Skills: Be Able to Do |

|Identify one less 3-B, 4-D |

|Identify one less 3-B, 4-D |

|Split a whole group into “half” or “two sets” 3-B, 4-BD |

|Combine items into one whole group 3-B, 4-BD |

|Key Vocabulary |

|One more Set |

|One less Half |

Core Standard 3: Algebra and Functions

• Hands-on activities to explore and describe patterns and relationships involving numbers, shapes, data and graphs in problem solving situations.

Essential Question:

• How do understanding patterns and seeing relationships help us solve problems?

|F.3.3 Reproduce Simple AB patterns of concrete objects (age 3) |

|F.3.6 Identify attributes of objects (age 4) |

|F.3.9 Sort a group of objects more than one way (age 4) |

|Learning Targets |

|Concepts: Need to Know |

|AB patterns 3-BD, 4-DS |

|Objects have attributes 3-B, 4-DS |

|Sorting 3-B, 4-DS |

| |

|Skills: Be Able to Do |

|Produce an AB pattern 3-B, 4-DS |

|Identify like attributes among a group of objects 3-B, 4-D |

|Sort objects by attribute 3-B, 4-D |

|Key Vocabulary |

|Patterns |

|Attributes |

|Sort |

Core Standard 4: Geometry

• Recognizing shapes and using directional words

Essential Question:

• How does knowing shapes and position words help us communicate?

|F.4.4 Copy a vertical and horizontal line (age 3) |

|F.4.5 Imitate drawing a cross(age 3) |

|F.4.6 Sort by one attribute (age 3) |

|F.4.8 Use “in” and “out” (age 3) |

|F.4.9 Use “on “ and “off” (age 3) |

|F.4.10 Use “here” or “there” (age 4) |

|F.4.12 Follow instructions to place an object “beside” or “next to” something (age 4) |

|F.4.13 Follow instructions to place an object “between” two things(age 4) |

|F.4.14 Copy circles, squares, triangles and rectangles(age 4) |

|Learning Targets |

|Concepts: Need to Know |

|Shapes (circle, square, triangle, and rectangle)3-B,4-S |

|Position words (in, out, on, off, here, there, beside, and next to)3-B,4-DS |

| |

|Skills: Be Able to Do |

|Identify shapes 3-BD,4-DS |

|Follow directions to place objects according to position words 3-BD, 4-DS |

|Copy a vertical line 3-BD, 4-S |

|Copy a horizontal line 3-BD,4-S |

|Imitate drawing a cross 3-BD,4-S |

|Key Vocabulary |

|Vertical Out Next to |

|Horizontal On Between |

|Cross Off Circle |

|Size Here Square |

|Shape There Rectangle |

|Color Beside |

|In Triangle |

Core Standard 5: Measurement

• Opportunities to explore and discover measurement using actual measurement instruments and relationships

Essential Question:

• How does measuring help me to understand the world around me?

|F.5.3 Order three objects by size (age 3) |

|F.5.7 Communicate the size of things relative to self (age 3) |

|F.5.10 Sort objects into long and short (age 3) |

|F.5.11 Identify similarities and differences in objects (age 4) |

|F.5.14 Relate time to events (age 4) |

|F.5.16 Tell what comes before and after (age 4) |

|Learning Targets |

|Concepts: Need to Know |

|Comparison by size3-B,D |

|Sorting by length 3-BD, 4-DS |

|Similarities and differences3-BD,4-D |

|Before and after3-BD,4-DS |

|Routines (daily schedule such as morning circle, etc.)3-BD,4-D |

|Skills: Be Able to Do |

|Order up to three objects by size3-BD,4-DS |

|Compare size of objects to self (length of finger, hand, arm)3-B,4-D |

|Sort objects by length3-B,4-DS |

|Identify similarities in objects3-B,4-DS |

|Identify differences in objects3-B,4-DS |

|Predict daily schedule3-B,4-DS |

|Tell what comes before3-B,4-DS |

|Tell what comes after3-B,4-DS |

|Key Vocabulary |

|Size After |

|Similarities First |

|Differences Last |

|Before |

Core Standard 6: Problem Solving

• Ability to reason, predict and problem solve

Essential Question:

• How do I use what I know to solve problems?

|F.6.2 Identify the missing object (age 3) |

|F.6.4 Make simple cause/effect predictions (age 4) |

|F.6.7 Create a collection equal to objects in a collection already constructed (age 4) |

|F.6.12 Communicate when something does not belong or should not happen(age 4) |

|F.6.13 Use a tool in a new way (age 4) |

|F.6.15 Use trial and error to solve problems (age 4) |

|Learning Targets |

|Concepts: Need to Know |

|Cause and effect3-B,4-DS |

|Equal groups or collections3-B,4-DS |

|“Does not belong”3-BD,4-DS |

|“What is missing”3-BD,4-DS |

|“Trial and error’3-BD,4-DS |

| |

|Skills: Be Able to Do |

|Identify missing object3-BD,4-DS |

|Make simple cause/effect predictions3-BD,4-DS |

|Create a collection that is equal to another collection3-BD,4-DS |

|Use a tool in a new way3-BD,4-DS |

|Use trial and error to solve problems3-BD,4-DS |

|Key Vocabulary |

|Missing |

|Equal |

|Tool |

Note: 6/24/09

B= Beginning

D= Developing

S= Secure

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Math Curriculum Map---4 Year Olds

Ongoing:

Number Relationships

Counting, Sorting, Classifying, Comparing

Finding Patterns & Relationships

Recognizing Common Geometric Shapes &

Using Directional Words

Time & Measurement Relationships

Problem Solving

Second Quarter

-Names 6 shapes

-Names numerals 0-10

-Exposure to numerals 0-12

-Copies numerals

-Rote counts to 15

-Counts 5+ objects

-Exposure to:

Extending complex patterns

Sorting by multiple attributes

Comparing by size, weight, height, or length

Fourth Quarter

-Performs rote counting to 20+

-Exposure to numerals 20+

-Forms groups of 1-10 objects & matches correct numeral

-Counts 10+ objects

-Writes all numerals

-Sorts by multiple attributes

-Creates complex patterns

-Orders by size, weight, height, length, other

Third Quarter

-Performs rote counting to 20

-Recognizes numerals 0-10+

-Exposure to numerals 0-20

-Performs rote counting to 15

-Counts 10 objects

-Writes random numerals

-Continued exposure to:

-Extending complex patterns

-Sorting by multiple attributes

-Compares by size, weight, height, or length

-Uses time concepts-morning,/night, etc.

First Quarter

-Names: Colors

Shapes—circle, square, triangle

Exposure to:

Oval, rectangle, diamond

Numerals 0-10

-Rote counts to 10

-Counts 5 objects

-Creates simple AB pattern

-Sorts by 1 attribute

-Uses time concepts-morning/night, etc.

Math Curriculum Map---3 Year Olds

Ongoing:

Number Relationships

Counting, Sorting, Classifying, Comparing

Finding Patterns & Relationships

Recognizing Common Geometric Shapes &

Using Directional Words

Time & Measurement Relationships

Problem Solving

Second Quarter

-Recognizes colors

-Continued exposure to:

Shapes—circle, square, triangle

Rote counting to 5

-Exposure to:

Numerals 0-5

Rote counting to 10

Counting objects

Simple AB patterns

Sorting by 1 attribute

Time concepts-morning/afternoon, etc.

Fourth Quarter

-Names shapes—circle, square, triangle

-Names numerals 0-5

-Continued exposure to numerals 0-10

-Rote counts to 10

-Counts 5 objects

-Creates simple AB pattern

-Exposure to sorting by 1+ attributes

-Uses time concepts-day/night+.

Third Quarter:

-Names colors

-Recognizes numerals 0-5

-Continued exposure to:

Shapes—circle, square, triangle

Numerals 0-10

Rote counting to 10

Time concepts-morning/night, etc.

-Counts 3 objects

-Extends simple AB pattern

-Sorts by 1 attribute

First Quarter

-Exposure to colors

-Exposure to:

Shapes-circle, square, triangle

Rote counting to 5

Sorting

Time-day/night

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