Kindergarten
Mathematics
Building
an understanding of basic concepts and laying the foundation for the
development of basic skills is the focus of the mathematics program at the
kindergarten level. The activity-based
program includes number awareness; classifying and sequencing; number
operations; and developing an understanding of measuring, comparing distance,
mass, capacity, time and money.
Problem
Solving
Identify
classification and attributes
Identify and extend patterns
Gather,
graph and describe data
Number
Sense
Count
to 100, recognize numbers to 50, write to 31 (calendar)
Introduce
counting by 2’s and 5’s
Count
by 10’s to 100
One
to one correspondence to 10
Introduce
addition and subtraction facts to 10
Number
Operations
Solve
simple verbal problems (addition and subtraction)
Read, write, and solve simple number sentences
(addition and subtraction)
Measurement
Concepts
Compare
more/less and heavier/lighter
Work with calendars (days of week, number sequence,
counting patterns, money)
Estimate
length, weight, capacity
Spatial/Geometric
Awareness
Identify
shapes (circle, square, triangle, rectangle, oval, cube, sphere, cylinder)
In
the interest of the individual child, all efforts must be made to take each
child as far as possible with an emphasis on math.
Generally, it is believed that when teaching new concepts, it is best to use concrete methods with manipulatives before moving to the abstract mode of instruction, i.e. pencil and paper. The Great Falls Public Schools has provided a number of training opportunities as well as materials to help accomplish this kind of instruction.
Basic materials: The Board of Trustees adopted Harcourt as the basal program.
The assessment guidelines that follow indicate which Harcourt chapters need to be covered to assure a complete program.
Supplemental materials: Teachers, principals and building staffs are encouraged to make necessary professional judgments as to the supplemental materials and instructional strategies that best meet the needs of the students in their classrooms/schools as well as their individual teaching styles. These include: concrete learning materials (e.g. Developing Number Concepts), computer software (e.g. SuccessMaker), Every Day Counts, Skill Builder, A.D.D.; and Arithmetic Daily Directives, as well as other math topics. Other supplemental materials may be used. It is important to note these additional materials are not to replace the Board adopted basic materials but to support them.
K Indian Education For All Infusion Lesson teaching One-to-One Correspondence
The assessment components for Kindergarten includes the use of text-based criterion referenced chapter tests. These assessments are aligned with the state standards, Progress Toward Standards (CRT), and benchmarks found in the Great Falls Public Schools Curriculum. MAP Assessment is optional for this grade level.
When administering grade one assessments, one Performance Assessment activity is included in the Unit Assessment. A score of six on the eight-point assessment scheme is considered satisfactory. (See attachment Harcourt Math Scoring Rubric and Performance Assessment.) It is recognized that in some cases these assessments exceed the Great Falls Curriculum but this is considered appropriate.
Unit 1 – PA #1 More Bears
60 to 90 minutes of Math
instruction per day is recommended.
Kindergarten: Required Chapters:
Formal
assessment occurs after each chapter.
Chapter 1: Sort and Classify Chapter Test
Chapter 2: Patterns Chapter Test
Chapter 3: Numbers 0 to 5 Chapter Test
Chapter 4: Numbers 6-10 Chapter Test
Chapter 5: Geometry and Fractions Chapter Test
Chapter 6: Numbers 10 to 30 Chapter Test
Chapter 7: Number Patterns Chapter Test
Chapter 8: Money and Time Chapter Test
Chapter 9: Measurement Chapter Test
Chapter 10: Data, Graphing, and Probability Chapter Test
Chapter 11: Addition Chapter Test
Chapter 12: Subtraction Chapter Test
The
following chapters will be utilizing the 1st grade text and
materials.
Chapter
1 Addition Concepts
Chapter
2 Using Addition
Chapter
3 Subtraction Concepts
Chapter
4 Using Subtraction
Chapter 2: Patterns
and Comparison
Recognize,
copy, and extend a simple pattern
Predict,
transfer, and create pattern
Problem
Solve using a pattern
Chapter 7: Number
Patterns
Counting
by 2’s, 5’s, and 10’s
Identify
number patterns
Chapter 8: Money
and Time
Chapter
Test
Recognizes pennies, nickels, dimes, and quarters
Gives
the value of a set of coins
Compares
and orders events
Identifies
time to the hour
Uses
a calendar
Measures
time of day
Identifies
which activities take more or less time
Chapter 9: Measurement
Identifies
longer, longest, shorter, shortest, heavier, lighter
Measure
length using direct, indirect, and nonstandard units
Estimates
and measures
Compare
capacities of more than, less than, most
Chapter 10: Data,
Graphing, and Probability
Makes,
Interprets, Constructs concrete and picture graphs
Understands
difference between real, picture, and symbolic
graphs.
Reads
and Makes Tally Tables
Identifies
and predicts probability (more likely, less likely,
equally likely)
Kindergarten Suggested Timeline:
Chapter 1: Sort
and Classify
Identifies and describes top, middle, bottom, in, out
Identifies
and demonstrates above, below, over, under, right, left
Sorts
and classifies by size, shape, and color
Problem of the Day (Harcourt)
Introduce Every Day Counts **concepts are covered in
EDC if done consistently
Introduce Weekly Math Logs for maintenance
Chapter 3: Numbers 0 – 5
Uses
1:1 Correspondence to identify equal groups
Uses
1:1 Correspondence to compare two groups
Identifies
more than, fewer, and less than
Counts,
reads, writes, and compares numbers 0 – 5
Identifies
and describes positions on a number line
Problem
solves with estimation
Problem of the Day (Harcourt)
Continue Every Day Counts **concepts are covered in EDC
if done consistently
Continue Weekly Math Logs for maintenance
Chapter 4: Numbers 6 – 10
Counts, reads, writes and compares numbers 0 – 10
Uses
and recognizes symbols to represent missing or unknown quantities
Uses
data from a graph
Describes
relative position in a sequence on a number line
Identifies
More and Less
Counts
backward from 10
Problem of the Day (Harcourt)
Continue Every Day Counts **concepts are covered in
EDC if done consistently
Continue Weekly Math Logs for maintenance
Chapter 5: Geometry
and Fractions
Recognizes, compares, and sorts models of geometric
solids
Sorts geometric solids by varies attributes
Identifies circle, triangle, square, rectangle, side
Identifies same shape
Recognizes and make symmetrical figures
Identifies equal parts
Identifies 1/2, 1/4, whole regions
Problem of the Day (Harcourt)
Continue Every Day Counts **concepts are covered in
EDC if done consistently
Continue Weekly Math Logs for maintenance
Chapter 6: Numbers 10 – 30
Counts, reads, and writes numbers 0 – 30
Describes Most, Fewest
Counts
Forwards and Backwards on Number line (goal
0 – 20)
Uses
data from a graph
Problem of the Day (Harcourt)
Continue Every Day Counts **concepts are covered in
EDC if done consistently
Continue Weekly Math Logs for maintenance
Chapter 11: Addition
Demonstrates addition by joining
Acts
out Addition problem
Recognizes
in all, how many, plus, equal to, one more, +, =
Uses
concrete objects and pictures to solve addition problems
Models
and Draws addition problems
Adds
with Money
Reads,
writes, and solves simple number sentences
Creates
addition stories
Uses
concrete, visual, and verbal experiences to plan and carry out a problem
solving
strategy
Problem of the Day (Harcourt)
Continue Every Day Counts **concepts are covered in
EDC if done consistently
Continue Weekly Math Logs for maintenance
Chapter 12: Subtraction
Acts out Subtraction problems
Demonstrates
subtraction b taking apart or away
Recognizes
subtract, take away, are left, minus, one less, - =
Demonstrates
awareness of subtraction in everyday activities
Models
and Draws subtraction problems
Choose
the operation to solve problems
Reads,
writes, and solves simple number sentences
Creates
subtraction stories
Use
pictures to solve real-life problems
Problem of the Day (Harcourt)
Continue Every Day Counts **concepts are covered in
EDC if done consistently
Continue Weekly Math Logs for maintenance
The
following required chapters will be utilizing the 1st grade text and
materials.
Fourth
Quarter:
Unit 1: Addition
and Subtraction Concepts
Chapters
1 - 4
Problem of the Day (Harcourt)
Continue Every Day Counts **concepts are covered in
EDC if done consistently
Continue Weekly Math Logs for maintenance
Problem of the Day (Harcourt)
Continue Every Day Counts **concepts are covered in
EDC if done consistently
Continue Weekly Math Logs for maintenance
Kindergarten
First
Grade Requirements
Harcourt Math Transparencies
DT
– Daily Transparencies for every lesson.
PSTT
– Problem Solving Teaching Transparencies – Scaffolding Instruction
PSR
– Problem Solving and Reading Strategies Workbook for Grades 1-3
|
Unit |
Daily Transparency |
PSTT
Scaffolding Instruction |
PS
with |
Unit 1
|
|
|
|
|
Chapter 1 |
1.1 – 1.4 |
1 #3 pg. 10 |
1.4 |
|
Chapter 2 |
2.1 – 2.5 |
2 #16 pg. 18 |
2.5 |
|
Chapter 3 |
3.1 – 3.5 |
3 #2 pg. 40 |
3.4 |
|
Chapter 4 |
4.1 – 4.5 |
4 #21 pg. 54 |
4.5 |
|
|
|
|
|