Following are the Kindergarten Common Core Standards in Math; these are the expected learning outcomes by the end of the year. Please refer to the M.O.O.S.E. book for the expectations for the first, second, third, and fourth nine weeks.
Know number names and the count sequence.
CCSS.Math.Content.K.CC.A.1
Count to 100 by ones and by tens.
CCSS.Math.Content.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSS.Math.Content.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).Count to tell the number of objects.
CCSS.Math.Content.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.Math.Content.K.CC.B.4.a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSS.Math.Content.K.CC.B.4.b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.Math.Content.K.CC.B.4.c
Understand that each successive number name refers to a quantity that is one larger.
CCSS.Math.Content.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.Compare numbers.
CCSS.Math.Content.K.CC.C.6
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.1
CCSS.Math.Content.K.CC.C.7
Compare two numbers between 1 and 10 presented as written numerals.
Know number names and the count sequence.
CCSS.Math.Content.K.CC.A.1
Count to 100 by ones and by tens.
CCSS.Math.Content.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSS.Math.Content.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).Count to tell the number of objects.
CCSS.Math.Content.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.Math.Content.K.CC.B.4.a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSS.Math.Content.K.CC.B.4.b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.Math.Content.K.CC.B.4.c
Understand that each successive number name refers to a quantity that is one larger.
CCSS.Math.Content.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.Compare numbers.
CCSS.Math.Content.K.CC.C.6
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.1
CCSS.Math.Content.K.CC.C.7
Compare two numbers between 1 and 10 presented as written numerals.
8-20-18 This week in math we are sorting by color, size, shape.
8-20-18: Please use the slideshow below to familiarize your child with number recognition.
We will begin the weeks of 9-4-18 and 9-10-18 learning about numbers: how to place them in order from zero to five and, afterward, zero to ten; how to correctly write numbers; how to subitize numbers (instantly see how many, as the dots on dice, for instance). We will learn how to read number names from zero to five, as we increase our sight word vocabulary.
We will also begin working on very easy word problems. See if you can come up with some interesting problems at home: i.e., If your sister has three apples and she gives two away, how many will she have left? OR If you own three toy cars and your friend gives you two more toy cars, how many will you have altogether? If you encourage your child to draw pictures to represent these types of problems, after using concrete manipulatives, it will help develop their numeracy skills and understanding.
Flashcards at home are useful. If there any materials I can provide, please do not hesitate to let me know.
We will also begin working on very easy word problems. See if you can come up with some interesting problems at home: i.e., If your sister has three apples and she gives two away, how many will she have left? OR If you own three toy cars and your friend gives you two more toy cars, how many will you have altogether? If you encourage your child to draw pictures to represent these types of problems, after using concrete manipulatives, it will help develop their numeracy skills and understanding.
Flashcards at home are useful. If there any materials I can provide, please do not hesitate to let me know.
We will begin the week of 9-17-18 and 9-24-18 decomposing (or breaking apart) the number five. How many different ways can we represent five -- with our fingers, with manipulatives, with counters, etc. Continue to show the dots to your child until they can instantly recognize the number represented.
In November we are getting ready to add and subtract. Leading into addition and subtraction, we are decomposing numbers (begin with the whole number and break it into two parts).
We will begin the week of 8-25 learning about 2-D shapes. A poem below is taught children, when we enter the world of shapes, to help them remember the difference between 2-D and 3-D shapes.
Beginning October 16th, 2018, we will be working with patterns.
Beginning October 30th, 2017, we will explore numbers 6 through 10 and review numbers 0-5.
Week of December 1st, 2014:
If you click on the picture to the left, you will be taken to a video about shapes. Please review 2-D shapes with your child and help him/her identify the 3-D shapes in the video.
We will begin the first two weeks of school with sorting by color, shape, and size. We will sort fruit snacks, M&M's, as well as manipulatives, like the bear counters pictured to the left. Feel free to send in any items to sort (i.e. buttons, acorns, etc.)
Graphs are used all year long, to record favorite foods, yuckiest bugs, longest hair, number of boys v. girls, etc. Why not look around and think about potential topics of a graph . . . eye color, number of siblings, favorite color . . . the possibilities are endless!! Make a graph!! M
We use ten frames to show how many tens and how many ones are needed to make a number from 11 - 20 (those pesky teens).
Ten frames are useful to help students quickly recognize a number and begin to add (i.e. a ten frame with five dots across the top and one at the bottom quickly translates into 5+1=6)
Ten frames are useful to help students quickly recognize a number and begin to add (i.e. a ten frame with five dots across the top and one at the bottom quickly translates into 5+1=6)
During the last nine weeks of school we are adding and subtracting! Why not begin practicing now with your child. Use common household items or items found on nature walks (i.e. acorns) to show addition and subtraction.
Examples: 1. I have five acorns. If I take two away, how many are left? 2. There are six eggs in the carton. If I eat one, how many eggs will be left in the carton?
Examples: 1. I have five acorns. If I take two away, how many are left? 2. There are six eggs in the carton. If I eat one, how many eggs will be left in the carton?
In February we will be composing and decomposing numbers from 0 to 20 in the Base Ten Number System. We will use ten frames to work with manipulatives and to represent these numbers.