Early Mathematics
Early Math Curriculum
Weeks 1-3
DESIRED RESULTS-
What should students know?
During the first weeks of the curriculum in place, the students should be able to begin counting. They should have started counting up until the number ten. Sometimes they may not do it in order, but the point is to get the children to start counting. The children will use blocks to build their own ideas. They will use Legos to build structures paying attention to about how many pieces they are using. The children will us small manipulative such as counting bears to begin counting and getting perspective on numbers. The children will use geo magnets and wooden blocks and beads to engage in early math play and learning
EVIDENCE-
The children will be seen in the centers using Legos to create designs of their choice. They will also build towers and other structures and begin placing them and comparing to one another. They will use counting bears in games and also magnets. The children will be using different wooden shapes mixed with other materials to get the feel of their numerical surroundings. They will begin orally to count out loud as they are building and designing.
LEARNING SKILLS:
SAMPLE ACTIVITIES-
Weeks 4-6
DESIRED RESULTS-
What should students know?
The students, at this time should be able to count to at least the number ten. They will begin to match the number to the amount or quantity of that given number. The children will recognize written numbers to ten; the children start to draw different shapes.
EVIDENCE-
The children will use different items and they will count out loud by themselves and with others. They will start to share items and note who has more or less. When they see written numbers, they will call it out. In pretend play, the children will use their own system of counting out toys and sharing among others. The children will look at objects in the kitchen area and note the shapes of play food and other items.
LEARNING SKILLS-
SAMPLE ACTIVITIES-
Weeks 7-9
DESIRED RESULTS-
What should students know?
The children, at this point will have a grasp on the first ten numbers recognizing them in print and showing that amount. The children become more inquisitive about numbers and begin to learn about sizes and shapes of things around us. They will use tools such as pencils and other nontraditional items to measure themselves and others. They will use beads and an Abacus to count and order. The children begin to label sets with corresponding numbers.
EVIDENCE-
Children will be in the learning centers using blocks and Legos to create structures and to count. They will begin to say things as one for you, one for me. The children become interested in size and are seen measuring each other and have the desire to be measured. They will play different made up counting games. They will count loudly as they play hide and seek. They will use the computer to play different math games that incorporate counting skills as they begin to label sets of items and groups with their matching number.
LEARNING SKILLS-
SAMPLE ACTIVITIES-
Weeks 10-12
DESIRED RESULTS-
What should students know?
At this time, the children are comfortable with counting to at least the number 20. They can use blocks and Legos and count out the specific number. They begin to sort objects by their color. The children understand the whole verses the half of something and are able to recognize an tem n its entirety of a half of it. They complete small jigsaw puzzles.
EVIDENCE-
Children use different objects and count them out loud to selves and others. They divide their snacks in half. They realize that the whole is bigger than the part by comparison. They are familiar with colors and start to sort small manipulatives into groups of colors in the canters .They are eager to take a puzzle apart and put it back together multiple times. They play hide and seek and count. Legos are being sorted by their colors. Blocks are being used in groups of ten.
LEARNING SKILLS-
SAMPLE ACTIVITIES-
Weeks 13-15
DESIRED RESULTS-
What should students know?
At this point and time, the children should be well on their way with counting. They are feeling comfortable with numbers in print and using a variety of materials to express number quantity. The children use number magnets in play and incorporate their learning of numbers by playing grocery store, teacher, post office.
EVIDENCE-
Children take objects apart. They rip, cut, staple and manipulate papers and other objects in order to count. Children will use counting bear, beans, dried macaroni for counting and separating. Children will sort out different shapes of macaroni as well as different types of blocks to categorize them. Crayons will be pulled out of the box to be counted and ordered into similar colors. Children will collect different items to count and have them grouped into their own logical order.
LEARNING SKILLS-
SAMPLE ACTIVITIES-
Weeks 16-18
DESIRED RESULTS-
What should students know?
The children will recognize the order of items. They will use appropriate language to describe the nature of something. They will stack and order toys, pencils, and other objects by size. Children will be completing more advanced jigsaw puzzles with no model. The children will look for and find different items that will be helpful in counting.
EVIDENCE-
Children may be seen on the playground or in the classroom searching for small objects that they can use that will assist them practicing early addition. They will locate items when given a direction and respond appropriately. They may line up and gather types of items to compare and contrast the sizes of them. They understand the difference between right and left and can let you know which hand they write with. Children are seen creating patterns with blocks, crayons and other items around in the classroom.
LEARNING SKILLS-
SAMPLE ACTIVITIES-
Weeks 19-21
DESIRED RESULTS-
What should students know?
The children are counting. Some may be counting to 50 or more. They are doing basic as well as advanced patterning sequence. The children begin to place activities/chores in order such as first, second, third. They will string beads according to pattern types. The children will be able to lace cards
EVIDENCE-
Children move about and talk about what they do first thing in the morning as well as throughout the day. They begin to speak in terms of first, second, next then. They may be seen in block areas using Legos and other manipulatives to create extensive patterns together.
LEARNING SKILLS
SAMPLE ACTIVITIES-
Weeks 22-24
DESIRED RESULTS-
What should students know?
At this time the students are using foam blocks and other small items that they can group that help them in counting to 100.
EVIDENCE-
Children are grouping small items at their stations and counting then. Children are separating each group then they are combing the groups. Children are seen using fingers and abacus to count and group.
LEARNING SKILLS-
Begins to count to 100 by 1’s and 10’s
SAMPLE ACTIVITIES-
Weeks 25-27
DESIRED RESULTS-
What should students know?
Children know the difference between coin money. Children know and tell the value of coins. The children are able to add two or more coins to get the value. Children are creating their own extensive patterns.
EVIDENCE-
Children play store in the dramatic play area. They are seen exchanging play money for items. The children make price tags for different items in the centers. They start saving money in a bank. Children are making patterns using coins. The children incorporate money into the other activities they are involved in. During pretend play, children may be over heard talking prices of items and how much things costs. Usually at this point, children will use non essential pricing us such as having a house cost 10 cents, but it is OK because it is about the meaning interactions.
LEARNING SKILLS-
SAMPLE ACTIVITIES-
Weeks 28-30
DESIRED RESULTS-
What should students know?
Children know how to count up to 100. Children know how to create their own patterns using a variety of tactile. Children sort by sizes, shapes, colors. Children use items for basic addition and subtraction.
EVIDENCE- Children are relating numbers into their environment. Children are depicting and creating patterns. Children are relating values to objects.
LEARNING SKILLS-
SAMPLE ACTIVITIES-
All desired results for each previous grouped week are also continued expected results for continuing weeks. Continue practicing, continue learning. A pace that is comfortable for the child. Keep them moving, keep them busy with things that matter and mean something to them. The children are the focus, Keep plenty of time for Free Play and have them moving and being hands on all day through math, literacy and across all subjects of a curriculum. Integrate Play.
Weeks 1-3
DESIRED RESULTS-
What should students know?
During the first weeks of the curriculum in place, the students should be able to begin counting. They should have started counting up until the number ten. Sometimes they may not do it in order, but the point is to get the children to start counting. The children will use blocks to build their own ideas. They will use Legos to build structures paying attention to about how many pieces they are using. The children will us small manipulative such as counting bears to begin counting and getting perspective on numbers. The children will use geo magnets and wooden blocks and beads to engage in early math play and learning
EVIDENCE-
The children will be seen in the centers using Legos to create designs of their choice. They will also build towers and other structures and begin placing them and comparing to one another. They will use counting bears in games and also magnets. The children will be using different wooden shapes mixed with other materials to get the feel of their numerical surroundings. They will begin orally to count out loud as they are building and designing.
LEARNING SKILLS:
- Builds Structures with Legos and blocks
- Uses Counting Bears
- Uses Geo Magnets
- Begins to Count
SAMPLE ACTIVITIES-
- The children will be given a picture and they will recreate it using Legos and blocks.
- The children will play movement and shape bingo.
- The children will be given counting bears with a number and they will search around the room to find that many.
- Using the Geo Magnets, the children will create shapes and from those shapes created, the children will either paint the shapes or make a designed collage with them.
- The children will play Find a Block
- The children will play with all countable manipulatives
- The children will dig for block in magic sand to match how many blocks are shown in a picture. They will use plastic shovels to do so.
- The children will have free exploration of the math center choosing items to connect with.
Weeks 4-6
DESIRED RESULTS-
What should students know?
The students, at this time should be able to count to at least the number ten. They will begin to match the number to the amount or quantity of that given number. The children will recognize written numbers to ten; the children start to draw different shapes.
EVIDENCE-
The children will use different items and they will count out loud by themselves and with others. They will start to share items and note who has more or less. When they see written numbers, they will call it out. In pretend play, the children will use their own system of counting out toys and sharing among others. The children will look at objects in the kitchen area and note the shapes of play food and other items.
LEARNING SKILLS-
- Counts from 1-10 (at least)
- Matches number to quantity
- Begins to draw shapes
SAMPLE ACTIVITIES-
- Children will play number Bingo
- Children will go on a number scavenger hunt
- Children will use their fingers to draw shapes into shaving cream
- Children will make Jell-O and cut out number shapes
- Children will be shown a number; they will say the number and show the amount of blocks, counting bears or Legos
- Children will use rocks and pebbles and place them in a box accordingly from 1 -10, matching the numbers.
Weeks 7-9
DESIRED RESULTS-
What should students know?
The children, at this point will have a grasp on the first ten numbers recognizing them in print and showing that amount. The children become more inquisitive about numbers and begin to learn about sizes and shapes of things around us. They will use tools such as pencils and other nontraditional items to measure themselves and others. They will use beads and an Abacus to count and order. The children begin to label sets with corresponding numbers.
EVIDENCE-
Children will be in the learning centers using blocks and Legos to create structures and to count. They will begin to say things as one for you, one for me. The children become interested in size and are seen measuring each other and have the desire to be measured. They will play different made up counting games. They will count loudly as they play hide and seek. They will use the computer to play different math games that incorporate counting skills as they begin to label sets of items and groups with their matching number.
LEARNING SKILLS-
- Measures self and items with nontraditional tools
- Labels sets with appropriate numerals
- Uses Abacus
SAMPLE ACTIVITIES-
- Children will play number hop scotch
- Children will make a batch of play dough and use cookie cutters in the shapes of numbers.
- Children will draw numbers 1 -10 into shaving cream, sand, rice, foam
- Children will bring in ten small items of the same thing for show and tell such as buttons etc.
- Children will engage in sensory bins looking for number blocks and scooping them out
- Children will make a number of their choice out of clay and once it dries, they will decorate it with dry macaroni.
- Children will make a number graph using a variety of materials such as beads. The graph will range from 1-10.
- The children will make a cardboard ruler
Weeks 10-12
DESIRED RESULTS-
What should students know?
At this time, the children are comfortable with counting to at least the number 20. They can use blocks and Legos and count out the specific number. They begin to sort objects by their color. The children understand the whole verses the half of something and are able to recognize an tem n its entirety of a half of it. They complete small jigsaw puzzles.
EVIDENCE-
Children use different objects and count them out loud to selves and others. They divide their snacks in half. They realize that the whole is bigger than the part by comparison. They are familiar with colors and start to sort small manipulatives into groups of colors in the canters .They are eager to take a puzzle apart and put it back together multiple times. They play hide and seek and count. Legos are being sorted by their colors. Blocks are being used in groups of ten.
LEARNING SKILLS-
- Recognizes halves and wholes
- Begins sorting process (by color)
- Practices Number 1- 20
SAMPLE ACTIVITIES-
- Children play Leap Frog game
- Children play counting games
- Children cut paper boards in half to tape them back together
- Children explore for colors and numbers. For example, they are given the color black and the number 5. They have to look and search for 5 black items or they can create their own.
- Children sort colored beads by using a plastic tweezers to dig them out of flubber and place them into a cup
- Children create numbers using acorns, sticks and things from nature. This is after they search for them in an outdoor scavenger hunt.
Weeks 13-15
DESIRED RESULTS-
What should students know?
At this point and time, the children should be well on their way with counting. They are feeling comfortable with numbers in print and using a variety of materials to express number quantity. The children use number magnets in play and incorporate their learning of numbers by playing grocery store, teacher, post office.
EVIDENCE-
Children take objects apart. They rip, cut, staple and manipulate papers and other objects in order to count. Children will use counting bear, beans, dried macaroni for counting and separating. Children will sort out different shapes of macaroni as well as different types of blocks to categorize them. Crayons will be pulled out of the box to be counted and ordered into similar colors. Children will collect different items to count and have them grouped into their own logical order.
LEARNING SKILLS-
- Divides objects into equal portions
- Sorts objects by shape
- Sorts objects by shape and color
- Counts items to at least number 25-30
- Completes jigsaw puzzles
- Cuts, Staples, Glues, Stamps
SAMPLE ACTIVITIES-
- Children will use scissors to cut big strips of construction paper of a variety of colors then they can sort the papers by color with their peers in a group as move along the tables. After, the children can cut out different shapes of the papers and sort the papers by shape.
- Children will use different types of stamps to create number patterns in the shape of numerals.
- Children will use papers, glue and stapler to make a number flip book
- Children will play Dancing Dominoes
- Children will sort pieces of puzzles using a method that they come up with (reasoning)
Weeks 16-18
DESIRED RESULTS-
What should students know?
The children will recognize the order of items. They will use appropriate language to describe the nature of something. They will stack and order toys, pencils, and other objects by size. Children will be completing more advanced jigsaw puzzles with no model. The children will look for and find different items that will be helpful in counting.
EVIDENCE-
Children may be seen on the playground or in the classroom searching for small objects that they can use that will assist them practicing early addition. They will locate items when given a direction and respond appropriately. They may line up and gather types of items to compare and contrast the sizes of them. They understand the difference between right and left and can let you know which hand they write with. Children are seen creating patterns with blocks, crayons and other items around in the classroom.
LEARNING SKILLS-
- Uses positional words such as top, bottom, up, down, over, under, left, right
- Compares sizes of objects
- Makes AB Patterns
- Completes puzzles with >25 pieces
- Uses sticks, beans and other objects for counting (early addition)
SAMPLE ACTIVITIES-
- Children cut colored straws and make patterned necklaces and bracelets
- Children play pattern Hop Scotch
- Children play Shape Scavenger Hunt
- Children will use different materials to create their own puzzles
- Children will use craft sticks and pom poms to create number sticks
- Children will play Over/Under Game
Weeks 19-21
DESIRED RESULTS-
What should students know?
The children are counting. Some may be counting to 50 or more. They are doing basic as well as advanced patterning sequence. The children begin to place activities/chores in order such as first, second, third. They will string beads according to pattern types. The children will be able to lace cards
EVIDENCE-
Children move about and talk about what they do first thing in the morning as well as throughout the day. They begin to speak in terms of first, second, next then. They may be seen in block areas using Legos and other manipulatives to create extensive patterns together.
LEARNING SKILLS
- AABB Patterning
- Sequence Ordering
- Stringing Beads
- Lacing Cards
SAMPLE ACTIVITIES-
- Children will use different types of beads to lace on a string following an AABB pattern
- Children will make their own lacing cards using a hole punch and chip boards pieces, then they will lace choosing a colored string
- Children will play a game of Morning Sequence
- Children will play Musical Chairs following sequence
- Children will create small murals using a variety of materials, then they will figure out what happens first (Ordering)
Weeks 22-24
DESIRED RESULTS-
What should students know?
At this time the students are using foam blocks and other small items that they can group that help them in counting to 100.
EVIDENCE-
Children are grouping small items at their stations and counting then. Children are separating each group then they are combing the groups. Children are seen using fingers and abacus to count and group.
LEARNING SKILLS-
Begins to count to 100 by 1’s and 10’s
SAMPLE ACTIVITIES-
- Children will bring in 100 small things of the same kind to school. They will present them at show and tell. They will use their items to make a collage that represents the number 100.
- Children will make number graphs
- Children will play number hunt.
- Children will make cookies using 1 and 0 cutters
- Children will search for 1s and 0s n sand digging them out and then placing them in order sequence
- Children will play 100 step march
- 100 Find and Seek Outdoor Game
Weeks 25-27
DESIRED RESULTS-
What should students know?
Children know the difference between coin money. Children know and tell the value of coins. The children are able to add two or more coins to get the value. Children are creating their own extensive patterns.
EVIDENCE-
Children play store in the dramatic play area. They are seen exchanging play money for items. The children make price tags for different items in the centers. They start saving money in a bank. Children are making patterns using coins. The children incorporate money into the other activities they are involved in. During pretend play, children may be over heard talking prices of items and how much things costs. Usually at this point, children will use non essential pricing us such as having a house cost 10 cents, but it is OK because it is about the meaning interactions.
LEARNING SKILLS-
- Recognizes coins- penny, nickel, dime and quarter
- ABC Patterning
SAMPLE ACTIVITIES-
- Children play a version of The Price is Right
- Children make big, fancy price tags using sequence, pom poms, and glitter
- Children will design their own ABC patterns
- Children make patterns with random items as they play artifact dig
Weeks 28-30
DESIRED RESULTS-
What should students know?
Children know how to count up to 100. Children know how to create their own patterns using a variety of tactile. Children sort by sizes, shapes, colors. Children use items for basic addition and subtraction.
EVIDENCE- Children are relating numbers into their environment. Children are depicting and creating patterns. Children are relating values to objects.
LEARNING SKILLS-
- Early Math Review of Skills Taught during the School Year
- Patterns, sequences, orders, sizes, shapes, colors
- Adds and Subtracts using items such as dominoes
SAMPLE ACTIVITIES-
- Finger Plays- Children will engage in a variety of finger plays that have to do with counting, sequencing and numbering. They will create their own finger puppets using felt, googly eyes and other tactile materials.
- The Three Little Pigs- The children will use ABC patterning skills to create a Three Little Pigs house. They will use crafts sticks, foam bricks, and straws
- Children play domino math - a game where dominoes are face down and each child takes a turn choosing a domino. The children will then add the the dots on both sides of domino. While playing, a peer will do the same. In the end the children will figure out who has the bigger number.
All desired results for each previous grouped week are also continued expected results for continuing weeks. Continue practicing, continue learning. A pace that is comfortable for the child. Keep them moving, keep them busy with things that matter and mean something to them. The children are the focus, Keep plenty of time for Free Play and have them moving and being hands on all day through math, literacy and across all subjects of a curriculum. Integrate Play.