School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Mathematics
CONTENT STANDARD: NUMBERS AND NUMBER SENSE
Students will understand and demonstrate a sense of what numbers mean and how they are used. Numbers are used to describe and interpret phenomena. Building a sense of number relationships is essential for developing the ability to deal with any set of numbers. Number sense involves understanding the meaning of numbers, relationships among numbers, relative number magnitudes, and the effects of operations on numbers. Skilled estimation is also an important component of number sense.
Performance Indicators: The learner will·
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Kindergarten |
1. Review and extend prior learning
2. Demonstrate an understanding of what numbers mean, e.g. that the number 7 stands for a group of objects
3. Understand that numbers have many uses (e.g., prices, recipes, measurement)
4. Recognize numbers for sets of 20 or more objects
5. Read, write, order, and compare numbers from 0 to 20
6. Identify fractions of a region or a set
á Halves
CONTENT STANDARD: COMPUTATION
Students will understand and demonstrate computation skills. Computation involves understanding the fundamental operations of and relationships between and among addition, subtraction, multiplication, and division. Proficiency in computational skills requires that students learn to evaluate the reasonableness of an answer and to obtain accuracy in calculations with ever-increasing ease and confidence, with and without technological tools.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Demonstrate an understanding of the processes of addition and subtraction
3. Use a variety of materials, strategies, and symbols to manipulate
á Whole numbers
á Addition of the number 1 or the number 2 to a one-digit positive number
á Subtraction of the number 1 or the number 2 from a one-digit positive number
CONTENT STANDARD: MEASUREMENT
Students
will understand and demonstrate measurement skills. Measurement
is valuable as an integrating skill throughout the curriculum and in
everyday life. The use of estimation is vital in determining the reasonableness
of measurement. Measurement attributes (e.g., length, volume, time),
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Recognize and understand the value of a
á Penny
á Nickel
á Dime
3. Identify standard and non-standard tools used to measure
á Length (ruler)
á Mass (scale)
á Volume (teaspoon, cup, etc.)
á Time (clock and calendar)
á Temperature (thermometer)
4. Compare two objects, using direct comparisons, according to one or more attributes
á Length (shorter, longer)
á Height (shorter, taller)
á Distance (nearer, farther)
á Mass (heavier, lighter)
á Volume (less, more)
á Time (earlier, later; before, after)
á Temperature (hotter, colder)
CONTENT STANDARD: PATTERNS, RELATIONS, AND FUNCTIONS
Students will understand that mathematics is the science of patterns, relationships, and functions. Relationships are central to mathematical understanding. A study of patterns often reveals regularity, indicating the presence of a mathematical relationship. Studying relationships allows students to make generalizations and predictions about phenomena and occurrences.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Sort and classify objects according to similar attributes
3. Recognize and extend a variety of patterns
á Linear, e.g., ABB using Unifix cubes
á Spatial, e.g., pattern block designs
CONTENT STANDARD: DISCRETE MATHEMATICS
Students will understand and apply concepts in discrete mathematics. Discrete mathematics studies discrete processes (e.g., all possible bus routes in a school district). This study includes the exploration of diagrams, networks, and flowcharts that students construct to model situations or use for planning, scheduling, and decision making. Three main concerns of discrete mathematics are existence (Is there a solution?), counting (How many solutions are there?), and efficiency (What is the best solution?).
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Demonstrate an initial understanding of possible outcomes when more than one option is available
CONTENT STANDARD: MATHEMATICAL REASONING
Students will understand and apply concepts of mathematical reasoning. Reasoning is fundamental to the knowing and doing of mathematics. To give more students access to mathematics as a powerful way of making sense of the world, it is essential that an emphasis on reasoning pervade all mathematics. Students need a great deal of time and many experiences to develop their ability to construct and evaluate valid arguments in problem settings and to evaluate the arguments of others.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Use patterns and relationships to analyze mathematical situations
3. Demonstrate an initial understanding that multiple paths to a conclusion may exist
CONTENT STANDARD: DATA ANALYSIS AND STATISTICS
Students will understand and apply concepts of data analysis. Individuals are faced with massive quantities of information which must be selected, sorted, and analyzed to reach conclusions. Sound decision making requires the ability to collect data effectively, organize data, discover patterns, summarize trends, make inferences, draw conclusions, and make predictions. The ethical use of statistics is a paramount concern in the Information Age.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Gather data relating to familiar experiences by counting and tallying
3. Display objects and information, using object and picture graphs and tables
CONTENT STANDARD: PROBABILITY
Students will understand and apply concepts of probability. Probability is the study of uncertainty. Informed consumers of information understand the basic principles of probability. People need to understand the uncertainties and limitations involved when drawing conclusions from data.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Demonstrate an initial understanding of a chance occurrence, using manipulatives (e.g., coins, dice, multi-colored spinners)
CONTENT STANDARD: ALGEBRA CONCEPTS
Students will understand and apply algebraic concepts. Algebra and analytic thinking are fundamental tools for working in and thinking about mathematics. These tools provide ways to generalize and predict problem solutions when not all information is known. Taught within the context of mathematical and practical applications, the concept of functions is a unifying theme for algebraic concepts.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Use language to express numerical relationships
3. Solve one-step linear word problems by
á Listening to a situation, determining the appropriate operation (addition or subtraction), and solving for an unknown, using manipulatives
CONTENT STANDARD: GEOMETRY
Students will understand and apply concepts from geometry. Geometry is the study of the spatial world and its symmetries. The ideas of geometry are used to describe, interpret, represent, and change the spatial world in which people live. The understanding and development of spatial and visual skills strengthens problem-solving abilities.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Identify and describe representations of plane geometric figures (e.g., circle, triangle, square, rectangle)
3. Compare the size and shape of plane geometric figures
4. Use positional words to describe the proximity of objects in space (e.g., near, far, up, down, beside)
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Developed 07/17/97 Revised 07/08/98 |
curr-math-scope-kindergarten.doc |