Pre-Kindergarten Overview

1.        Your child will develop an understanding of whole numbers, including concepts of correspondence, counting, cardinality, and comparison.  They will begin by understanding of whole numbers by recognizing the number of objects in a group by counting and without counting them (subitizing).  They will recognize number words to refer to a quantity. Your child will also use 1:1 correspondence to match and compare sets, understanding that the last word stated tells “how many.”  They will use the language “more than” and “less than” to compare quantities, and they order sets by number of objects in them. 

2.       Your child will identify shapes and describe spatial relationships.  Children will develop spatial reasoning and find shapes in their environments and describe them in their own words.  They will build pictures and designs by combining 2 and 3-dimensional shapes.  They will solve puzzles to determine which piece will fit into a space and discuss relative positions of objects with vocabulary such as “above”, “below”, and “next to.“

3.       Your child will identify measurable attributes by comparing objects using those attributes.  They will identify objects as “the same” or “different”, and then “more” or “less”, on the basis of attributes that they can measure.  Children will identify length and weight, and solve problems by making direct comparisons of objects using those attributes. 

• Match like (congruent and similar) shapes
• Group the shapes by attributes
• Correctly name shapes (regardless of their orientations or overall size)
• Match and sort shapes
• Describe three-dimensional objects using attributes

Students need to:

• Identify and describe the attributes of color among sets of concrete objects

• Identify and describe the attributes of shape among sets of concrete objects and images

• Identify and describe the attributes of size among various dimensions of concrete objects

• Sort objects by one attribute such as shape, color, size, weight, and length and explain the sorting rule

• Compare two items or sets of objects and explain how they are alike and different

• Begin to construct a real graph to represent information gathered from a set of concrete objects and then discuss what the data reveals

• Begin to construct a picture graph to represent, compare, and interpret data

Ways parents Can Help

• Use real objects to talk about their likes and differences.  (i.e. size, color, shape…)
• Sort objects at home such as socks, cereal, candy, containers in the pantry, toys, etc.
• When you return home from the grocery store, have your child help you sort the items from the grocery bag and discuss how items were sorted.
• Use sorted objects to construct a real graph by arranging like objects in columns or rows.

Some Support Sites

Tiny Hands Sorting Apple App (free)

Alike - similar

Attribute - a characteristic of an object, such as color, shape, or size.

Different – not similar

Group – a set of objects that share a common attribute

Picture Graph – a graph created by using pictures of objects to make the graph

Same – equal in size, shape, value or importance

Shape – circle, triangle, square

Sort - a group set up on the basis of any characteristic in common

Comparative attribute examples: thick, thin, long, short, round, straight, size(bigger/smaller), color

Real Graph – a graph created by using the actual objects to make the graph

Students need to:

• Use one-to-one correspondence and rote counting to determine how many objects are in a set of up to 5 objects.
   
• Verbally count to 10 by ones and then develop rote counting to 20 by ones.
   
• Understand the relationship between numbers and quantities to 5.
   
• Recognize that the last number name said tells the number of objects counted.
   
• Identify, describe, and create sets of up to 5 objects using concrete materials (5 frames)
   
• Match a numeral to a set 0-5.
   
• Recognize written numerals 0-5.
   
• Use one-to-one correspondence to identify, describe, and compare sets of concrete objects using language such as “more than,” “less than,” or “same as”.
   
• Recognize that each successive number name refers to a quantity that is one larger. 
   
• Count and discuss quantity 0-5
   
• Explore relationships by comparing groups of no more than 5 objects to determine more or less.
   
• Recognize the concept of just after or just before a given number in the counting sequence.
   
• Recognize the number of objects in a set without counting (subitizing).

Ways Parents Can Help

• Practice counting forwards and backwards with your child.
• Practice putting number cards in order.
• Count objects around the house (steps, toys, food items….
• Use number cards to label a set of objects of that quantity.
• Have your child create a set of objects that matches a number shown.
• Use a die to see if your child can name the number without counting the dots.
• Practice writing the numbers 0, 1, 2, 3, 4 and 5.
• Build sets together using objects around the house. Compare the sets using the phrases "more than", "less than", "same as".

Some Support Sites

Candy Count App

As many as

Compare

Count

Equal

Fewer than

Five frame

Five

Four

Least

Less

Less than

More

More than                                                  

Most

Next

None

Number

Number path

One

One less

One more

Same

Three

Two

Zero                                                                

Students need to:

• Name, recognize and use the attributes of plane geometric figures (i.e. describe shapes by number of sides and/or corners)Review comparing and describing of two-dimensional figures (circle, triangles, squares)
• Match triangles, circles, rectangles and squares
• Identify triangles, circles, rectangles and squares in the environment
• Compare three-dimensional figures with real world objects.
• Compare and describe attributes of three-dimensional figures such as cones, cubes, cylinders, and spheres
• Compose and describe structures using three-dimensional shapes. Descriptions may include shape attributes, relative position (above, below, over, under, on, next to, in front of, beside, behind, between, etc.)
• Represent and duplicate simple repeating patterns using no more than 2 different objects and different actions in the core of the pattern*
• Extend simple patterns of sound, movement, and concrete objects by predicting what comes next in a sequence of repeating elements
   

Ways Parents Can Help

• Ask your child to identify different shapes in your house. For example, have your child locate an object that looks like a square, a circle, a triangle, etc. Have your child compare the objects and discuss the attributes. For example, a plate if traced around makes a circle and that is round, a can of soup is a cylinder and it can roll.
• Use positional words with your child and ask your child to use them too. (i.e. Put the fork beside the spoon. Put the napkin under the fork.
• Play "Simon Says" with your child. Use direction words such as: above, below, over, under, on, next to, beside, and behind. Allow your child to give you directions for what to do.
• Look for patterns and shapes in the world around you with your child.
• Have your child make a pattern by using their hands and body. First, have them put their hands on their head and then their shoulders and then their knees. Have them repeat these motions three times to make a pattern. Allow your child to make up a movement pattern for you to perform.

Some Support Sites

Kids Doodle and Discovery - app

Shapes Toddler-Preschool - app

Geoboard: Math Learning Center - Apple app

Key Vocabulary to Know

Shape Words      

Circle

Cone

Corners

Cube

Cylinder

Faces

Rectangle

Rolls

Round

Shape

Sides

Sphere

Square

Stacks

Straight

Triangle

Pattern Words       

Copy

Core

Extend

Pattern

Repeat

Positional Words       

Above

Behind

Below

Beside

Between

In front of

Next to

Over

On

Under

Students need to:

• Identify, describe, and compare objects by the attribute of length (longer, shorter).
• Identify, describe, and compare objects by the attribute of height (shorter, taller).
• Identify, describe, and compare objects by the attribute of size (bigger, smaller).
• Identify, describe, and compare objects by the attribute of weight (lighter, heavier).
• Order up to 3 objects by height, length or weight (e.g., biggest to smallest, shortest to tallest, heaviest to lightest).
   

Ways Parents Can Help

• Help your child to compare two objects by their length using the words longer/shorter in the comparison. For example, "The length of this carrot is longer than this fork."
• Help your child to compare two objects by their height using the words shorter/taller in the comparison. For example, "The height of this chair is shorter than this table."
• Help your child to compare two objects by their size using the words bigger/smaller in the comparison. For example, "The size of this raisin is smaller than this apple."
• Help your child to compare two objects by their weight using the words lighter/heavier in the comparison. For example, "The weight of this banana is heavier than this marshmallow."
• Use 3 objects at home and help your child put them in order from shortest to tallest by comparing.
• Use 3 objects at home and help your child put them in order from lightest to heaviest by holding them to compare the weight.

Big                                                

Bigger

Biggest

Compare

Heavy

Heavier

Heaviest

Height

Length

Light

Lighter

Lightest

Long

Longer

Longest

Measure

Measurement                            

Same

Short

Shorter

Shortest

Size

Small

Smaller

Smallest

Tall

Taller

Tallest

Weight

Students need to:

• Use one-to-one correspondence and rote counting to determine how many objects are in a set of up to 10 objects.
• Verbally count to 10 by ones and then develop rote counting to 20 by ones.
• Understand the relationship between numbers and quantities to 10.
• Recognize that the last number name said tells the number of objects counted.
• Identify, describe, and create sets of up to 10 objects using concrete materials (ten frames), pictures and/or numerals (with 0 representing a count of no objects).
• See numbers 6 – 10 with a 5 group (dot arrays, fingers, ten frame).
• Match a numeral to a set 0-10.
• Recognize written numerals 0 – 10.
• Count and discuss quantity 0-10 in various arrangements (line, array, scattered).
• Recognize the concept of just after or just before a given number in the counting sequence up to 10.
• Use one-to-one correspondence to identify, describe, and compare sets of concrete objects using language such as “more than,” “less than,” or “same as”.
• Recognize that each successive number name refers to a quantity that is one larger.
• Say the number-word list to thirty-nine.
   

Ways Parents Can Help

• Practice counting forwards and backwards with your child
• Practice putting number cards in order (0 – 10)
• Count things around the house (steps, toys, food items…
• Use number cards to label a set of objects of that quantity.
• Have your child create a set of objects that matches a number shown.
• Practice writing the numbers up to 10
• While in the car challenge your child to find a certain number of an object. For example, have your child find 6 blue cars or 8 blue trucks.
• Build sets together using things around the house. Compare the sets using the phrases "more/greater than", "less than", "same as".

As many as                     

Compare

Count

Eight

Equal

Fewer than

Five frame

Five

Four

Greater than

Least

Less

Less than

More

More than

Most                                        

Next

Nine

Number path

One

One less

One more

Same

Seven

Six

Ten

Ten frame

Three

Two

Zero

Students need to:

• Explore the concept of addition by using part-part-whole story mats (add to five, add to ten).

• Explore addition and subtraction with objects, fingers, mental images, drawings, sounds (i.e. claps), acting out situations, or verbal explanations.

• Model story problems involving the joining together of two sets and then describe how many (add to five, add to ten).

• Decompose numbers up to 10 into pairs in order to find the missing part within a whole quantity (part-part-whole mat) (subtract from ten).

• Model story problems involving the separation of a quantity from a larger quantity and then tell how many (subtract from five, subtract from ten).
   

Ways Parents Can Help

• Practice adding by acting out story problems that involve joining two groups of objects using things around the house.
  (i.e a group of 3 red grapes and a group of 3 green grapes – when we put them together, how many grapes do we have in all?)
• Practice subtracting by acting out story problems that involve the separation of a certain number of objects from a larger quantity of those objects by using things around the house.
  (i.e I have a group of 8 red grapes and I take 3 away. How many grapes do I have now?)
• Books to Read:
  -Addition
  -Subtraction
  -Domino Addition

Some Support Sites

Math Word Problems - Apple app

10 Frame Fill - Apple app

Math Slide - Apple app

Fewer than

Greater than                                   

Join

Less

Less than

Missing part

Add

Addition

Altogether

As many as

Compare

Equal

Plus

Put together                                

Same

Separate

Subtract

Subtraction

Take apart

More

More than

Number path

One less

One more

Part-part-whole