The document outlines the key math concepts that kindergarten children must understand, including:
1) Being able to identify greater than, less than, or equal to for sets of objects.
2) Learning one-to-one correspondence in counting sets and that the last number counted represents the total.
3) Understanding that numbers represent quantities, not just digits.
4) Learning to count on from a given number and recognize standard arrangements of objects.
5) Knowing one more and one less than a given number, and being able to make the benchmarks of 5 and 10.
6) Seeing relationships between numbers to later understand addition and subtraction.
7) Recognizing place value in double-digit
The document outlines the key math concepts that kindergarten children must understand, including:
1) Being able to identify greater than, less than, or equal to for sets of objects.
2) Learning one-to-one correspondence in counting sets and that the last number counted represents the total.
3) Understanding that numbers represent quantities, not just digits.
4) Learning to count on from a given number and recognize standard arrangements of objects.
5) Knowing one more and one less than a given number, and being able to make the benchmarks of 5 and 10.
6) Seeing relationships between numbers to later understand addition and subtraction.
7) Recognizing place value in double-digit
The document outlines the key math concepts that kindergarten children must understand, including:
1) Being able to identify greater than, less than, or equal to for sets of objects.
2) Learning one-to-one correspondence in counting sets and that the last number counted represents the total.
3) Understanding that numbers represent quantities, not just digits.
4) Learning to count on from a given number and recognize standard arrangements of objects.
5) Knowing one more and one less than a given number, and being able to make the benchmarks of 5 and 10.
6) Seeing relationships between numbers to later understand addition and subtraction.
7) Recognizing place value in double-digit
UNDERSTANDING OF HOW NUMBERS WORK Seeing sets Greater/Less
Children need to be able to look at a set and tell if it is <,>, or = to another set. 1 : 1 Correspondence each item you touch is assigned a number Children need to be able to count a set of objects and know that each item represents one number. Cardinality Principal the last number counted is the amount in the set Children need to be able to count a set and when they finish know that the last number they said is the amount in their set. Each Number is Introduced with its corresponding set
Children need to not only be able to identify a number, they need to know that a number isn't just a digit, its a quantity. T hey have to "see" a number as an amount. Each Number is Introduced with its corresponding set 4 2 7 Children match the number to the set. Counting On Children need to be able to look at a set and tell how many (or have counted that set already) and be able to continue counting. For example, I have 7 and then count 8, 9, 10, 11, and 12. Spatial Arrangements Children need to be able to see standard sets and know how many. One More/One Less
Children need to be able to state what is one more and one less than a given number. As this skill progresses , 2 more and 2 less. 5 and 10 as Benchmarks Children need to be able to make 5 and 10 quickly. (Ex. If they have 2 apples, they need 3 more to have 5. 5 and 10 as Benchmarks Children need to be able to make 5 and 10 quickly. (Ex. If they have 1 apple, they need 9 more to have 10. Seeing groupings of numbers to help later understand addition/subtraction Children see 3 and 3 make 6. Children see 5 and 1 make 6. Children see 4 and 2 make 6. Tens Ones Seeing Number in Place Value Children need to see double digit numbers as tens and ones. For example, 19 is 10 and 9 more.
Also 19 is odd because a single (ones place) is by itself. Tens Ones Children need to see double digit numbers as tens and ones. For example, 16 is 10 and 6 more.
Also 16 is even because there is not a single (ones place) by itself. Tens Ones Children need to see that any number fewer than 10 does not have a tens place.