Mathematics in Kindergarten

Kindergarten students work with numbers ranging from zero to ninety-nine (0 - 99) and with simple geometric shapes. They count, compare, describe, and sort objects.

A key skill for kindergarten students is to group and compare sets of objects, such as blocks or apples. Students understand that the number of objects in a set will remain the same no matter how the objects are rearranged. Kindergarten students also develop a sense of patterns, such as when making a necklace with a sequence of colored beads.

TOPICS COVERED

Expectations for what a child should be able to do increase from one grade to the next. Expectations are:

• Understanding numbers and how they work, such as adding, subtracting, multiplying, and dividing (Number Sense and Operations)

• Investigating patterns and using symbols (such as x + y = z) to analyze mathematical situations and change (Patterns, Relations, and Algebra)

• Identifying shapes, sizes, and relationships (Geometry)

• Using number relationships to find out size and volume (Measurement)

• Doing experiments, collecting data, and using the information to decide what will happen (Data Analysis, Statistics, and Probability).

WHAT YOUR CHILD SHOULD KNOW

BY THE END OF KINDERGARTEN, YOUR CHILD SHOULD KNOW AND BE ABLE TO PERFORM THESE SKILLS:

1. Count with understanding to at least 10. For example, choose and count seven beads to put on a necklace.

2. Use numbers to describe quantity. For example, “I broke my cookie into four pieces.”

3. Recognize and name numerals up to 10. For example, point to each number on a clock while counting aloud.

4. Recognize quantity of up to four objects. For example, see three baseballs and say, “There are three,” without having to count them.

5. Add and subtract using concrete objects. For example, line up three blocks, then get one more and say, “Now I have four.”

6. Recognize, describe, and copy simple patterns. For example, join in a clapping pattern: slap knees, slap knees, clap hands; slap knees, slap knees, clap hands.

7. Identify, name, and describe simple two- and three-dimensional shapes. Can say, “This is a triangle. See, it has three sides.”

8. Observe two or more different objects, comparing their lengths, weights, and volumes..

9. Create shapes using concrete materials. For example, use straws to make rectangles of different sizes.

10. Show awareness of time concepts and sequence. For example, “After lunch we have read-aloud time” or “We go home at three o’clock.”

11. Describe and analyze information from graphs. For example, notice that “there are more girls than boys here” after observing the attendance graph.

HOME ACTIVITIES

1. Speak with your child in number language. For example, “At five o’clock in the afternoon, we eat dinner. At eight o’clock in the morning you go to school.”

2. Count aloud as you climb steps, button clothes, sort laundry, or stack materials.

3. Sing songs or say rhymes that include numbers (e.g., One, two, buckle my shoe). Buy simple counting books at book stores or supermarkets.

4. Encourage your child to collect buttons or other objects with different shapes, sizes, or colors. Ask your child to sort them in different ways: for example, round or flat, big or little.

5. Explore time, money, number sense, geometry on the Internet with your child.

Course: 7712015 Access Mathematics - Grade Kindergarten

SUNSHINE STATE BASIC INFORMATION

Course Number:	7712015
Course Title:	Access Mathematics - Grade Kindergarten
Course Abbreviated Title:	Access Mathematics - Grade Kindergarten
Course Path:	Section:Exceptional Student Education» Grade Group:Elementary » Subject: Academics - Subject Areas » NCLB: Yes Class Size: Yes Requires HQT: Yes
Number of Credits:	NA
Course Length:	Year
Course Type:	Core
Requires Highly Qualified Teacher(HQT)?	Yes
Class Size?	Yes
No Child Left Behind (NCLB)?	Yes
Status:	State Board Approved

RELATED ACCESS POINTS: Independent(10) Supported(11) Participatory(9)

MA.K.A.1.1:	Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives. Access Points: MA.K.A.1.In.a: Represent quantities to 5 using sets of objects and number names. MA.K.A.1.Su.a: Represent quantities to 3 using sets of objects and number names. MA.K.A.1.Pa.a: Indicate desire for more of an action or object. MA.K.A.1.Pa.b: Indicate desire for no more of an action or object.
MA.K.A.1.2:	Solve problems including those involving sets by counting, by using cardinal and ordinal numbers, by comparing, by ordering, and by creating sets up to 20. Access Points: MA.K.A.1.In.b: Use one-to-one correspondence to count and compare sets of objects to 5. MA.K.A.1.Su.b: Use one-to-one correspondence to count sets of objects to 3. MA.K.A.1.Pa.c: Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.
MA.K.A.1.3:	Solve word problems involving simple joining and separating situations. Access Points: MA.K.A.1.Su.c: Solve problems with up to 3 objects involving simple joining (putting together) situations. MA.K.A.1.Pa.c: Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.
MA.K.A.4.1:	Identify and duplicate simple number and non-numeric repeating and growing patterns. Access Points: MA.K.A.4.In.a: Match two-element repeating patterns of sounds, physical movements, and objects. MA.K.A.4.Su.a: Match identical sounds, physical movements, and objects. MA.K.A.4.Pa.a: Recognize two objects that are identical to each other.
MA.K.G.2.1:	Describe, sort and re-sort objects using a variety of attributes such as shape, size, and position. Access Points: MA.K.G.2.In.a: Sort objects by single attributes, including shape and size. MA.K.G.2.Su.a: Sort common objects by size. MA.K.G.2.Pa.a: Recognize a common object with a two-dimensional shape. MA.K.G.2.Pa.b: Recognize a common three-dimensional object.
MA.K.G.2.2:	Identify, name, describe and sort basic two-dimensional shapes such as squares, triangles, circles, rectangles, hexagons, and trapezoids. Access Points: MA.K.G.2.In.b: Match and name two-dimensional shapes, including circle and square. MA.K.G.2.Su.b: Identify square objects or pictures when given the name. MA.K.G.2.Pa.a: Recognize a common object with a two-dimensional shape.
MA.K.G.2.3:	Identify, name, describe, and sort three-dimensional shapes such as spheres, cubes and cylinders. Access Points: MA.K.G.2.In.c: Match examples of three-dimensional objects, such as balls (spheres) and blocks (cubes). MA.K.G.2.Su.c: Identify three-dimensional objects, such as a block (cube) or ball (sphere). MA.K.G.2.Pa.b: Recognize a common three-dimensional object.
MA.K.G.2.4:	Interpret the physical world with geometric shapes, and describe it with corresponding vocabulary. Access Points: MA.K.G.2.In.d: Identify shapes, including circle and square, in the environment. MA.K.G.2.Su.d: Identify square shapes in the environment when given the name. MA.K.G.2.Pa.a: Recognize a common object with a two-dimensional shape. MA.K.G.2.Pa.b: Recognize a common three-dimensional object.
MA.K.G.2.5:	Use basic shapes, spatial reasoning, and manipulatives to model objects in the environment and to construct more complex shapes. Access Points: MA.K.G.2.In.e: Identify spatial relationships, including in, out, up, down, top, bottom, on, and off. MA.K.G.2.Su.e: Identify spatial relationships, including on, off, up, and down. MA.K.G.2.Pa.c: Recognize a movement that reflects a spatial relationship, such as up and down.
MA.K.G.3.1:	Compare and order objects indirectly or directly using measurable attributes such as length, height, and weight. Access Points: MA.K.G.3.In.a: Compare overall size and length of objects and describe using terms, such as big, small, long, and short. MA.K.G.3.Su.a: Identify size of objects using terms, such as big and little. MA.K.G.3.Pa.a: Recognize differences in size of objects.
MA.K.G.5.1:	Demonstrate an understanding of the concept of time using identifiers such as morning, afternoon, day, week, month, year, before/after, shorter/longer. Access Points: MA.K.G.5.In.a: Identify concepts of time, including day, night, morning, and afternoon, by relating activities to a time period. MA.K.G.5.Su.a: Identify concepts of time, including day and night, by relating daily events to a time period. MA.K.G.5.Pa.a: Recognize common activities that occur every day.

RELATED GLOSSARY TERM DEFINITIONS (21)

Attribute:	A quality or characteristic, such as color, thickness, size, and shape.
Cube:	Solid figure with six congruent, square faces
Cylinder:	A three dimensional figure with two parallel congruent circular bases and a lateral surface that connects the boundaries of the bases. More general definitions of cylinder may not require circular bases.
Edge:	A line segment where two faces of a polyhedron meet.
Height:	A line segment extending from the vertex or apex of a figure to its base and forming a right angle with the base or plane that contains the base.
Hexagon (wolfram):	Is a six-sided polygon.
Length:	A one-dimensional measure that is the measurable property of line segments.
Mean:	There are several statistical quantities called means, e.g., harmonic mean, arithmetic mean, and geometric mean. However, “mean” commonly refers to the arithmetic mean that is also called arithmetic average. Arithmetic mean is a mathematical representation of the typical value of a series of numbers, computed as the sum of all the numbers in the series divided by the count of all numbers in the series. Arithmetic mean is the balance point if the numbers are considered as weights on a beam.
Model:	To represent a mathematical situation with manipulatives (objects), pictures, numbers or symbols.
Ordinal number:	A number that names the place or position of an object in a sequence or set.
Pattern:	A predictable or prescribed sequence of numbers, objects, etc. Patterns and relationships may be described or presented using multiple representations such as manipulatives, tables, graphics (pictures or drawings), or algebraic rules (functions).
Rectangle:	A parallelogram with four right angles.
Representations:	Physical objects, drawings, charts, words, graphs, and symbols that help students communicate their thinking.
Set:	A set is a finite or infinite collection of distinct objects in which order has no significance.
Side:	The edge of a polygon (e.g., a triangle has three sides), the face of a polyhedron, or one of the rays that make up an angle.
Sphere:	A three-dimensional figure in which all points on the figure are equidistant from a center point.
Square:	A rectangle with four congruent sides; also, a rhombus with four right angles.
Triangle:	A polygon with three sides.
Circle:	A closed plane figure with all points of the figure the same distance from the center. The equation for a circle with center (h, k) and radius r is: (x - h)² + (y - k)² = r²
Vertex:	The point common to the two rays that form an angle; the point common to any two sides of a polygon; the point common to three or more edges of a polyhedron.
Weight:	The force with which a body is attracted to Earth or another celestial body, equal to the product of the mass of the object and the acceleration of gravity.

This document was generated by using CPALMS - www.cpalms.org

Math Word Search Puzzles

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Number Words Search - numbers one - twenty
My First Number Word Search - number words one through ten

Here is a list of all of the skills students learn in kindergarten! The skills are organized into categories, and you can move your mouse over any skill name to see a sample question. To start practicing, just click on any link. IXL will track your score, and the questions will even increase in difficulty as you improve!

Numbers and counting up to 3

A.1Count to 3

A.2represent-numbers-up-to-3

A.3Count-by-typing-up-to-3

Positions

K.1inside-outside

K.2left-middle-right

K.3top-middle-bottom

K.4above-below

K.5location-in-a-three-by-three-grid

Numbers and counting up to 5

B.1Count-to-5