Download Fairfield Public Schools Mathematics Curriculum Grade K

Students in Kindergarten will focus on
two critical areas:
• representing, relating, and operating on
whole numbers
• describing shapes and spatial
relationships.
Students will develop an understanding of
counting:
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one to one matching
the last number said tells the quantity
there is a sequence to our numbers
there is a pattern to the underlying structure to our
number system.
Students will describe their physical world using
geometric ideas
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Students will name and describe 2D and 3D shapes
Students will explore and compare the attributes
of the shapes through hands on activities
Students will develop an understanding of early
number concepts and place value.
• Students will understand the meaning of whole numbers
• Students will recognize and write numbers
• Students will compare sets of objects
• Students will combine and take numbers apart and will
think of numbers as being part of other numbers
(part-part-whole)
• Students will build an understanding of addition and
subtraction.
• Students will write simple number sentences to match
situations.
Our Mathematical Practices have
created a shift from:
Teacher has the “answer”
(and therefore often does the thinking for the student)
TO
The proof for the answer is in the
mathematics.
(and therefore the student does the thinking )
Children come to school
with a wealth of
mathematical knowledge
When we receive children in preschool and kindergarten,
children already use patterns and relationships as they
develop their mathematical understanding of the world
around them. We build on this by strategically selecting
problems and numbers that develop big ideas in
mathematics throughout the grade level continuum.
We begin by understanding number.
It is important for young children to not only count in the
counting sequence, 1, 2, 3, 4, 5,…, but also comprehend
that a number (symbol) represents a quantity.
This is a huge developmental milestone that takes time
to develop.
It is also a big developmental idea for children to
understand that numbers also contain other
numbers. Meaning, a “5” contains the quantity
“4” and that five is actually composed of a 4 and
a 1 or a 3 and a 2…
It is important to push students beyond counting
strategies to recognize numbers as being
composed of other numbers and that numbers can
be decomposed into other numbers.
I will flash dots on the screen. Your task
is to figure out how many there are.
How many did you see?
-seeing three in relation to five
You will see dots in the tenframe for 2 seconds.
Can you tell how many
there are?
(5
3)
2) see it?
How(10
did+–you
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Composing and
decomposing numbers is
related but different
than adding and
subtracting.
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1&4
2&3
3&2
4&1
5&0
but there is always the quantity
“five.”
4+1=5
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5-1=4
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We are looking forward to working with your children to
build a foundation for life long learning .
For further information and ideas for activities, websites,
and apps please visit our wikispace at:
http://fairfieldpublicschoolsk5math.wikispaces.com/home