In Kindergarten, instructional time should focus on two critical areas:
#1: Representing, relating, and operating on whole numbers, initially with sets of objects;
#2: Describing shapes and space
#1: Representing, relating, and operating on whole numbers, initially with sets of objects;
#2: Describing shapes and space
Here are the domains within the MA Curriculum Framework for Math that addresses these critical areas:
Counting and Cardinality
1. Count to 100 by ones and by tens; Count forward beginning from a number other than 1. 2. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). 3. Understand the relationship between numbers and quantities; connect counting to cardinality. 4. Count to answer “how many?” questions about as many as 20 things in different configurations. 5. Compare two numbers, or groups of objects, to determine if they are greater than, less than, or equal to one another, e.g., by using matching and counting strategies. |
Operations and Algebraic Thinking
6. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, word problems, expressions, or equations. 7. Fluently add & subtract within 5. Number and Operations in Base Ten 8. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 9. understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
Measurement and Data
10. Describe and compare measurable attributes of objects, such as length or weight, and describe if something has “more of”/ “less of” the attribute Geometry 11. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |