Description of the Kindergarten Curriculum UnitsMathematical Thinking in Kindergarten (Introduction) The emphasis of this unit is on introducing kindergarten students to some of the processes and materials they will be using in mathematics. In each of the four investigations, students are introduced to one classroom routine, which can then be used as an ongoing activity throughout the year. These routines include Attendance, Calendar, Today’s Question, and Counting Jar. Because the unit is introductory in nature, students are also introduced to some of the materials they will be using to explore mathematics. These include interlocking cubes, pattern blocks, Geoblocks, and color tiles. In addition to establishing classroom routines and exploring materials, this unit includes suggestions for organizing and managing the classroom environment.
Pattern Trains and Hopscotch Paths (Exploring Pattern) In this unit, students investigate what makes a pattern and how patterns give us information in order to predict what will come next. They have many opportunities to copy, create, and extend linear patterns using a variety of math materials (color tiles, pattern blocks, cubes) and common objects (buttons, shells, keys). Students also create rhythmic pattern routines using their bodies. In the second half of the unit, students work with more complex patterns, such as borders and staircases. They also make pattern paths based on hopscotch, a familiar playground game.
Collecting, Counting, and Measuring (Developing Number Sense) In this unit students explore numbers and number relationships through a variety of counting experiences. They count sets of classroom materials, such as interlocking cubes, pencils, color tiles, and art supplies; make counting books; and count and compare the letters in their names. They play mathematical games and solve mathematical problems that involve counting and accumulating amounts. With repeated opportunities to count in real ways, students build their knowledge of the counting sequence and of the quantities those numbers represent. Throughout the unit students begin to explore ways to use pictures, numerals, objects, and words to represent the quantities they count. Students explore the concept of measurement as they directly compare the lengths of two objects to find out which is longer. The work with counting and measurement in this unit provides the foundation for future work with these same topics in the unit How Many in All?
Counting Ourselves and Others (Exploring Data) In this unit, students use counting and sorting and classifying to collect, organize, and represent information about themselves, their classmates, and their environment. Students make representations of the number of people in their class. They collect data about the favorite part of their lunches and collect information from their classmates by conducting their own surveys. In addition, they solve a mathematical problem based on the daily attendance data. Throughout the unit students engage in a variety of activities that involve describing objects and sorting and classifying them according to common attributes. These experiences contribute to their work with organizing the data they collect.
Making Shapes and Building Blocks (Exploring Geometry) Students are introduced to geometry by looking at the 2- and 3-dimensional shapes in their classroom environment. Using a variety of materials, including pattern blocks, Geoblocks, clay, and the Shapes software, students observe, describe, construct, and represent 2-D and 3-D shapes. Through pattern-block puzzles, block structures, and a game called Fill the Hexagon, students explore how shapes can be combined to make other shapes. In addition, students begin to work with 2-D representations of 3-D objects as they try to match Geoblocks to 2-D outlines of the block faces.
How Many in All? (Counting and the Number System) Students deepen their understanding of numbers and number relationships. They play mathematical games in which they count, combine, and compare amounts; they solve problems in which they find number combinations (e.g., 6 is 3 and 3, or 2 and 3 and 1); they practice counting quantities as they use objects to measure length and distance; and they begin using their growing understanding of numbers to solve addition and subtraction story problems. Throughout the unit, students explore a variety of different ways to represent quantities,