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Mathematics Toolkit
Curriculum Guidance Materials & Resources
Template for Analysis of Mathematics Programs/Series
March 2005
| Grade PreK - Performance
Indicators Process Strands |
Does the program/series support the development of the process/content in the performance indicator? | Are additional resources needed? | At what grade level is the indicator addressed? | Is the concept newly introduced this year? |
| PK.PS.1 Explore, examine, and make observations about a social problem or mathematical situation | ||||
| PK.PS.2 Interpret information correctly, identify the problem, and generate possible solutions | ||||
| PK.PS.3 Act out or model with manipulatives activities involving mathematical content from literature and/or story telling | ||||
| PK.PS.4 Formulate problems and solutions from everyday situations (e.g., as counting the number of children in the class or using the calendar to teach counting) | ||||
| PK.PS.5 Use informal counting strategies to find solutions | ||||
| PK.PS.6 Experience teacher-directed questioning process to understand problems | ||||
| PK.PS.7 Compare and discuss ideas for solving a problem with teacher and/or students to justify their thinking | ||||
| PK.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in problems | ||||
| PK.PS.9 Use drawings/pictures to model the action in problems | ||||
| PK.PS.10 Explain to others how a problem was solved, giving strategies | ||||
| PK.RP.1 Understand that mathematical statements can be true or false | ||||
| PK.RP.2 Investigate the use of knowledgeable guessing as a mathematical tool | ||||
| PK.RP.3 Explore guesses, using a variety of objects and manipulatives | ||||
| PK.RP.4 Listen to claims other students make | ||||
| PK.CM.1 Understand how to organize their thought processes with teacher guidance | ||||
| PK.CM.2 Share mathematical ideas through the manipulation of objects, drawings, pictures, and verbal explanations | ||||
| PK.CM.3 Listen to solutions shared by other students | ||||
| PK.CM.4 Formulate mathematically relevant questions with teacher guidance | ||||
| PK.CM.5 Use appropriate mathematical terms, vocabulary, and language | ||||
| PK.CN.1 Recognize the presence of mathematics in their daily lives | ||||
| PK.CN.2 Use counting strategies to solve problems in their daily lives | ||||
| PK.CN.3 Recognize and apply mathematics to objects and pictures | ||||
| PK.R.1 Use multiple representations, including verbal language, acting out of modeling a situation, and drawing pictures as representations | ||||
| PK.R.2 Use standard and nonstandard representations | ||||
| PK.R.3 Use objects to show and understand physical phenomena (e.g., guess the number of cookies in a package) | ||||
| PK.R.4 Use objects to show and understand social phenomena (e.g., count and represent sharing cookies between friends) | ||||
| PK.R.5 Use objects to show and understand mathematical phenomena (e.g., draw pictures to show a story problem, show number value using fingers on your hand) |
| Grade PreK - Performance
Indicators Content Strands |
Does the program/series support the development of the process/content in the performance indicator? | Are additional resources needed? | At what grade level is the indicator addressed? | Is the concept newly introduced this year? |
| PK.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10) | ||||
| PK.N.2 Count out (produce) a collection of a specified size 1 to 10 | ||||
| PK.N.3 Verbally count by 1’s to 10 | ||||
| PK.N.4 Explore the different representations of a group of objects | ||||
| PK.N.5 Draw pictures or other informal symbols to represent a spoken number up to 5 | ||||
| PK.N.6 Draw pictures or other informal symbols to represent how many in a collection up to 5 | ||||
| PK.N.7 Recognize numerals (0-5) | ||||
| PK.N.8 Use and understand the terms first and last | ||||
| PK.N.9 Develop addition and subtraction readiness with sums up to 4 and subtraction involving one to four items, using manipulatives | ||||
| PK.A.1 Duplicate simple patterns using concrete objects | ||||
| PK.G.1 Match shapes, first with same size and orientation, then with different sizes and orientation | ||||
| PK.G.2 Informally play with solids (e.g., building blocks) | ||||
| PK.M.1 Develop language such as bigger, longer, and taller to discuss length | ||||
| PK.M.2 Relate specific times such as day and night | ||||
| PK.S.1 Sort and organize objects by one attribute (e.g., color, size, or shape) | ||||
| PK.S.2 Use physical objects to make graphs | ||||
| PK.S.3 Count and compare groups formed (quantify groups formed) | ||||
| PK.S.4 Describe the attributes of objects |