Young children are natural learners, and they bring informal mathematics knowledge and experiences to the preschool classroom. They continually construct mathematical ideas based on their experiences with the environment, their interactions with adults and other children, and their daily observations. Children approach new tasks with curiosity and a sense of experimentation. Mathematics learning builds on these characteristics of young children, and challenges children to explore ideas about patterns and relationships, order and predictability, and logic and meaning. Appropriate instruction occurs in environments that are rich in language, encourage children’s thinking, and nurture children’s explorations and ideas. These ideas include the concepts of number, pattern, measurement, shape, space, and classification.
| Number and Number Sense:
The child will count with understanding, and use numbers to
tell how many, describe order, and compare. |
Computation:
The child will recognize change in groups (sets/ collections). |
Measurement:
The child will identify and compare the attributes of length,
capacity, weight, time, and temperature. |
| Geometry:
The child will describe simple geometric shapes (circle, triangle,
rectangle, and square) and indicate their position in relation
to him/ herself and to other objects. |
Date Collection and Statistics:
The child will participate in the data gathering process in
order to answer questions of interest. |
Patterns and relationships:
The child will identify simple patterns of concrete objects,
and use them to recognize relationships. |
Block One: Number and Number Sense
Young children enter preschool
with a foundation of experiences with number. To grow in an understanding
of number and develop number sense, children must have daily experiences
involving comparison and counting in ways that are personally meaningful
and challenging.
| a) Count to 20 or more | |
| b) Count a group (set/collection) of three to five objects by touching each object as it is counted and saying the correct number (one-to-one correspondence) |
|
| c) Count the items in a collection of one to five items and know the last counting word tells “how many” |
|
| d) Compare two groups (sets/collections) of matched objects (less than five) and describe the groups using the terms more, fewer, or same |
Block Two: Computation
Young children notice the effects of increasing or decreasing the items in a collection of objects. To develop an understanding of computation children need many opportunities to match and count objects to find out more dependably which quantity is more, and to use counting to describe changes in a set.
| a) Describe changes in groups (sets/collections) by using more when groups of objects (sets) are combined (added together) | |
| b) Describe changes in groups (sets/collections) by using fewer when groups of objects (sets) are separated (taken away) |
Block Three: Measurement
Children naturally make comparisons.
From a very young age on, children are comparing who is taller and who
has more. Comparison is the first step in developing an understanding
of measurement. Young children should be immersed in activities that
allow them to use their senses to make these direct comparisons. They
should also be exposed informally to tools that are used for measurement.
| a) Recognize attributes of length by using the
terms longer or shorter when comparing two objects |
|
| b) Know the correct names for the standard tools used for telling time and temperature; and measuring length, capacity, and weight (clocks, calendars, thermometers, rulers, measuring cups, and scales) | |
| c) Use the appropriate vocabulary when comparing
temperatures, e.g., hot, cold |
|
| d) Use appropriate vocabulary when describing
duration of time, e.g., hour, day, week, month, morning, afternoon, night, day |
Block Four: Geometry
Geometry for young children involves
observing and describing the shapes that are found everywhere in their
environment. Children naturally use geometric shapes and spatial comparisons
as they begin to express themselves through drawing and constructions.
This familiarity is a foundation for learning experiences involving
shape, position, and orientation in space.
| a) Match and sort shapes (circle, triangle, rectangle, and square) | Math: Geometry A |
| b) Describe how shapes are similar and different |
Math: Geometry B |
| c) Recognize shapes (circle, triangle, rectangle,
and square) by pointing to the appropriate figure when the teacher
names the shape |
Math: Geometry C |
| d) Describe the position of objects in relation to other objects and themselves using the terms next to, beside, above, below, under, over, top, and bottom |
Block Five: Data Collection and Statistics
Children are natural questioners; they start asking questions and finding out opinions from a young age. To build upon this strength, children need to ask questions, collect answers, and then talk about what they found out. Analyzing data is a key step in making sense of information and the world around us.
| a) Collect information to answer questions of interest to children | |
| b) Use descriptive language to compare data in objects and picture graphs by identifying which is more, fewer, or the same |
Block Six: Patterns and Relationships
Algebra begins with a search
for patterns. Being able to identify patterns allows young children
to make generalizations and predictions beyond the information directly
available. The recognition and analysis of patterns are important components
of a child’s intellectual development. Children should have many
opportunities to engage in pattern related activities and recognize
patterns in their everyday environment.
| a) Sort and classify objects according
to one or two attributes (color, size, shape, and texture) |
|
| b) Identify and explore simple patterns, i.e., AB, AB; red, blue, red, blue |
|
| c) Use patterns to predict relationships between objects, i.e., the blue shape follows the yellow shape, the triangle follows the square |
© Copyright 2007 Curriculum
Enrichment Publications, LLC
Information on website may NOT be reproduced without express permission
by Curriculum Enrichment Publications, LLC
Text on this page has been taken from and adapted
to use for instructional purposes in Virginia classrooms. To access
to Virginia Foundation Blocks for Early Learning: Comprehensive Standards
for Four-Year-Olds go to:
http://www.pen.k12.va.us/VDOE/Instruction/Elem_M/FoundationBlocks.pdf.
The acutal lesson plans are copyrighted by Curriculum Enrichment Publications
LLC.
