| Content |
single attributes of 2D shapes and 3D objects |
Mathematics K |
No CCG |
| Keyword: single attributes |
Elaboration: At this level, using specific math terminology to name and identify 2D shapes and 3D objects is not expected.sorting 2D shapes and 3D objects using a single attributebuilding and describing 3D objects (e.g., shaped like a can)exploring, creating, and describing 2D shapesusing positional language, such as beside, on top of, under, and in front of |
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| Content |
direct comparative measurement (e.g., linear, mass, capacity) |
Mathematics K |
No CCG |
| Keyword: direct comparative measurement |
Elaboration: understanding the importance of using a baseline for direct comparison in linear measurementlinear height, width, length (e.g., longer than, shorter than, taller than, wider than)mass (e.g., heavier than, lighter than, same as)capacity (e.g., holds more, holds less) |
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| Content |
equality as a balance and inequality as an imbalance |
Mathematics K |
No CCG |
| Keyword: equality as a balance |
Elaboration: modeling equality as balanced and inequality as imbalanced using concrete and visual models (e.g., using a pan balance with cubes on each side to show equal and not equal)fish drying and sharing |
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| Content |
change in quantity to 10, using concrete materials |
Mathematics K |
No CCG |
| Keyword: change in quantity to 10 |
Elaboration: generalizing change by adding 1 or 2modeling and describing number relationships through change (eg., build and change tasks - begin with four cubes, what do you need to do to change it to six? to change it to 3?) |
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| Content |
repeating patterns with two or three elements |
Mathematics K |
No CCG |
| Keyword: repeating patterns |
Elaboration: sorting and classifying using a single attributeidentifying patterns in the worldrepeating patterns with 2-3 elementsidentifying the corerepresenting repeating patterns in various waysnoticing and identifying repeating patterns in First Peoples and local art and textiles, including beadwork and beading, and frieze work in borders |
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| Content |
decomposition of numbers to 10 |
Mathematics K |
No CCG |
| Keyword: decomposition |
Elaboration: decomposing and recomposing quantities to 10Numbers can be arranged and recognized.benchmarks of 5 and 10making 10part-part-whole thinkingusing concrete materials to show ways to make 10whole-class number talks |
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| Content |
ways to make 5
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Mathematics K |
No CCG |
| Keyword: ways to make 5 |
Elaboration:
perceptual subitizing (e.g., I see 5)
conceptual subitizing (e.g., I see 4 and 1)
comparing quantities, 1-10
using concrete materials to show ways to make 5
Traditional First Peoples counting methods involved using fingers to count to 5 and for groups of 5
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|
| Content |
number concepts to 10 |
Mathematics K |
No CCG |
| Keyword: number concepts |
Elaboration: counting:one-to-one correspondenceconservationcardinalitystable order countingsequencing 1-10linking sets to numeralssubitizingusing counting collections made of local materialscounting to 10 in more than one language, including local First Peoples language or languages |
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| Curricular Competency |
Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts |
Mathematics K |
Connecting and reflecting |
| Keyword: Incorporate |
Elaboration: Invite local First Peoples Elders and knowledge keepers to share their knowledge |
| Keyword: make connections |
Elaboration: Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)aboriginaleducation.caTeaching Mathematics in a First Nations Context, FNESC fnesc.ca/k-7/ |
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| Curricular Competency |
Connect mathematical concepts to each other and to other areas and personal interests |
Mathematics K |
Connecting and reflecting |
| Keyword: other areas and personal interests |
Elaboration: to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, the environment, popular media and news events, social justice, and cross-curricular integration) |
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| Curricular Competency |
Reflect on mathematical thinking |
Mathematics K |
Connecting and reflecting |
| Keyword: Reflect |
Elaboration: sharing the mathematical thinking of self and others, including evaluating strategies and solutions, extending, and posing new problems and questions |
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| Curricular Competency |
Represent mathematical ideas in concrete, pictorial, and symbolic forms |
Mathematics K |
Communicating and representing |
| Keyword: concrete, pictorial, and symbolic forms |
Elaboration: Use local materials gathered outside for concrete and pictorial representations. |
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| Curricular Competency |
Explain and justify mathematical ideas and decisions |
Mathematics K |
Communicating and representing |
| Keyword: Explain and justify |
Elaboration: using mathematical arguments“Prove it!” |
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| Curricular Competency |
Use mathematical vocabulary and language to contribute to mathematical discussions |
Mathematics K |
Communicating and representing |
|
| Curricular Competency |
Communicate mathematical thinking in many ways |
Mathematics K |
Communicating and representing |
| Keyword: Communicate |
Elaboration: concretely, pictorially, symbolically, and by using spoken or written language to express, describe, explain, justify, and apply mathematical ideasusing technology such as screencasting apps, digital photos |
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