Big Math for Little Kids

correlated to

Texas Essential Knowledge and Skills Grades Pre-K and Kindergarten

Bookworks, Santa Fe 1

Big Math for Little Kids Pearson Learning Group

correlated to Texas Essential Knowledge and Skills

Grades Pre-K and Kindergarten

Prekindergarten Guidelines MATHEMATICS

Mathematics learning builds on children’s curiosity and enthusiasm, and challenges children to explore ideas about patterns and relationships, order and predictability, and logic and meaning. Consequently, quality 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.

(1) Number and Operations Understanding the concept of number is fundamental to mathematics. Children come to school with rich and varied informal knowledge of number. A major goal is to build on this informal base toward more thorough understanding and skills. Children move from beginning to develop basic counting techniques in prekindergarten to later understanding number size, relationships, and operations. The child:

∙ arranges sets of concrete objects in one-to-one correspondence Unit 1: 17, 18, 19 Unit 3: 8, 9, 10, 11, 14, 15, 27, 28, 29, 30, 31, 32 Unit 4: 1-24, 45, 48, 49, 52 Unit 5: 1, 2, 3, 4, 5, 17, 18, 19, 20, 22, 23

∙ counts by ones to 10 or higher ∙ counts concrete objects to five or higher Unit 1: 3, 4, 5, 6, 7, 12, 13, 14, 15, 16 ∙ begins to compare the numbers of concrete objects using language (e.g.,

“same” or “equal,” “one more,” “more than,” or “less than”) Unit 1: 17, 18, 19 Unit 3: 8, 9, 10, 11, 14, 15, 27, 28, 29, 30, 31, 32 Unit 4: 1-24, 45, 48, 49, 52 Unit 5: 1, 2, 3, 4, 5, 17, 18, 19, 20, 22, 23

∙ begins to name “how many” are in a group of up to three (or more) objects without counting (e.g., recognizing two or three crayons in a box)

Unit 1: 3, 4, 5, 6, 7, 12, 13, 14, 15, 16, 41, 42, 43, 44, 45, 46, 47, 48

∙ recognizes and describes the concept of zero (meaning there are none) Unit 1: 12, 13, 18, 38 Unit 2: 12

∙ begins to demonstrate part of and whole with real objects (e.g., an orange) N/A ∙ begins to identify first and last in a series Unit 1: 28, 29, 30, 31, 32, 33 ∙ combines, separates, and names “how many” concrete objects. Unit 1: 6, 7,

Unit 5: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21

Bookworks, Santa Fe 2

Prekindergarten Guidelines, Cont.

(2) Patterns Recognizing patterns and relationships among objects is an important component in children’s intellectual development. Children learn to organize their world by recognizing patterns and gradually begin to use patterns as a strategy for problem-solving, forming generalizations, and developing the concepts of number, operation, shape, and space. Pattern recognition is the first step in the development of algebraic thinking. The child:

∙ imitates pattern sounds and physical movements (e.g., clap, stomp, clap, stomp,…)

Unit 3: 3, 4, 5, 6, 7 Unit 4: 29, 30

∙ recognizes and reproduces simple patterns of concrete objects (e.g., a string of beads that are yellow, blue, blue, yellow, blue, blue)

Unit 2: 47, 48, 49 Unit 3: 8, 9, 12, 13

∙ begins to recognize patterns in their environment (e.g., day follows night, repeated phrases in storybooks, patterns in carpeting or clothing)

Unit 3: 14, 15, 27, 28, 29, 30, 31, 32, 33 Unit 4: 31, 32, 33

∙ begins to predict what comes next when patterns are extended. Unit 3: 3, 4, 16, 17, 18, 24, 25, 26, 34, 36, 37

(3) Geometry and Spatial Sense Geometry helps children systematically represent and describe their world. Children learn to name and recognize the properties of various shapes and figures, to use words that indicate direction, and to use spatial reasoning to analyze and solve problems. The child:

∙ begins to recognize, describe, and name shapes (e.g., circles, triangles, rectangles—including squares)

Unit 2: 1, 2, 3, 4, 5, 6, 9, 10, 28, 29, 30, 31, 41, 44, 45, 46, 50, 51, 60, 61 Unit 3: 8, 9

∙ begins to use words that indicate where things are in space (e.g., “beside,” “inside,” “behind,” “above,” “below”)

Unit 6: 1-19, 22, 23, 25, 26, 27, 34, 35

∙ begins to recognize when a shape’s position or orientation has changed Unit 6: 14, 15

∙ begins to investigate and predict the results of putting together two or more shapes

Unit 2: 5, 6, 17, 18, 23, 24

∙ puts together puzzles of increasing complexity. Unit 6: 7, 8, 23, 24

Bookworks, Santa Fe 3

Prekindergarten Guidelines, Cont.

(4) Measurement Measurement is one of the most widely used applications of mathematics. Early learning experiences with measurement should focus on direct comparisons of objects. Children make decisions about size by looking, touching, and comparing objects directly while building language to express the size relationships. The child:

∙ covers an area with shapes (e.g., tiles) N/A

∙ fills a shape with solids or liquids (e.g., ice cubes, water) N/A

∙ begins to make size comparisons between objects (e.g., taller than, smaller than)

Unit 2: 5, 6, 9, 10 Unit 4: 1, 2, 3, 4, 5, 6, 7, 8

∙ begins to use tools to imitate measuring Unit 4: 9-12, 13, 14, 15, 16, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34

∙ begins to categorize time intervals and uses language associated with time in everyday situations (e.g., “in the morning,” “after snack”)

Unit 4: 25, 26, 27, 28, 34, 35

∙ begins to order two or three objects by size (seriation) (e.g., largest to smallest) (age 4).

Unit 4: 3, 4, 5, 6, 7, 8

(5) Classification and Data Collection Children use sorting to organize their world. As children recognize similarities and differences, they begin to recognize patterns that lead them to form generalizations. As they begin to use language to describe similarities and differences, they begin sharing their ideas and their mathematical thinking. Children can be actively involved in collecting, sorting, organizing, and communicating information. The child:

∙ matches objects that are alike Unit 2: 15, 16, 58, 59

∙ describes similarities and differences between objects N/A

∙ sorts objects into groups by an attribute and begins to explain how the grouping was done

Unit 2: 44, 45, 52 Unit 3: 27, 28, 29, 30, 31, 32 Unit 4: 13, 14

∙ participates in creating and using real and pictorial graphs. Unit 6: 11, 12, 13

Bookworks, Santa Fe 4

Texas Essential Knowledge and Skills for Kindergarten §111.12. Mathematics, Kindergarten. (B) Knowledge and skills.

(K.1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:

(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;

Unit 1: 17, 18, 19 Unit 3: 8, 9, 10, 11, 14, 15, 27, 28, 29, 30, 31, 32 Unit 4: 1-24, 45, 48, 49, 52 Unit 5: 1, 2, 3, 4, 5, 17, 18, 19, 20, 22, 23

(B) use sets of concrete objects to represent quantities given in verbal or written form (through 9); and

Unit 1: 5, 6, 7, 17, 18, 26, 27, 38-48, 53, 54, 55, 56, 57, 58, 59 Unit 2: 11, 12 Unit 3: 9, 10, 11, 16, 17, 27, 28, 29, 30, 31, 32

(C) use numbers to describe how many objects are in a set (through 20). Unit 1: 3, 4, 5, 6, 7, 12, 13, 14, 15, 16, 22, 23, 24, 25, 26, 27 Unit 3: 16, 17, 18

(K.2) Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to:

(A) use language such as before or after to describe relative position in a sequence of events or objects; and

Unit 1: 28, 29, 30, 31, 32, 33, 34 Unit 3: 3, 4 Unit 6: 5, 6, 7, 8, 14, 15, 16, 17, 18, 19

(B) name the ordinal positions in a sequence such as first, second, third, etc. Unit 1: 12, 13, 14, 20, 21, 28, 29, 30, 31, 32, 33, 34 Unit 6: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

(K.3) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole. The student is expected to:

(A) share a whole by separating it into equal parts; and N/A

(B) explain why a given part is half of the whole. N/A

(K.4) Number, operation, and quantitative reasoning. The student models addition and subtraction. The student is expected to:

model and create addition and subtraction problems in real situations with concrete objects.

Unit 5: 3, 4, 5, 6, 7, 8, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21

Bookworks, Santa Fe 5

Texas Essential Knowledge and Skills for Kindergarten, cont.

(K.5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to:

identify, extend, and create patterns of sounds, physical movement, and concrete objects.

Unit 2: 47, 48, 49, 58, 59, 64, 65, 66, 67, 68, 69 Unit 3: 1, 2, 5, 6, 7, 8, 12, 13, 23, 24, 25, 26, 36, 37

(K.6) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to:

(A) use patterns to predict what comes next, including cause-and-effect relationships; and

Unit 3: 3, 4, 12, 13, 14, 15

(B) count by ones to 100. Unit 1: 8, 9, 10, 11

(K.7) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to:

(A) describe one object in relation to another using informal language such as over, under, above, and below; and

Unit 6: 1-19, 22, 23, 25, 26, 27, 34, 35

(B) place an object in a specified position. Unit 6: 8, 9, 14, 15, 16, 17

(K.8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to:

(A) describe and identify an object by its attributes using informal language; Unit 4: 5, 6, 7, 8, 15, 16, 19, 20, 23, 24

(B) compare two objects based on their attributes; and Unit 4: 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 23, 24

(C) sort objects according to their attributes and describe how those groups are formed.

Unit 2: 44, 45, 52 Unit 3: 27, 28, 29, 30, 31, 32 Unit 4: 13, 14

(K.9) Geometry and spatial reasoning. The student recognizes characteristics of shapes and solids. The student is expected to:

(A) describe and compare real-life objects or models of solids; Unit 2: 5, 6, 9, 10 Unit 4: 1, 2, 3, 4, 5, 6, 7, 8

(B) recognize shapes in real-life objects or models of solids; and Unit 2: 5, 6, 17, 18, 21, 22

(C) describe, identify, and compare circles, triangles, and rectangles including squares.

Unit 2: 3, 4, 9, 10, 28, 29, 30, 31, 41, 46, 50, 51, 60, 61 Unit 3: 8, 9

Bookworks, Santa Fe 6

Texas Essential Knowledge and Skills for Kindergarten, cont.

(K.10) Measurement. The student uses attributes such as length, weight, or capacity to compare and order objects. The student is expected to:

(A) compare and order two or three concrete objects according to length (shorter or longer), capacity (holds more or holds less), or weight (lighter or heavier); and

Unit 4: 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

(B) find concrete objects that are about the same as, less than, or greater than a given object according to length, capacity, or weight.

Unit 4: 1, 2, 3, 4, 8, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20

(K.11) Measurement. The student uses time and temperature to compare and order events, situations, and/or objects. The student is expected to:

(A) compare situations or objects according to temperature such as hotter or colder; Unit 4: 23, 24 (B) compare events according to duration such as more time than or less time than; Unit 4: 29, 30, 57 (C) sequence events; and Unit 4: 34, 35 (D) read a calendar using days, weeks, and months. Unit 3: 31, 32, 33, 58

(K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:

(A) construct graphs using real objects or pictures in order to answer questions; and Unit 3: 14, 15, 16, 17 Unit 4: 1, 2, 3, 4, 34, 35, 48, 49, 50, 51 Unit 6: 11, 12, 13

(B) use information from a graph of real objects or pictures in order to answer questions.

Unit 1: 17, 18, 19 Unit 3: 14, 15 Unit 4: 1-24, 45, 48, 49, 52 Unit 5: 1, 2, 3, 4, 5, 17, 18, 19, 20, 22, 23

(K.13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

(A) identify mathematics in everyday situations; Unit 1: 28, 29, 33, 34 Unit 3: 14, 15 Unit 4: 13, 14, 17, 18, 32, 33 Unit 5: 6, 7, 8, 12, 13, 22, 23 Unit 6: 11, 12, 13, 14, 15, 18, 19

(B) use a problem-solving model, with guidance, that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

Unit 6: 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 18, 19

(C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and

Unit 1: 20, 21, 33, 34 Unit 2: 13, 14, 17, 18

(D) use tools such as real objects, manipulatives, and technology to solve problems. Unit 5: 9, 10, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33

Bookworks, Santa Fe 7

Texas Essential Knowledge and Skills for Kindergarten, cont.

(K.14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to:

(A) explain and record observations using objects, words, pictures, numbers, and technology; and

Unit 1: 17, 18 Unit 4: 15, 16, 53 Unit 5: 9, 10, 11, 12, 13, 14, 15

(B) relate everyday language to mathematical language and symbols. Unit 1: 9 Unit 2: 17, 19, 20 Unit 3: 5, 6, 7, 14, 15 Unit 4: 1, 2, 3, 5, 13, 14, 19, 20, 25, 26, 34, 35, 38, 39 Unit 5: 3, 4, 5, 6, 7, 8, 12, 13, 14, 22, 23 Unit 6: 1, 2, 5, 6, 12, 13, 14, 15, 16, 17, 18, 19

(K.15) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:

reason and support his or her thinking using objects, words, pictures, numbers, and technology.

Unit 1: 29, 30 Unit 2: 13, 14 Unit 3: 3, 4, 8, 9 Unit 4: 17, 18 Unit 5: 3, 4, 5, 24, 25