Below is a list of the content that will be covered in each grade level. The concepts will be continually reinforced throughout the year.

 

September & October

COUNTING SEQUENCE:

Count by ones at least to 30

CARDINALITY: COUNTING TO TELL HOW MANY
Count up to at least 10 objects
Understand that the last number counted tells the total number in the group
Understands that size, shape, color, physical arrangement, or function of objects does not affect the number of objects in a group.
Recognize and use different ways to represent numerals (numerals, groups of dots, words, groups of objects)
Compare groups of objects using one-to-one correspondence to tell which group has more, fewer, or if both groups have the same number of objects.
Use terms more, fewer, and same to describe relationships among groups of objects.

ORDINALITY: COUNTING TO TELL WHICH ONE:

Identify positions in a line using ordinal numbers first through sixth.

Use the terms before, after, between, in front of, in back of, behind, next, last, and end to describe positions.

November

TWO-DIMENSIONAL SHAPES:

Identify triangles, squares, rectangles, and circles of different sizes and in rotated positions.
Use the terms triangle, square, rectangle, circle to identify shapes.
Count the straight sides and corners of triangles, squares, rectangles, circles, pentagons, and hexagons.

SYMMETRY:
Match halves of pictures at their line of symmetry.

THREE-DIMENSIONAL SHAPES:
Identify spheres, cylinders, cubes and rectangular prisms.
Use the terms sphere, cylinder, cube and rectangular prism to name shapes.

December

PATTERN:

Identify and extend a simple patterns involving color.
Identify and extend simple patterns involving numbers.
Identify and extend simple patterns involving shapes.
Identify and extend simple patterns involving sound.

LOGIC
Use simple clues to make logical deductions.

January & February

LENGTH/HEIGHT:
Recognize a need for a common baseline or endpoint to compare heights and lengths.
Compare objects to tell which is taller or shorter, or if they are about the same height or length.
Use the terms taller, longer, shorter, and about the same length/height to describe height and length comparisons.

WEIGHT:
Recognize that when two objects have the same weight the pan balance is level.
Compare the weights of two objects using hands and a pan balance to tell which is heavier, lighter, or if they are the same weight.
Use the terms heavier, lighter, and about the same weight to describe weight comparisons.
Recognize that larger objects don’t always weigh more and smaller objects don’t always weigh less.

CAPACITY:
Compare two containers to tell which holds more, which holds less, or if they hold about the same amount.
Use the terms holds more, holds less, and holds about the same to describe capacity comparisons.
Recognize that taller containers don’t always hold more and shorter containers don’t always hold less.

TEMPERATURE:
Use terms hot and cold to describe relative temperatures.
Associate outdoor events with hot or cold temperatures.

TIME:
Identify and classify activities that occur in the morning, afternoon, or evening.
Use the terms today, tomorrow, and yesterday to identify dates on a calendar.

MONEY:
Identify pennies and nickels by examining their features.
Use the terms penny and nickel.

March & April

COMPARISON::
Compare sets of objects to tell which has more or fewer objects, and how many fewer objects.

ADDITION AND SUBTRACTION:
Understand that counters can be used to represent objects.
Combine two sets of one to five objects or counters and find the number in all.
Use the terms put together, altogether, how many in all, total, and add to describe addition situations.
Take away zero to five objects or counters from a set of one to five objects or counters and find the number left.
Use the terms take away, how many are left, and subtract to describe subtraction situations.

EQUAL SHARES:
Separate a set of objects into two equal groups.

May

RIGHT AND LEFT:

Identify one’s right and left hands.
Identify the object that is on one’s right or left.

POSITIONS:
In response to spatial directions, identify the positions of objects that are under, over, above, below, at the bottom of, in the middle of, on top of, next to, inside, behind, and in front of other objects.
Use the terms over, bottom, middle, top, on top of, next to, inside, behind, and in front of to describe positions.

DIRECTIONS:
Move in specific ways by following verbal instructions that use directional terms forward, backward, right and left and specific numbers of steps.

MAP READING:
Read a map to identify the location of specific objects in the classroom.