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PK.1
Numeracy Relationships
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PK.1.1
experience, discover, and explore number relationships.
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PK.1.2
use the names for numbers.
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PK.1.3
understand that numbers always represent the same quantity (five objects are still five objects whether they are arranged in a vertical or horizontal arrangement) regardless of the order or physical arrangement of the objects counted.
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PK.1.4
attach meaning to visual and verbal uses of numbers (numbers on homes help to find a friend's house).
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PK.1.5
explore the steps from inventive to accurate counting (inventive - 1,3,8,5 to accurate counting - 1,2,3,4,5).
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PK.1.6
count a series of objects in a group and tell the number (there are five cars in the block area).
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PK.1.7
recognize and match number symbols with the appropriate amounts (the number "7" corresponds to the amount of marks they made on a piece of paper).
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PK.1.8
model situations that involve the "adding to" and "taking away" using objects, pictures, and symbols.
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PK.2
Classification & Comparison
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PK.2.1
explore attributes of objects and begin to sort by similar traits such as shape, color, size, or function (various sizes and shapes of colored buttons).
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PK.2.2
understand the concepts of same, different, equal, more than, and less than.
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PK.2.3
count, sort, organize, and compare groups of objects.
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PK.2.4
understand one-to-one correspondence (6 napkins for 6 people at the table).
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PK.2.5
develop estimation skills related to quantity (how many blocks will fit on the shelf).
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PK.3
Pattern Recognition and Reproduction
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PK.3.1
recognize simple patterns of concrete objects (look at beads that are strung yellow, blue, yellow, blue and identify the pattern).
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PK.3.2
predict what comes next when simple patterns are extended (when asked what comes after yellow, blue, yellow, answers blue).
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PK.3.3
reproduce simple patterns of concrete objects (string beads yellow, blue, yellow, blue).
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PK.3.4
reproduce patterns of sounds and movements (clap, stomp, clap).
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PK.3.5
recognize objects arranged in a series and begin to place objects in order through trial and error (patterning blocks, by using two long blocks, one short block, two long blocks, one short block).
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PK.3.6
describe a sequence of events (to build a snowperson - first, form a large ball to put on the bottom, second, form a medium ball and put in the middle, and third, form a small ball and place on top).
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PK.4
Geometric Shapes and Directional Words
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PK.4.1
recognize, describe, and name shapes (circles, triangles, rectangles, squares, diamonds, ovals).
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PK.4.2
recognize geometric shapes in the environment (playing 'I spy' by finding different shapes or simply noticing and commenting on familiar shapes around them).
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PK.4.3
explore geometric shapes (roll balls through a cylinder, make diamonds out of play dough).
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PK.4.4
explore the size, shape, position, and movement of objects within their physical environment.
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PK.4.5
understand space and size relationships (sneakers can fit in the small cubby, but boots need to go in the large cubby).
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PK.4.6
use position words that indicate where things are in space (inside, outside, behind, in front, above, below, over, under, next to, near, far).
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PK.4.7
experiment with mapping skills by using classroom materials to recreate their surroundings.
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PK.5
Measurement Relationships
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PK.5.1
use appropriate language to discuss measurement (heavy and light to describe weight, full and empty to describe volume, near and far to describe distance).
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PK.5.2
use familiar objects as measuring devices (length in relation to body parts, distance in paper clips strung together, volume in cups of sand, weight in number of blocks).
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PK.5.3
become aware of and begin to use, regardless of accuracy, the conventional language of measurement (feet, minutes, miles, gallons, tons).
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PK.5.4
show an increasing awareness of conventional measurement tools and methods (tapes, rulers, clocks, and scales).
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PK.5.5
recognize time as a sequence of events that relates to daily life (my parents pick me up after snack, we read a story before I go to bed).
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PK.5.6
realize that some activities take longer than others and develop a context for elapsed time (swim class lasts an hour, which is shorter than a full day at school).
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PK.5.7
estimate length, quantity, volume, distance, weight, area or elapsed time of familiar objects or events (number of steps to the front door, amount of water that can be poured into a glass).
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PK.6
Problem Solving
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PK.6.1
become more confident in exploring the world around him/her, while also requesting help when needed.
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PK.6.2
attempt to understand similarities and differences between objects or events.
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PK.6.3
represent newly acquired information in a variety of ways (stories, drawings, dramatic play).
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PK.6.4
explore the use and meaning of symbolic number objects (e.g., currency and coins can be exchanged for goods).
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PK.6.5
wrestle with opposing ideas and approaches to construct a new understanding of an object, process, or emotion.
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PK.6.6
look for, give clues and/or make predictions to solve a problem. ("This object is heavy and so it will sink.", "If you stack too many blocks they may fall over.")
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PK.6.7
develop and use systematic approaches to problems by testing new possibilities through trial and error.
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PK.6.8
work with others to achieve desired results (lifting a friend up in order to reach a desired object).
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PK.6.9
explore the concepts of whole, part, and parts that make a whole (taking apart an old appliance and trying to figure out how it worked).
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