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School City of Hobart Mathematics - Kindergarten In this technological age, mathematics is more important than ever. When students leave school, they are more and more likely to use mathematics in their work and everyday lives - operating computer equipment, planning timelines and schedules, reading and interpreting data, comparing prices, managing personal finances, and completing other problem-solving tasks. What they learn in mathematics and how they learn it will provide an excellent preparation for a challenging and ever-changing future. |
| Number Theory |
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Number Sense
The learner will be able to understand the relationship between numbers and quantities up to 10, and that a set* of objects has the same number in all situations regardless of the position or arrangement of the objects. * set: collection of objects, numbers, etc.
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K.1.1
The learner will be able to match sets of objects one-to-one. Example: Take crayons from the box and give one to each student in the group. Explain what you are doing. .
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K.1.2
The learner will be able to compare sets of up to ten objects and identify whether one set is equal to, more than, or less than another. Example: Compare the blocks in two boxes. Tell which box contains more blocks and explain the way in which you decided on your answer. .
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K.1.3
The learner will be able to know that larger numbers describe sets with more objects in them than sets described by smaller numbers. Example: Understand that a set of 7 apples contains more apples than a set of 3 apples. .
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K.1.4
The learner will be able to divide sets of ten or fewer objects into equal groups. Example: Take 6 blocks and give the same number to each of 3 children. .
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K.1.5
The learner will be able to divide shapes into equal parts. Example: Divide a piece of paper into 4 equal pieces. .
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K.1.6
The learner will be able to count, recognize, represent, name, and order a number of objects (up to 10). Example: Count a group of seven pennies. Recognize that 7 is the number for this set. .
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K.1.7
The learner will be able to find the number that is one more than or one less than any whole number* up to 10. Example: You have a bag of 7 apples. How many apples are in a box that holds one less than the bag of apples? * whole numbers: 0, 1, 2, 3, etc. .
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K.1.8
The learner will be able to use correctly the words one/many, none/some/all, more/less, and most/least. Example: Take some of the blocks out of this box, but not all of them. .
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K.1.9
The learner will be able to record and organize information using objects and pictures. Example: Ask some of your friends what pets they have. Use pictures of animals to show the number of pets your friends have. .
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| Whole Numbers |
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Computation
The learner will be able to understand and describe simple additions and subtractions.
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K.2.1
The learner will be able to model addition by joining sets of objects (for any two sets with fewer than 10 objects when joined). Example: Put together 3 pencils and 2 pencils. Count the total number of pencils. .
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K.2.2
The learner will be able to model subtraction by removing objects from sets (for numbers less than 10). Example: From a pile of 9 crayons, take away 6 crayons. Count the number of crayons left in the pile. .
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K.2.3
The learner will be able to describe addition and subtraction situations (for numbers less than 10). Example: In the last example, explain what operation you were using when you took away crayons from the pile. .
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| Functions |
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Algebra and Functions
The learner will be able to sort and classify objects.
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K.3.1
The learner will be able to identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group. Example: Find the squares in a collection of shapes. Sort these squares into large ones and small ones and explain how you decided which squares went in each pile. .
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K.3.2
The learner will be able to identify, copy, and make simple patterns with numbers and shapes. Example: Make a pattern of squares and circles with one square, one circle, one square, one circle, etc.l .
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| Geometry |
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Geometry
The learner will be able to identify common objects around them and describe their geometric features and position.
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K.4.1
The learner will be able to identify and describe common geometric objects: circle, triangle, square, rectangle, and cube. Example: Look for cubes and circles at home and at school. .
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K.4.2
The learner will be able to compare and sort common objects by position, shape, size, roundness, and number of corners. Example: Compare the numbers of corners of triangles, squares, and rectangles. .
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K.4.3
The learner will be able to identify and use the terms: inside, outside, between, above, and below. Example: Tell when a block is inside or outside a box. .
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| Measurement |
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Measurement
The learner will be able to understand the concept of time and units to measure it. They understand that objects have length, capacity, weight, and temperature, and that they can compare objects using these qualities.
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K.5.1
The learner will be able to make direct comparisons of the length, capacity, weight, and temperature of objects and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler or holds more. Example: Hold two books side by side to see which is shorter. Hold one in each hand to see which is heavier. .
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K.5.2
The learner will be able to understand concepts of time: morning, afternoon, evening, today, yesterday, tomorrow, week, month, and year. Understand that clocks and calendars are tools that measure time. Example: Use a calendar to find the number of days in the month of your birthday. .
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| Problem Solving |
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Problem Solving
The learner will be able to make decisions about how to set up a problem.
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K.6.1
The learner will be able to choose the approach, materials, and strategies to use in solving problems. Example: Solve the problem: "There are four blocks on the table and a box of blocks that is closed. The teacher says that there are five blocks in the box. Find the number of blocks in all, without opening the box." Decide to draw a picture. .
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K.6.2
The learner will be able to use tools such as objects or drawings to model problems. Example: In the first example, draw a picture of the four blocks that you can see, and then draw five more blocks for the ones that you cannot see. .
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K.6.3
The learner will be able to explain the reasoning used with concrete objects and pictures. Example: In the first example, count the number of blocks that you have drawn and write the number that represents the total. .
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K.6.4
The learner will be able to make precise calculations and check the validity of the results in the context of the problem. Example: In the first example, open the box of blocks and place them on the table. Count the total number of blocks on the table to see whether your drawing was correct. .
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