Curriculum for Kindergarten

Students consider the size, shape, and color of objects to determine whether they are the same, different, or alike. Additionally, they are introduced to dissimilar objects that "match" because of a related function, such as a sock and a shoe.

Students sort similar objects based on narrow categories (such as "bears"), broad categories (such as "clothes"), and self-determined categories. They identify objects that do not belong in a group without being given the name of the category. Finally, students count to determine the total number of objects in a group.

Students count in sequence to determine position or total up to 5. They relate objects to digits and see digits in a variety of fonts. They work with aligned objects, scattered objects, fingers, and the number line. Students learn strategies for counting with 1:1 match and learn that sets of objects with the same total can be aligned in different ways.

Students use digits 1-5 to sequence objects and to determine position or total. They work with aligned objects, scattered objects, and the number line. They explore the composition of the number 3 and begin using +, -, and = signs.

Students count in sequence to determine position or total up to 9. They relate objects to digits and see digits in a variety of fonts. They work with aligned objects, scattered objects, fingers, and the number line. Students learn strategies for counting with 1:1 match and learn that sets of objects with the same total can be aligned in different ways.

Students work increasingly with 0 and with numbers 6-10 to determine totals and recognize digits. They work with scattered objects, non-identical objects, fingers, and the number line.

Students use familiar representations (objects, base-10 blocks, the number line, and equations) to explore the concept of one more. They begin to count on rather than count all.

Students use familiar representations (objects, base-10 blocks, the number line, and equations) to explore the concept of one less. They alternate between +1 and -1 to solve problems.

Students become familiar with the appearance and names of two-dimensional shapes. They work with squares, circles, triangles, rectangles, and hexagons. Students identify examples from among non-examples. Our sound feature allows non-readers access to shape names.

Students become familiar with the appearance and names of three-dimensional shapes. They work with cubes, spheres, cones, and cylinders. Students also reinforce their understanding of positions (above, below, in front of, next to, and behind). Our sound feature allows non-readers access to shape names.

Students apply their previous understanding of flat and solid shapes to distinguish between the two.

Using familiar, real objects, students use the language of comparison (tallest, taller, longest, longer, shortest, shorter) as they explore length.

Students work with familiar linking cubes to count cubes to determine length of sticks. They compare lengths using longer, shorter, and the same as.

Using familiar, real objects, students use the language of comparison (heavier, lighter, about the same) as they explore weight. To do so, they employ a virtual balance scale to compare.

Students compare two sets of objects using the words more, fewer, and same. They work with similar objects, both aligned and scattered.

Students compare two sets of objects using the words more, fewer, and same. They work with similar and dissimilar objects, both aligned and scattered, in vertical and horizontal alignments. Finally, they begin to compare numbers.

Students use familiar base-10 blocks, scenarios with objects, the number line, and equations to explore basic concepts of addition. Students determine both sums and missing addends as they gradually move from concrete models to abstract equations.

Students extend their understanding of number bonds to totals of 6, 7, and 8. They work with sets of similar objects in two colors to count parts (by color) and total. They then use these numbers to build number bonds based on the picture of objects.

Students deepen their understanding of addition by strengthening the connection between concrete objects, base-10 blocks, and equations. They determine both sums and missing addends. They record equations, including the + symbol.

Students use familiar base-10 blocks, scenarios with objects, the number line, and equations to explore basic concepts of subtraction. Students determine both differences and missing subtrahends as they gradually move from concrete models to abstract equations. They also relate subtraction to addition through exploration of fact families.

Students use familiar scenarios with objects, base-10 blocks, and equations to extend their understanding of addition and subtraction to include 9 and 10. Students explore the composition of these totals to strengthen their awareness of number bonds.

Students apply their understanding of composition of 9 and 10 to solve missing-addend problems.

Students work with both addition and subtraction to reinforce understanding of underlying concepts. They represent scenarios with objects using base-10 blocks and represent base-10 blocks as equations.

Students continue to complete familiar tasks, now using 0 as an addend, subtrahend, or difference. They use scenarios with objects, a number line, and equations.

Students differentiate a "ten" from ones using a ten-frame or rod. They begin to explore the composition of 2-digit numbers and number names. These exercises form a foundation for later learning about place value and addition strategies. Students use the vertical number line for the first time.

Students further their understanding of teen numbers by applying them to positions on a number line and simple equations.

Students sort, count, add and subtract a ten and ones. They see a group of ten displayed to the right of ones as well as to the left and see both vertical and horizontal alignments of 10 objects. They solve for different positions in +/- equations in which all of the ones or a whole ten are added or subtracted.