Curriculum for Pre-kindergarten

Students learn the meaning of same, different, alike, larger, and smaller. They identify and match objects based on size, color, shape, and even purpose.

Students build upon their understanding of size, color, shape, and purpose to sort dissimilar objects based on a common attribute. They must also ignore objects that do not fit the given descriptors.

Students learn to count objects with 1:1 matching by interacting with each object, either by tapping it or by moving it. They work with uniform objects that are both aligned and scattered. Automatic voice prompts give directions and guidance.

Students match groups of uniform objects to a total written in digits. They work with both aligned and scattered objects to match objects to a number or match a number to objects. They do not necessarily count each individual object, but are encouraged to "see" the total.

Students build their ability to count with 1:1 matching and move in a left to right progression. They are introduced to the concept of "a pair" and develop their visual recognition of totals without counting. Students begin to create parts (or groups) for totals of 4 or 5 objects.

Students match groups of uniform objects to a total written in digits. They work with both aligned and scattered objects to match objects to a number or match a number to objects. They do not necessarily count each individual object, but are encouraged to "see" the total.

Students work with sets of identical objects to determine the total when one more is added. They may or may not count each object as they begin to rely on their ability to visually recognize totals up to five.

Students work with sets of identical objects to determine the total when one is removed. They may or may not count each object as they begin to rely on their ability to visually recognize totals up to five.

Students identify circles, squares, triangles, and rectangles of different sizes, colors, and orientation. Students also work with triangles and rectangles with different proportions. They learn the positions above, below, next to, in front of, and behind.

Students continue developing their ability to count with 1:1 matching, moving in a left to right progression as well as from top to bottom to count objects in rows. They continue to develop their visual recognition of totals without counting.

Students work with groups of identical objects to split totals in different ways (a precursor to learning fact families). They count objects in different alignments, including circular, two rows, and vertical column. In the final exercise, they see that when objects are rearranged, the total remains the same.

Students continue developing their ability to count with 1:1 matching, moving in a left to right progression as well as from top to bottom to count objects in rows.

Students match groups of uniform objects to a total written in digits. They work with both aligned and scattered objects to match objects to a number or match a number to objects. Students begin to create parts (or groups) for totals of up to eight objects.

Students are introduced to the concept of 0. They continue developing their ability to count with 1:1 matching, moving in a left to right progression as well as from top to bottom to count objects in rows.

Students work with groups of identical objects to split totals in different ways (a precursor to learning fact families). They count objects in different alignments, including circular and rows. In the final exercise, they see that when objects are rearranged, the total remains the same.

Students continue developing their ability to count with 1:1 matching, moving in a left to right progression as well as from top to bottom to count objects in rows.

Students work with groups of identical objects to split totals in different ways (a precursor to learning fact families). They count objects in different alignments, including circular and two rows. In the final exercise, they see that when objects are rearranged, the total remains the same.

Students are introduced to the terms "taller," "higher," and "about the same" regarding height and length. They work with familiar objects to make determinations about height or weight, eventually manipulating objects to create the desired height or weight.

Students are introduced to the terms "heavier," "lighter," and "about the same" regarding weight. They first work with familiar objects to make determinations about weight based on intuition. Then, they learn how a balance scale (see-saw) works and use that to determine comparative weights.

Students count identical objects aligned in a row. Then additional objects, identical except for the color, are added to the row. Students count those objects and then determine the total.

Students count identical objects aligned in a row. Then some of the objects are taken away (balloons pop, pears are eaten, etc.). Students count the remaining objects to determine the difference.

Students move toward more abstract thinking by using cubes to represent real objects (birds, balloons, apples, etc.). They build understanding that the number of cubes represents the objects with 1:1 matching and can be used in determining totals in simple addition stories.

Students move toward more abstract thinking by using cubes to represent real objects . They build understanding that the number of cubes represents the objects with 1:1 matching and can be used in determining totals in simple subtraction stories.