# Curriculum for Pre-kindergarten

## Driven by Pedagogy, Supported by Technology (and not vice versa),

Happy Numbers will make your math centers deliver results.

### MODULE 1 Counting to 5

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

A. Identify two out of three objects that are the sameB. Identify two out of three objects that are differentC. Identify whether two objects are the same or differentD. Identify which of two similar objects is largerE. Identify which of two similar objects is smallerF. Identify which of two similar objects is larger or smallerG. Match pairs of similar items that differ in size and/or colorH. Match pairs of similar items that differ in size and colorI. Match pairs of different items that are used together

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.

A. Identify the number of aligned objectsB. Identify the number of aligned and scattered objectsC. Identify the number of scattered objectsD. Count out objects from a group to match a spoken totalE. Count out objects from a group to match a given digitF. Identify a group of objects with a given 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.

A. Number up to 5 objects from left to rightB. Count to identify the total of up to 5 identical objectsC. Separate pairs of objects from a group of 4D. Separate objects into two pairs and count to reach a total of 4E. Identify totals of up to 4 identical objectsF. Split a set of 4 objects into two groups in different ways (Part 1)G. Split a set of 4 objects into two groups in different ways (Part 2)H. Split a set of 5 objects into two groups in different ways (Part 1)I. Split a set of 5 objects into two groups in different ways (Part 2)

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.

A. Determine the total after "one more” is added to a set of identical objects (Part 1)B. Add "one more” object to a set and determine the total (Part 1)C. Determine the total after "one more” is added to a set of identical objects (Part 2)D. Add "one more” object to a set and determine the total (Part 2)

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.

### MODULE 2 Shapes

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.

A. Identify circles from among a set of two-dimensional shapesB. Identify squares from among a set of two-dimensional shapesC. Identify triangles from among a set of two-dimensional shapesD. Identify rectangles from among a set of two-dimensional shapesE. Identify the position above or below a given objectF. Position an object above or below another object as instructedG. Position a shape above or below another shape as instructedH. Position an object next to another object as instructedI. Position an object in front of or behind another object as instructed