Module 1
Module 1: Counting to 5
Module 1: Counting to 5 for Pre-K students.
Module Mastery
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A
Topic A
B
Topic B
A.M1.B.2
Sort into two groups.
C
Topic C
D
Topic D
E
Topic E
F
Topic F
A.M1.F.7
Play a game involving numbers to 5.
G
Topic G
A.M1.G.1
Count 1, 2, 3, 4, 5 with stories.
A.M1.G.2
Find 1 more.
A.M1.G.5
Count up—What comes after?
H
Topic H
Module 2
Module 2: Shapes
Module 2: Shapes for Pre-K students.
Module Mastery
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A
Topic A
B
Topic B
A.M2.B.1
Construct a triangle.
A.M2.B.2
Construct a rectangle and a square.
A.M2.B.3
Construct a circle.
C
Topic C
Module 3
Module 3: Counting to 10
Module 3: Counting to 10 for Pre-K students.
Module Mastery
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A
Topic A
B
Topic B
A.M3.B.5
Tally 6 and 7 objects.
C
Topic C
D
Topic D follows the instructional path laid out in Topic B, matching a group of up to 8 objects to the numeral that tells how many (PK.CC.4). The pre-written numeral is introduced in Topic D so that students have plenty of time to touch and count to 8 before matching the count to the abstract numeral.
E
Topic E opens with an exciting new number, zero. Children easily understand none and nothing when used in a meaningful context: “I ate all of my crackers. There are none left.” In Lesson 21, children learn to describe nothing numerically, “I have 0 crackers.” The concept of 0 is deceptively simple. It is easy to work with and understand, but initially, it is not entirely clear to the student why it is needed. Therefore, its introduction is delayed until students have sufficient familiarity with the number core to understand this new level of abstraction. It is introduced prior to 10 since the numeral is used within 10 (in Grade 1 Module 2, 10 is understood as 1 ten and 0 ones).
F
Topic F follows the instructional path laid out in Topics B and D, with children matching groups of 0 and 9 objects to the numeral that tells how many (PK.CC.4). As in previous topics, the numerals are prewritten.
G
Topic G continues the pattern established in Topics A, C, and E. Lesson 31 begins with students counting out 9 orange slices in horizontal 5-group formation. They get 1 more orange slice and then touch and count 10 slices (PK.CC.3.c). When the orange slices are eaten, the children count 0 orange slices.
H
Topic H follows the instructional path laid out in Topics B, D, and F, with children matching groups of up to 10 objects to the numeral that tells how many (PK.CC.4). As in previous topics, the numerals are prewritten.
A.M3.H.2
Decompose numbers 6—10.
A.M3.H.6
Tally 10 objects.
Module 4
Module 4: Comparison of Length, Weight, Capacity, and Numbers to 5
Module 4: Comparison of Length, Weight, Capacity, and Numbers to 5 for Pre-K students.
Module Mastery
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A
Topic A
B
Topic B begins with children using correct vocabulary, heavy and light, to describe weight (again, as opposed to big and small). In Lesson 6, students choose an object from a prepared bin of heavy and light objects (brick, stuffed animal, feather, mallet,) and describe it as heavy or light (PK.MD.1): “This brick is heavy; it is hard to pick up!” Afterward, students work cooperatively to find or draw pictures of heavy and light things and sort objects into a collage.
C
Topic C
D
Topic D
E
Topic E
F
Topic F
G
Topic G
Module 5
Module 5: Addition and Subtraction Stories and Counting to 20
Module 5: Addition and Subtraction Stories and Counting to 20 for Pre-K students.
Module Mastery
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A
Topic A
A.M5.A.1
Write numerals 0 and 1.
A.M5.A.2
Write numeral 2.
A.M5.A.3
Write numeral 3.
A.M5.A.4
Write numeral 4.
A.M5.A.5
Write numeral 5.
B
Topic B marks an exciting point in Pre-Kindergarten math learning as students begin exploring the addition of numbers to 5 through story problems. They build on the comparison work of Module 4, so putting more indicates addition: “If we have 3 apples and add 2 more, how many apples do we have altogether?” (PK.OA.1). Throughout this exploration, students use concrete objects, pictures, or drawings to count the parts and total (PK.OA.1).
C
Topic C
D
Topic D builds on the work of Topic B, again providing opportunities for children to solve addition story problems while taking a step forward by representing the objects in the story with fingers, counters, and simple drawings. For example, in order to solve “2 apples and 1 more apple. How many apples in all?” students decontextualize the story to represent the apples with their fingers. To answer the problem, they must recognize that the answer is not simply 3 or 3 fingers, but rather, “There are 3 apples.” In so responding, students have put the solution found on their fingers back into the context of the story (MP.2).
E
Topic E builds on the work of previous topics, providing opportunities for children to solve subtraction story problems with abstract representations (MP.4). As in Topic D, children decontextualize the story and use fingers, counters, and simple drawings to represent the objects in the story (PK.OA.1).
Module 1
Ela Standards & Skills - Module 1
Comprehensive academic competencies for Pre-K aligned with national frameworks.
Module Mastery
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A
Reading: Foundational Skills (PK.RF)
B
Speaking & Listening (PK.SL)
C
Language & Vocabulary (PK.L)
Module 1
Science Standards & Skills - Module 1
Comprehensive academic competencies for Pre-K aligned with national frameworks.
Module Mastery
0%
0 / 0 Lessons
0 Mastered (80%+)
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Physical Sciences: Matter & Motion (PK-PS)
B
Life Sciences: Living Things (PK-LS)
C