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Web Resources Supporting the Maryland Voluntary State Curriculum
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Mathematics - Grade K
Algebra | Geometry | Measurement | Statistics | Probability | Number | Process |
ALGEBRA
Standard 1.0 Knowledge of Algebra, Patterns, and Functions |
| Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. |
Topic
A. Patterns and Functions |
Indicator
1. Identify and copy numeric patterns
Objectives
a. Use manipulatives with numeric qualities to build patterns
Indicator
2. Identify, copy, describe, create, and extend non-numeric patterns
Objectives
a. Represent patterns kinesthetically such as: clap/snap/clap
b. Represent and analyze repeating patterns using no more than 3 objects in the core of the pattern
c. Sort a collection of objects according to a rule
d. Identify patterns in real life situations
e. Recognize the difference between patterns and non-patterns
f. Continue patterns
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- Virtual Goose: Match the pattern the goose is pointing toward. An interactive game featuring Arthur.
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Topic
B. Expressions, Equations, and Inequalities |
Indicator
1. Write and identify expressions
Objective
a. Represent numeric quantities using concrete and pictorial representations to model addition expressions with a value of no more than 10
Indicator
2. Identify inequalities
Objectives
a. Represent relationships by comparing groups of no more than 10 objects to determine more or less
b. Model and name the value of the missing part in a part-part-whole situation using no more than 10 manipulatives
c. Describe addition using terms such as: and, add, plus, join, equal |
- Count on Us: Engaging games designed to teach basic number concepts.
- Max's Math Adventures : In Farmer Fred's Counting Fun students are challenged to count and solve simple expressions.
- Let's Count: An engaging variety of online counting manipulatives.
- AAA Math : Good explanition of concepts and opportunity for self correcting practice.
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Topic
C. Numeric and Graphic Representations of Relationships |
Indicator
1. Locate points on a number line
Objective
a. Identify and represent whole numbers up to 10 on a number line using manipulatives, symbols, and one-to-one correspondence
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GEOMETRY
Standard 2.0 Knowledge of Geometry |
| Students will apply the properties of one-, two-, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects. |
Topic
A. Plane Geometric Figures |
Indicator
1. Recognize and use the attributes of plane geometric figures
Objectives
a. Sort and regroup everyday objects and geometric figures according to attributes such as: shape, color, size
b. Describe plane figures and their attributes such as: shape, color, size
c. Identify triangles, circles, squares, and rectangles
d. Compare, trace, and reproduce triangles, circles, squares, and rectangles |
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Topic
B. Solid Geometric Figures |
Indicator
1.Recognize and use the attributes of solid geometric figures
Objectives
a. Match, sort, and regroup objects according to attributes
b. Describe solid figures
c. Identify solid geometric figures in the environment |
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Topic
D. Congruence |
Indicator
1. Recognize congruent objects
Objective
a. Identify everyday objects which have the same size and shape
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Topic
E. Transformations |
Indicator
1. Begin to recognize a transformation
Objectives
a. Use position words such as: over, under, above, on, next to, below, beside, behind
b. Use spatial reasoning to solve simple puzzles
c. Demonstrate slides using simple objects
Indicator
2. Analyze geometric figures and pictures
Objective
a. Recognize the concept of symmetry using pictures
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MEASUREMENT
Standard 3.0 Knowledge of Measurement |
| Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools or technology for determining measurements. |
Topic
A. Measurement Units |
Indicator
1. Explore measurement units
Objectives
a. Order, compare, and describe objects by attributes such as: length/height, weight, capacity
b. Recognize time by identifying days of the week and by using terms such as: yesterday, today, tomorrow, morning, afternoon, night, before, after
c. Compare and describe temperature such as: temperature in January as compared to temperature in July |
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Topic
B. Measurement Tools |
Indicator
1. Measure in non-standard units
Objectives
a. Measure length of objects and pictures of objects
b. Explore and compare the capacity of containers
c. Explore and compare weight of objects |
- Count on Us: Engaging games designed to teach basic volume, length, and time along with other number concepts.
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STATISTICS
Standard 4.0 Knowledge of Statistics |
| Students will collect, organize, display, analyze, or interpret data to make decisions or predictions. |
Topic
A. Data Displays |
Indicator
1.Collect, organize, and display data
Objectives
a. Collect data by answering a question
b. Organize and display data to make real graphs
c. Organize and display data to make picture graphs |
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Topic
B. Data Analysis |
Indicator
1. Analyze data
Objectives
a. Compare and describe data from real graphs to answer a question
b. Compare and describe data from a picture graph to answer a question
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PROBABILITY
Standard 5.0 Knowledge of Probability |
| Students will use experimental methods or theoretical reasoning to determine probabilities to make predictions or solve problems about events whose outcomes involve random variation. |
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NUMBER
Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic |
| Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. |
Topic
A. Knowledge of Number and Place Value |
Indicator
1. Apply knowledge of whole numbers
Objectives
a. Extend concept of number
b. Construct relationships between and among quantities using language such as: more than, less than, fewer than, as many as, one more, one less
c. Demonstrate cardinality by answer of how many
d. Build meaningful relationships by using 5 and 10 frames
e. Use concrete materials to build sets 0 to 10
f. Use concrete materials to compose and decompose quantities up to 10
g. Match a numeral to a set
h. Count to 31
i. Count backward from 10
j. Use ordinal numbers to indicate position such as: first, second, third, fourth, fifth
Indicator
2. Recognize fractions
Objective
a. Show initial awareness of fractional parts (halves) using concrete materials
Indicator
3. Recognize and use money
Objectives
a. Identify and name the value of pennies, nickels, and dimes
b. Choose the coin named from a given set of mixed coins
c. Use money in real-world situations such as a classroom store
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- The Counting Game: An online counting game.
- Concentration: Match numbers to sets. A game from the NCTM
- Electronic Abacus: Use this abacus to count, sort, and build simple computations.
- Count on Us: Engaging games designed to teach basic number concepts.
- Interactive Mathematics: An incredible library of virtual manipulatives for numbers and operations.
- Let's Count:A fun colorful set of counting activities. With links and teacher's note. (Spanish also)
- AAA Math : Good explanition of concepts and opportunity for self correcting practice.
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Topic
C. Number Computation
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Indicator
1. Analyze number relations and compute
Objectives
a. Model addition by combining sets of concrete objects and describe the results using words and pictures
b. Model subtraction by separating sets of concrete objects and describe the results using words and pictures
c. Solve a given story problem cooperatively that is based on the combining and separating of models
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AAA Math : Good explanition of concepts and opportunity for self correcting practice.
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PROCESS
Standard 7.0 Process of Mathematics |
| Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings. |
Topic
A. Problem Solving |
Indicator
1. Apply a variety of concepts, processes, and skills to solve problems
Objectives
a. Identify the question in the problem
b. Decide if enough information is present to solve the problem
c. Make a plan to solve a problem
d. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
e. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
f. Identify alternative ways to solve a problem
g. Show that a problem might have multiple solutions or no solution
h. Extend the solution of a problem to a new problem situation |
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Topic
B. Reasoning |
Indicator
1. Justify ideas or solutions with mathematical concepts or proofs
Objectives
a. Use inductive or deductive reasoning
b. Make or test generalizations
c. Support or refute mathematical statements or solutions
d. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction |
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Topic
C. Communications |
Indicator
1. Present mathematical ideas using words, symbols, visual displays, or technology
Objectives
a. Use multiple representations to express concepts or solutions
b. Express mathematical ideas orally
c. Explain mathematically ideas in written form
d. Express solutions using concrete materials
e. Express solutions using pictorial, tabular, graphical, or algebraic methods
f. Explain solutions in written form
g. Ask questions about mathematical ideas or problems
h. Give or use feedback to revise mathematical thinking |
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Topic
D. Connections |
Indicator
1. Relate or apply mathematics within the discipline, to other disciplines, and to life
Objectives
a. Identify mathematical concepts in relationship to other mathematical concepts
b. Identify mathematical concepts in relationship to other disciplines
c. Identify mathematical concepts in relationship to life
d. Use the relationship among mathematical concepts to learn other mathematical concepts |
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