Kindergarten

Welcome to Kindergarten!

 The student, given two sets containing 10 or fewer concrete items, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence. ||< http://akidsheart.com/threer/lvl1/fmany1.htm http://www.ixl.com/math/practice/kindergarten-fewer-equal-more http://akidsmath.com/prek/moreless.html http://www.ixl.com/math/practice/kindergarten-fewer-more-comparing-groups http://akidsheart.com/threer/lvl1/equalno.htm http://www.ixl.com/math/practice/kindergarten-fewer-more-mixed http://akidsheart.com/threer/lvl1/equalsize.htm http://www.ixl.com/math/practice/kindergarten-fewer-more-with-charts http://www.sadlier-oxford.com/math/practice/grk/chapter5/compare/0005.htm (click on the speaker and it will read the question) || The student, given a set containing 10 or fewer concrete items, will a) tell how many are in the set by counting the number of items orally; b) select the corresponding numeral from a given set ||< [|http://funschool.kaboose.com/preschool/games/game_co unting_on_a_cloud.html] http://www.sadlier-oxford.com/math/practice/grk/chapter4/matching/0004a.htm http://www.literacycenter.net/numbers_en/num_match_en.asp http://www.literacycenter.net/numbers_en/num_match_en3.asp http://www.literacycenter.net/numbers_en/num_match_en2.asp http://www.abc.net.au/countusin/games/game5.htm http://www.abc.net.au/countusin/games/game1.htm http://www.abc.net.au/countusin/games/game6.htm || The student, given an ordered set of three objects and/or pictures, will indicate the ordinal position of each item from left-to right, right to left, top to bottom, and bottom to top. ||= http://www.bbc.co.uk/schools/laac/numbers/chi.shtml || The student will investigate and recognize patterns from counting by fives and tens to 30, using concrete objects and a calculator. ||< http://www.ixl.com/math/practice/kindergarten-skip-count-by-fives http://www.ixl.com/math/practice/kindergarten-skip-count-by-tens http://www.ixl.com/math/practice/grade-1-counting-up-to-30 http://www.aaamath.com/cntk4a-countby5.html || The student will count forward to 30 and backward from 10. ||= http://www.learningplanet.com/act/123order.asp http://www.learningplanet.com/sam/cyc/index.asp http://www.storyplace.org/preschool/activities/monkey.asp http://www.abc.net.au/countusin/games/game7.htm http://www.abc.net.au/countusin/games/game11.htm || The student will add and subtract whole numbers, using up to 10 concrete items. ||= http://www.abc.net.au/countusin/games/game8.htm http://www.bbc.co.uk/schools/laac/numbers/chi.shtml || The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and /or nickels whose total value is 10 cents or less. ||= http://www.usmint.gov/kids/games/coinMemoryGame/ || The student will identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer). ||<  || The student will tell time to the hour, using an analog or digital clock. ||= http://www.abc.net.au/countusin/games/game10.htm || ==The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, block. ==
 * = ==**Math**== ||< http://www.ixl.com/math/grade/kindergarten/ ||
 * =  K.1
 * = K.2a-b
 * = K.3
 * = K.4
 * = K.5
 * = K.6
 * = K.7
 * = K.8
 * = K.9
 * = ==K.10 ==

||<  || The student will identify, describe, and draw two-dimensional (plane) geometric figures (circle, triangle, square, and rectangle) ||=   || The student will describe the location of one object relative to another (above, below, next to) and identify representations of plane geometric figures (circle, triangle, square, and rectangle) regardless of their position and orientation in space. ||=  || The student will compare size (larger, smaller) and shape of plane geometric figures(circle, triangle, rectangle, square) ||= http://www.abc.net.au/countusin/games/game14.htm || The student will sort and classify objects according to similar attributes(size, shape,and color) ||= http://www.abc.net.au/countusin/games/game3.htm http://www.abc.net.au/countusin/games/game13.htm http://www.abc.net.au/countusin/games/game9.htm || K.1 a-j. ** The student will conduct investigations.** The student will: ** a) make observations from multiple positions to achieve different perspectives;  b) identify basic properties of objects by direct observation; c) describe objects both pictorially and verbally; d) sequence a set of objects according to size; e)  separate a set of objects into two groups based on a single physical  attribute;   ** ||   || The student will investigate and understand that magnets have an effect on some materials, make some things move without touching them, and have useful applications. Key concepts include a) attraction/nonattraction, push/pull, attract/repel, and metal/nonmetal; and b) useful applications (refrigerator magnet, can opener, magnetized screwdriver, and magnetic games). ||< http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml http://www.brainpopjr.com/science/forces/magnets/draganddrop/ || The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts include a) colors (red, orange, yellow, green, blue, purple), white, and black; b) shapes (circle, triangle, square, and rectangle) and forms (flexible/stiff, straight/curved); c) textures (rough/smooth) and feel (hard/soft); d) relative size and weight (big/little, large/small, heavy/light, wide/thin, long/short); and e) position (over/under, in/out, above/below, left/right) and speed (fast/slow). ||< http://www.literacycenter.net/colors_en/color_en.asp http://www.literacycenter.net/colors_en/color_match_en.asp http://www.literacycenter.net/colors_en/color_conc_en.asp http://www.literacycenter.net/shapes_en/shape_match_en.asp http://www.literacycenter.net/shapes_en/shape_txt_en.asp http://www.harcourtschool.com/activity/loading_shapes/ http://www.literacycenter.net/shapes_en/shape_match2_en.asp http://pbskids.org/barney/children/games/colorshapesgame_1.html http://www.literacycenter.net/shapes_en/shape_conc_en.asp http://www.literacycenter.net/words_en/shape_type_en_shp.asp http://www.bbc.co.uk/schools/scienceclips/ages/7_8/characteristics_materials.shtml || The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include a) water occurs in different states (solid, liquid, gas); b) the natural flow of water is downhill; and c) some materials float in water, while others sink. || http://www.brainpopjr.com/science/matter/solidsliquidsandgases/matching/ http://www.brainpopjr.com/science/forces/sinkorfloat/draganddrop/ http://www.eduplace.com/kids/hmsc/activities/simulations/gr1/unite.html ||
 * = K.11
 * = K.12
 * = K.13
 * = K.17
 * =  Science ||<   ||
 * =    K.3 a-b
 * =  K.4 a-e
 * = K.5 a-c
 * = Social Science ||  ||
 *  ||  ||