MAPK Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
THEME: Welcome to school
ESSENTIALS
1. What is a calendar?
2. What is in, out, over, under?
3. What are numbers?
4. What are shapes/colors?
5. What is the difference between these objects?
STANDARDS:
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
3-D: Preschool learners begin to use tables, charts and graphs in a systematic manner to represent meaningful information and relationships.
3-E: Preschool learners begin to interpret information presented in graph form.
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (in, out, over, under.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
SKILLS
Preschool students will practice/be introduced to:
1. Discuss our calendar, what it is, what we use it for, days of the week, counting, seasons, months of the year, patterns.
2. Accurate counting/matching number symbols with sets of objects.
3. Creating groups of objects with the use of a graph, estimation, more than or less than concepts.
4. Sorting activities with various sets of objects found in the room.
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
Class calendar
Question of the Day graph
Sets/collections of objects for sorting activities
OPTIONAL
As we continue to use graphs, they do work well but must engage all students and not require a lot of time (10 minutes)
October
Content and Essential Skills
THEME: Fall
ESSENTIALS
1. Why do we need numbers?
2. What do we use numbers for?
3. How do you count?
STANDARDS
1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more).
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
1-C: Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
3-A: Preschool learners collect interesting objects and information found in their, classroom and nature and label or describe those collections.
3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (in, out, over, under.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
SKILLS
1. Daily discussions about the numbers we use every day in our calendar, begin to associate number words with the symbol along with a set of items that correlates to that number.
2. Daily discussions about patterns on the calendar, creating and predicting.
3. After gathering various fall related objects (leaves, pumpkins, etc.) students begin to make predictions about how many, how big, most/least/biggest/smallest/etc.
4. One-to-one correspondence using our daily calendar. Number recognition and counting sequence practice daily using our calendar.
5. Counting and sorting shapes to make jack-o-lanterns using various shapes for eyes/nose/mouth/etc.
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
Class calendar
Group discussions
Graphs
OPTIONAL
November
Content and Essential Skills
THEME: Thanksgiving
ESSENTIALS
1. Shapes around us?
2. How can we use shapes?
3. Can we draw shapes?
4. What can we make out of shapes?
5. How far can we count?
6. What colors do we know?
7. Understanding of less, more, most same.
STANDARDS
1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more).
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
1-C: Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
1-E: Preschool learners begin to understand that numbers always represent the same quantity, regardless of the order or physical arrangement of the objects counted.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
3-A: Preschool learners collect interesting objects and information found in their , classroom and nature and label or describe those collections.
3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)
3-D: Preschool learners begin to use tables, charts and graphs in a systematic manner to represent meaningful information and relationships.
3-E: Preschool learners begin to interpret information presented in graph form.
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (here, there, in out, over, under, next to, near and far.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
SKILLS
1. Daily discussions around the calendar to address number recognition, one-to-one correspondence, patterning.
2. Cutting/drawing/using manipulatives to address shape & how to identify a square, circle, triangle, rectangle, plus additional shapes.
3. More number building - How many Turkey Feathers?
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
The Shape of Things (big book), Dayle Ann Dodds
Manipulatives/building blocks/paper shapes
'Optional'
December
Content and Essential Skills
THEME: Holidays/Letter J/Patterns
ESSENTIALS 1. Numbers and Number Recognition
2. How high can I count?
3. What kind of patterns can I make?
4. Can you predict what comes next in a pattern?
5. What does less, more, most, same, in, out, over and under mean?
6. More complex sorting shape/color/size.
STANDARDS
1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more).
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
1-C: Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
1-E: Preschool learners begin to understand that numbers always represent the same quantity, regardless of the order or physical arrangement of the objects counted.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
3-A: Preschool learners collect interesting objects and information found in their , classroom and nature and label or describe those collections.
3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)
3-D: Preschool learners begin to use tables, charts and graphs in a systematic manner to represent meaningful information and relationships.
3-E: Preschool learners begin to interpret information presented in graph form.
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (here, there, in out, over, under, next to, near and far.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
SKILLS
1. Daily discussions about the calendar to address one-to-one correspondence, patterns (days of the week repeating), pictures with the numbers.
2. Practice counting to 100.
3. Recognizing and creating patterns using seasonal materials such as how manipulatives in center areas to foster experimentation with patterns.
4. Discussion of patterns in their daily routines (get up, eat breakfast, play, eat lunch, come to school, etc.)
5. Discuss less, most, more, same, in, out, under, over mean.
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
OPTIONAL
January
Content and Essential Skills
ESSENTIALS
1. Daily discussions about the calendar to address one-to-one correspondence, patterns (days of the week repeating), pictures with the numbers, counting.
2. Practice counting to 100.
3. Recognizing and creating patterns using seasonal materials such as how manipulatives in center areas to foster experimentation with patterns.
4. Discussion of patterns in our daily lives and environment.
5. Discuss and understand the meaning less, most, more, same, in, out, under, over, next to, far, near, here, there.
6. Shape/color review.
7. Sort using seasonal materials such as how manipulatives in center areas to foster experimentation with sorting.
STANDARDS
1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more).
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
1-C: Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
3-A: Preschool learners collect interesting objects and information found in their, classroom and nature and label or describe those collections.
3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (in, out, over, under.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
SKILLS
1. Daily discussions about the calendar to address one-to-one correspondence, counting, number recognition and patterns.
2. Use of shoe boxes and jello to practice writing numbers, shapes and names.
3. Creating graphs to determine the number of letters in their names.
5. Using paper shapes as manipulatives, pick their favorite and make a person out of it. If they like squares, they use various sizes of precut squares to glue onto a page and make a figure.
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
Teacher created alphabet number books
Calendar in classroom
Paper shapes of various sizes
Shoe boxes
Jello
OPTIONAL
February
Content and Essential Skills
ESSENTIALS
1. Daily discussions about the calendar to address one-to-one correspondence, patterns (days of the week repeating), pictures with the numbers, counting.
2. Practice counting to 100.
3. Recognizing and creating patterns using seasonal materials such as how manipulatives in center areas to foster experimentation with patterns.
4. Discussion of patterns in our daily lives and environment.
5. Discuss and understand the meaning less, most, more, same, in, out, under, over, next to, far, near, here, there, fewer, none, all, some.
6. Shape/color review.
7. Sort using seasonal materials such as how manipulatives in center areas to foster experimentation with sorting.
8. How do you recognize the numbers?
9. What different patterns can you make?
STANDARDS
1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more).
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
1-C: Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
3-A: Preschool learners collect interesting objects and information found in their, classroom and nature and label or describe those collections.
3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (in, out, over, under.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
Skills
1. Students will use snake manipulatives to sort by color, shape and size.
2. Students will use shaving cream to add tactile stimulation to creating numbers and shapes.
3. Students will use a variety of hearts to count and sort. How many purple? How many red? How many big? How many small?
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
OPTIONAL
March
Content and Essential Skills
ESSENTIAL QUESTIONS
1. Daily discussions about the calendar to address one-to-one correspondence, patterns (days of the week repeating), pictures with the numbers, counting.
2. Practice counting to 100.
3. Recognizing and creating patterns using seasonal materials such as how manipulatives in center areas to foster experimentation with patterns.
4. Discussion of patterns in our daily lives and environment.
5. Discuss and understand the meaning less, most, more, same, in, out, under, over, next to, far, near, here, there, fewer, none, all, some.
6. Shape/color review.
7. Sort using seasonal materials such as how manipulatives in center areas to foster experimentation with sorting.
8. What numbers can we recognize?
9. What different patterns can you make?
10. Students will become familiar with graphs, using a variety comparisons.
Standards:
1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more).
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
1-C: Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
1-E: Preschool learners begin to understand that numbers always represent the same quantity, regardless of the order or physical arrangement of the objects counted.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
3-A: Preschool learners collect interesting objects and information found in their , classroom and nature and label or describe those collections.
3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)
3-D: Preschool learners begin to use tables, charts and graphs in a systematic manner to represent meaningful information and relationships.
3-E: Preschool learners begin to interpret information presented in graph form.
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (here, there, in out, over, under, next to, near and far.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
SKILLS
1. Students will use a variety of manipulatives to sort by color/shape/size.
2. Students will use shaving cream to add tactile stimulation to practice, shapes and numbers.
3. Students will use a shoe box and Jello to add tactile stimulation to practice shapes and numbers.
4. Students will create and duplicate various patterns using various materials.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
Resources
Shoe box
Jello
Shaving cream
Graph created on white board
OPTIONAL
April
Content and Essential Skills
ESSENTIALS
1. Daily discussions about the calendar to address one-to-one correspondence, patterns (days of the week repeating), pictures with the numbers, counting.
2. Practice counting to 100.
3. Recognizing and creating patterns using seasonal materials such as how manipulatives in center areas to foster experimentation with patterns.
4. Discussion of patterns in our daily lives and environment.
5. Discuss and understand the meaning less, most, more, same, in, out, under, over, next to, far, near, here, there, fewer, none, all, some.
6. Shape/color review.
7. Sort using seasonal materials such as how manipulatives in center areas to foster experimentation with sorting.
8. What numbers can we recognize?
9. What different patterns can you make?
10. Students will become familiar with graphs, using a variety comparisons.
11. How high can we count on our own?
12. How many numbers do we know?
STANDARDS
1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more).
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
1-C: Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
1-E: Preschool learners begin to understand that numbers always represent the same quantity, regardless of the order or physical arrangement of the objects counted.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
3-A: Preschool learners collect interesting objects and information found in their , classroom and nature and label or describe those collections.
3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)
3-D: Preschool learners begin to use tables, charts and graphs in a systematic manner to represent meaningful information and relationships.
3-E: Preschool learners begin to interpret information presented in graph form.
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (here, there, in out, over, under, next to, near and far.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
SKILLS
1. Using a graph, students will vote for their favorite green food, put the information on a chart and using yes, no and kind of. Then we will tally the totals and discuss, more, less, fewer, most, least, less, same, all, none, fewer, some.
2. Students will use Warthogs in the Kitchen counting books to count, recognize number words and match the number it items with the word and number it represents.
3. Game with colored yarn to help students increase color recognition.
ASSESSMENT
- Direct observation
- One-to-One
- Creative Curriculum
RESOURCES
The Very Hungry Caterpillar
Warthogs in the Kitchen, counting books created by teacher
colored yarn
poster board
shoe box
Jello
OPTIONAL
May
Content and Essential Skills
ESSENTIALS
1. Daily discussions about the calendar to address one-to-one correspondence, patterns (days of the week repeating), pictures with the numbers, counting.
2. Practice counting to 100.
3. Recognizing and creating patterns using seasonal materials such as how manipulatives in center areas to foster experimentation with patterns.
4. Discussion of patterns in our daily lives and environment.
5. Discuss and understand the meaning less, most, more, same, in, out, under, over, next to, far, near, here, there, fewer, none, all, some.
6. Shape/color review.
7. Sort using seasonal materials such as how manipulatives in center areas to foster experimentation with sorting.
8. What numbers can we recognize?
9. What different patterns can you make?
10. Students will become familiar with graphs, using a variety comparisons.
STANDARDS
1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more).
1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
1-C: Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
1-E: Preschool learners begin to understand that numbers always represent the same quantity, regardless of the order or physical arrangement of the objects counted.
2-A: Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color, and size.
2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
3-A: Preschool learners collect interesting objects and information found in their , classroom and nature and label or describe those collections.
3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)
3-D: Preschool learners begin to use tables, charts and graphs in a systematic manner to represent meaningful information and relationships.
3-E: Preschool learners begin to interpret information presented in graph form.
4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
4-D: Preschool learners recognize geometric shapes in their environment.
4-E: Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as (here, there, in out, over, under, next to, near and far.)
6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.
SKILLS
1. Students will use a variety of manipulatives to sort by color/shape/size.
2. Students will use shaving cream to add tactile stimulation to practice, shapes and numbers.
3. Students will use a shoe box and Jello to add tactile stimulation to practice shapes and numbers.
4. Students will create and duplicate various patterns using various materials.
ASSESSMENT
- Direct Observation
- One-to-One
- Creative Curriculum
RESOURCES
Shoe box
Jello
Shaving cream
Graph created on white board
OPTIONAL
