MAPK Standards
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Colorado Alignment Alignment of the Colorado Building Blocks With The Goals and Objectives of The Creative Curriculum® Developmental Continuum for Ages 3–5
Brush Developmental Preschool Math Rubric
Math Rubric - District Aligned Essential Skill with Creative Curriculum
Building Blocks to Colorado's Content Standards: Math Level PK
Standard 1: In building a foundation for the development of number sense, number relationships in problem-solving situations and communicating their reasoning, young children need interactive experiences with everyday objects, materials, and their environment. They also need opportunities to play, observe and interact with adults and peers in order to discover number relationships and develop problem-solving skills.
Standard/Benchmark/Building Block
- 1-A: Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more). ES
- 1-B: Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.ES
- 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. ES
- 1-D: Preschool learners begin to use numbers to predict and make realistic guesses.
- 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.
Standard 2: In building the foundation for algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations, young children need to explore an environment rich in shapes, sizes, colors, patterns, textures, sounds, and symbols. In building the foundation for communicating the reasoning used, young children need opportunities to engage regularly in math related conversations with peers and adults.
Standard/Benchmark/Building Block
- 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.ES
- 2-B: Preschool learners observe and distinguish differences in groups of objects, can recognize objects arranged in a series (serration), and begin to place objects in order through trial and error.
- 2-C: Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.ES
- 2-D: Preschool learners use words that describe sequence of events and objects as well as their rationale for organization.
- 2-E: Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.ES
- 2-F: Preschool learners build a vocabulary to describe attributes, classify, and group things by criteria as they explain "that things go together."
Standard 3: In building a foundation for using data collection and analysis, statistics, and probability in problem-solving situations, young children need experiences in collecting objects and information, as well as opportunities to organize, describe, and graphically represent these collections. In building a foundation for communicating the reasoning and processes used in solving prolblems, young children need opportunities to hear, use and apply relevant vocabulary while formulating questions and possible solutions with others based on their observations and experiences.
Standard/Benchmark/Building Block
- 3-A: Preschool learners collect interesting objects and information found in their , classroom and nature and label or describe those collections.ES
- 3-B: Preschool learners begin to experiment with words that describe relationships such as more, (less, most, same, fewer, none.)ES
- 3-C: Preschool learners begin to understand that symbols may be used to represent objects and events.
- 3-D: Preschool learners begin to use tables, charts and graphs in a systematic manner to represent meaningful information and relationships.ES
- 3-E: Preschool learners begin to interpret information presented in graph form.ES
- 3-F: Preschool learners begin to make guesses or predictions based on their observations and information available to them.
- 3-G: Preschool learners begin to develop and use systematic approaches to problem solving as they test out possibilities and find solutions.
Standard 4: In building a foundation for using geometric concepts, properties, and relationships in problem-solving situations, young children need opportunities to actively explore the size, shape, and spatial arrangement of real objects. In communicating the reasoning used in solving these problems, children need to hear and use relevant vocabulary while interacting with adults and peers.
Standard/Benchmark/Building Block
- 4-A: Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.ES
- 4-B: Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.ES
- 4-C: Preschool learners manipulate concrete geometric shapes and materials to create other geometric shapes.
- 4-D: Preschool learners recognize geometric shapes in their environment.ES
- 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.)ES
- 4-F: Preschool learners begin to build mental and physical maps of their own surroundings.
Standard 5: In building a foundation for using tools and techniques to measure and apply the results in problem solving situations, young children need opportunities to explore and discover measurement relationships in everyday activities and interactions. In communicating the reasoning used in solving these problems, children need to be able to talk about size, distance, and time using conventional terms.
Standard/Benchmark/Building Block
- 5-A: Preschool learners show an understanding of the concept of time, beginning with the recognition of time as a sequence of events that relates to their daily lives.
- 5-B: Preschool learners begin to use approximate measures of familiar objects (width of your finger, temperature of a room, weight of a gallon of milk) to develop a sense of measurement.
- 5-C: Preschool learners show and increasing awareness of conventional measurement tools and methods.
- 5-D: Preschool learners become aware of, and use, the conventional language of measurement (inch, mile, hour, degrees, cup, gallon).
- 5-E: Preschool learners begin to use estimation skills in solving everyday problems.
- 5-F: preschool learners begin to recognize, identify, and describe changes in their environment.
Standard 6: In building a foundation for linking concepts and procedures as they develop and use computational techniques, young children need exposure to a wide variety of tools, manipulative's, and active experiences, which, together set the stage for basic computational concept development. They also need to opportunity to observe adults and peers applying mathematical concepts and using problem-solving techniques and to include these concepts in their play and in adult supported activities. In building the foundation for communicating the reasoning used in solving problems, children need opportunities to hear others describe their reasoning and to respond to questions about their own thinking.
Standard/Benchmark/Building Block
- 6-A: Preschool learners count objects, sorting, organizing, comparing groups of objects.ES
- 6-B: Preschool learners begin to develop estimation skills related to quantity.
- 6-C: Preschool learners participate in hands-on experiences with computational tools, such as calculators, abacuses, adding machines, or computers.
- 6-D: Preschool learners begin to develop step-by-step procedures for solving problems.
- 6-E: Preschool learners begin to explore the use and meaning of currency and coins.
- 6-F: Preschool learners begin to understand and demonstrate the concepts of adding and subtracting.
- 6-G: Preschool learners begin to understand the concept of whole, parts, and parts that make a whole (fractions).
