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Common Core: Math
Resource Type: Module Topic
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 Throughout their math experiences, students will look for and make use of structure (MP.7). In Topic F, children model repeating and growth patterns using objects, sounds, and movements.

 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...

 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,...

 In Topic C, children shift focus to subtraction stories with numbers 1 to 5, again acting them out, using fingers, manipulating objects, drawing, and counting pictorial representations to model the...

 Topic B marks an exciting point in PreK children’s math learning as they begin to explore addition of numbers to 5 through story problems. They build on the comparison work of Module 4, so that "...

 Children have been working with the numerals 15 since Module 1 and the number 0 since Module 3. Throughout the year, they have had many opportunities to match a number of objects with a prewritten...

 In Topic G, students compare quantities using numerals by using the counting and matching strategies they have practiced throughout the module. Connecting both sets to a numeral and indirectly...

 In Modules 1 and 3 students did extensive work to develop understanding of numbers to 10. The first half of Module 4 was dedicated to comparison of measurement. Topic F brings together this work...

 So far, PreKindergarten students have done a lot of onetoone counting, have compared measurable attributes, and have identified the first and last in a group of objects. Topic E brings these...

 Topic D begins by building upon the work of Module 1 by having students count 5 bears in a scattered configuration while identifying the first and last bear counted (PK.CC.6). This concept is a...

 In Topic C, the concept of volume and the vocabulary used to describe and compare it (i.e., big, small, more, and less) are discussed. This is perhaps the most familiar to young children, compared to...

 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...

 In Topic A, students use correct vocabulary, tall or short, to describe length. Because PreKindergarten students entering school might describe most objects as big or small, Lesson 1 helps students...

 Objective: Culminating Task—represent numbers 6–10 using objects, images, and numerals in a number book.

 Objective: Look at a numeral and count out a group of up to 10 objects.

 Objective: Tally 10 objects.

 Objective: Count up to 10 objects in varied configurations.

 Objective: Count up to 10 objects in varied configurations.

 Objective: Arrange and count 10 objects in circular configurations.

 Objective: Decompose numbers 6–10.

 Objective: Compose 10, and decompose into two parts. Match to the numeral 10.

 Matching One Numeral with up to 10 Objects 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...

 Objective: Count 10 objects in array configurations.

 Objective: Count from 0 to 10 from left to right on the fingers.