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Common Core: Math
Topic: Common Core Learning Standards
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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...

 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...

 Grade PreKindergarten Module 1 Topic E: How Many Questions with 4 or 5 Objects Topics E and F mimic Topics C and D, extending children’s understanding of the number core to quantities of 4 and 5. ...

 Grade PreKindergarten Module 1 Topic C: How Many Questions with 1, 2, or 3 Objects In Topic C, students build on their knowledge of sorting objects and counting to 3 as they learn to answer how many...

 Grade PreKindergarten Module 1 Topic B: Sorting In Topic B, children sort objects into groups using given attributes such as color, shape, size, and texture. This topic lays the foundation for...

 Grade PreKindergarten Module 1 Topic A: Matching Objects In Topic A, children learn to match concrete objects with common attributes. By observing an object’s attributes, children can begin to...

 In Topic E, students solve problems involving area and perimeter. After an initial lesson problem solving with perimeter, students apply this knowledge to create a robot composed of rectangles. ...

 Topic D utilizes the line plot, familiar from Module 6, to help students draw conclusions about perimeter and area measurements (3.MD.4). Early in the topic, students find different possible...

 Students tessellate to bridge geometry experience with the study of perimeter in Topic C. They first decompose a quadrilateral and then rearrange the parts. They use the new shape to tile. ...

 In Topic B, students learn that intervals do not have to be whole numbers, but can also have fractional values that facilitate recording measurement data with greater precision. In Lesson 5, they...

 Topic A begins with a lesson in which students generate categorical data, organize it, and then represent it in a variety of forms. Drawing on Grade 2 knowledge, students might initially use tally...

 Topic D creates an opportunity for students to solve problems involving area (3.MD.7b). Students decompose and/or compose composite regions into nonoverlapping rectangles, find the area of each...

 In Topic C, students manipulate rectangular arrays to concretely demonstrate the arithmetic properties in anticipation of the following lessons. They do this by cutting rectangular grids and...

 In Topic B, students progress from using square tile manipulatives to drawing their own area models. Anticipating the final structure of an array, they complete rows and columns in figures such as...