TS National Touring Guide - Flipbook - Page 11
Birth to 1 year
1 to 2 years
2 to 3 years
Preschool 3
PreK 4
Kindergarten
First Grade
Second Grade
Third Grade
Inclusive of all learners
The objectives span birth through third grade and enable teachers to see children’s development and learning
along a progression across the whole of the early childhood years. They enable educators to see the big picture
of early childhood development and drill down to the widely held expectations for children at each stage of
development from birth through third grade. Because the objectives reflect critical developmental from birth
all the way to age 8, Teaching Strategies’ solutions are uniquely inclusive of children with developmental delays
and disabilities, children who are English-language or dual-language learners, and children who are advanced
Mathematics
learners. Because the complex, uneven nature of child development and learning, Teaching Strategies focuses on
the knowledge, skills, and abilities that are predictive or most important for school success.
Mathematics
122
122
pts
Objective
Uses
andnumber
operations
20 Uses
concepts
number
and concepts
operationsand operations
Objective 20 Uses number concepts and operations
c. Connects numerals with their quantities
c.
s with
Connects
their
numerals
quantitieswith their quantities
Not Yet
Not Yet 613
1
2
Recognizes and
names a few
numerals
742
• Points to the 1
when the teacher
says, “Where is the
numeral 1?”
• Notices numerals
around the room
and calls some of
them by name
3
4
Identifies
numerals to 5
by name and
connects each to
counted objects
583
5
6
Identifies numerals
to 10 by name and
connects each to
counted objects
4
69
• Shouts, “Seven,” and
7
8
Identifies numerals
to 20 by name and
connects each to
counted objects;
represents how
many by writing
one-digit numerals
and some two-digit
numerals
5710
9
10
Represents how
many by writing
one-, two-, and
three-digit numerals
to 120; uses
relational symbols
(
, =) to indicate
relationships
between whole
numbers
6811
11
12
Represents how
many by writing
one-, two-, three-,
and four-digit
numerals to 1,000;
uses relational
symbols to
compare and order
whole numbers
712
9
13
14
Represents
fractional quantities
as parts of a whole
(a/2, a/3, a/4, a/6,
a/8); uses relation
symbols (
, =)
to show fractional
comparisons
813
10
15
914
11
15
10
12
jumps seven
times Represents how
• Says, “Five”
as Identifies
Represents Represents
Representshow
how
Represents how
Represents
how
Identifies
numerals
Identifies
numerals
Identifiesnumerals
numerals
Identifies numerals
Identifies
numerals
Identifies and
Identifies
s and
Recognizes
when the teacher
she attaches five
holds up
the
number
clothespins
to the
fractional quantities
manyby
bywriting
writing
many by writing
many
byname
writing
name
and
tomany
20 •by
and
to10
20by
byname
nameand
and
to
to
10
by
name
and by writing
numerals
to to
5 20 by
numerals
to
5many
ewto 10 by name and
names
a few
Indicates 1/8 when
7 card
5 card
teacher
holds
up
the grouped
“I drewand
15 connects
as
one-,two-,
two-,and
three-,
one-,
two-,
three-,
one-,
two-,
one-,
one-, the
two-,
and
each
to name
connects
each
to parts of a whole
connects
eachto
to • Counts
connects each numerals
to
each
each
to • Says,
by name andconnects
by
and
• Says, “I put
nine
• Tells her
friend, connects
one part of a region
pictures on the
• Counts out 63
flowers to go on page
buttons in the 9 box.”
a 3, and
partitioned
into
computer screen
crayons,
writes 63, and four-digit
of our number
(a/2,
a/3,
a/4,
a/6,
and
four-digit
numerals
three-digit
numerals
three-digit
numerals
counted
counted
objects;
counted
objects;
counted objectsconnects each
counted
objects
objects
to “That’s
connects
eachthree-digit
to 15book.”
thereobjects;
are three counted
eight equal pieces;
and types 384 to
and signs, “I have 63
puppies on this
he 1
•counted
Points toobjects
the represents
1
indicates
8/8
to a/8); uses relation
indicate how
crayons.” hownumerals
tomany
1,000;
to 120;
tonumerals
120; usesto 1,000;
to 120;
uses
howcounted objects
represents
how
represents
• Typesuses
in the
page.”
represent the whole
• Writes
118 when the and • Writes 276 > 249,
numerals 1, 8, and
• Shouts, “Seven,” when
and the teacher
•
Shouts,
“Seven,”
•
Shouts,
“Seven,”
and
teacher
(
,relational
=)
uses relational
relational
symbols
symbols
relational
symbols
many by writing
many
writing
writing
•by
Colors
in two
sixthssymbols
of
248 > 100
teacher
says, “Thereuses relational
3 when sets
of one,many by
paper pie and writes
118 marbles
in
three
jumps
jumpsareseven
times
seven as
times
•says,
Says,“Where
“Five” one-digit
as
•jumps
Says, “Five”
ere is
the seven times
is the
symbols
(
, eight,
=) and
to
indicate
(
, =) toto
indicate
(
, a2/6
=)
to
indicate
numerals
one-digit
numerals
to numerals
indicate
theto show fractional
this jar. Write
the symbols to one-digit
figures
appear
on the
amount eaten
of marbles
computer screen when number
the
teacher
when
the teacher
she attaches
fivesome two-digit
she attaches
five
?” when the teachernumeral
1?” and
comparisons relationships
compare and order
compare andand
order
relationships
relationships
some
and some
two-digit
as a numeral.”
• Looks attwo-digit
the number
• Counts out 16 bears
holds up the number
up the
holds
up the number
clothespins
to the
clothespins
tobetween
the and writeswhole
line, and says, “Two
• Indicates
the number
16 on its holds
umerals
• Notices
numerals
whole numbers
whole numbers
between
whole
between
numerals
numerals
numerals
fourths iswhole
the same
relational
corresponding card
• Indicates 1/8 numbers
when
7 card
7 cardappropriate
75card
5 card the room
card
as one half,” and then
symbol when the
e room
around
numbers
numbers
writes in words and
teacher writes
up
• Counts
the grouped
• Says,
• Says, symbols,
“I drew
15 the teacher holds
Says,“I
“Iput
drew
15• Counts the grouped
two fourths
number
pairs
(e.g.,
• Says,
••Says,
nine
••Says,
“I put
nine
Tellscalls
her some
friend,
Tells her
friend,
some
of “I put nine•and
of “I drew 15
is equal to one half;
3 _ 7, 4 _ 4, 95 _ 77)
one part of a region
pictures
on63
the
pictures on the
• Counts
• Counts
out
•flowers
Counts
out
flowers to go onbuttons
page
to
go 63
on page
flowers
tothe
go on
page
2/4 =
1/2
in
9 box.”
the
9
box.” out 63buttons
“That’s
3, and
“That’s in
a 3,
and
amebuttons in the 9 box.”
them
by aname
Compares
two
partitioned
intocrayons,
computer
screen
63,
writes
63,
writes
63,
15 of our numberthere are three crayons, writes15
15crayons,
of •our
number
of our numbercomputer screen
number lines with
there are three
unequal
partitions
eight
equal
pieces;
and
types
384
to63
and
types
384
to
and
signs,
“I
have
63
and
signs,
“I
have
and
signs,
“I
have
63
book.”
book.”
book.”
and indicates that
puppies on this
puppies on this
2/6 of one is smaller indicates 8/8 to
indicate how many
indicate how• many
crayons.”
crayons.”
crayons.”
than
of the other
• Types in the
Types
in2/4
the
• Types in the
page.”
page.”
represent
the•whole
•Writes
Writes118
276
> 249,
• Writes 276 > 249,
• Writes 118 when
the
when
the
•numerals
Writes 118
when
the
numerals 1, 8, and
1, 8,
and
numerals
1, 8, and
•“There
Colors in two sixths
248of> 100
248 > 100
teacher says, “There
teacher
says, “There
says,
3 when sets of one,
3 teacher
when sets
of one,
3 when sets of one,
paper pie andare
writes
are 118 marbleseight,
in and three
118 marbles in
are 118
eight, and three
eight,
andmarbles
three ain
2/6
the jar. Write the
this jar. Write the
this jar.
Write on
the
figures appear on the
figures
appear
theto indicate this
figures appear on the
amount eaten number of marbles
number of marbles
number of
marbles
computer screen
computer
screen
computer screen
as
a
numeral.”
as a numeral.”
as
a
numeral.”
•
Looks at the number
• Counts out 16 bears
• Counts out 16 bears
• Counts out 16 bears
• Indicates the and writes 16 on its
Indicates the
•and
Indicates
theon line,
and writes 16 on its
writes 16
its and says,•“Two
Inform individualized
instruction
in theappropriate
classroom
and at home
fourths is the same
relational
appropriate relationa
appropriate relational
corresponding
card
corresponding
card
corresponding
card
as one half,” andsymbol
then when the
symbol when the
symbol when the
Our solutions just offer detailed guidance andteacher
support
for teachers, based on each child’s
progress
and
writes
writes
teacher writes writes in words teacher
symbols, two fourths
numberdata
pairsfor
(e.g.,
number pairs (e.g.,
number
(e.g.,
toward each objectives. The most recent assessment
each child provides teachers
withpairs
what
equal to one half;
3 _ 7, 4 _ 4, 95 _ 77)
3 _ 7, 4 _ 4, 95 _ 77)
3 _ 7, 4 _ 4, 95 _is77)
they need to effectively individualize for each child with ease to ensure each child progresses.
2/4 = 1/2
9
• Compares two
number lines with
unequal partitions
and indicates that
