![]() ![]() ![]() (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. The last slide provides endless opportunities for practice. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set counting out a given number of objects comparing sets or numerals and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. This Smartboard activity will give your students hands-on practice as they drag greater than, less, than or equal to into the middle circle on the basketball court. Questions, tasks and activities supporting teaching for mastery. ![]() More learning time in Kindergarten should be devoted to number than to other topics. This is where the resources are to help you plan and teach great maths lessons, and to. as more, less, greater than, fewer, equal to, or same as. In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects (2) describing shapes and space. are without counting) to identify the number of objects in sets of 4 or less. ![]()
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