Goal 10 is the final Goal in the Mathematics Section. It reads:

Begin to make predictions and collect and analyze data information.

I like this one.

Learning Standard A- Organize and describe data and information. 

Benchmarks

10.A.ECa Organize, represent and analyze information using concrete objects, pictures and graphs, with teacher support.

10.A.ECb Make predictions about the outcome prior to collecting information with teacher support and multiple experiences over time.

Example Performance Descriptors

Organize materials to prepare for graphing (e.g., sort leaves by color; sort fruit by type).

Participate in an activity to create a data display using concrete objects or pictures (e.g., organize children’s favorite fruit in rows to demonstrate whether more children prefer apples or oranges).

Predict the outcome of an activity (e.g., predict that the class collected more yellow than red leaves on the nature walk before sorting and counting them).

Participate in an activity making a chart using pictures.

Compare numerical information derived from graphs to find answers to questions with teacher support as needed (e.g., use information depicted on a chart or graph to describe which classroom games are most popular).

Goal 10 -Learning Standard B

Gather information to answer questions. 

Benchmarks

10.B.ECa Gather data about themselves and their surroundings.

Example Performance Descriptors

Formulate questions of personal interest (make a list of things to find out about, such as favorite cookies or how children get to school each day) and conduct surveys.

Discuss aspects of their environment and the collect relevant information, with teacher assistance as needed (e.g., discuss what kinds of insects love on the school playground and then go outside to investigate).

Goal 10 – Learning Standard C

Determine, describe and apply the probabilities of events.

Benchmarks

10.B.ECa describe likelihood of events with appropriate vocabulary, such as possible, impossible, always, and never.

Example Performance Descriptors

Use appropriate vocabulary to describe the likelihood of an event (e.g., spring always comes after winter, or we will never have an elephant as a class pet).

_________________________________________________________________________

The best way to look at Goal 10 is through some fabulous videos and pictures of teachers actually exemplifying some of the performance descriptors through engaging, appropriate activities with children.

Above, you can see one way that a teacher documents via a graph children’s preferences.  This group was investigating Eric Carle (my favorite) and they voted on their favorite of two books.  The children got to put their name underneath their choice, so there was a visual representation of the votes, who got the most, who voted for which book, and the difference between the two choices.

This video shows a teacher exploring earthworms with her group.  The children predict what they think will happen and then observe what actually happens.  The teacher puts their predictions on a chart, and then discusses the outcome with them.

The password to view the video is “Julissa”.

This video shows a teacher working in a small group as they explore sea creatures.  The teacher allows the children to explore the different creatures and then they get to choose their favorites.  She charts their preferences using pictures of their choices.  This creates a wonderful way for children to see who chose what creature, how many were chosen, and which creature was the favorite.

The password for this video is “Deloris”.

Benchmarks

9.B.ECa Show understanding of location and ordinal position

9.B.ECb Use appropriate vocabulary for identifying location  and ordinal position.

Example Performance Descriptors

Respond appropriately to request to place an object somewhere in space in relation to other objects (i.e., put doll in front of pillow; place shoes under the table).

Use appropriate vocabulary for location and ordinal position during play activities (e.g., can demonstrate concepts such as near and far, over and under).

Respond to questions about ordinal position of an object (e.g., respond correctly to questions like “who is first in line?” or “which car came in third?”)

__________________________________________________________________

Many months ago when I was thinking about activities that would support early math skill benchmarks, I tried really hard to consider ways we use ordinal numbers rather than cardinal numbers with young children.

The most obvious to me was about lining up (which you can see above is one of the Example Performance Descriptors).  It is clear to children that being the “Line Leader” means that you are first in line, especially if the adult uses that vocabulary with the children. (“Today, Joey is first because he is the Line Leader.  Tomorrow, someone else will have a turn to be first in line).  This is one of those examples that works perfectly with the egocentric child because it plays right into their development (they really like being FIRST).

It is equally obvious that someone is also last in line.  Often the “Light Marshall” is last in line as it is his responsibility to turn off the lights when leaving the room.  This job softens the blow of ending up last in line as sometimes that also means last to pick a toy on the playground or the most coveted swing.

The in-between ordinal numbers are harder.  Being third or fourth or fifth means that children are translating the cardinal numbers into ordinal numbers which is far more complicated to do.  If your group is small, let’s say less than 8 children, you could create small number cards, numbered 1-8.  When taking turns, you might pass these out to the children and have them line up in order.  Once in line, they could begin making the translation between the number on the card (4) and being fourth in line.  With practice, the children will become more familiar with this vocabulary.

Goal 9 begins looking at geometry and spatial relations and is first explored by Learning Standard A – Recognize, name and replicate common shapes.

The Benchmarks are:

9.A.ECa  Recognize and name common two- and three- dimensional shapes, and describe some of their attributes.

9.A.ECb  Sort collections of two- and three- dimensional shapes by type (e.g., triangles, rectangles, circles, cubes, spheres, pyramids).

9.A.ECc  Idfentify and name some of the faces of common three-dimensional shapes using two-dimensional shape names.

9.A.ECd  Combine two-dimensional shapes to create new shapes.

9.A.ECe  Think about/imagine how altering the spatial orientation of a shape will change how it looks.

Example Performance Indicators

Identify the shape of various items in the classroom (e.g., state that the clock is shaped like a circle or that the table top is a rectangle).

Describe the attributes of common two-dimensional shapes (e.g., state that a square has four sides and a triangle has three sides).

Match triangles to triangles, squares to squares, circles to circles, and rectangles to rectangles, even when size (or proportion, in the case of triangles and rectangles ) differs among examples.

Use common two-dimensional shapes to create representations of things in the real world (e.g., place triangles around a circle to make a “flower”).

Describe the faces of common three-dimensional shapes such as cubes and cylinders, using two-dimensional shape names, such as squares and circles.

Rotate and flip shapes, such as blocks and puzzle pieces to make them “fit”.

___________________________________________________________

This blog has looked at all sorts of ways to support this learning goal over the past 9 months.  Take a look here and here and here for some examples.

Geometry is one of those skills that can be supported naturally in the early childhood environment.  Puzzles provide opportunities for children to explore spatial relations as they turn the pieces over and around to see how the shape changes depending on the orientation of the piece.  Identifying and labeling two-dimensional shapes is a frequent question asked of children, but how frequently do you take it to the next level by exploring three-dimensional shapes?   Here and here are some ideas about how to do that.

Remember, the only way that children will meet this learning goal is if the adults in their lives provide ample opportunities for geometric exploration along with explanations of attribute qualities and mathematical vocabulary.

This week I am going to explore Learning Standard B, which only has one Benchmark, so it is fairly straightforward.

Learning Standard B – Describe and document patterns using symbols.

Benchmark 

8.B.ECa – With adult assistance, represent a pattern by verbally describing it or by modeling it with objects or actions.

Example Performance Indicators

Describe a pattern in words (e.g., tall, short, tall, short, tall, short, or red, blue, yellow, red, blue, yellow).

Represent a pattern by modeling it with actions (e.g., “do a clap for red and a tap for blue: clap, tap, clap, tap, clap, tap”)

Represent a pattern by modeling it with objects (e.g., “do a red bear for circles and a blue bear for squares: circle, square, circle, square”).

_______________________________________________________________

My favorite thing about this Benchmark is that it includes the language “With adult assistance” since most children will need adult assistance or prompting to  meet it.  It is also smart that the performance indicators show the integrated nature of the early childhood curriculum.  The authors have written these so that they can be observed in different areas of the room while exploring other activities or through play.  Imagine that during circle time, you have children copy your pattern; clap, clap, tap, tap, clap, clap, tap, tap. They can “do” the action, and they can “say” the action.

Take a look at yesterday’s post about pattern and sequencing trays.  They go perfectly with this Learning Standard.