Kindergarten Math Night

YOUR CHILD MUST PASS THROUGH EACH STEP TO HAVE AN

UNDERSTANDING OF HOW NUMBERS WORK
Seeing sets
Greater/Less

Children need to
be able to look
at a set and tell if
it is <,>, or = to
another set.
1 : 1 Correspondence
each item you touch is assigned a number
Children need to
be able to count a
set of objects and
know that each
item represents one
number.
Cardinality Principal
the last number counted is the amount in the set
Children need to be
able to count a set
and when they finish
know that the last
number they said is the
amount in their set.
Each Number is Introduced with its
corresponding set

Children
need to
not only be
able to
identify a
number,
they need
to know
that a
number
isn't just a
digit, its a
quantity. T
hey have
to "see" a
number as
an
amount.
Each Number is Introduced with its
corresponding set
4 2 7
Children
match the
number to
the set.
Counting On
Children need to
be able to look at
a set and tell how
many (or have
counted that set
already) and be
able to continue
counting.
For example, I
have 7 and then
count 8, 9, 10, 11,
and 12.
Spatial Arrangements
Children need to
be able to see
standard sets and
know how many.
One More/One Less

Children need to
be able to state
what is one
more and one
less than a given
number. As this
skill progresses , 2
more and 2 less.
5 and 10 as Benchmarks
Children need to be
able to make 5 and 10
quickly. (Ex. If they
have 2 apples, they
need 3 more to have 5.
5 and 10 as Benchmarks
Children need to be able
to make 5 and 10
quickly. (Ex. If they have
1 apple, they need 9
more to have 10.
Seeing groupings of numbers to
help later understand
addition/subtraction
Children see
3 and 3
make 6.
Children see
5 and 1
make 6.
Children see
4 and 2
make 6.
Tens Ones
Seeing Number in Place Value
Children need to
see double digit
numbers as tens
and ones. For
example, 19 is 10
and 9 more.

Also 19 is odd
because a single
(ones place) is by
itself.
Tens Ones
Children need to
see double digit
numbers as tens
and ones. For
example, 16 is 10
and 6 more.

Also 16 is even
because there is
not a single (ones
place) by itself.
Tens Ones
Children need to
see that any
number fewer than
10 does not have a
tens place.