Gateway Regional School District

SCOPE & SEQUENCE

Mathematics – Preschool

Massachusetts Kindergarten Readiness Possible Instructional Evidence of Student Learning

Topics Month
PK/K Standards Curriculum Benchmarks Strategies (Assessment)
STRAND – NUMBER SENSE & OPERATIONS
K.N.1 Count by ones to at Students Will Know: •Teach counting songs, rhymes, and •Students will be observed counting by rote
least 20.
How to rote count to 20 chants in the classroom to 20

Will know number names to 20 •Count during daily activities such
Number as lining up, snack, circle Sept.-June
concepts Students Will Do: •Count children for attendance

Count by ones using classroom objects

Use numbers and counting for routine tasks

K.N.2 Match quantities up to Students Will Know: •Count groups of children and •Students will be observed independently
at least 10 with numerals and
How to match like quantities up to 10 objects and compare them counting objects to 20
words.
Recognize the number s 1 –10 •Count concrete objects using one- •Students will be observed counting and
to one correspondence matching a certain # of objects to
Students Will Do: • Arrange and count a variety of corresponding # up to 10
Number
Count using one to one correspondence objects to explore what 3 looks like Feb-June
concepts
Use matching games with numbers and ie 3 blocks, 3 chairs, 3 beads etc…
words • Compare relationships between

Compare and measure objects quantities ie..n umber of students to
chairs

K.N.3 Identify positions of Students Will Know: •Line up with certain children being •Students will be observed placing objects
objects in sequences (e.g.,
Positional words 1st through 5th asked to be 1st inline, 2nd, 5th in line in the correct position with verbal
first, second) up to fifth. etc…. prompting up to 5th place
Students Will Do: •Use nesting cups, stacking cups, •Students will be observed acting out finger
Sequencing
Sequence objects in order from 1st through nesting dolls etc. to line up in a row plays and songs using positional language Feb-June
5th and identify their position from 1st to 5th

Arrange objects in series following verbal • Order daily activities as first,
directions second. Last

K.N.4 Compare sets of up to Students Will Know: •Play games with sets of objects •Students will demonstrate knowledge of
at least 10 concrete objects
Math vocabulary such as none, more than, using app. vocabulary sets by using appropriate language on their
using appropriate language fewer than, same, and order numbers •Compare quantities of objects in own or by verbal questioning
(e.g., none, more than, fewer Sets sets using math vocabulary Feb-June
than, same number of, one Students Will Do: •Draw attention to sets in the
more than) and order numbers.
Compare/measure sets of objects classroom

Page 1 of 4
Aligned by Julia Belliveau, Nanette Higgins, Christine Wilander, Lynn Thomson, Diane Sakaske, Christine Bresnahan, Linda Robert, and Susan Bloomrose with The Creative Curriculum for
Preschool by Dodge, Colker, and Heroman (NAEYC compliant), the November 2000 Mathematics Framework, and Guidelines for Preschool learning Experience developed by the Early
Childhood Advisory Council to the Massachusetts Board of Education.
Spring 2007
 Gateway Regional School District

SCOPE & SEQUENCE

Mathematics – Preschool

K.N.5 Understand the Students Will Know: • Cut paper, crackers and play •Students will demonstrate knowledge of
concepts of whole and half
Understand and use measurements words dough in half concept by dividing objects into equal parts
whole and half •Match whole objects to similar when prompted by adult or on their own
Geometry objects that have been cut in half
Students Will Do: • Divide a set into equal parts ie two

divide and object in half for you and two for me

K.N.6 Use objects and Students Will Know: •Play adding and subtracting games •Observe children using simple addition
drawings to model and solve
Math vocabulary for add, take away, less, at circle and in math center and subtraction of objects from groups up to
related addition and more, same •Use counting bears for addition and 5
subtraction problems to five subtraction
Counting Feb-June
Students Will Do: In small groups use sets of more

Add and take away objects from groups than , less than to match and
and count them compare using math vocabulary

K.N. 7 Estimate the number Students Will Know: •Estimate number of objects by size • Observe children counting sets of objects
of objects in a group and
How to estimate number of objects of group and then count to verify and verifying number
verify results guess
Students Will Do: •Observe children estimating which group
Sets Feb-June

Guess and verify number of objects in a has more
group

Use numbers and counting

STRAND - PATTERNS, RELATIONS, & ALGEBRA

K.P.1 Identify the attributes Students Will Know: •Use classroom objects to sort by •Observe children sorting and classifying
of objects as a foundation for
how to sort by size, shape, color, or attribute attribute objects by attributes independently
sorting and classifying, e.g., a
classify objects •Verbalize reason for grouping
red truck, a red block, and a
red ball share the attribute of Sorting Students Will Do: Sept.-June
being red; a square block, a
Sort by size, color and shape and explain
square cracker, and a square reason for grouping
book share the attribute of
being square shaped.
K.P.2 Sort and classify Students Will Know: •Use classroom objects to sort by •Observe children sorting objects by
objects by color, shape, size,
how to classify objects by several properties different properties property while cleaning up
number, and other properties. •Verbalize reason for grouping
Sorting Sept.-Nov.
Students Will Do:

classify objects by size, shape color etc…

Page 2 of 4
Aligned by Julia Belliveau, Nanette Higgins, Christine Wilander, Lynn Thomson, Diane Sakaske, Christine Bresnahan, Linda Robert, and Susan Bloomrose with The Creative Curriculum for
Preschool by Dodge, Colker, and Heroman (NAEYC compliant), the November 2000 Mathematics Framework, and Guidelines for Preschool learning Experience developed by the Early
Childhood Advisory Council to the Massachusetts Board of Education.
Spring 2007
 Gateway Regional School District

SCOPE & SEQUENCE

Mathematics – Preschool

K.P.3 Identify, reproduce, Students Will Know: •Use pattern blocks and unifex •Observe children producing or extending
describe, extend, and create
How to make a simple pattern cubes to make and repeat patterns simple AB patterns
color, rhythmic, shape,
Copy a pattern already made •Clap patterns
number, and letter repeating •Create people patterns
Patterns Feb-June
patterns with simple attributes, Students Will Do: •Notice patterns in the environment
e.g., ABABAB
recognize and repeat patterns

STRAND - GEOMETRY
K.G.1 Name, describe, sort, Students Will Know: •Use blocks to sort, name and •Observe children using 2 dimensional
and draw simple two-
how to copy two dimensional shapes describe shapes shapes in drawings and illustrations
dimensional shapes.
names of common shapes •Draw shapes that you see in the
room •Students will be observed sorting common
Students Will Do: shapes
Shapes Feb-June

name common shapes •Students will be observed naming

draw common shapes common shapes through play or teacher

describe shapes prompting

Sort shapes

K.G.2 Describe attributes of Students Will Know: •Use blocks to describe shapes • Students will be observed identifying
two-dimensional shapes, e.g.,
number of sides for common shapes Use classroom objects to describe attributes of common objects with teacher
number of sides, number of
number of corners for common shapes •shapes prompting
corners.
Shapes Sept. June
Students Will Do:

describe shapes

K.G.3 Name and compare

three-dimensional shapes. NA Standard not appropriate for PK NA NA NA

K.G.4 Identify positions of Students Will Know: •Describe spatial relationships you •Observe students using positional language
objects in space, and use
positional phrases notice as children play. in conversation or by following a teachers
appropriate language (e.g.,
their relative position in space •Make obstacle course direction such as “ Please be 3rd in line”
beside, inside, next to, close •Identify position of objects
Geometry and
to, above, below, apart) to Students Will Do: Sept.-June
spatial sense
describe and compare their
will use positional phrases in talking to
relative positions. others

Page 3 of 4
Aligned by Julia Belliveau, Nanette Higgins, Christine Wilander, Lynn Thomson, Diane Sakaske, Christine Bresnahan, Linda Robert, and Susan Bloomrose with The Creative Curriculum for
Preschool by Dodge, Colker, and Heroman (NAEYC compliant), the November 2000 Mathematics Framework, and Guidelines for Preschool learning Experience developed by the Early
Childhood Advisory Council to the Massachusetts Board of Education.
Spring 2007
 Gateway Regional School District

SCOPE & SEQUENCE

Mathematics – Preschool

STRAND - MEASUREMENT
Students Will Know: •Show children how to use objects • Children will be observed following the
K.M.1 Recognize and
how to compare and measure to measure things daily schedule with or without a prompt
compare the attributes of proper vocabulary for measuring time, •Use timers and daily schedule to such as a bell
length, volume/capacity, length, volume, weight measure time •Observe children using blocks to measure
weight, area, and time using •Use words like today, yesterday, objects and themselves
appropriate language, e.g., Measurement Students Will Do: next week etc… •Observe children using time words Feb-June
longer, taller, shorter, same
measure classroom items •Use water table to measure volume correctly in conversational speech with
length; heavier, lighter, same
measure themselves of containers peers and teachers
weight; holds more, holds less,
how awareness of time concepts
holds the same amount.
measure volume

K.M.2 Make and use Students Will Know: •Estimate how long it will take to • Observe students estimating how long it
estimates of measurements
how to estimate measurements clean up wil l take to clean up and cleaning up within
from everyday experiences. •Ask open ended questions such as a certain period of time using a timer
Measurement Students Will Do: how many cups of water will it take •Observe students estimating and then Feb-June

use everyday experiences to estimate to fill this pitcher counting how many steps it takes to go from
measurements the cubbies to circle etc..

K.M.3 Use nonstandard units Students Will Know: •Use blocks to measure length of • Observe students using blocks to measure
to measure length, area,
how to use classroom objects to measure table . How many blocks long is it? classroom objects
weight, and capacity. things •Use class scale to see how many Observe students using scales to balance
Measurement Feb-June
crayons it takes to balance the scale different objects
Students Will Do: with a match box car on it etc….

use classroom objects to measure things
STRAND - DATA ANALYSIS, STATISTICS, & PROBABILITY
K.D.1 Collect, sort, organize, Students Will Know: •Make graph of favorite types of • See evidence on the classroom walls or in
and draw conclusions about
how to sort and organize objects apples class portfolio of charts made by students
data using concrete objects, •match # of pictures to written number •Graph of hair color in the room graphing eye color, favorite apple etc…
pictures, numbers, and graphs. Collect and sort fall items
Graphs Sept.-June
Students Will Do:

graph favorite objects

draw conclusions from information

Page 4 of 4
Aligned by Julia Belliveau, Nanette Higgins, Christine Wilander, Lynn Thomson, Diane Sakaske, Christine Bresnahan, Linda Robert, and Susan Bloomrose with The Creative Curriculum for
Preschool by Dodge, Colker, and Heroman (NAEYC compliant), the November 2000 Mathematics Framework, and Guidelines for Preschool learning Experience developed by the Early
Childhood Advisory Council to the Massachusetts Board of Education.
Spring 2007