Dear Family,
The Kindergarten students are beginning to study Unit 1: Position Languagein Mathematics. Here is a little information about what your student will be learning in this unit.
What is the Focus of this Unit?
Students will explore their world through a variety of routines to practice and extend knowledge of positional language. Although students may have heard the terms, they will now apply the terms in context to their learning environment. Beginning Kindergarteners are learning how to follow directions such as “Please line up behind George,” or “Place your crayons inside the blue bin.”
What are the mathematical practice expectations for my student?
●Construct viable arguments and critique the reasoning of others. Students will learn positional terms and apply their understanding to objects in their physical environment. They will begin using those same words to describe other objects as connected to mathematical concepts including shapes and numerical sequences.
●Model with mathematics. Students will begin using mathematical terms to describe objects in real life contexts. They will begin looking at numerals in context of location. This will be critical when describing and using both flat and solid shapes as well as understanding number sequence.
●Attend to precision. Students attend to precision by listening to the precise language of directions and either repeating or acting out situations involving relative positions.
●Look for and express regularity in repeated reasoning.As students learn our base-10 number system, the repeated patterns support fluency in counting, adding, and subtracting.
How does this look different than what may have been taught in the past before the transition to the New Illinois Learning Standards for Mathematics?
Students will learn positional words with 2-dimensional objects then use physical motions or actions to apply such terms as above, below, beside, in front of, behind, and next to. This allows students to make real life connections to the terms learned in class. Students will be expected to understand the positional terms and can show their understanding by following directions spoken by adults or other students (receptive language). They can also apply the knowledge of position language to communicate with other students and adults (expressive language).
How will my student apply what he/she learns in the future?
In future units, students will apply their knowledge of position language to number sequences, building stronger “number sense”. They will describe the location of numbers on the number line using position language of before, after, beside, or next to. They can also write numbers on a number line that come before or after given numbers. Students will also apply this understanding to describe 2-dimensional and 3-dimensional shapes and their relative positions in 2-dimensional visuals and 3-dimensional models.
How can I help my student at home?
Parents can ask students to describe toys, books, games, or numbers in relationship to other objects using positional words they’ve learned including above, below, beside, in front of, behind, and next to. Students should be able to give the location of object or number based on it’s position to another object using terms correctly. Parents can also help students to practice the position language by playing games like “Find the Mystery Object” or “Simon Says.” Both games provide students opportunities to take turns following directions and giving directions using position language.
What are the vocabulary terms that will be addressed?
Students will learn the following prepositions that describe the location of objects:
Above, Below, Beside, In Front of, Next to, Behind
Example: Where is the bear? “It is next to the box.”
What are some helpful resources?
Computer games:
Millie’s Math House
ABCya.com- Shapes, Geometry, patterns, Mouse Manipulation, Art
Books:
Where’s Spot? by Eric Hill
Inside, Outside, Upside Down by Stan and Jan Berenstein
A Great Day for Up by Dr. Seuss
Go Dog Go! by P.D. Eastman
Up, Down, and Around by Katherine Ayres
Over, Under, and Through by Tana Hoban
Under My Hood, I Have a Hat by Karla Kuskin, FumiKosaka
Peek-A-Boo Little Mouse by David Carter
The Greatest Gymnast of All by Stuart J. Murphy