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26Everyday M

athematics and Curriculum

Focal Points

NCTM Curriculum Focal Points and Everyday Mathematics, Pre-Kindergarten

Reprinted with permission from Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence, copyright

2006 by the National Council of Teachers of Mathematics. All rights reserved. Please visit www.nctm.org/focalpoints for more information.

NCTM Curriculum Focal Points for Prekindergarten

Everyday Mathematics Pre-Kindergarten

Teacher’s Guide to Activities Pages

Everyday Mathematics Pre-Kindergarten Grade-Level Goals

Number and Operations: Developing an understanding of whole numbers, including concepts of correspondence, counting, cardinality, and

comparison

Children develop an understanding of the meanings of whole numbers and recognize the number of objects in small groups without counting and by counting—the first and most basic mathematical algorithm.

26–27, 28–29, 38–39, 40–41, 42–43, 44–45, 46–47, 48–49, 50–51, 52–53, 54–55, 56–57, 58–59, 60–61, 62–63, 72–73, 74–75, 76–77, 80–81, 82–83, 84–85, 94–95, 96–97, 98–99, 100–101, 102–103, 104–105, 106–107, 108–109, 100–111, 112–113, 114–115, 116–117, 118–119, 120–121, 122–123, 124–125, 126–127, 128–129, 130–131, 140–141, 142–143, 144–145, 146–147, 148–149, 150–151, 152–153, 154–155, 156–157, 158–159, 160–161, 162–163

Number and Numeration Goal 2

Count objects with one-to-one correspondence and know the last counting word tells “how many.”


Develop an awareness of numbers and their uses; associates number names, quantities, and written numerals; recognize and use different ways to represent numbers (for example, groups of objects or dots).

Children understand that number words refer to quantity. 26–27, 28–29, 42–43, 46–47, 48–49, 52–53, 56–57, 66–67, 68–69, 70–71, 72–73, 74–75, 78–79, 98–99, 102–103, 104–105, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 122–123, 128–129, 140–141, 142–143, 146–147, 148–149,



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Children understand that number words refer to quantity. 150–151, 152–153, 154–155, 156–157, 158–159, 160–161, 172–173, 174–175, 176–177, 178–179, 180–181, 184–185, 186–187, 188–189, 190–191, 224–225, 232–233, 234–235, 262–263



Children use one-to-one correspondence to solve problems by matching sets and comparing number amounts and in counting objects to 10 and beyond.

26–27, 28–29, 38–39, 42–43, 44–45, 46–47, 48–49, 52–53, 54–55, 58–59, 60–61, 62–63, 64–65, 66–67, 68–69, 70–71, 72–73, 74–75, 76–77, 78–79, 80–81, 82–83, 84–85, 98–99, 102–103, 104–105, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–119, 122–123, 128–129, 140–141, 144–145, 146–147, 148–149, 150–151, 152–153, 154–155, 156–157, 158–159, 160–161, 162–163, 172–173, 174–175, 176–177, 178–179, 180–181, 182–183, 184–185, 186–187, 188–189, 190–191, 224–225, 232–233, 234–235, 262–263




Compare and order groups of objects using words such as more, fewer, less, same.

Children understand that the last word that they state in counting tells “how many,” they count to determine number amounts and compare quantities (using language such as “more than” and “less than”), and they order sets by the number of objects in them.

26–27, 28–29, 46–47, 48–49, 52–53, 54–55, 66–67, 70–71, 72–73, 74–75, 76–77, 78–79, 84–85, 98–99, 102–103, 104–105, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–119, 122–123, 140–141, 144–145, 146–147, 148–149, 150–151, 152–153, 154–155, 156–157, 158–159, 160–161, 162–163, 172–173, 174–175, 176–177, 178–179, 180–181, 182–183, 184–185, 186–187, 188–189, 190–191, 232–233, 234–235, 262–263




Compare and order groups of objects using words such as more, fewer, less, same.

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28Everyday M

athematics and Curriculum

Focal Points





Geometry: Identifying shapes and describing spatial relationships

Children develop spatial reasoning by working from two perspectives on space as they examine the shapes of objects and inspect their relative positions.

244–245, 250–251, 256–257, 260–261, 264–265, 276–277, 280–281, 286–287, 316–317, 324–325

Geometry Goal 2

Recognize and describe the position and location of objects; use spatial reasoning in concrete tasks, such as putting together puzzles and creating collages and block structures.

Children find shapes in their environments and describe them in their own words.

244–245, 250–251, 260–261 Geometry Goal 1

Recognize and describe basic 2-dimensional geometric shapes; explore the relationships between basic 2-dimensional and 3–dimensional shapes.

Children build pictures and designs by combining two- and three dimensional shapes, and they solve such problems as deciding which piece will fit into a space in a puzzle.

68–69, 248–249, 254–255, 262–263, 278–279, 284–285, 308–309, 318–319

Geometry Goal 1

Recognize and describe basic 2-dimensional geometric shapes; explore the relationships between basic 2-dimensional and 3-dimensional shapes.

Geometry Goal 2


Children discuss the relative positions of objects with vocabulary such as “above,” “below,” and “next to.”

252–253, 274–275, 276–277, 280–281, 282–283, 286–287, 316–317, 324–325

Geometry Goal 2


Measurement: Identifying measurable attributes and comparing objects by using these attributes

Children identify objects as “the same” or “different,” and then “more” or “less,” on the basis of attributes that they can measure. They identify measurable attributes such as length and weight and solve problems by making direct comparisons of objects on the basis of those attributes.

72–73, 84–85, 200–201, 202–203, 204–205, 206–207, 208–209, 210–211, 212–213, 218–219, 220–221, 222–223, 224–225, 228–229, 230–231, 232–233, 234–235, 296–297

Measurement and Reference Frames Goal 1

Distinguish and describe size attributes, including length, weight, and capacity or volume; compare objects according to various size attributes.



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NCTM Connections to the Focal Points for Prekindergarten




Data AnalysisChildren learn the foundations of data analysis by using objects’ attributes that they have identified in relation to geometry and measurement (e.g., size, quantity, orientation, number of sides or vertices, color) for various purposes, such as describing, sorting, or comparing. For example, children sort geometric figures by shape, compare objects by weight (“heavier,” “lighter”), or describe sets of objects by the number of objects in each set.

72–73, 84–85, 200–201, 202–203, 204–205, 206–207, 208–209, 210–211, 212–213, 218–219, 220–221, 228–229, 230–231, 232–233, 234–235, 244–245, 246–247, 248–249, 256–257, 258–259, 260–261, 296–297, 300–301, 304–305, 306–307, 308–309, 310–311, 320–321, 322–323, 326–327

Patterns, Functions, and Algebra Goal 1

Recognize and match attributes of objects, such as size, shape, and color; use rules to sort objects; use rules to create and extend repeating patterns.

Measurement and Reference Frames Goal 1

Distinguish and describe size attributes, including length, weight, and capacity or volume; compare objects according to various size attributes.

Geometry Goal 1

Recognize and describe basic 2-dimensional geometric shapes; explore the relationships between basic 2-dimensional and 3-dimensional shapes.



Number and OperationsChildren use meanings of numbers to create strategies for solving problems and responding to practical situations, such as getting just enough napkins for a group, or mathematical situations, such as determining that any shape is a triangle if it has exactly three straight sides and is closed.

94–95, 120–121, 144–145, 146–147, 148–149, 150–151, 154–155, 156–157, 158–159, 162–163

Operations and Computation Goal 1

Solve and create number stories using concrete modeling; explore part-whole relationships (for example, 5 is made of 2 and 3).

AlgebraChildren recognize and duplicate simple sequential patterns (e.g., square, circle, square, circle, square, circle, . . . ).

298–299, 302–303, 308–309, 312–313, 314–315, 316–317, 318–319, 324–325, 328–329, 330–331

Patterns, Functions, and Algebra Goal 1

Recognize and match attributes of objects, such as size, shape, and color; use rules to sort objects; use rules to create and extend repeating patterns.

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