PS 172 is dedicated to a project-based, problem-solving, approach to mathematics that allows student to engage in hands-on, relatable experiences. Our mathematics program is based on the Engage NY curriculum and incorporates projects throughout the year. We are committed to having students take ownership of their learning and construct meaning in math, choosing which strategies work best, for them to solve complex word problems. Students are encouraged to explore different strategies and explain and justify their reasoning when solving. Common models, teaching strategies, and problem solving strategies are used to help students progress through each grade level.
Sequence of Modules Module 1: Numbers to 10 Module 2: Two-Dimensional and Three-Dimensional Shapes Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10 Module 4: Number Pairs, Addition and Subtraction to 10 Module 5: Numbers 10–20 and Counting to 100
Module 1: Numbers to 10 In the month of September, Kindergarten is very excited to dive into expanding our knowledge about math and how math can help us in so many different situations in our life! Module 1, Kindergarten starts out with solidifying the meaning of numbers to 10 with a focus on embedded numbers and relationships to 5 using fingers, cubes, drawings, 5 groups and the Rekenrek. Students then investigate patterns of “1 more” and “1 less” using models such as the number stairs (see picture). Because fluency with addition and subtraction within 5 is a Kindergarten goal, addition within 5 is begun in Module 1 as another representation of the decomposition of numbers.
Module 2:Two-Dimensional and Three-Dimensional Shapes and the Build a City Project In this module, students seek out flat and solid shapes in their world. Empowered by this lens, they begin to make connections between the wheel of a bicycle, the moon, and the top of an ice cream cone. Just as the number 4 allowed them to quantify 4 mountains and 4 mice as equal numbers, learning to identify flats and solids allows them to see the relationship of the simple to the complex, a mountain’s top to a plastic triangle and cone sitting on their desk. This Module will end with a culminating project, “Build A City”. For this project students will go on a shape hunt around their neighborhood to notice the different shapes they can find in buildings, vehicles, and their environment. Back at school they will construct their neighborhood with their peers using 2D and 3D shapes based on their observations.
Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10 Having observed, analyzed, and classified objects by shape into predetermined categories in Module 2 students now compare and analyze length, weight, capacity, and finally numbers in Module 3. Students first learn to identify the attribute being compared, moving away from non-specific language such as “bigger” to “longer than,” “heavier than,” or “more than.” Comparison begins with developing the meaning of the word “than” in the context of “taller than,” “shorter than,” “heavier than,” “longer than,” etc. The terms “more” and “less” become increasingly abstract later in Kindergarten. “7 is 2 more than 5” is more abstract than “Jim is taller than John.”
Module 4: Number Pairs, Addition and Subtraction to 10 and the Sleepover Project
Module 4 marks the next exciting step in math for kindergartners, addition and subtraction! They begin to harness their practiced counting abilities, knowledge of the value of numbers, and work with embedded numbers to reason about and solve addition and subtraction expressions and equations. We will start this module with our exciting Sleepover project where the students will use a bunk bed and self made puppets to explore all the number pairs in number through 10. Then we will jump into Topics A and B, decomposition and composition are taught simultaneously using the number bond model so that students begin to understand the relationship between parts and wholes before moving into formal work with addition and subtraction in the rest of the module.
Module 5: Numbers 10–20 and Counting to 100 and the Birthday Party Project: Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100. We will introduce these topics through the context of a birthday party. Students will plan a birthday party with all the necessary items and count and group teen numbers.
How you can help at home:
Have your student practice counting groups of objects in his/her environment
Have your child help with household chores that require matching or sorting, such as matching socks in the laundry, organizing shoes, or collecting utensils for meals. As your child matches objects, ask questions like, “How do they match?”
Touch and count up to five objects together. At snack time, say, “1, 2, 3, 4, 5. You have 5 crackers.” Move the crackers into a line or a circle and count again. Increase this number when your child is ready.
Buy or make a set of numerals 1-5 (paper, foam, or magnets). When getting dressed ask, “Which number shows how many shoes you are wearing?”
Point out and name numerals in everyday experiences. While riding an elevator, ask, “Which button has the number 4?”
Sing songs that involve counting forward or back, such as “The Ants Go Marching”. This Old Man,” “Five Little Ducks Went Out to Play,” or “Five Little Monkeys Jumping on the Bed.”
In addition to counting, students can practice writing the numerals 0- 10
Practice decomposing numbers, e.g. talk about how 5 is made up of a group of 2 and a group of 3