Family Math Newsletter

Matching/Sorting



Different



Exactly the same



Group



Match



Size



Sort



The same, but…

Other Vocabulary and Terms



Count



How many?



Line

 Number

Welcome to the World of Pre-K Math!

Throughout the year, you will receive letters highlighting the age-appropriate mathematical ideas that your

preschooler is learning. These ideas are foundational to the way we understand and analyze the world.

Each letter includes a summary of what your child is learning, key vocabulary terms, and ways you can

provide support and make connections at home.

Grade PK • Module 1 • Topics A–D

Family Math Newsletter

How to Help at Home

 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?”

 Play I Spy together to continue developing vocabulary around size,

shape, color, and texture. For instance, seeing a banana, you might

say, “I spy something yellow and smooth.”

 Identify and count parts of your body, noticing if there is a matching

body part (1 ear, 2 ears) or just 1 body part (1 nose).

 Touch and count three objects together. At the grocery store,

count, “1, 2, 3. We need 3 apples.”

Key Standards



Know number names and the

count sequence.



Count to tell the number of

objects.



Sort objects and count the

number of objects in each

category.

For more information about the New

York State Prekindergarten

Foundation for the Common Core,

visit

http://www.p12.nysed.gov/ciai/com

mon_core_standards/pdfd

ocs/nyslsp

rek.pdf.

Numbers to 5

In the first half of Module 1, children match and sort objects based on

their attributes (e.g., color, size, use). Along the way they are shown as

many as three objects and asked, “How many?” Touching one object at a

time, they count to find the total, and match the count to a numeral.

Words and Key Terms

Sorting by size

This group has big bears.

That group has small bears.

Module 1: Counting to 5

Family Math Newsletter

A STORY OF UNITS

GPK-M1-TE-1.3.0-05.2015

Spotlight on Math Models

A math model is a way to represent math concepts such as numbers, relationships

between numbers, measurement, or geometry. In Pre-K, students use physical

models, such as counting the Math Way on fingers, as well as math drawings to

engage with math concepts in a way that is appropriate for young children.

A Story of Units has key mathematical models that will be used throughout a

student’s elementary years. Introducing children to appropriate models in Pre-K

sets a foundation for success in elementary school and beyond.

Sample Chant

(from Module 1, Lesson 4)

Students point to the parts of

the body as they say the

chant.

In this activity, students

extend their understanding of

matching to recognize that

they have two parts of their

body that are “the same

but....”

Counting the Math Way

In the second half of Module 1, children learn to count from 1 to 5 the

Math Way, starting with the left pinky finger and moving toward the

thumb.

In counting the Math Way, students see the number of fingers increase as

they count from 1 to 5, moving from left pinky to thumb without

interruption. Counting in this way orients the count from left to right, in

exactly the same way that the number line is usually drawn.

Unfortunately, the traditional way of counting by starting with the index

finger and ending with the thumb does not give a sense of direction

consistent with written math conventions.

Counting the Math Way provides a foundation for understanding the

number path and number line, which by convention, usually are drawn so

that they increase from left to right. This builds number sense and

prepares children for future work with addition and subtraction.

Children begin counting the Math Way using the piano template pictured

above, dropping their fingers as they count. Throughout the year,

students will learn to lift their fingers to count the Math Way.

In Module 3, students count from 6 to 10 the Math Way, beginning with

the right thumb through to the right pinky. By the end of the year, Pre-K

students count to 10 on their fingers, moving from the left pinky to the

right pinky.

Module 1: Counting to 5

Family Math Newsletter

A STORY OF UNITS

GPK-M1-TE-1.3.0-05.2015

Words and Key Terms

Grade PK • Module 1 • Topics E–H

Family Math Newsletter

Numbers to 5

In the second half of Module 1, children touch and count groups of

up to five objects arranged in different ways. They learn to match

their count to a numeral 1–5. Children also see patterns in the

counting sequence. When counting forward, they see each

number is 1 more: One. One more is 2. Two. One more is 3.

Vocabulary



After



Count



Group



Line



Number



Sort

New Terminology



1 more



1 less



The Math Way (count on fingers

from left pinky to right pinky)



How many?



Mark (show start of counting

path)

How to Help at Home

 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.

 Buy or make a set of numerals 1–5 (paper, foam, or magnets

work well). 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.”

Key Standards



Know number names and the

count sequence.



Count to tell the number of

objects.



Understand that each successive

number name refers to a quantity

that is 1 larger.

Looking Back

We learned to sort and practiced

touchin

g and counting groups of up to

three

objects.

Looking Ahead

In Module 2, children

identify,

describe, and build shapes.

We will count the number of

people in our families. Please

send a photograph of your family

for our project.

REMINDER: Send

in by _________

Module 1: Counting to 5

Family Math Newsletter

A STORY OF UNITS

GPK-M1-TE-1.3.0-05.2015

Spotlight on Math Models

A Story of Units has key mathematical models that are used throughout a student’s elementary years. One

of these models is the number stair, a tool students use to model the patterns of 1 more and 1 less in the

count sequence.

Sample Song

(from Module 1, Lesson 29)

The Ants Go Marching

The ants go marching 1 by 1.

Hoorah! Hoorah!

The ants go marching 1 by 1.

Hoorah! Hoorah!

The ants go marching 1 by 1;

The little one stops to suck his

thumb,

And they all go marching

down, to the ground,

To get out of the rain.

BOOM! BOOM! BOOM!

Repeat with numbers 2–5:

2…tie a shoe

3…climb a tree

4…shut the door

5…take a dive

By participating in a story

situation in which ants join

the group one by one,

students begin to experience

a growth pattern, or a

pattern of 1 more, in a fun

way.

Number Stairs

Students have already used number towers (joined linking cubes) to work

with numbers 1 to 5. At the end of Module 1, children create number

towers for numbers 1 to 5 and place them in order to create number

stairs.

Number stairs make it easy for children to see that each successive

number in the count sequence is 1 more: “One. One more is 2. Two. One

more is 3….” Conversely, as they count back from 5 (5, 4, 3, 2, 1) children

see the 1 less pattern represented in the number stairs.

This understanding sets the stage for children to understand adding 1 and

subtracting 1, which they will begin to explore at the end of the year. It is

also a prerequisite skill for the counting on strategies used in Grade 1.

Module 1: Counting to 5

Family Math Newsletter

A STORY OF UNITS

GPK-M1-TE-1.3.0-05.2015