Math Kndergarten Whoe Numbers (OSPI)

vs. Countng and Cardnaty (CCSSI)

Washngton State Standards
- Learners shoud be abe to decompose and compose numbers 1-
5. Understandng that both 1 + 4 and 2+3 make 5.
- Pace numbers 1-10 n the correct order.
- Count n sets of at east 2, up to 20.
- Count backwards 10-1
Natona Standards
- When countng, the ast number sad aoud s the number of
ob|ects, no matter the order of ob|ects counted.
- Beng abe to successfuy count how many certan ob|ects are
wthn the same group of other ob|ects. For exampe: f there are
5 bas n the tub, and 2 of them are green, how many are red?
Same Standards
- Successfuy count from 1-100.
- Start countng from a certan number, other than 1.
- Understandng that smaer numbers are ess than greater
numbers. Exampe, descrbng that 7 s 2 more than 5.
Math Kndergarten Patterns and Operatons
(OSPI) vs. Operatons and Agebrac Thnkng
(CCSSI)
Washngton State Standards
- Learner must be abe to dupcate and/or extend a pattern.
- |onng sets together of no more than 10 ob|ects, and then
successfuy countng how many tota ob|ects they have.
Exampe, take 2 crces and 4 squares, how many tota shapes do
you have?
Natona Standards
- Add and Subtract numbers 1-5.
- Understand how many pars from 1-9 make 10.
Same Standards
- Beng abe to repeat patterns, but wth sounds and actons as
we.
- The earner must be abe to descrbe a stuaton where
somethng s ether added or subtracted from the stuaton.
Math Kndergarten Ob|ects and Locaton
(OSPI) vs. Geometry (CCSSI)
Washngton State Standards
- The earner must be abe to sort shapes nto correct paces set by the
teacher.
Natona State Standards
- The earner must be abe to dentfy shapes as ether 2-D or 3-D,
such as how paper s fat versus how an orange s round and has
shape.
- They must be abe to create shapes on ther own wth creatve
materas, such as cay or crafts.
- They aso must be abe to compose arger shapes from smaer
shapes. For exampe, what two ob|ects woud ft together to
create a square?
Same Standards
- Beng abe to dentfy shapes for what they are correcty.
- Aso to be abe to descrbe ocatons of ob|ects usng the correct
anguage such as under, beow, next to etc.
- The earner must try to understand comparsons between ength
and weght of ob|ects.
Refecton:
I orgnay chose Washngton State because that s the state I
hope to ve n for most of my teachng career. As I was readng
through the currcuum standards between Washngton and the
natona standards, I coud not beeve how dfferent they were.
Both currcuums covered many the same matera, but the two
wanted to teach certan mathematca areas before others. I woud
have to say that I do agree wth the order that Washngton State puts
them n s a more practca order, athough the natona standard does
push the earners to get more out of ther frst year n schoo. Instead
of comparng between grades I thought that snce kndergarten s what
I want to teach the most I woud |ust focus my study on that grade
aone. I decded to push forward wth the research because I was so
surprsed at the dfferences n pace from what the naton wants. One
comparson I saw was how Washngton State encouraged earners to
be abe to count backwards from 10-1, whe the natona standard ony
pushed countng hgher and notng that the ast number you sad aoud
was the number of ob|ects. We, of course the ast number the earner
sad was the tota number of ob|ects. If that number were not the
correct number of ob|ects, then the earner woud not have been
countng correcty. A though the natona standards seemed a tte
|umbed, I was happy to see that the ast standard pushed the earners
to thnk outsde of the box. Understandng what two ob|ects can create
wthout much pror knowedge of shapes and dmensons seems ke a
ot to hande, but somethng I woud push for n my cassroom. I want
the students to ask the questons and dscover the answers on ther
own wthout much of my assstance. I want them to be abe to acheve
ther own soutons, thus nsprng more nner creatvty to be shared
wth ther peers. I am very wng to try to et my students decde how
they want to be taught, wth crafts, musc, drawng, group actvtes
etc.
In my opnon, these standards are great gudenes and are
defntey reastc and usefu. I thnk they coud be a bt more
chaengng, but t a rees on how the teacher uses these standards n
the cassroom. I envson beng abe to use a of these n my
currcuum. I often hear from teachers how there s not enough tme n
the cassroom, but ts a about how you use the tme. I want to be
abe to ncorporate more than one standard n each esson f possbe.
Whe readng the standards, I found mysef pcturng the essons I
woud do for the earners. I fet mysef get that much more excted to
start workng n a cassroom. These standards w be exctng to use n
my cassroom.