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- Choice Board
- Washington Office of Superintendent of Public Instruction
- wa-early-learning
- wa-families
- wa-math
- wa-supporting-youngest-learners
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- Creative Commons Attribution
- Language:
- English
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Education Standards
Learning Domain: Operations and Algebraic Thinking
Standard: Relate counting to addition and subtraction using strategies, such as, by counting on and back.
Learning Domain: Counting and Cardinality
Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.
Learning Domain: Geometry
Standard: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism."ť)
Learning Domain: Geometry
Standard: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Learning Domain: Measurement and Data
Standard: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Learning Domain: Operations and Algebraic Thinking
Standard: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Learning Domain: Operations and Algebraic Thinking
Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Learning Domain: Counting and Cardinality
Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.
Learning Domain: Counting and Cardinality
Standard: Count to answer how many?ť questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Learning Domain: Geometry
Standard: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners"ť) and other attributes (e.g., having sides of equal length).
Learning Domain: Geometry
Standard: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Learning Domain: Geometry
Standard: Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?"ť
Learning Domain: Measurement and Data
Standard: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Learning Domain: Measurement and Data
Standard: Directly compare two objects with a measurable attribute in common, to see which object has "more of"ť/"less of"ť the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Learning Domain: Measurement and Data
Standard: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
Learning Domain: Operations and Algebraic Thinking
Standard: Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Cluster: Count to tell the number of objects
Standard: Understand the relationship between numbers and quantities; connect counting to cardinality.
Cluster: Count to tell the number of objects
Standard: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from
Standard: Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Cluster: Describe and compare measurable attributes
Standard: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Cluster: Describe and compare measurable attributes
Standard: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Cluster: Classify objects and count the number of objects in each category
Standard: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
Cluster: Analyze, compare, create, and compose shapes
Standard: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
Cluster: Analyze, compare, create, and compose shapes
Standard: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Cluster: Analyze, compare, create, and compose shapes
Standard: Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?”
Cluster: Add and subtract within 20
Standard: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Cluster: Add and subtract within 21
Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Cluster: Represent and interpret data
Standard: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Cluster: Reason with shapes and their attributes
Standard: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)
Cluster: Reason with shapes and their attributes
Standard: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Math Choice Board PreK – 1st Grade Summer Edition
Overview
Explore the Mathematics Student Choice Boards for PreK – 1st grade created by the Washington Office of Superintendent of Public Instruction.
Math Choice Board PreK – 1st Grade Summer Edition
Explore the OSPI-created Choice Boards for PreK – 1st grade.
So often we get locked into the idea that math has to be taught by sitting down at a table and completing worksheets. We want to challenge that idea by providing you with some choice boards. These grids are filled with fun activities you can do at home while playing with your kids. We like choice boards because they give children choice while still setting specific parameters designed to encourage developmentally appropriate math skills.
We have set up the choice boards by grade bands. Each column focuses on a different math concept, and the activities dive deeper into the skill as you work your way down the board. This gives you the freedom to enter the board at a place that best suits your child, and provides additional activities to continue working on the skill.