In the first half of this module, students identify measurable attributes of objects in terms of length, weight, and capacity.  Students learn words such as small, big, short, tall, empty, full, heavy, and light so that they will have the vocabulary needed to describe objects (PK.MD.1).  The comparison of length, weight, and capacity naturally leads to discussions about quantity and number.  In the second half, measurement is connected to quantity as students reason if there are enough, more than, less than, or the same number of objects in a set using matching and counting strategies (PK.CC.5).  Comparing concrete sets leads to comparing quantities and abstract numbers.  Children will also focus on identifying first and last in quantities up to 5 and 10 in different configurations (PK.CC.6).

Module 5 is the culmination of children's work with number in the Pre-K year.  Throughout Modules 1 and 3, they had extensive counting experiences with numbers 0-10.  In Module 4, they examined the relationships between numbers 1-5 through comparison.  In Module 5, children transition from the comparative concept of more (4 apples is more than 1 apple) to the concept of addition (3 apples and 1 more apple make 4 apples).  They are ready to begin work with operations, focusing on addition and subtraction stories with numbers 1 to 5.  Students will also learn to write numerals 0-5 and explore patterns in this final module.

Module 1 capitalizes on the energy and excitement young students have as they enter their first day of Pre-K by providing a playful and active yet carefully sequenced structure through which children progress.  In this module, we set up a friendly learning environment in which children have sustained interaction with four core ideas, collectively referred to as the number core:  rote counting (the number word list), one-to-one correspondence (one object paired with one number word), cardinality (how many in a set), and written numerals.  Throughout the module, children have experiences that help them make critical connections between these four understandings.

In Module 2, in the context of classroom play, children learn to identify, describe, sort, compare, and create two-dimensional (2-D) and three-dimensional (3-D) shapes and objects. Children develop vocabulary to describe the relative position of objects (e.g., top, bottom, up, down, in front of, behind, over, under, and next to), building foundational spatial reasoning abilities. In Module 1, students developed an understanding of numbers to 5. In Module 2, students practice these counting skills in the context of geometry (counting sides, corners, a group of triangles, etc.).

Module 3 challenges students to build on their work with numbers through 5 to make sense of and count groups of 0, 6, 7, 8, 9, and 10 objects. Students also continue their work with the number core in the following ways (PK.CC.1–4): Rote counting (the number word list up to 15); one-to-one correspondence (one object paired with one number word from 0 to 10); cardinality (how many in a set of up to 10 objects); andnumber recognition (matching written numerals 0, 6, 7, 8, 9, and 10 to quantities). Throughout the module, children participate in engaging experiences that help them make critical connections between these four understandings.

Preparing to Teach is an open-source eBook on deaf education for students and faculty in professional preparation programs, practitioners in deaf education, and families of children who are DHH. Although the focus is on deaf-education teachers who are providing services to students who are DHH, the text is useful to students and faculty in related fields including speech-language pathology, audiology, and special education. Because the text is introductory in nature it covers a broad range of topics and does not replace texts that go into more depth on a particular aspect of deaf education. The text includes references and additional recommended readings and resources for further study.

Preschool2me is an App and website for preschool teachers to build lesson plans, communicate with parents and record daily occurrences of the children, including but not limited to: diaper changes, bathroom breaks, meals, naps, etc.

This Preschool Choice Board includes 16 activites including numbers, colors, shapes, letters, and names as a review for the year. This choice board could be used as a review lesson or as a homework option. 

This resource was designed for preschool and kindergarten students to have paper/pencil practice and/or assessment for four early math skills: number to quantity (1-10), patterning (AB, AAB, ABB, ABC), sorting by size, and organizing by size.The South Carolina State Standards that are addressed by each activity are included on each worksheet.

This is a Read Aloud Lesson plan remixed to fit into preschool. It includes possible extension activities that teachers could include in centers or as a seperate whole group/small group lesson. 

using the game to anchor the themeusing the game to anchor the theme

المورد الرقمي التربوي Primath » عبارة عن برنامج تعليمي تعلمي غني بمجموعة من الأنشطة التفاعلية في مادة الرياضيات بالسنة الأولى ابتدائي وتدخل هذه الأنشطة وتخص :
- التُّخوم
- الأعداد من 0 إلى 9 (التسمية والقراءة والمقارنة)
- الأعداد من 10 إلى 30 (التسمية و القراءة والمقارنة. الوحدات والعشرات. الكتابات الجمعية)
- الأعداد من 30 إلى 99 (التسمية و القراءة والمقارنة. الوحدات والعشرات)
- عمليات الجمع
- قراءة الساعة
- التصنيف

This online learning module will explore the following learning targets: 1: Understand the foundations of problem-based learning2: Learn the phases of a problem-based learning module3: Understand the shifts of teachers and students in a problem-based learning classroom

Folder didático Ensino de “Ciências ambientais para pessoas com TEA (Transtorno do espectro do autismo): Incluindo ambientalmente autistas imersas na Educação Especial/Educação Infantil"é o produto educacional resultante da pesquisa desenvolvida no âmbito do Programa de Pós- Graduação em Rede Nacional para Ensino das Ciências Ambientais (PROFCIAMB), do Centro de Ciências Exatas, da Universidade Estadual de Maringá (UEM), sob orientação do Prof. Dr. Felipe Fontana. Objetiva auxiliar docentes durante as aulas com conceitos da Educação Ambiental veiculados na Educação Infantil para crianças com TEA. O folder está estruturado em 14 páginas. Discorrendo sobre o que é o TEA (Transtorno do espectro do autismo), informações sobre a Educação Ambiental e a importância dessas crianças serem incluídas ambientalmente. Serão apresentados indicações de aprofundamentos sobre Autismo para que professores possam se instrumentalizar sobre o assunto e ainda opções de práticas educativas. Almeja-se que esse folder auxilie e contribua na promoção do ensino das Ciências Ambientais.

Exemplary professional development publications in the areas of general instruction, science education, and literacy instruction in the elementary grades are described in each issue of Beyond Weather and the Water Cycle. This free, online magazine is structured around the seven essential principles of climate literacy and emphasizes integrating science and literacy skills in grades K-5.

The core of teaching consists of four basic values: dignity, truthfulness, fairness and responsibility & freedom. All teaching is founded on ethics – whether it be the teacher-student relationship, pluralism or a teacher's relationship with their work. Dignity means respect for humanity.

This document is a revised version of a document originally developed by the Chicago Office of the Office for Civil Rights (OCR) in the U.S. Department of Education (ED) to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) in the area of public elementary and secondary education. The primary purpose of these revisions is to incorporate information about the Americans with Disabilities Act Amendments Act of 2008 (Amendments Act), effective January 1, 2009, which amended the Americans with Disabilities Act of 1990 (ADA) and included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504. The Amendments Act broadens the interpretation of disability. The Amendments Act does not require ED to amend its Section 504 regulations. ED’s Section 504 regulations as currently written are valid and OCR is enforcing them consistent with the Amendments Act. In addition, OCR is currently evaluating the impact of the Amendments Act on OCR’s enforcement responsibilities under Section 504 and Title II of the ADA, including whether any changes in regulations, guidance, or other publications are appropriate. The revisions to this Frequently Asked Questions document do not address the effects, if any, on Section 504 and Title II of the amendments to the regulations implementing the Individuals with Disabilities Education Act (IDEA) that were published in the Federal Register at 73 Fed. Reg. 73006 (December 1, 2008).

Esse Produto Educacional é parte integrante de um trabalho de pesquisa e criação de
materiais pedagógicos, desenvolvido no Programa de Pós-Graduação em Rede Nacional para
Ensino das Ciências Ambientais (PROFCIAMB) ofertado pela Universidade Estadual de
Maringá, sob orientação da professora Dra. Cristhiane Michiko Passos Okawa
O objetivo é contribuir com as práticas pedagógicas em Educação Ambiental, com foco
no trabalho com as nascentes, pensando em educandos pequenos, a Educação Fundamental I,
grupo que necessita de uma linguagem e uma metodologia singular.
O material que se segue apresenta linguagem verbal e visual, com caixas de textos
coloridas, indicativos de falas voltadas para o educador, a fim de conduzi-lo didaticamente na
apresentação e efetivação das diferentes atividades propostas.