Matemáticas
Pre-K – Unidad
1 1
PRE-K MATHEMATICS
– Unit
PRE-K MATHEMATICS – Unit 1
Estimados Padres,
Dear Parents,
HereAquí
están
los conceptos
y las habilidades
fundamenare the
foundational
mathematics
concepts and
skills in
tales de matemáticas
en pre-kindergarten.
Algunas
formas
prekindergarten.
Some specific
ways you can support
your child
are
Dear
Parents,
included
in
this newsletter.
puntualizadas
de cómo usted puede ayudar a su hijo/a están
Here
foundational mathematics concepts and skills in
incluídas
en are
estethe
boletín.
Maneras en que los
WAYS
PARENTS
Padres
Pueden
Ayudar
PRE-K MATHEMATICS –CAN
UnitHELP
1
prekindergarten. Some specific ways you can support your child are
Parents,
included in Dear
this newsletter.
GeometríaHere are the foundational mathematics concepts and skills in
prekindergarten.
Los estudiantes
tienen que:Some specific ways you can support your child are
GEOMETRY
included in this newsletter.
• Clasificar una variedad de objetos por color, forma y tamaño.
Students need to:
x Ejemplo:
Sort a variety of objects by color, shape, and size.
GEOMETRY
Example:
Al estudiante se le dan algunos círculos y cuadrados de distintos tamaños y colores
Students
needsome
to: circlesy and
Student
is(grandes/pequeños
given
squares of different
sizesque
andlos
colors
(big/little
andforma.
rojos/amarillos)
y se le pide
clasifique
por su
GEOMETRY
x
Sort
a
variety
of
objects
by
color,
shape,
and
size.
red/yellow)
and
is
asked
to
sort
them
by
shape.
EjemploStudents
de Respuesta:
need to:
Example:
Sample
Response:
Sort acorrectamente
variety of objects
color, en
shape,
and size.
El estudiantexclasifica
losby
objetos
círculos
y cuadrados.
Student
is given
some
of different
Student
correctly
sorts
the circles
objectsand
intosquares
circles and
squares.sizes and colors (big/little and
Example:
red/yellow) and
is asked
tosome
sort them
Student
is given
circlesby
andshape.
squares
different
sizes and colors (big/little and
Relaciones
y Computación
deoflos
Números
red/yellow) and is asked to sort them by shape.
Sample Response:
Los estudiantes
tienen que:
NUMBER
RELATIONSHIPS
COMPUTATION
Samplesorts
Response:
Student correctly
the objects intoAND
circles and
squares.
Contar
hasta 10
objetos
coninto
correspondencia
de uno a uno.
Students need• to:Student
correctly
sorts
the objects
circles and squares.
• up
Crear
grupos
de with
objetos
hasta 5. correspondence.
x Count
to 10
objects
one-to-one
NUMBER
RELATIONSHIPS
ANDen
COMPUTATION
• NUMBER
Identificar
elRELATIONSHIPS
número
grupos
hasta 5.
x Create
sets
of objects
up to 5.de artículos
AND
COMPUTATION
•need
Reconocer
los
números
del
1
–
9.
Students
to:
x Identify
the
number
of
items
in
sets
up
to
5.
Students need to:
Count x
up
to
10 objects
one-to-one
correspondence.
Count
up
to 10with
objects
with one-to-one
correspondence.
x x
Recognize
numerals
1-9.
x CreatexsetsCreate
of objects
to 5. up to 5.
sets ofup
objects
Example:
Ejemplo:
Identify
theun
number
of
in
upsetole5.pide que los cuente.
xis Al
Identify
number
of
items
initems
sets
upsets
to them.
1. Student
given
a xsetthe
of
4 blocks
and
is asked
count
1.
estudiante
se
le da
grupo
de
4 to
bloques
y5.
x Recognize
1-9.
x Recognize
numeralsnumerals
1-9.
Student Response:
Respuesta
del
Estudiante:
Example:
Example:
Student
correctly
counts,
touching
one blocktocando
for eachun
number,
“1-2-3-4.”
El estudiante
cuenta
correctamente,
bloque
parathem.
cada número, «1-2-3-4 »
1. Student
is given
a set of 4 blocks
and is asked
to count
1. Student isStudent
given Response:
a set of 4 blocks and is asked to count them.
Student
2. Student
given
9 blocks
is asked
to make
group
5 blocks.
Student
correctly
touching
one
forof
each
number,
2. isResponse:
Al
estudiante
seand
lecounts,
dan
9 bloques
y seablock
le
pide
que
haga
un “1-2-3-4.”
grupo de 5 bloques.
Student
correctly
touching one block for each number, “1-2-3-4.”
Student
Response:
Respuesta
delcounts,
estudiante:
2.makes
Student
given
9 blocks
is asked
to make a group of 5 blocks.
Student correctly
a isgroup
of
5 de
blocks.
El estudiante
hace
un
grupo
5 and
bloques
correctamente.
2. Student isStudent
given Response:
9 blocks and is asked to make a group of 5 blocks.
Student
makesand
a group
of 5 blocks.
Student
3. Student
given
a setcorrectly
of se
3 blocks
is asked,
“How many
are in «¿Cuántos
this group?”
3. isResponse:
Al
estudiante
le da un
grupo
de 3 bloques
y se blocks
le pregunta,
bloStudent
correctly makes a group of 5 blocks.
Student
Response:
ques hay
este grupo?»
3. en
Student
is given a set of 3 blocks and is asked, “How many blocks are in this group?”
Student correctlyStudent
countsResponse:
the 3 blocks, “1-2-3.” Student is asked, “How many blocks did
Respuesta del estudiante:
Student
isStudent
given
a set“3,”
of 3counts
blocks
and
is asked,
manyisblocks
are inmany
this group?”
you 3.
count?”
Student
says,
without
the“How
blocks.
correctly
therecounting
3 blocks,
“1-2-3.”
Student
asked,
did
El estudiante
cuenta correctamente
los tres
bloques,
«1-2-3».
Se le“How
pregunta blocks
al
Student
Response:
you count?” Student says, “3,” without recounting the blocks.
estudiante,
bloques
contaste?»
ElStudent
estudiante
dice,
«3», sin
recontar
losdid
Student
counts the
3 blocks,
“1-2-3.”
is asked,
“How
many
blocks
4. Student
iscorrectly
shown«¿Cuántos
numeral
cards
randomly
placed
on
a table
and
teacher
says,
bloques.
Student says,
is shown
cards
randomlythe
placed
on a table and teacher says,
you count?”
“3,”numeral
without
recounting
blocks.
“Show
me the4.Student
7.”
Student Response: “Show me the 7.”
4. AlisStudent
estudiante
se lenumeral
muestran
tarjetas
de números
colocadas
al azarsays,
en una mesa
4. Student
shown
numeral
cards card
randomly
placed
on a table
and teacher
Student
correctly
pointsResponse:
to
the
with “7”
on it.
Student
correctly
points to the
numeral card with “7” on it.
y
el
maestro
dice,
«Muéstrame
el
7».
“Show me the 7.”
Respuesta
del estudiante:
Student
Response:
El
estudiante
señalatocorrectamente
la tarjeta
Student correctly points
the numeral card
with de
“7”número
on it. con el «7».
3 3
35
5
5 7 7 7
• Pídale a su hijo/a que clasifique las
medias
dechild
la familia.
Diga,
«Clasifica
x Ask
your
to sort
the family’s
WAYS
PARENTS
las medias
su the
color».
socks.
Say, por
“Sort
socksRevuelva
by
CAN
las medias
yHELP
diga,
«Clasifica
color.”
Mixotra
thevez
socks
up again
and
las medias
por
su
tamaño».
Los
WAYS
PARENTS
say,
“Sort
the
socks
by
size.”
x
Ask
your
child
to
sort
the
family’s
botones y las hojas también pueden
Buttons
or CAN
leaves
can
also
be
sorted
HELP
Say, por
“Sort
the socks
by
ser socks.
clasificadas
color,
forma
y
by
color,
shape,
and
size.
Each
time
color.”
Mix
the
socks
up
again
Cada
quethe
sufamily’s
hijo/a
ter-and
xtamaño.
Ask your
childvez
to sort
your
child
is done
sorting,
ask
say,
the socks
byque
size.”
mine
de“Sort
clasificar,
pídale
socks.
Say,
“Sort
the
socks
by le diga
him/her
to tell
he/she
notices
Buttons
or
leaves
can
be
sorted
color.”
Mix
the
up also
again
and
lo que
notó
dewhat
lossocks
grupos
de
objetos.
about
groups
of objects.
say,
“Sort
the
socks
by size.”
bythe
color,
shape,
and
size. Each time
• Pídale
a suorhijo/a
que
poner
Buttons
leaves
canayude
also beasorted
your
child
is
sorting,
ask alla mesa.
Cuando
pongan
platos
x Ask
your
child
todone
helpsize.
setlos
the
table.
by
color,
shape,
and
Each
time
him/her
to
tell
what
he/she
notices
rededor
de laismesa,
pídale
que
When
plates
aroundask
thecuente
yourplacing
child
done sorting,
about
the
groups
oflosobjects.
loshim/her
platos.
Repita
con
vasos,
to
tell what
he/she
noticeslos
table,
ask him/her
to count
each
cubiertos
y
las
servilletas.
Esta
rutina
about
the
groups
of
objects.
plate.
Repeat
x Ask
your with
childglasses,
to help set the
table.
ayuda
a
reforzar
la
correspondencia
silverware
and
napkins.
This
routine
When
the de
x Ask
yourplacing
child toplates
help setaround
the table.
uno atouno.
helps
reinforce
one-to-one
When
placing
plates
around
the each
table,
ask him/her
to count
table,
him/her
to count
each
• correspondence.
Pídale
aask
su
hijo/awith
que
haga
grupos
plate.
Repeat
glasses,
with
glasses,
de plate.
1silverware
a 5 Repeat
objetos
(como
ser, hacer
un
and
napkins.
This
routine
x Asksilverware
your child
create
sets
of
1 to
andtonapkins.
This
routine
grupo
de
3
juguetes,
hacer
un
grupo
helps(e.g.,
to reinforce
5 objects
make
aone-to-one
set of 3 toys,
to reinforce
one-to-one
de helps
4correspondence.
animales
de peluche).
Repita
make
a
set
of
4
stuffed
animals).
correspondence.
con otros objetos.
Repeat
other
objects.
x Ask
Askwith
your
child
to create
of 1 to
your
child
sets sets
of 1 to
• xHaga
grupos
de to
3-5create
objetos
para
5
objects
(e.g.,
make
a
set
of
3 toys,
5
objects
(e.g.,
make
a
set
of
3
toys,
x Create
of 3-5
objects Por
for your
quemake
susets
hijo/a
los
cuente.
ejema asetset
of of
4 stuffed
animals).
make
4 example,
stuffed
animals).
child
to
count.
For
make
plo,Repeat
haga with
un grupo
de 3 objetos y a
other
objects.
with
other
objects.
set
ofRepeat
3 objects
and
ask,
“How
many
pregunte,
«¿Cuántos
hay
en este
x
Create
sets
of
3-5
objects
for your
are
in
thisDespués
group?”
After
child
grupo?»
que
su your
hijo/a
haya
x
Create
sets of 3-5
objects
for
your
child
to1,2,3,
count.
Forask
example,
make
a
contado,
pregunte
de nuevo,
has
counted,
1-2-3,
again,
“How
child
to
count.
For
example,
make a
set of 3 objects and ask, “How many
«¿Cuántos
objetos
contaste?»
Esto
many
objects
did
you
count?”
This
setinofthis
3 objects
ask,
“How
are
group?” and
After
your
child many
ayuda
aindesarrollar
la
comprensión
helps
develop
understanding
that
are
this the
group?”
child
has
counted,
1-2-3,
ask After
again, your
“How
de many
que
el
último
número
que
se
the
last
counted
also
tells
objects
did
you count?”
This“How
has number
counted,
1-2-3,
ask
again,
cuenta
también
indica
cuántos
how
many
itemsthe
are
inyou
the
entireartícuset.
helps
develop
understanding
that
many
objects
did
count?”
This
losthe
hay
ennumber
el grupo
entero.
last
counted
also
tells
helps
develop the
understanding
that
x Make
numeral/dot
cards
for
your
howtarjetas
manynumber
items
arecounted
in the entire
set.
• Haga
con números
puntos
tells
childthe
aslast
shown
below.
Lety also
your
para
su hijo/a
como
mostrados
x
Make
numeral/dot
cards
how
many
itemslos
are
infor
theyour
entire set.
child
roll
“snakes.”
abajo.
Deje
que subelow.
hijo
tire
child
asplaydough
shown
Let«ser
your
x
Make
numeral/dot
cards
forhijo/a
your
Ask
yourroll
child
to use
the
child
playdough
“snakes.”
pientes»
de
masilla.
Dígale
a su
child
assnakes
shown
below.
Let para
your
playdough
make
an
child
toto
use
queAsk
useyour
las
serpientes
dethemasilla
child
roll
playdough
outline
onbosquejo
topsnakes
of the
playdough
tonumeral
make
an on ade
hacer
un
sobre
el“snakes.”
número
outline
on
top
of the
numeral
on a
la tarjeta.
Entonces
pídale
Ask
your
child
tochild
useque
the
card.
Then
ask
your
to cuente
count
Then
ask
your child
to count
loscard.
puntos
en
esa
tarjeta.
con
playdough
snakes
toRepita
make
an
the
dots
on
this
card.
Repeat
with
the
dots on
card.
Repeat
with on a
otras
tarjetas
de
números
outline
onthis
top
of the
numeral
other
numeral
cards.
other numeral cards.
card. Then ask your child to count
the dots on2this card. 3Repeat with
2
other numeral cards. 3
Counting
Tip: The
matching
oneone
wordobject
with one
object is
called one-to-one
Counting Tip: The
matching
of one
word of
with
is called
one-to-one
as it is counted.
touch
or point
to each
correspondence.correspondence.
Children touchChildren
or point
to each
object
as itobject
is counted.
Consejo
parear
unaword
palabra
con
unobject
objetoissecalled
llamaone-to-one
correspondencia
Counting
Tip: para
Thecontar:
matching
of one
with
one
de uno a uno.
Los niños
tocan
o señalan
cada
objeto
mientras
cuentan.
correspondence.
Children
touch
or
point
to
each
object
as
it
is
counted.
For additional activities, visit www.ed.gov/pubs/parents/Math
For additional activities, visit www.ed.gov/pubs/parents/Math
Para actividades adicionales visite www.ed.gov/pubs/parents/Math
For additional activities, visit www.ed.gov/pubs/parents/Math
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8Unit 1, Pre-K, Spanish
Math Parent Newsletter