Pre-k
Mathématiques
Unité
11
PRE-K
MATHEMATICS– –
Unit
PRE-K MATHEMATICS –
Unit
1
Comment
WAYS
PARENTS
Dear Parents,
Chers
HereParents,
are the foundational mathematics concepts and skills in
VoiciSome
les concepts
et aptitudes
de mathématiques
prekindergarten.
specific ways
you can support
your child are
fondamentales
en (petite maternelle). Ce bulletin comporte
included
in this newsletter.
Aider
votre
CAN
HELPenfant
Demandez
à votre
enfant
de trier les
x •Ask
your child
to sort
the family’s
chaussettes
de la the
famille.
“Trie
socks.
Say, “Sort
socksDites-lui:
by
les
chaussettes
selon
leur
couleur.”
color.” Mix the socks up again and
Remélangez
les
chaussettes et dites-lui:
WAYS
PARENTS
say,
“Sort the socks
by size.”
“Trie les
chaussetes
selon leur taille.” Des
CAN
HELP
Buttons
or
leaves
can
also be sorted
boutons ou des feuilles peuvent aussi être
bytriés
color,
shape,
and
size.
Each
timeet leur
selonchild
leur to
couleur,
leur
forme
x Ask your
sort the
family’s
your
child
is done
sorting,
askenfant a fini
taille.
Chaque
fois
que
votre
socks. Say, “Sort the socks by
him/her
tell what he/she
notices
de trier,toMix
demandez-lui
ce qu’il
color.”
the socksde
updire
again
and a
about
the groups
of objects.
remarqué
à propos
des groupes d’objets.
say, “Sort the socks by size.”
Demandez
à votre
enfant
debevous
aider
Buttons
leaves
can
alsothe
sorted
x • Ask
your or
child
to help
set
table.
à mettre
la
table.
Lorsqu’il
place
les
WAYS
PARENTS
by
color,
shape,
and
size. Each
When
placing
plates
around
the time
assiettes
autour
detosorting,
laHELP
table,each
demandez-lui
CAN
your
childhim/her
is done
ask
table,
ask
count
de
compter
chaque
assiette.
Recomhim/her
to
tell
what
he/she
notices
plate.xRepeat
with
Ask your
childglasses,
to sort the family’s
mencez
avec
les
verres,
les
couverts
et les
socks.
Say,
“Sort
the socks
about the
groups
of objects.
silverware
and
napkins.
Thisby
routine
serviettes.
Cette
à renforcer
color.”
Mixroutine
the socksaide
up again
and
helps
to say,
reinforce
one-to-one
la correspondance
un àby
un.
“Sort the
size.”
x Ask
your
child
to socks
help
set
the table.
correspondence.
Buttons or leaves can also be sorted
When
placing
plates
around
thetimedes
• Demandez
à votre
créer
by color,
shape,enfant
and size.deEach
x Ask
your
child
create
setseach
of 1 un
to
table,
ask
him/her
to count
groupes
de
1 àtois5 done
objets
(ex:
Fais
your
child
sorting,
ask
5plate.
objects
(e.g.,
make
a
set
of
3
toys,
him/her
to
tell
what
he/she
notices
groupe
de 3 jouets,
fais un groupe de 4
Repeat
with glasses,
about
the
of Recommencez
objects.
make
a set
ofand
4 groups
stuffed
animals).
animaux
en
peluche).
silverware
napkins.
This routineavec
d’autres
objets.
x to
Ask
your
childobjects.
to help set the table.
Repeat
with
other
helps
reinforce
one-to-one
When placing plates around the
correspondence.
Créezsets
des of
groupes
deto3count
à for
5 objets
x • Create
3-5
objects
your à faire
table,
ask
him/her
each
compter
à
votre
enfant.
Par
exemple,
plate.
Repeat
with
glasses,
child
to
count.
For
example,
x Ask your child to create setsmake
of 1 toa
silverware
and
This
groupe
denapkins.
3 objets
et routine
demanset
of 3 un
objects
and
ask,
“How
5faites
objects
(e.g.,
make
a
set
of
3many
toys,
helps
to reinforce
one-to-one
dez-lui:
“Combien
y
a-t-il
d’objets
are
in this
group?”
Afteranimals).
your childdans
correspondence.
make
a
set
of
4
stuffed
ce groupe?” Après que votre enfant a
has
counted,
1-2-3,
ask
again,
“How
Repeat
with
other
objects.
x Ask
your
child
to
create
sets of
1 to
compté,
1-2-3,
demandez-lui
encore:
5 objects
(e.g.,
make
a set of 3 This
toys,
many
objects
did
you
count?”
“Combien
d’objets
as-tu
compté?”
x Create make
sets of
for your Cela
a set3-5
4objects
stuffed animals).
helps
theofother
understanding
that
aidedevelop
à Repeat
développer
laexample,
compréhension
withFor
objects. make aque
child
to
count.
thelelast
number
counted
also
tells aussi
dernier
nombre
compté
indique
sets and
of 3-5ask,
objects
for your
set ofx 3Create
objects
“How
many
how
many
arechoses
in example,
thedans
entire
set.
combien
ilitems
y count.
a de
l’ensemble
child
to
For
make
a
are
in this
group?”
After
your
child
set of 3 objects and ask, “How many
complet.
x Make
numeral/dot
cards
for
your
has counted,
1-2-3,
askAfter
again,
“How
are in this
group?”
your child
• child
Fabriquez
desdid
cartes
des
chiffres
has
counted,
1-2-3,
ask
again,
“How
asobjects
shown
below.
Let
your
many
youavec
count?”
This
many
objects
you
count?”
et des
points
pour
votre
enfant, This
comme
child
roll
playdough
“snakes.”
helps
develop
thedid
understanding
that
helps develop
the
understanding
that des
ci-dessous.
Faites
faire
à also
votretells
enfant
the
last
number
Ask
your
child
tocounted
use
the
the
last number
counted
also tells
“serpents”
de pâte àare
modeler.
Demandez à
how snakes
many
inthe
theentire
entire set.
how many
itemsitems
are
set.
playdough
to in
make
an
des idées spécifiques pour aider votre enfant.
Dear Parents,
Here are the foundational mathematics concepts and skills in
prekindergarten. Some specific ways you can support your child are
GÉOMÉTRIE
GEOMETRY
included
in this newsletter.
Les élèves
Students need
to: doivent:
PRE-K MATHEMATICS
Unit 1
•
Trier
une varieté
d’objets
selon shape,
leur couleur,
leur forme et leur taille.
x
Sort a variety
of objects
by color,
and size.
Example:
Exemple:
Student is given some circles and squares of different sizes and colors (big/little and
Onand
donne
à l’élève
desthem
cercles
et des carrés de differentes tailles et de différentes
Dear Parents,
red/yellow)
is asked
to sort
by shape.
GEOMETRY
Here are the
foundational
mathematics
skills in de
couleurs
(grand
/petit
and
rouge/jaune)
et on
lui demande
de lesconcepts
trier enand
fonction
Sample
Response:
prekindergarten. Some specific ways you can support your child are
Students
need to:
la forme.sorts the objects into
included
in thisand
newsletter.
Studentxcorrectly
circles
squares.
Sort a variety of objects
by
color,
shape,
and size.
Réponse:
Example:
L’élève sépare correctement les objets en un groupe de cercles et un groupe de carrés.
Student is given
some circles and squaresAND
of different
sizes and colors (big/little and
NUMBER
RELATIONSHIPS
COMPUTATION
red/yellow)
and
is
asked
to
sort
them
by
shape.
Relations
entre
les nombres et calcul
Students need
to:
GEOMETRY
Sample Response:
élèves
to:
x Les
Count
up doivent:
to 10 objectsStudents
with need
one-to-one
correspondence.
Student correctly
sorts
the objects
into
andappliquant
squares.
x circles
Sort a variety
of objects by
shape, and size. un à un .
• sets
Compter
jusqu’à
10
objets
en
lacolor,
correspondance
x Create
of objects
up
to
5.
Example:
• Créer
des ensembles
jusqu’à
5 objets
.
x Identify
the number
of
items
in sets
upcircles
to 5.and squares
Student
iscontenant
given
some
of different
sizes and colors (big/little and
red/yellow)
and
is asked
to
sort
by shape. en contenant jusqu’à 5.
•Identifier
le nombre
d’objets
dans
desthem
ensembles
NUMBER
RELATIONSHIPS
AND
COMPUTATION
x Recognize
numerals
1-9.
Sample
Response:
les
chiffres
1 à 9.
Students need•Reconnaître
to:
Example:
Student correctly sorts the objects into circles and squares.
1. Student
is givenup
a set
of objects
4 blockswith
and is
asked to count
them.
x Exemple:
Count
to 10
one-to-one
correspondence.
StudentxResponse:
1.
On donne
à l’élève
ensemble
de
4
cubes
et
on luiAND
demande
de les compter.
Create
sets of
objectsun
up
to
5.
NUMBER RELATIONSHIPS
COMPUTATION
Studentxcorrectly
counts,
touchingStudents
block
for each
“1-2-3-4.”
need
Réponse
dethe
l’élève:
Identify
number
ofone
items
into:sets
up tonumber,
5.
x Count up to 10 objects with one-to-one correspondence.
compte
correctement
en touchant un cube pour chaque nombre:“1-2-3-4.”
x L’élève
Recognize
numerals
1-9. x
sets of objects up to 5.
2.Example:
Student is given 9 blocks and is askedCreate
to make
a group of 5 blocks.
x Identify the number of items in sets up to 5.
Student
Response:
1. Student
given
a set
of 4 blocks
andRecognize
asked
to count1-9.them.
x
2.isOn
donne
à l’élève
9 cubes
etison
lui numerals
demande
d’assembler un groupe de 5 cubes.
Student
a group of
5 blocks.
Example:
Studentcorrectly
Response:
Réponsemakes
de l’élève:
1. Student is given a set of 4 blocks and is asked to count them.
Student correctly
counts, touching
oneResponse:
block
for each
L’élève assemble
correctement
un groupe
de number,
5 cubes. “1-2-3-4.”
Student
3. Student is given a set of 3 blocks
andcorrectly
is asked,
“How
many
blocks
are in
this group?”
Student
counts,
touching
one block
for each
number,
“1-2-3-4.”
Student
Response:
2. Student
given
9 blocks
andunis ensemble
asked to make
a group
of
5lui
blocks.
3.isOn
donne
à l’élève
de
3
cubes
et
on
demande:
“Combien
y a-t-il
2. Student
is given 9Student
blocks and
asked to“How
make a group
5 blocks.did
Student
counts the 3 blocks,
“1-2-3.”
isisasked,
manyofblocks
Studentcorrectly
Response:
de cubes dans ce groupe?”
Student Response:
you
count?”
Student says,a “3,”
recounting
blocks.
Student
correctly
groupwithout
of 5 blocks.
Student
correctly
makes the
a group
of 5 blocks.
Réponse makes
de l’élève:
votre enfant tre enfant d’utiliser le serpent
x on
Make
numeral/dot
cards for your
L’élève
compte
correctement
les
3
cubes:
“1-2-3.”
On
à says,
l’élève:“Combien
top
of the
numeral
oncontour
a
3. Student
is given
a set ofon
3 blocks
andand
isdemande
asked,
“How
many blocks are in this group?” x outline
de pâte
à modeler
pour
suivre
Make
numeral/dot
cards
for le
your
4.3. Student
isisshown
numeral
cards
randomly
placed
a many
table
teacher
Student
given
a
set
of
3
blocks
and
is
asked,
“How
blocks
are
in
this
group?”
child as shown below. Let your
Student
Response:
as-tu
compté
de
cubes?”
L’élève
répète:
“3,”
sans
recompter
les
cubes.
card.
Then
ask
your
child
to
count
du chiffre
sur
la
carte.
Puis
demandez
à
child
as
shown
below.
Let
your
“Show
me
the
7.”
child roll playdough “snakes.”
Student Response:
Student correctly counts the 3 blocks, “1-2-3.” Student is asked, “How many blocks did
votre
enfant
dechild
compter
les
the
dots
onplaydough
this
card.
Repeat
withsur la
Ask
your
to use
the points
child
roll
“snakes.”
Student
Response:
you
count?”
Student
says,
“3,”
without
recounting
the
blocks.
Student correctly counts the 3 blocks, “1-2-3.” Student is asked, “How many blocks did
carte.
playdough
snakes to make an
other
numeral
4. On montre
à l’élève
des cartes
avec
chiffres
Ask
your
childcards.
to use the
Student
correctly
pointssays,
to
the
numeral
card
with des
“7”the
on blocks.
it. qui ont été placées au hasard sur
you count?”
Student
“3,”
without
recounting
outline on top of the numeral on a
4. Student
une table et l’instituteur
dit: is shown numeral cards randomly placed on a table and teacher says,
• playdough
Recommencez
avec
d’autres
cartes
snakes
make
an
card.
Then
ask to
your
child to
count avec
“Show me the 7.”
d’autres
chiffres.
“Montre-moi le 7.”
Repeat
outlinethe
ondots
topon
on a
2ofthisthecard.numeral
3 with
Student
Response:placed on a table and teacher says,
4. Student is shown numeral cards
randomly
other numeral cards.
with “7” on it.
card. Then
ask your child to count
de l’élève: Student correctly points to the numeral card
“ShowRéponse
me the 7.”
the dots on this card.
Student Response:
L’élève montre correctement la carte avec le chiffre “7” dessus.
2 Repeat
3 with
other numeral cards.
Counting
Tip: The
matching
of one word
Student
correctly
points
to the numeral
cardwith
withone
“7”object
on it. is called one-to-one correspondence. Children touch or point to each object as it is counted.
5
6
–
3
3
5
5
3
7
5
7
7
2
Counting Tip: The matching of one word with one object is called one-to-one
correspondence. Children touch or point to each object as it is counted.
Conseils pour compter: Faire correspondre un mot à un objet est
Counting
Tip: The
matching
of one
word with
one objectwww.ed.gov/pubs/parents/Math
is called one-to-one
For additional
activities,
visit
www.ed.gov/pubs/parents/Math
For additional
appelé correspondance
un àactivities,
un. Lesvisit
enfants touchent ou montrent
correspondence. Children touch or point to each object as it is counted.
chaque objet au moment où il le compte.
Pour des activités supplémentaires, consultez : www.ed.gov/pubs/parents/Math
For additional activities, visit www.ed.gov/pubs/parents/Math
7
7
8
5
5
8
36
6
Math Parent Newsletter Unit 1, Pre-K, French