Hands on Math for Kindergartner

© 2022 Post University, Waterbury, CT ALL RIGHTS RESERVED

CHS425 – Curriculum Approaches to ECE

Unit 4.1 Assignment: Hands-on Math for Kindergartners Due Date: 11:59 pm EST Sunday of Unit 4 Points: 100 Overview: This assignment requires you to learn about math standards for kindergarten children. Using the standards, you will identify and evaluate math learning experiences. You will utilize your state’s Math standards and hands-on activities from the website provided. Instructions:

• Step 1: Locate and review your state’s Kindergarten Mathematics Standards.

• Step 2: Visit the website: Browse Kindergarten Math Hands-on Activities | Education.com.

• Step 3: Select three varying activities and identify a state math standard for each (a total of three standards).

• Step 4: Complete the template attached in the Unit for the three math activities.

Requirements:

• Complete the template located in the Unit which has a specific location for each required item.  

o Use your own words and provide explicit details for each activity.    • Demonstrate professional communication:  • Correct spelling, grammar, punctuation, sentence structure  • APA format for in-text citations and references 

Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.

Evaluation Rubric for Unit 4.1 Assignment

CRITERIA Outstanding Good Fair Needs Improvement

27-30 Points 24-26 Points 18-23 Points 0-17 Points 4b Knowing and

Selects three kindergarten

Selects three kindergarten

Selects three kindergarten activities

Selects less than three

© 2022 Post University, Waterbury, CT ALL RIGHTS RESERVED

understanding effective strategies and tools for early education, including appropriate uses of technology   

activities from the website provided. Demonstrates comprehensive understanding of developmentally appropriate practice and appropriate uses of technology with kindergarten children.

activities from the website provided. Demonstrates thorough understanding of developmentally appropriate practice and appropriate uses of technology with kindergarten children.

from the website provided. Demonstrates a clear understanding of developmentally appropriate practice and appropriate uses of technology with kindergarten children.

required kindergarten activities from the website Understanding of developmentally appropriate practice and appropriate uses of technology is vague or lacking.

Standard 5c    Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. 

Researches state’s kindergarten math standards. Uses explicit details to demonstrate understanding of math concepts, purposeful connections between selected kindergarten math standards and activities (one unique standard for each of the three activities), and meaningful and challenging math curricular activities.

Researches state’s kindergarten math standards. Uses substantive details to demonstrate purposeful connections between selected kindergarten math standards and activities (one unique standard for each of the three activities), and meaningful and challenging math curricular activities.

Researches state’s kindergarten math standards. Uses minimal and/or vague details to demonstrate purposeful connections between selected kindergarten math standards and activities (one unique standard for each of the three activities), and meaningful and challenging math curricular activities.

Fails to demonstrate: research of state’s kindergarten math standards and/or knowledge and/or understanding of how kindergarten math standards are used to design meaningful and challenging curricular activities

18-20 Points 16-17 Points 12-15 Points 0-11 Points Standard 2c Involving families and communities in their children’s development and learning 

Opportunities for family and community engagement in kindergarten children’s math experiences are appropriate, purposeful, and well-defined.

Opportunities for family and community engagement in kindergarten children’s math experiences are appropriate, purposeful, and clearly defined.

Opportunities for family and community engagement in kindergarten children’s math experiences are defined. Appropriateness and/or purpose is unclear.

Opportunities for family and community engagement in kindergarten children’s math experiences are inappropriate, not purposeful, vague, and/or lacking.

© 2022 Post University, Waterbury, CT ALL RIGHTS RESERVED

Professional Communication SS3    Students have effective skills in written and verbal communication. Students are technologically literate. 

Writing and format are professional, clear, and error- free (spelling, grammar, sentence structure). Guidelines are followed completely.  References for all sources are provided (state math standards and three activities).

Writing and format are mainly clear; couple of errors that do not impede professional presentation. Guidelines are followed completely.  References for all sources are provided. (state math standards and three activities).

Writing and format are vague and/or few errors that do not impede professional presentation. Guidelines are not followed completely. References for some sources are provided. (state math standards and three activities).

Writing and format are poor. Multiple errors impede professional presentation and effective communication about one of both curriculum models. Guidelines are not followed.  References are incomplete and/or missing (state math standards and three activities).