Instruction in the standards requires a focus not only on the learner concepts and competencies but the supportive practices employed by the adults in the classroom setting. 

Concepts and Competencies

The learner will:

• Classify up to 10 objects using one attribute into categories
• Display the number of objects in each category
• Count and compare the quantities of each category to describe which category has “more of”/ “less of” the attribute

Supportive Practices

The adult will:

• Provide materials to practice sorting and classifying
• Model sorting and classifying
• Use verbal prompts (e.g. “Let’s put all the red crayons in this cup”)
• Label storage containers with visual prompts to encourage sorting and classifying
• Sing, recite finger plays, and read books that explore different categories (e.g. colors, shapes, animals)
• Ask children about groups (e.g. “Why do these things belong together?”)
• Collect objects to use for data collection
• Model organization of data for graphing purposes
• Model, using mathematical vocabulary, comparing data on graphs and charts (e.g. more, equal, less, not equal)
• Make comparisons part of daily routine (e.g. “Do more people walk or ride to school?”) 

Use mathematical processes when measuring; representing, organizing, and understanding data.

Concepts and Competencies

The learner will:

• Engage in activities that include measuring, representing, organizing, and understanding data
• Persist in activities that include measuring, representing, organizing, and understanding data (Reference AL.2.PK.C)
• Problem solve in activities that include measuring, representing, organizing, and understanding data (Reference AL.4.PK.C)
• When prompted, communicate thinking while engaged in activities that include measuring, representing, organizing, and understanding data
• Talk and listen to peers during activities that include measuring, representing, organizing, and understanding data

Supportive Practices

The adult will:

• Notice children engaged in measurement activities and describe what they are doing
• Engage children in opportunities to measure, represent, organize, and understand data
• Ask open-ended questions to encourage children to talk about their thinking (e.g. “I wonder how we could discover which type of weather we get the most of this month?”)
• Listen carefully to children’s responses, and restate their responses using clear, age-appropriate, mathematical language
• Listen carefully to children’s responses in order to identify and clarify misconceptions
• Model reasoning language (e.g. “If that is right, then…” “That can’t be because if it were, then…”)
• Provide many opportunities for children to talk and listen to their peers
• Model reasoning by thinking-out-loud
• Explicitly call attention to a child’s think-aloud to engage peers in the process

 

This resource was created by the Office of Child Development and Early Learning (OCDEL). 

Contact: RA-PWPAELS@pa.gov 

Keywords: Office of Child Development and Early Learning, OCDEL, Math