Kindergarten - Math

In addition to the HFCS ‘Āina-based Learning Competencies (click to view), the PK-12 Mathematics Kahua is grounded in the belief that the purpose of math is to search for patterns and relationships in number, shapes and functions, to better appreciate the beauty of math in our world. It is the kuleana of every student to explore mathematics in their daily lives on ‘āina and share mo’olelo of their understanding. End of school year grade level benchmarks were crosswalked with the HFCS Vision of the Graduate (2013), CCSS, Nā Ana Aʻo Hawaiʻi DOE Kula Kaiapuni Content Standards and Benchmarks (Nā Ana ma ka Papa K-12), Student Achievement Partners (SAP) Essential Standards documents K-12, NCTM Catalyzing Change. K-12, Prioritizing Critical Areas In your Math Curriculum K-8 Prerequisites for Success, ALN High Leverage Concepts, CA Digital Learning Integration & Standard Guidance Jo Boaler & Cathy Williams and were prioritized using the following criteria (Reeves, 2004): 1) Endurance, 2) Leverage, 3) Readiness, 4) Assessment Requirements.

I. Sense of Place: ʻĀina Learning Competencies

Overarching goals for ʻāina-based curriculum designed to connect the learner to their cultural, linguistic and physical community

II. Sense of Belonging: Mathematical Practices - http://www.corestandards.org/Math/Practice/

Varieties of expertise students should develop and rest on important processes and proficiencies with longstanding importance in mathematics education.

III. Sense of Belonging: Discovering Shape and Space

See, use, create and measure shapes from parts. See equal shapes inside other shapes. See fractions in shapes and squares in an array. Explore shapes in the world.

IV. Sense of Community: Taking Wholes Apart, Putting Parts Together

Identifying and creating patterns. Modeling with numbers and exploring the place and position of numbers. Explore number strategies and skip counting patterns.

V. Sense of Community: Exploring Changing Quantities

Measuring and ordering quantities. Counting and comparing objects. Exploring money, clocks and time. Reason about equality and problem-solve with measures.

VI. Sense of Responsibility: Communicating Stories with Data

Measure, order, sort, describe, represent and make sense of data. Looking for patterns and relationships by identifying, measuring and comparing objects.

M.K.1Learn about my various moʻokūʻauhau (i.e. my ʻohana, my school, my home/school ʻāina).
M.K.2Use ʻōlelo Hawaiʻi words to kilo, identify, name, and read environmental indicators (i.e. senses, intuition, prior knowledge) in order to make inferences and predictions.
M.K.3Demonstrate loina when participating in cultural protocol (i.e. schoolwide piko, oli mahalo, puka kula, kamaʻāina/malihini).
M.K.4Frequently interact with my ʻāina at various times of day and year to develop a relationship with ʻāina.
M.K.5Celebrate the accomplishments of historical and contemporary Hawaiian community leaders and emulate their actions (i.e. aliʻi, ʻōpūaliʻi/kapu aloha, kiaʻi).

M.K.6Make sense of problems and persevere in solving them.
M.K.7Reason abstractly & quantitatively.
M.K.8Construct viable arguments and critique the reasoning of others.
M.K.9Model with mathematics. ✰Critical emphasis to connect to ‘Āina Learning Concepts
M.K.10Use appropriate tools strategically.
M.K.11Attend to precision.
M.K.12Look for and make use of structure.
M.K.13Look for and express regularity in repeated reasoning.

M.K.14Shape in the World: Describe the physical world using shapes. Create 2-D and 3-D shapes,and analyze and compare them.
M.K.15Making shapes form parts: Explore similarities and differences of shapes using numbers and measurements.

M.K.16Being flexible within 10: Make 10, add and subtract within 10, compose and decompose within 10, find 2 numbers to make 10). Fingers are important.
M.K.17Place and Position of Number: Get to know numbers between 11 and 19 by name and expanded notation to become familiar with place value, for example; 14 = 10 + 4
M.K.18Model with Numbers: Add, subtract, and model abstract problems with fingers, other manipulatives, sounds, movement, words, and models.

M.K.19How Many?: Know number names and the count sequence to determine how many are in a group of objects arranged in a line, array, or circle. Fingers are important representations of numbers. Use words and drawings to make convincing arguments to justify work.
M.K.20Bigger or Equal?: Identify a number of objects as greater than, less than, or equal to the number of objects in another group. Justify or prove your findings with number sentences and other representations.