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Course:
Access Mathematics - Grade Kindergarten
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7712015
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(Related Course: Mathematics - Grade Kindergarten - 5012020)
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Course Number:
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7712015
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Course Title:
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Access Mathematics - Grade Kindergarten
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Abbreviated Title:
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Access Math - Grade K
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Course Section:
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Exceptional Student Education
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Course Path:
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Section: Exceptional Student Education » Grade Group: Elementary » Subject: Academics - Subject Areas »
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Number of Credits:
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NA
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Course Length:
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Year
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Course Type:
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Core
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Course Status:
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State Board Approved
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Effective Date:
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12/28/2009
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NCLB?
No Child Left Behind
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Yes
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Class Size?
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Yes
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Requires HQT?
Highly Qualified Teacher
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Yes
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General Notes:
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Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent), which reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.
The study of mathematics provides the means to organize, understand, and predict life’s events in quantifiable terms. Organizing life using numbers allows us to keep accurate records of objects and events, such as quantity, sequence, time, and money. Using numbers to understand the relationship between relative quantities or characteristics allows us to accurately problem solve and predict future outcomes of quantifiable events as conditions change. Many of life’s typical activities require competency in using numbers, operations, and algebraic thinking (e.g., counting, measuring, comparison shopping), geometric principles (e.g., shapes, area, volume), and data analysis (e.g., organizing information to suggest conclusions). Some students with significant cognitive disabilities will access and use traditional mathematical symbols and abstractions, while others may apply numeric principles using concrete materials in real-life activities. In any case, mathematics is one of the most useful skill sets and essential for students with significant cognitive disabilities. It provides a means to organize life and solve problems involving quantity and patterns, making life more orderly and predictable.
The purpose of this course is to provide students with significant cognitive disabilities access to the concepts and content of mathematics at the Kindergarten level. The foundational concepts of quantity, patterns, shapes, space, and time provide a framework to organize our environment and predict outcomes of quantifiable events. The content should include, but not be limited to, the concepts of:
- Quantity
- Patterns
- Two and three dimensional shapes/objects
- Shape and object attributes
- Spatial relationships
- Time
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Display The following Access Points in the list below:
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| Benchmark # | Description | Cognitive Complexity |
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MA.K.A.1.1:
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Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives.
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Moderate
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MA.K.A.1.In.a
Represent quantities to 5 using sets of objects and number names.
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MA.K.A.1.Su.a
Represent quantities to 3 using sets of objects and number names.
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MA.K.A.1.Pa.a
Indicate desire for more of an action or object.
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MA.K.A.1.Pa.b
Indicate desire for no more of an action or object.
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MA.K.A.1.2:
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Solve problems including those involving sets by counting, by using cardinal and ordinal number s, by comparing, by ordering, and by creating sets up to 20.
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Moderate
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MA.K.A.1.In.b
Use one-to-one correspondence to count and compare sets of objects to 5.
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MA.K.A.1.Su.b
Use one-to-one correspondence to count sets of objects to 3.
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MA.K.A.1.Pa.c
Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.
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MA.K.A.1.3:
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Solve word problems involving simple joining and separating situations.
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High
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MA.K.A.1.Su.c
Solve problems with up to 3 objects involving simple joining (putting together) situations.
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MA.K.A.1.Pa.c
Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.
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MA.K.A.4.1:
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Identify and duplicate simple number and non-numeric repeating and growing patterns.
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Moderate
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MA.K.A.4.In.a
Match two-element repeating patterns of sounds, physical movements, and objects.
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MA.K.A.4.Su.a
Match identical sounds, physical movements, and objects.
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MA.K.A.4.Pa.a
Recognize two objects that are identical to each other.
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MA.K.G.2.1:
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Describe, sort and re-sort objects using a variety of attributes such as shape, size, and position.
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Moderate
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MA.K.G.2.In.a
Sort objects by single attributes, including shape and size.
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MA.K.G.2.Su.a
Sort common objects by size.
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MA.K.G.2.Pa.a
Recognize a common object with a two-dimensional shape.
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MA.K.G.2.Pa.b
Recognize a common three-dimensional object.
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MA.K.G.2.2:
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Identify, name, describe and sort basic two-dimensional shapes such as squares, triangles, circles, rectangles, hexagons, and trapezoids.
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Moderate
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MA.K.G.2.In.b
Match and name two-dimensional shapes, including circle and square.
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MA.K.G.2.Su.b
Identify square objects or pictures when given the name.
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MA.K.G.2.Pa.a
Recognize a common object with a two-dimensional shape.
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MA.K.G.2.3:
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Identify, name, describe, and sort three-dimensional shapes such as spheres, cubes and cylinders.
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Moderate
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MA.K.G.2.In.c
Match examples of three-dimensional objects, such as balls (spheres) and blocks (cubes).
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MA.K.G.2.Su.c
Identify three-dimensional objects, such as a block (cube) or ball (sphere).
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MA.K.G.2.Pa.b
Recognize a common three-dimensional object.
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MA.K.G.2.4:
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Interpret the physical world with geometric shapes, and describe it with corresponding vocabulary.
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Moderate
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MA.K.G.2.In.d
Identify shapes, including circle and square, in the environment.
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MA.K.G.2.Su.d
Identify square shapes in the environment when given the name.
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MA.K.G.2.Pa.a
Recognize a common object with a two-dimensional shape.
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MA.K.G.2.Pa.b
Recognize a common three-dimensional object.
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MA.K.G.2.5:
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Use basic shapes, spatial reasoning, and manipulatives to model objects in the environment and to construct more complex shapes.
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High
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MA.K.G.2.In.e
Identify spatial relationships, including in, out, up, down, top, bottom, on, and off.
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MA.K.G.2.Su.e
Identify spatial relationships, including on, off, up, and down.
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MA.K.G.2.Pa.c
Recognize a movement that reflects a spatial relationship, such as up and down.
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MA.K.G.3.1:
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Compare and order objects indirectly or directly using measurable attributes such as length, height, and weight.
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Moderate
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MA.K.G.3.In.a
Compare overall size and length of objects and describe using terms, such as big, small, long, and short.
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MA.K.G.3.Su.a
Identify size of objects using terms, such as big and little.
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MA.K.G.3.Pa.a
Recognize differences in size of objects.
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MA.K.G.5.1:
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Demonstrate an understanding of the concept of time using identifiers such as morning, afternoon, day, week, month, year, before/after, shorter/longer.
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Moderate
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MA.K.G.5.In.a
Identify concepts of time, including day, night, morning, and afternoon, by relating activities to a time period.
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MA.K.G.5.Su.a
Identify concepts of time, including day and night, by relating daily events to a time period.
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MA.K.G.5.Pa.a
Recognize common activities that occur every day.
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