The curriculum framework offers an explanation of the specific STRAND and detailed
expectations of the material that should be covered by the teacher and learned by
the students (according to the Virginia Department of Education Standards of
Learning).
K.15 The student will sort and classify objects according to attributes.
Understanding the Standard
To classify is to arrange or organize a set of materials according to a category or attribute (a quality or characteristic). An object has many attributes such as color, size, shape, thickness, etc.
General similarities and differences among objects are easily observed by children entering kindergarten, who are able to focus on any one attribute. The teacher’s task is to move students toward a more sophisticated understanding of classification in which two or more attributes connect or differentiate sets, such as those found in nature (e.g., leaves with different colors and different figures).
K.16 The student will identify, describe, and extend repeating patterns.
Understanding the Standard
· Pattern recognition is a fundamental cornerstone of mathematics, particularly algebra.
· In a repeating pattern, the core of the pattern is the string of elements that repeats. By identifying the core, students demonstrate their understanding of the pattern.
· Students should recognize that the sound pattern ‘snap, clap, snap, clap’ is the same in form as the color pattern ‘red, blue, red, blue’.
· Pattern recognition and the extension of the pattern allow students to make predictions.
· The simplest types of patterns are repeating patterns. The patterns can be oral, such as the refrain in “Old MacDonald’s Farm” (“e-i-e-i-o”), or physical with clapping and snapping patterns, or combinations of both, such as is found in songs like the “Hokey Pokey.” In each case, students need to identify the basic unit of the pattern and repeat it. Opportunities to create, recognize, describe, and extend repeating patterns are essential to the primary school experience.
· Sample repeating patterns (repeating the core) are
– ABABABAB;
– ABCABC;
– AABBAABBAABB;
– AABAAB;
– AABCAABC; and
– ABACABAC.
expectations of the material that should be covered by the teacher and learned by
the students (according to the Virginia Department of Education Standards of
Learning).
K.15 The student will sort and classify objects according to attributes.
Understanding the Standard
To classify is to arrange or organize a set of materials according to a category or attribute (a quality or characteristic). An object has many attributes such as color, size, shape, thickness, etc.
General similarities and differences among objects are easily observed by children entering kindergarten, who are able to focus on any one attribute. The teacher’s task is to move students toward a more sophisticated understanding of classification in which two or more attributes connect or differentiate sets, such as those found in nature (e.g., leaves with different colors and different figures).
K.16 The student will identify, describe, and extend repeating patterns.
Understanding the Standard
· Pattern recognition is a fundamental cornerstone of mathematics, particularly algebra.
· In a repeating pattern, the core of the pattern is the string of elements that repeats. By identifying the core, students demonstrate their understanding of the pattern.
· Students should recognize that the sound pattern ‘snap, clap, snap, clap’ is the same in form as the color pattern ‘red, blue, red, blue’.
· Pattern recognition and the extension of the pattern allow students to make predictions.
· The simplest types of patterns are repeating patterns. The patterns can be oral, such as the refrain in “Old MacDonald’s Farm” (“e-i-e-i-o”), or physical with clapping and snapping patterns, or combinations of both, such as is found in songs like the “Hokey Pokey.” In each case, students need to identify the basic unit of the pattern and repeat it. Opportunities to create, recognize, describe, and extend repeating patterns are essential to the primary school experience.
· Sample repeating patterns (repeating the core) are
– ABABABAB;
– ABCABC;
– AABBAABBAABB;
– AABAAB;
– AABCAABC; and
– ABACABAC.