Tennessee Guiding Principles
Tennessee Early Learning Developmental Standards Pre-Kindergarten
Mathematics
Early Learning Developmental Standards (ELDS) Kindergarten
Counting and Cardinality (CC): Standard A
Know number names and the counting sequence.
PK.CC.A.1 Count forward from 1 to 30. K.CC.A.1 Count to 100 by ones, fives, and tens. Count backward from 10. PK.CC.A.2 This standard begins in Kindergarten. K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
PK.CC.A.3 Begin to print the distinctive features of numerals (i.e., circle, line, diagonal, crossed lines). K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20.
PK.CC.A.4 Begin to name numerals 0-10.
Counting and Cardinality (CC): Standard B
Count to tell the number of objects.
PK.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, using one-to-one correspondence. a. When counting objects, say the number names in the standard order, using one-to-one correspondence.
b. Understand that the last number name said tells the number of objects counted. b. Recognize that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Recognize that one more object added to a group of objects changes the quantity as a whole. c. Recognize that each successive number name refers to a quantity that is one greater.
PK.CC.B.5 Understand that a number represents a corresponding quantity. K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects.
a. Subtilize quantities up to 5 (i.e., the ability to look at a quantity and say the quantity [1-5] quickly, just by looking).
b. Given a number from 1-10, count out that many objects.
c. With guidance and support, count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle.
d. With guidance and support, count to answer “how many?” questions about as many as 5 things in a
scattered configuration.
Counting and Cardinality (CC): Standard C
Compare numbers.
PK.CC.C.6 Use comparative language, such as more/less than or equal to, to compare and describe collections of objects. K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. PK.CC.C.7 This standard begins in Kindergarten K.CC.C.7 Compare two given numbers up to 10, when written as numerals, using the terms greater than, less than, or equal to.
Operations and Algebraic Thinking (OA): Standard A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
PK.OA.A.1 With guidance and support, begin to represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
PK.OA.A.2 With guidance and support, begin to solve addition and subtraction word problems, and add and subtract within 5 (e.g., by using objects or drawings to represent the problem). K.OA.A.2 Add and subtract within 10 to solve contextual problems using objects or drawings to represent the problem. PK.OA.A.3 Compose and decompose numbers to 5, in more than one way, by using objects or drawings. K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation.
PK.OA.A.4 Show, through the use of concrete objects or drawings, the number needed to make up to 5 when added to any given number from 0-5. K.OA.A.4 Find the number that makes 10, when added to any given number, from 1 to 9 using objects or drawings. Record the answer using a drawing or writing an equation. PK.OA.A.5 This standard begins in Kindergarten. K.OA.A.5 Fluently add and subtract within 10 using mental strategies.
Number and Operations in Base Ten (NBT): Standard A
Work with numbers 11-19 to gain foundations for place value.
PK.NBT.A.1. This standard begins in Kindergarten. K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some more ones by using objects or drawings. Record the composition or decomposition using a drawing or by writing an equation.
Measurement and Data (MD): Standard A
Describe and compare measurable attributes.
PK.MD.A.1 Describe measurable attributes of a single object, such as length, width, height. K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
PK.MD.A.2 Compare the attributes of two or more concrete objects and use words to define attributes of the objects (i.e. heavier/lighter, longer/shorter, etc.). K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference (i.e. heavier/lighter, longer/shorter, etc.).
Measurement and Data (MD): Standard B
Work with money.
PK.MD.B.3 Begin to recognize currency and its purpose. K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each.
Measurement and Data (MD): Standard C
Classify objects and count the number of objects in each category.
PK.MD.C.4 Sort a collection of objects into given categories using more than one attribute. K.MD.C.4 Sort a collection of objects into a given category, with 10 or less in each category. Compare the categories by group size.
Geometry: Standard A
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
PK.G.A.1 Begin to use relative position words in appropriate context, such as above, below, beside, and between. K.G.A.1 Describe objects in the environment using names of shapes. Describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, between, and next to.
PK.G.A.2 Correctly name some two-dimensional shapes. K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
PK.G.A.3 Begin to explore shapes as two-dimensional or three-dimensional. K.G.A.3 Identify shapes as two-dimensional or three- dimensional.
PK.G.A.4 Begin to describe objects in the environment using names of shapes.
Geometry: Standard B
Analyze, compare, create, and compose shapes.
PK.G.B.4 Describe similarities and differences between two-dimensional shapes. K.G.B.4 Describe similarities and differences between two- and three-dimensional shapes, in different sizes
and orientations.
PK.G.B.5 Model shapes in the world by building and drawing shapes. K.G.B.5 Model shapes in the world by building and drawing shapes.
PK.G.B.6 Begin to recognize smaller shapes within a larger shape, including that some shapes can be put together to make a new shape. K.G.B.6 Compose larger shapes using simple shapes and identify smaller shapes within a larger shape.
Source: Tennessee Department of Education
The kids learn to read & write after learning to speak and listen actively
- Listening comes first-by listening to others the child learns to identify speech.
- Speaking-Listening is followed by speaking
- Reading – Reading comes much, much, later after the child masters the ‘look and say’ method of identifying letters and words and begins to read.
- Writing (This comes last) – It starts only after the child is able to hold a pencil or crayon. We seem , as a country to place a lot of importance on writing, even before the child has mastered listening, speaking and reading skills.
Achievement
The Mastering of the spoken word, identification of letters, numbers, alphabet, word pictures, and other objects are necessities for development.
Leaps N Bounds Academy utilizes over 360 spoken language activities, 250 written language activities and 225 identifying sound activities.
These activities assist children in learning basic skills with repetitiveness in order to master more difficult skill.
What others are saying...….
I have known Priscilla for many years. There is no one more I would trust with my infant or child than her. We worked together in the Newborn Nursery at River Park Hospital years ago. -Stacy Brown
Priscilla DunnRegistered Nurse and OwnerKristie used to work at the Manchester Rec Center in the daycare and Nursery in Manchester TN while she was going to school. My kids loved Kristie. When she became a teacher at the Middle School my kids were so excited to see Kristie at school. -Jeanette Wilson
Kristie MorrisonProfessional Teacher and Owner
Leaps N Bounds Academy
The Pedagogy of Childcare
Pedagogy is the academic discipline that deals with the theory and practice of teaching and how these influence student learning.
Pedagogy informs teacher actions, judgments, and teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.
Pedagogy includes how the teacher interacts with students and the social and intellectual environment the teacher seeks to establish. Its aims may include furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills).
The Teaching Methodology
