Building Blocks Math From Pre-K to Grade 2

b) Identify the correct usage of the cent symbol (¢), dollar symbol ($) and decimal point (.).

Geometry

The student will identify, describe and sort three-dimensional (solid) concrete figures, including a cube, rectangular solid (prism), square pyramid, sphere, cylinder and cone, according to the number and shape of the solid's faces, edges and corners.

Probability and Statistics

The student will record data from experiments, using spinners and colored tiles/cubes, and use the data to predict which of two events is more likely to occur if the experiment is repeated.

Patterns, Functions and Algebra

The student will identify, create and extend a wide variety of patterns, using numbers, concrete objects and pictures.

Helping Teachers

The Post interviewed Maria Gallagher, a child-care specialist for Fairfax County's Office for Children, about how she trains child-care providers to teach math.

Q: How has early math education changed?

A: It used to be rote memorization and lots of practice -- worksheets and drills. The new theory is that mathematical experiences need to be more hands-on. They are more of a part of everyday life. . . . Rote memorization is abstract. . . . Young children need to learn in concrete ways. We used to never be able to count on your fingers; now we encourage it.

What are some ways you train child-care providers to teach math?

Look for natural ways that children can engage in math. If they are playing at a sand and water table, put out pots and pans and cups. . . . Ask children to predict how many cups it will take to fill up that pot. When it's time to set the table for snack time, ask children to count the number of people there, and then put out a plate for each one. . . . Don't set a preschooler down and say, "Now we are going to work on math concepts."