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AMC
Pre-Kindergarten

The Assessing Math Concepts assessments for Pre-Kindergarten help teachers determine what each child in their classroom knows and understands about numbers thus far in their development, giving the teacher the information they will  use to best help every child continue to learn. Teachers can expect there will be a wide range of knowledge about numbers. Some children will not understand what counting is all about and may not yet be able to count one-to-one beyond two, while others will be able to count to much larger numbers.

 

There are certain concepts that must be in place in children’s thinking to ensure they are not just imitating procedures or saying words they don’t really understand. Kathy Richardson has identified these milestones or hurdles in children’s growth of understanding as Critical Learning Phases. The Assessing Math Concepts assessments help Pre-Kindergarten teachers recognize which Critical Learning Phase describes where each of their students are in the development of number concepts. This in turn helps them identify the kinds of experiences and interactions their students need in order to continue their growth in mathematical understanding.

 

The four Pre-Kindergarten Assessing Math Concepts assessments are:

Assessing Math Concepts Pre-K

Paper/Pencil Student Interview Forms

1. COUNTING OBJECTS

  This assessment is most pertinent to the Pre-Kindergarten student. Learning to count is foundational and worthy of the greatest amount of attention.


*Counts one item for each number (one-to-one correspondence)
*Keeps track of an unorganized pile (counts every object once and only once)
*Notices when recounting a group results in a different number
*Is bothered when counting a group results in the same number after some have been added or taken away
*Spontaneously checks by recounting to see if the result is the same
*Knows "how many" after counting
*Counts out a particularly quantity

The Critical Learning Phases Assessed

 


 

 

For the first time in a single resource, Kathy Richardson shares her insights into the mathematical development of preschool students!

Based on the most current research about the development of young children, and closely aligned with NCTM standards, this book provides teachers with everything they need to understand about teaching math in the Pre-Kindergarten classroom.

The book is organized by the key mathematical areas children need to know:

NUMBERS

GEOMETRY

SORTING AND CLASSIFYING

PATTERN

MEASUREMENT

DATA COLLECTION

Providing Appropriate Instruction

(Linking Instruction to Assessment Results)

In addition to outlining the standards, "Big Ideas" are presented making it clear to teachers what the appropriate expectations are for PreK students.

 

For each of these areas, activities are provided for CIRCLE TIME, SMALL GROUP, and INDIVIDUAL INSTRUCTION.

 

3. RECOGNIZING SMALL GROUPS

This assessment will help find out if any children can identify small groups of objects without counting. Teachers find out whether a child can recognize groups of 3s, 4s and 5s; ranging from those who have to count to determine how many and those who know all the arrangements of dots on a card without counting.


*Recognizes groups of numbers to 5 in a variety of configurations


 

The Critical Learning Phase Assessed

 

2. ONE MORE/ONE LESS

               This is the first assessment to us with children who can count to 12 and who can make a pile of 9 with ease and confidence.


*Knows one more in sequence without counting
*Knows one less in sequence without counting
*Notices when a counting pattern doesn't make sense (ex. after one is taken away, is bothered if the count begins with "4, 5, 6" instead of "4, 3, 2"

The Critical Learning Phases Assessed

 

4. CHANGING NUMBERS

The Changing Numbers assessment is typically the most challenging. It identifies whether the children can change a number to a larger number or small number, requiring they see that a smaller number is contained within a larger number.

 

               Teachers find out whether a child can change one number to another; ranging from those unable to change a group of 2 to a group of 5 to those who an change 4 to 6 by adding on 2 counters.

*Changes a number to a larger number (by counting all, counting on, or adding on a group)

*Changes a number to a smaller number (by counting all and removing extras, counting back, or removing a group)

The Critical Learning Phases Assessed

 

Number Talks

Designed specifically for pre-kindergarten, this resource shows teachers how to use number talks to bring meaning to math for their students.

Number Talks are valuable 3-5 minute routines that allow teachers to better understand how children think. The number talks in this resource focus on the following concepts:

 

 

 



Teachers will learn how to engage children in their thinking by presenting different types of models, problems and question to support their learning.

RECOGNIZING GROUPS TO 4 AND 5

NUMBER RELATIONSHIPS: ONE MORE/ONE LESS

LOOKING FOR PARTS OF A NUMBER WITHIN 6

Other Pre-K Materials

Developing Math Concepts

in Pre-Kindergarten

Manipulative Kit

More/Less Spinners

Save time with these pre-made spinners used in teacher-directed activities
and independent stations in Developing Number Concepts.

This kit includes all the materials needed for organizing the activities features in the Developing Math Concepts in Pre-Kindergarten book.