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1 | Junior Kindergarten Math | Essential Questions | Content | Skills | Assessment | Resources |

2 | August/September | How do we teach the value of quantity? How can we associate numeral and quantity?How do we write numerals correctly?What are the different ways we can sort shapes? | Introduce the quantities of 1-10 and its corresponding nomenclature. Introduce the geometric solids and plane shapes. | Students will begin to asscociate number and quantity with number rods and cards. Students will work with cards and counters, the short bead stair, and other materials to reinforce 1 to 1 correspondence. | Progression through materials, teacher observation | Everyday Math, Montessori Math, various extensions |

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13 | October/November | What is the decimal system? How do we name the categories of the decimal system? How do we provide concrete experiences with each? | Demonstrate place value and the concept that a decimal category cannot exceed nine. | Students will use the golden bead materials to construct concrete experiences with the decimal system. They will become familiar with the categories of ones, tens, hundreds, and thousands. | Progression through materials, teacher observation | Everyday Math, Montessori Math, various extensions |

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24 | December/January | How do we present the concepts of operations? How do we measure and classify objects in our environment? | Introduce concrete materials that allow students to explore operations. Introduce standard and non-standard forms of measurement. | Utilizing the golden bead materials, bank game, and stamp game, students will work on the concepts of addition, subtraction, multiplication, and division. | Progression through materials, teacher observation | Everyday Math, Montessori Math, various extensions |

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35 | February/March | What is linear counting? How do we teach skip counting using concrete materials? | Introduce individual numbers and their quantitative value. | Students will develop number concepts and recognition working with the teens boards, the tens boards, and the hundreds board. The bead chains will introduce skip counting. | Progression through materials, teacher observation | Everyday Math, Montessori Math, various extensions |

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45 | April/May | How can we experiment and understand parts of a whole? How can we transfer some of our concrete methods to abstract thought? | Introduce parts of a whole and equivalent figures. When appropriate, introduce working operations on paper with pencil. | Students will work with the strip boards, snake game, and begin to work with exercises on paper. Students will learn about parts of a whole by working with fraction skittles and insets. | Progression through materials, teacher observation | Everyday Math, Montessori Math, various extensions |

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