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Montessori Curriculum Scope and Sequence: Infants to Age 12 The Montessori Foundation 19600 State Road 64, Bradenton, Florida 34212 USA (Toll Free) 1-800-632-4121 â€˘ 1-941-309-3961 â€˘ margot@montessori.org

A Comprehensive International Curriculum

Infant-Toddlers

Practical Life

Sensorial

Language Arts

Mathematics

Science

Geography

History Page 2

Art

A true Montessori Curriculum Scope and Sequence, organized in terms of specific learning objectives

Designed to be used with Montessori student tracking software

Available aligned to Common Core Curriculum We can align it to your state or national curriculum as well at an affordable cost

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Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Motor development

Equilibrium

Lifts head

Infant Toddler

Motor development

Equilibrium

Raises head while lying on stomach

Infant Toddler

Motor development

Equilibrium

Supports upper body with arms while lying on stomach

Infant Toddler

Motor development

Equilibrium

Stretches out and kicks legs

Infant Toddler

Motor development

Equilibrium

Pushes down with legs when held above a hard surface

Infant Toddler

Motor development

Equilibrium

Masters control of the head

Infant Toddler

Motor development

Equilibrium

Rolls over, turning from front to back

Infant Toddler

Motor development

Equilibrium

Infant Toddler

Motor development

Equilibrium

Infant Toddler

Motor development

Equilibrium

Sits supported by pillows

Infant Toddler

Motor development

Equilibrium

Sits, supporting self with hands

Infant Toddler

Motor development

Equilibrium

Sits without support

Infant Toddler

Motor development

Equilibrium

Gets to sitting position without assistance

Infant Toddler

Motor development

Equilibrium

Gets from sitting to crawling position without assistance

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Infant Toddler

Rolls both ways

Scoots along floor using arms and legs to propel body forwards

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation

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Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Motor development

Equilibrium

Crawls forward on belly by pulling with arms and pushing with legs

Infant Toddler

Motor development

Equilibrium

Crawls on hands and knees

Infant Toddler

Motor development

Equilibrium

Stands with support

Infant Toddler

Motor development

Equilibrium

Pulls body into upright position

Infant Toddler

Motor development

Equilibrium

Walks with assistance

Infant Toddler

Motor development

Equilibrium

Walks on tip-toe holding on to bar or furniture

Infant Toddler

Motor development

Equilibrium

Stands upright without support

Infant Toddler

Motor development

Equilibrium

Infant Toddler

Motor development

Equilibrium

Infant Toddler

Motor development

Hand

Opens and closes hands

Infant Toddler

Motor development

Hand

Brings hand to mouth, explores hand with mouth

Infant Toddler

Motor development

Hand

Instinctive prehension evident in grasping adult finger or object offered

Infant Toddler

Motor development

Hand

Begins to observe own hands

Infant Toddler

Motor development

Equilibrium

Swipes at objects dangling on mobile or frame

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Infant Toddler

Walks holding onto bar or furniture

Walks independently

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation

Montessori Foundation Curriculum Scope and Sequence - Birth to Age 3 Commonly, by the end of the age levels indicated below, children will have developed the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Motor development

Hand

Purposeful grasping and shaking of objects

Infant Toddler

Motor development

Hand

Uses whole hand, raking grasp

Infant Toddler

Motor development

Hand

Intentionally works with hands to manipulate objects

Infant Toddler

Motor development

Equilibrium

Reaches with one hand to grasp an object

Infant Toddler

Motor development

Hand

Transfers objects from hand to hand

Infant Toddler

Motor development

Hand

Purposefully grasps and releases objects

Infant Toddler

Motor development

Hand

Controls fingers

Infant Toddler

Motor development

Hand

Infant Toddler

Motor development

Hand

Infant Toddler

Motor development

Hand

Increasingly precise work with hands

Infant Toddler

Motor development

Hand

Co-ordinates use of both hands working together

Infant Toddler

Motor development

Hand

Uses hands for purposeful work

Infant Toddler

Motor development

Hand

Begins to show preference for one hand over the other

Infant Toddler

Social and emotional

Attachment

Enjoys bodily contact such as cuddling

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Infant Toddler

Prehension with pincer grip - small objects

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Holds large objects with arms

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Code: A dot represents that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and assume that the class will move on to the next unit. Instead, students work in a carefully prepared educational environment in which those skills or concepts are available over the three year age span. They are introduced as soon as a student first shows interest or seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace.

Copyright 2012 The Montessori Foundation

Strand

Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Social and emotional

Attachment

Enjoys being in the company of others

Infant Toddler

Social and emotional

Attachment

Differentiates between known people and strangers

Infant Toddler

Social and emotional

Attachment

Displays attachment to primary caregiver or parent

Infant Toddler

Social and emotional

Attachment

Displays shyness and anxiety around strangers

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Attachment

Infant Toddler

Social and emotional

Attachment

Infant Toddler

Social and emotional

Self-awareness & Expresses needs and emotions with body and face emotions

Infant Toddler

Social and emotional

Self-awareness & Indicates enjoyment of social play through laughing and body language emotions

Infant Toddler

Social and emotional

Self-awareness & Displays an interest in images of self in a mirror emotions

Infant Toddler

Social and emotional

Self-awareness & Often expresses joy emotions

Infant Toddler

Social and emotional

Self-awareness & Expresses a range of emotions including fear, anger and shyness emotions

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Infant Toddler

Cries when parents leave

Attachment

Shows a preference for certain people and toys

Attachment

Demonstrates affection

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Demonstrates empathy

Displays separation anxiety

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Material/Lesson

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Curriculum Element

Social and emotional

Self-awareness & Recognizes own name emotions

Infant Toddler

Social and emotional

Self-awareness & Tries to influence the action of others by protesting emotions

Infant Toddler

Social and emotional

Self-awareness & Actively explores environment emotions

Infant Toddler

Social and emotional

Self-awareness & Begins to use "I" when referring to self emotions

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Social interactions Responds with enjoyment to person to person contact

Infant Toddler

Social and emotional

Social interactions Enjoys play activities and indicates displeasure by crying when game stops

Infant Toddler

Social and emotional

Social interactions Imitates movements and facial expressions of others

Infant Toddler

Social and emotional

Social interactions Develops "social smile" - smiles at a face

Infant Toddler

Social and emotional

Social interactions Imitates sounds, actions and facial expressions

Infant Toddler

Social and emotional

Social interactions Tests responses of others

Infant Toddler

Social and emotional

Social interactions Imitates gestures

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Infant Toddler

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Self-awareness & Expresses empathy and affection to others emotions Self-awareness & Enjoys ritual and routine and protests when this is disrupted emotions

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Social interactions Fixes attention on faces of others

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Material/Lesson

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Curriculum Element

Social and emotional

Social interactions Fights for a toy which another child may be holding

Infant Toddler

Social and emotional

Social interactions Pays attention to and responds differently to different tones of voice

Infant Toddler

Social and emotional

Social interactions Attempts to play with other children

Infant Toddler

Social and emotional

Social interactions Deliberately seeks to maintain interaction with others

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Social interactions Begins to share and take turns with support

Infant Toddler

Social and emotional

Choice and selfregulation

Chooses between multiple options

Infant Toddler

Sensory development

Auditory

Follows familiar voices with eyes or head

Infant Toddler

Sensory development

Auditory

Reacts to different sounds

Infant Toddler

Sensory development

Auditory

Responds to an adult's singing

Infant Toddler

Sensory development

Auditory

Makes sounds with objects and reacts to the sounds produced

Infant Toddler

Sensory development

Gustatory

Eats food with varying textures

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Infant Toddler

Social interactions Engages in solitary or parallel play

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Social interactions Is able to participate in group activities

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Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Sensory development

Gustatory

Begins to show preferences in the tastes of food

Infant Toddler

Sensory development

Olfactory

Displays preference for sweet smells

Infant Toddler

Sensory development

Tactile

Displays preference for soft rather than rough textures

Infant Toddler

Sensory development

Tactile

Explores textures

Infant Toddler

Sensory development

Visual

Displays interest in black and white mobiles

Infant Toddler

Sensory development

Visual

Follows moving objects with eyes

Infant Toddler

Sensory development

Visual

Follows moving things with eyes

Infant Toddler

Sensory development

Visual

Infant Toddler

Sensory development

Sensory exploration

Infant Toddler

Integrated eyehand and cognitive

Building skills and Explores hand to hand transfer, purposefully moving objects from concepts using special materials one hand to another

Infant Toddler

Integrated eyehand and cognitive

Building skills and Puts objects into containers and takes them out again concepts using special materials

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Building skills and Works with Object permance box with tray to refine hand and finger concepts using special materials control, eye hand co-ordination and to construct concept of object Building skills and Works with Object permanence box with drawer to refine hand and concepts using special materials finger control, eye hand coordination and to construct concept

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Infant Toddler

Recognizes familiar objects and people

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Purposefully explores objects in a number of ways using all senses

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Material/Lesson

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Building skills and Works with various Imbucare boxes to refine hand and finger control, concepts using special materials eye hand co-ordination and to construct concept of object Building skills and Works with Imbucare box with slot and flip lid to refine wrist concepts using special materials movement, eye hand co-ordination and to construct concept of object Building skills and Explores geometric shapes through inserting objects into cut-out shapes concepts using special materials (Imbucare boxes with shape-sorter lid) to refine hand and finger Building skills and Works with various Imbucare boxes to develop hand and finger control, concepts using special materials eye hand co-ordination and to construct concept of object Building skills and Hangs knit balls on dowels to develop eye hand co-ordination and concepts using special materials fine muscle control and to begin to match colors Building skills and Places large pegs into holes to develop eye hand co-ordination and concepts using special materials fine muscle control and begin to sort colors Building skills and Works with simple puzzles to further develop eye-hand coconcepts using special materials ordination and develop figure ground concept - single shape Building skills and Works with simple puzzles to further develop eye-hand coconcepts using special materials ordination - three shape puzzles

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Infant Toddler

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Curriculum Element

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Building skills and Places disks on dowels to develop eye-hand co-ordination and various concepts using special materials finger grips (Toddler Infilare exercises) Building skills and Places disks and cubes on dowels to develop eye-hand co-ordination and concepts using special materials various finger grips (Toddler Infilare exercises) Building skills and Stacks different colored disks on dowels sorting by color to further concepts using special materials develop hand control and color matching skills

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Material/Lesson

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Curriculum Element

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Infant Toddler

Integrated eyehand and cognitive

Building skills and Stacks different sized disks on dowels sorting by color to further concepts using special materials develop hand control and color matching skills Building skills and Places disks on horizontal dowels to develop supinated wrist movement concepts using special materials and further develop eye-hand coordination Building skills and Places different sized balls and ellipsoids on small pegs to explore concepts using special materials sizes and perception of part becoming whole Building skills and Works with box with bins to develop various wrist movements concepts using special materials and object permanence

Infant Toddler

Integrated eyehand and cognitive

Building skills and Works with box with sliding lid to develop wrist movements and object concepts using special materials permanence

Infant Toddler

Practical life

Toddler dressing Works with frame with three buttons frames

Infant Toddler

Practical life

Toddler dressing Works with Velcro frame frames

Infant Toddler

Practical life

Toddler dressing Works with Large zipper frame frames

Infant Toddler

Practical life

Toddler dressing Works with buckling frame frames

Infant Toddler

Practical life

Toddler dressing Works with snapping frame frames

Infant Toddler

Cognitive development

Object permanence

Finds a partially hidden object

Infant Toddler

Cognitive development

Object permanence

Purposefully attempts to reach objects that are out of reach

Infant Toddler

Cognitive development

Object permanence

Finds hidden objects

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Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Cognitive development

Exploration

Explores objects in a number of ways using all senses - e.g. Treasure basket; heuristic play collections

Infant Toddler

Cognitive development

Exploration

Purposefully explores objects in a number of ways through shaking, banking, throwing, dropping etc.

Infant Toddler

Cognitive development

Concept formation

Associates names of objects with images

Infant Toddler

Cognitive development

Concept formation

Begins to use objects for their intended purpose

Infant Toddler

Cognitive development

Concept formation

Begins to sort mixed collections of objects into categories

Infant Toddler

Language

Hearing and understanding

Responds to loud sounds in environment

Infant Toddler

Language

Hearing and understanding

Infant Toddler

Language

Hearing and understanding

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Infant Toddler

Language

Hearing and understanding

Moves eyes towards direction of a sound

Infant Toddler

Language

Hearing and understanding

Responds to changes in tone of voice

Infant Toddler

Language

Hearing and understanding

Notices objects that make a sound

Infant Toddler

Language

Hearing and understanding

Responds (pays attention) to music

Infant Toddler

Language

Hearing and understanding

Responds with enjoyment to simple word and movement games and finger-plays

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Infant Toddler

Calms or smiles in response to human voice Recognizes voice of parent or primary care-giver

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Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Language

Hearing and understanding

Turns head towards direction of a sound

Infant Toddler

Language

Hearing and understanding

Shows interest when spoken to

Infant Toddler

Language

Hearing and understanding

Recognizes common household words

Infant Toddler

Language

Hearing and understanding

Complies with simple requests

Infant Toddler

Language

Infant Toddler

Language

Infant Toddler

Language

Infant Toddler

Language

Speaking

Infant Toddler

Language

Speaking

Indicates different needs through different cries

Infant Toddler

Language

Speaking

Smiles when seeing a familiar person

Infant Toddler

Language

Speaking

Babbling begins to resemble more mature speech and contains some consonants (p, b, m)

Infant Toddler

Language

Speaking

Chuckles and laughs to communicate joy

Infant Toddler

Language

Speaking

Vocalizes other emotions such as excitement and displeasure

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Infant Toddler

Understands differences in meaning between opposites e.g. small-large, in-out etc.

Hearing and understanding

Follows two part requests e.g. go to the door and open it

Hearing and understanding

Listens with interest to longer stories

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Hearing and understanding

Communicates pleasure through cooing sounds

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Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Language

Speaking

Makes a range of gurgling sounds when playing with someone or when alone

Infant Toddler

Language

Speaking

Babbling includes a range of sounds and gaps which resemble phrases

Infant Toddler

Language

Speaking

Uses sounds to attract and hold attention of others - communication

Infant Toddler

Language

Speaking

Uses body language to communicate needs

Infant Toddler

Language

Infant Toddler

Language

Infant Toddler

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Infant Toddler

Imitates a large variety of speech sounds

Speaking

Has some recognizable words

Language

Speaking

Infant Toddler

Language

Speaking

Has words for most objects in environment even if they are not all recognizable or correctly pronounced Uses phrases and short sentences when talking

Infant Toddler

Language

Speaking

Uses d, f, g, k, n and t sounds confidently

Infant Toddler

Language

Speaking

Asks for objects by naming them

Infant Toddler

Language

Speaking

Familiar adults can understand speech most of the time

Infant Toddler

Motor development

Equilibrium

Walks carrying large and/or heavy objects, climbs stairs carrying objects in search of maximum effort

Infant Toddler

Motor development

Equilibrium

Runs

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Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Motor development

Equilibrium

Kicks a ball

Infant Toddler

Motor development

Equilibrium

Climbs onto and down from furniture unassisted

Infant Toddler

Motor development

Equilibrium

Walks up and down stairs holding on to support

Infant Toddler

Social and emotional

Attachment

May hit, bite and fight over a toy

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Infant Toddler

Social and emotional

Self-awareness & Expresses anger when interrupted emotions

Infant Toddler

Social and emotional

Social interactions Imitates behavior of others, including actions in songs and play activities

Infant Toddler

Social and emotional

Social interactions Begins to engage in symbolic play

Infant Toddler

Social and emotional

Social interactions Enjoys company of other children

Infant Toddler

Social and emotional

Choice and selfregulation

Infant Toddler

Integrated eyehand and cognitive

Building skills and Works with threading ring to refine motor co-ordination concepts using special materials

Infant Toddler

Cognitive development

Stacking and nesting

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Infant Toddler

Self-awareness & Displays growing awareness of self as separate from others emotions Self-awareness & Recognizes self in mirror emotions

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Self-awareness & Refers to self using own name emotions

Stacks four blocks one on top of the other

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Choose between two options offered by adult

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Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Cognitive development

Sorting and matching

Matches objects to pictures

Infant Toddler

Cognitive development

Sorting and matching

Pairs identical pictures

Infant Toddler

Cognitive development

Sorting and matching

Pairs related pictures

Infant Toddler

Cognitive development

Sorting and matching

Sorts objects by shape

Infant Toddler

Cognitive development

Sorting and matching

Sorts objects by color

Infant Toddler

Cognitive development

Sorting and matching

Sorts objects by category (e.g. buttons, animals, beads etc.)

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in dishwashing

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in food preparation

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in cleaning activities

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in setting table for snack or lunch

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in clearing table after snack or lunch

Infant Toddler

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in sorting and folding laundry

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Infant Toddler

Collaborates with adult in flower arranging

Collaborates with adult in folding activities

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Material/Lesson

Curriculum Element

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Practical life

Collaboration with adult in activities of daily

Collaborates with adult in pouring water and juice

Infant Toddler

Practical life

Care of self Eating

Feeds self with fingers

Infant Toddler

Practical life

Care of self Eating

Collaborates with adult in feeding self at weaning table and chair

Infant Toddler

Practical Life

Care of self Eating

Uses a spoon

Infant Toddler

Practical Life

Care of self Eating

Drinks from a teaspoon offered by adult

Infant Toddler

Practical Life

Care of self Eating

Drinks from a cup

Infant Toddler

Language

Hearing and understanding

Can identify (by pointing) various body parts

Infant Toddler

Language

Hearing and understanding

Infant Toddler

Language

Hearing and understanding

Listens with interest to stories and rhymes

Infant Toddler

Language

Hearing and understanding

Can identify (by pointing) objects in pictures and books

Infant Toddler

Language

Speaking

Constantly increases vocabulary using new words every month

Infant Toddler

Language

Speaking

Uses one or two word questions

Infant Toddler

Language

Speaking

Strings words together to communicate more complex ideas e.g. "more juice", "Mommy go"

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Infant Toddler

Can comply with simple requests containing action and object (Fetch the toy, hold my hand)

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189

190

191

192

193

194

195

196

197

198

199

200

201

Copyright 2012 The Montessori Foundation

Infant Toddler

Strand

Language

Birth 3-6 6-9 9-12 12-18 18-24 24-36 3 months months months months months months months ID

Material/Lesson

Curriculum Element

Speaking

Uses more consonant sounds at the beginning of words and enunciates them more clearly

• •

202

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Copyright 2012 The Montessori Foundation

Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Carries, unrolls and rolls a rug

Practical Life

Control of movement

Works on a rug

Practical Life

Control of movement

Carries an object from the shelf to the table

Practical Life

Control of movement

Handles delicate objects with care and precision

Practical Life

Control of movement

Returns materials to correct place in environment

Practical Life

Control of movement

Walks slowly and calmly

Practical Life

Control of movement

Walks avoiding people and objects

Practical Life

Control of movement

Walks carrying a tray with an object on it without dropping or spilling contents

Practical Life

Control of movement

Lifts and puts down a chair quietly and with control

Practical Life

Control of movement

Carries a chair carefully without bumping into people or furniture

Practical Life

Control of movement

Sits on a chair, upright, with feet on floor

Practical Life

Control of movement

Lifts, carries and puts down a table together with another person

Practical Life

Control of movement

Opens and closes a faucet/tap

Practical Life

Control of movement

Fetches water in a pail

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation

Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Opens and shuts various latches on frames

Practical Life

Control of movement

Matches nuts and bolts

Practical Life

Control of movement

Matches keys and locks

Practical Life

Control of movement

Opens and closes boxes

Practical Life

Control of movement

Opens and closes tins and jars

Practical Life

Control of movement

Opens and closes bottles

Practical Life

Control of movement

Pours dry ingredients from one pitcher to another

Practical Life

Control of movement

Pours water between two identical pitchers

Practical Life

Control of movement

Pours water from one large pitcher into two smaller identical pitchers

Practical Life

Control of movement

Pours water from one large container into two different sized containers

Practical Life

Control of movement

Pours water to a specified level in a graduated container

Practical Life

Control of movement

Pours water through a funnel into a narrow necked container

Practical Life

Control of movement

Sieves dry ingredients to separate: example rice and flour

Practical Life

Control of movement

Uses a spoon to transfer dry ingredients from one container to another

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

15

16

17

18

19

20

21

22

23

24

25

26

27

28

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation

Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Curriculum Area

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Uses a spoon to transfer liquid from one container to another

Practical Life

Control of movement

Transfers water using a baster

Practical Life

Control of movement

Transfers water one drop at a time using a dropper or pipette

Practical Life

Control of movement

Uses tongs to transfer items from one container to another

Practical Life

Control of movement

Uses hand whisk to create bubbles in water and soap mixture

Practical Life

Control of movement

Hammers using hammer boards

Practical Life

Control of movement

Assembles a flashlight

Practical Life

Control of movement

Lifts small items with tweezers: (example: dry peas) /pincer grip

Practical Life

Control of movement

Uses fingers and moves them individually in various combinations appropriate to object being manipulated

Practical Life

Control of movement

Uses precise movements of fingers for various activities

Practical Life

Control of movement

Uses precise movements of fingers to control a pencil for writing

Practical Life

Control of movement

Uses correct pincer grip when grasping a pencil

Practical Life

Control of movement

Holds scissors correctly and uses small movements of thumb and middle fingers to control the opening and closing of the blades

Practical Life

Control of movement

Walks around a maze build from the red rods without touching

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

29

30

31

32

33

34

35

36

37

38

39

40

41

42

Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Walks around furniture without bumping

Practical Life

Control of movement

Ascends and descends stairs safely and gracefully

Practical Life

Control of movement

Opens and shuts all doors and gates, showing awareness of safety implications, checking that all doors and gates are securely latched when necessary

Practical Life

Control of movement

Opens and shuts classroom door

Practical Life

Control of movement

Is silent for brief period during introduction to Silence Game

Practical Life

Control of movement

Is able to remain silent in relaxed position

Practical Life

Control of movement

Is able to be silent in response to a signal

Practical Life

Control of movement

Maintains silence then responds to name when whispered

Practical Life

Control of movement

Maintains silence then acts on commands given in whisper

Practical Life

Control of movement

Watches someone work, in silence, without touching

Practical Life

Control of movement

Voluntarily chooses to be silent alone or with a small group

Practical Life

Control of movement

Walks on the line

Practical Life

Control of movement

Walks on the line - heel to toe

Practical Life

Control of movement

Walks on the line with hands at sides

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

43

44

45

46

47

48

49

50

51

52

53

54

55

56

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Control of movement

Walks on the line, hands at sides, head erect

Practical Life

Control of movement

Walks on the line carrying an object in one hand. (e.g. pink tower cubes)

Practical Life

Control of movement

Walks on the line carrying an object in two hands (e. g. a tray)

Practical Life

Control of movement

Walks on the line carrying a bell without ringing it

Practical Life

Control of movement

Walks on the line carrying a pendulum without swinging it

Practical Life

Control of movement

Walks on the line carrying a glass filled to the brim with water

Practical Life

Control of movement

Walks on the line adjusting tempo to that of group

Practical Life

Control of movement

Walks on line in step with rhythms played on an instrument

Practical Life

Control of movement

Walks on a balance beam or low wall

Practical Life

Control of movement

Makes choices showing an ability to suppress impulse and follow guidance

Practical Life

Care of person

Carries bag to cubby

Practical Life

Care of person

Places own bag in correct cubby

Practical Life

Care of person

Keeps cubby tidy

Practical Life

Care of person

Hangs coat on hook or hanger

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

57

58

59

60

61

62

63

64

65

66

67

68

69

70

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Packs a lunch box

Practical Life

Care of person

Pairs and rolls socks

Practical Life

Care of person

Uses bathroom under supervision

Practical Life

Care of person

Uses bathroom unsupervised

Practical Life

Care of person

Lifts seat when using toilet (boys)

Practical Life

Care of person

Flushes toilet after use

Practical Life

Care of person

Uses toilet paper (judges correct quantity) and flushes

Practical Life

Care of person

Replaces toilet paper roll when necessary

Practical Life

Care of person

Covers mouth when coughing or sneezing

Practical Life

Care of person

Washes hands after using the toilet, handling classroom pet, after gardening or playing outside, and before preparing food or eating

Practical Life

Care of person

Packs a suitcase

Practical Life

Care of person

Polishes shoes

Practical Life

Care of person

Opens and closes Velcro fastening on dressing frame

Practical Life

Care of person

Opens and closes snappers on dressing frame

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

71

72

73

74

75

76

77

78

79

80

81

82

83

84

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Opens and closes zippers on dressing frame

Practical Life

Care of person

Opens and closes buttons on dressing frame

Practical Life

Care of person

Opens and closes hooks & eyes on dressing frame

Practical Life

Care of person

Opens and closes buckles on dressing frame

Practical Life

Care of person

Unties and ties bows on dressing frame

Practical Life

Care of person

Unties and ties laces on dressing frame

Practical Life

Care of person

Opens and closes safety pins on dressing frame

Practical Life

Care of person

Puts on socks without assistance

Practical Life

Care of person

Puts on jacket without assistance

Practical Life

Care of person

Puts on jumper without assistance

Practical Life

Care of person

Puts on shoes (Velcro or no fastener) without assistance

Practical Life

Care of person

Puts on shoes (ties laces) without assistance

Practical Life

Care of person

Changes from outside to inside shoes without assistance

Practical Life

Care of person

Puts on trousers without assistance

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

85

86

87

88

89

90

91

92

93

94

95

96

97

98

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Puts on an apron without assistance

Practical Life

Care of person

Puts on gloves and mittens without assistance

Practical Life

Care of person

Manages all own dressing/changing needs without assistance

Practical Life

Care of person

Helps other children with dressing/changing needs

Practical Life

Care of person

Sensitizes fingers for sensorial activities.

Practical Life

Care of person

Washes own hands and nails, and applies hand-cream (Full activity)

Practical Life

Care of person

Cares for own nails

Practical Life

Care of person

Brushes and combs own hair

Practical Life

Care of person

Braids/Plaits nylon cords using braiding activity

Practical Life

Care of person

Braids/Plaits hair (own, other child or hairdresser's dummy)

Practical Life

Care of person

Uses a clothes brush to remove lint from coat

Practical Life

Care of person

Chooses appropriate clothing for various types of outings as is age appropriate

Practical Life

Care of person

Performs manicure on another

Practical Life

Care of person

Is aware of and takes pride in own appearance appropriate to circumstance and occasion

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

99

100

101

102

103

104

105

106

107

108

109

110

111

112

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Cleans a wound (minor cut or graze) on self or another

Practical Life

Care of person

Puts a band-aid on a wound (minor cut or graze on self or another)

Practical Life

Care of person

Asks for help when caring for an injured person

Practical Life

Care of person

Shows empathy and consideration for an injured person

Practical Life

Care of person

Takes temperature using a safety thermometer

Practical Life

Care of person

Is aware of dangers of touching blood - uses latex gloves whenever helping an injured person

Practical Life

Care of person

Cares for a bite or sting

Practical Life

Care of person

Brushes own teeth after meals

Practical Life

Care of person

Displays an understanding of necessity for hygiene in classroom and public contexts

Practical Life

Care of person

Waits to be accompanied by an adult or much older child before crossing a street

Practical Life

Care of person

Is able to safely cross a street unaccompanied

Practical Life

Care of person

Safely escorts younger child across street

Practical Life

Care of person

Chooses appropriate clothing for varied weather conditions and safety considerations when going out

Practical Life

Care of person

Understands and respects school security protocols

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

113

114

115

116

117

118

119

120

121

122

123

124

125

126

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of person

Displays an awareness of the dangers inherent in speaking to strangers

Practical Life

Care of person

Applies sunscreen when prompted, before going outside

Practical Life

Care of person

Applies sunscreen when unprompted, before going outside

Practical Life

Care of person

Wears sunhat or cap when going outside

Practical Life

Care of person

Displays an understanding of the dangers of going out in the sun without adequate protection

Practical Life

Care of person

Uses goggles & gloves when appropriate for safety reasons when engaging in woodwork and science projects

Practical Life

Care of person

Carries a knife, pair of scissors, pencil or other sharp object safely

Practical Life

Care of person

Passes a knife, pair of scissors, pencil or other sharp object safely

Practical Life

Care of person

Handles potentially dangerous objects safely, under age-appropriate supervision

Practical Life

Care of Environment

Sweeps dry beans on tray using small brush and pan

Practical Life

Care of Environment

Dusts an object

Practical Life

Care of Environment

Clamps clothespins using clothespin activity

Practical Life

Care of Environment

Folds napkins along lines using folding activity

Practical Life

Care of Environment

Wipes a water spill with a cloth

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

127

128

129

130

131

132

133

134

135

136

137

138

139

140

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Squeezes a sponge using sponging activity

Practical Life

Care of Environment

Transfers water using a sponging activity

Practical Life

Care of Environment

Rolls napkins and places in napkin rings using napkin rolling activity

Practical Life

Care of Environment

Sweeps sawdust or beans as demonstrated

Practical Life

Care of Environment

Folds napkins from laundry and tidies away

Practical Life

Care of Environment

Uses classroom recycling bins correctly

Practical Life

Care of Environment

Hangs a towel on a hook

Practical Life

Care of Environment

Folds classroom clothes

Practical Life

Care of Environment

Tidies shelves

Practical Life

Care of Environment

Opens and closes classroom curtains and blinds

Practical Life

Care of Environment

Empties classroom waste bin

Practical Life

Care of Environment

Dusts a shelf

Practical Life

Care of Environment

Polishes wood

Practical Life

Care of Environment

Polishes metals

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

141

142

143

144

145

146

147

148

149

150

151

152

153

154

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Polishes mirror or glass

Practical Life

Care of Environment

Determines appropriate cleaning materials and methods for different objects

Practical Life

Care of Environment

Washes crockery (plates, cups, etc.)

Practical Life

Care of Environment

Washes silverware/cutlery

Practical Life

Care of Environment

Washes glasses

Practical Life

Care of Environment

Washes china

Practical Life

Care of Environment

Washes pots and pans

Practical Life

Care of Environment

Washes mixed dishes

Practical Life

Care of Environment

Sorts silverware/cutlery

Practical Life

Care of Environment

Stacks dishes

Practical Life

Care of Environment

Washes a mixed collection of dishes

Practical Life

Care of Environment

Washes and dries stainless steel sink

Practical Life

Care of Environment

Loads dishwasher

Practical Life

Care of Environment

Unpacks dishwasher

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

155

156

157

158

159

160

161

162

163

164

165

166

167

168

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Loads, sets and unpacks dishwasher

Practical Life

Care of Environment

Waters indoor plants

Practical Life

Care of Environment

Polishes plant leaves

Practical Life

Care of Environment

Repots indoor plants

Practical Life

Care of Environment

Washes a waterproof surface

Practical Life

Care of Environment

Mops (dust) a dry floor

Practical Life

Care of Environment

Washes an unpainted surface/scrubs a table

Practical Life

Care of Environment

Washes marks and scuffs from walls

Practical Life

Care of Environment

Erases a chalkboard/whiteboard

Practical Life

Care of Environment

Empties carpet sweeper

Practical Life

Care of Environment

Wipes a large water spill, wringing cloth into pail

Practical Life

Care of Environment

Sweeps classroom floor when necessary

Practical Life

Care of Environment

Washes a vinyl floor

Practical Life

Care of Environment

Mops a wet floor

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

169

170

171

172

173

174

175

176

177

178

179

180

181

182

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Sweeps carpet with carpet sweeper

Practical Life

Care of Environment

Vacuums carpet

Practical Life

Care of Environment

Washes a glass surface

Practical Life

Care of Environment

Wipes feet on doormat when entering a building

Practical Life

Care of Environment

Uses a shoe scrape

Practical Life

Care of Environment

Arranges flowers for classroom

Practical Life

Care of Environment

Cuts flowers for arranging

Practical Life

Care of Environment

Hangs wall decorations (pictures, clock etc.)

Practical Life

Care of Environment

Sorts and folds mixed, dry laundry and returns to correct places in classroom

Practical Life

Care of Environment

Hangs a wet towels and cloths out to dry

Practical Life

Care of Environment

Hand-washes classroom cloths

Practical Life

Care of Environment

Sorts classroom cloths for washing

Practical Life

Care of Environment

Washes classroom cloths in machine

Practical Life

Care of Environment

Rinses clothes that have been washed

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

183

184

185

186

187

188

189

190

191

192

193

194

195

196

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Hangs washed items out to dry

Practical Life

Care of Environment

Irons cloths

Practical Life

Care of Environment

Helps to care for classroom pets

Practical Life

Care of Environment

Holds classroom pet appropriately

Practical Life

Care of Environment

Provides fresh water for classroom pet

Practical Life

Care of Environment

Feeds classroom pets

Practical Life

Care of Environment

Picks up playground toys and stores correctly

Practical Life

Care of Environment

Cleans playground toys and other equipment

Practical Life

Care of Environment

Notices, and alerts staff, when playground equipment needs repair

Practical Life

Care of Environment

Fills birdfeeder

Practical Life

Care of Environment

Fills birdbath

Practical Life

Care of Environment

Cleans birdbath

Practical Life

Care of Environment

Digs garden beds

Practical Life

Care of Environment

Waters the garden using a watering can - demarcated area

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

197

198

199

200

201

202

203

204

205

206

207

208

209

210

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Spreads mulch in garden

Practical Life

Care of Environment

Harvests fruit or vegetable crops as indicated by adult or older child

Practical Life

Care of Environment

Hoes beds

Practical Life

Care of Environment

Prepares soil for planting

Practical Life

Care of Environment

Plants seedlings in small beds

Practical Life

Care of Environment

Plants seeds in small beds

Practical Life

Care of Environment

Rakes lawn or beds

Practical Life

Care of Environment

Removes weeds identified by adult or older child

Practical Life

Care of Environment

Picks up litter, discerning what is litter and appropriate disposal

Practical Life

Care of Environment

Sweeps outside spaces e.g. pathways or deck

Practical Life

Care of Environment

Pushes a wheel barrow containing garden waste

Practical Life

Care of Environment

Waters the garden using a watering can - unlimited area

Practical Life

Care of Environment

Harvests fruit or vegetable crops from garden displaying understanding of when fruits/vegetables are ripe

Practical Life

Care of Environment

Waters the garden using a hose pipe - demarcated area

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

211

212

213

214

215

216

217

218

219

220

221

222

223

224

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Waters the garden as required displaying judgment as to water needs of various plants

Practical Life

Care of Environment

Identifies weeds and alien plants in school garden and understands why they are a problem

Practical Life

Care of Environment

Verbalizes (and follows) fundamental safety rule regarding eating of plants: Don't eat any plant material unless you know exactly what it is and have been told by an adult that it is safe to eat

Practical Life

Care of Environment

Identifies herbs in school garden and understands their use

Practical Life

Care of Environment

Identifies other plants in school garden and understands their use

Practical Life

Care of Environment

Identifies fruits and vegetables in school garden and understands their use

Practical Life

Care of Environment

Identifies various insects found in school garden and understands their role

Practical Life

Care of Environment

Identifies indigenous plants in the school garden and understands how to preserve them

Practical Life

Classroom skills

Handles books carefully turning pages in a way which will not cause damage

Practical Life

Classroom skills

Arranges books neatly on shelf

Practical Life

Classroom skills

Returns book to shelf, moving other books in order to replace it

Practical Life

Classroom skills

Handles CDs and DVDs carefully not touching surface

Practical Life

Classroom skills

Plays CDs and DVDs

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Practical Life

4th 5th 6th

ID #

225

226

227

228

229

230

231

232

233

234

235

y

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2nd 3rd

236

237

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Classroom skills

Arranges books on the shelf: according to Dewey, alphabetical or some other classification

Practical Life

Classroom skills

Sharpens pencils when necessary

Practical Life

Classroom skills

Handles scissors effectively and safely

Practical Life

Classroom skills

Uses paper clips or bull-dog clips effectively and appropriately

Practical Life

Classroom skills

Uses a stapler effectively and appropriately

Practical Life

Classroom skills

Uses tape effectively and appropriately

Practical Life

Classroom skills

Uses glue or paste effectively and appropriately

Practical Life

Classroom skills

Puts a rubber band around a stack of cards

Practical Life

Classroom skills

Refills stapler

Practical Life

Meals and food preparation

Sets table for informal meal/snack

Practical Life

Meals and food preparation

Follows procedures for individual snack

Practical Life

Meals and food preparation

Washes hands before preparing food

Practical Life

Meals and food preparation

Follows procedures for group snack.

Practical Life

Grace and courtesy Uses a quiet voice when appropriate

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Practical Life

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2nd 3rd

4th 5th 6th

ID #

238

239

240

241

242

243

244

245

246

247

248

249

250

251

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Makes eye contact when speaking to someone

Practical Life

Grace and courtesy Uses appropriate language when passing another in a doorway

Practical Life

Grace and courtesy Uses appropriate language when asking for a turn

Practical Life

Grace and courtesy Uses appropriate language when asking for something to be passed

Practical Life

Grace and courtesy Waits for turn in various circumstances

Practical Life

Grace and courtesy Makes a request using "please"

Practical Life

Grace and courtesy Politely refuses an offer

Practical Life

Grace and courtesy Accepts "no" graciously when appropriate

Practical Life

Grace and courtesy Picks something up for someone

Practical Life

Grace and courtesy Asks for an item

Practical Life

Grace and courtesy Asks to borrow something

Practical Life

Grace and courtesy Gives way to another in a doorway

Practical Life

Grace and courtesy Holds a door to let someone pass

Practical Life

Grace and courtesy Knocks on a door before entering

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Practical Life

y

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2nd 3rd

4th 5th 6th

ID #

252

253

254

255

256

257

258

259

260

261

262

263

264

265

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Walks around a group

Practical Life

Grace and courtesy Covers mouth when yawning

Practical Life

Grace and courtesy Apologizes or expresses regret when appropriate

Practical Life

Grace and courtesy Asks someone to pass something

Practical Life

Grace and courtesy Displays respect for others' workspace

Practical Life

Grace and courtesy Asks for assistance when appropriate

Practical Life

Grace and courtesy Writes informal notes in appropriate contexts

Practical Life

Grace and courtesy Displays polite assertiveness when disagreeing with another person

Practical Life

Grace and courtesy Expresses gratitude beyond ritual "thank you"

Practical Life

Grace and courtesy Expresses needs clearly and assertively

Practical Life

Grace and courtesy Owns responsibility and expresses regret

Practical Life

Grace and courtesy Expresses own feelings

Practical Life

Grace and courtesy Shakes hands in greeting

Practical Life

Grace and courtesy Judges when to use formal or informal greeting

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Practical Life

y

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•••• •••• •••• •••• •••• •••• •• •• •• •• •• •• •••• ••••

2nd 3rd

4th 5th 6th

ID #

266

267

268

269

270

271

272

273

274

275

276

277

278

279

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Welcomes a guest

Practical Life

Grace and courtesy Introduces self to visitor or new child

Practical Life

Grace and courtesy Introduces others

Practical Life

Grace and courtesy Remembers name of newly introduced person

Practical Life

Grace and courtesy Knows names children in class

Practical Life

Grace and courtesy Displays spontaneous sharing

Practical Life

Grace and courtesy Encourages another child or adult

Practical Life

Grace and courtesy Compliments another child or adult

Practical Life

Grace and courtesy Deals with meanness or conflict assertively and politely

Practical Life

Grace and courtesy Avoids hurting feelings

Practical Life

Grace and courtesy Responds appropriately to invitation to join a group

Practical Life

Grace and courtesy Joins a group quietly without interrupting

Practical Life

Grace and courtesy Interrupts politely and when necessary

Practical Life

Grace and courtesy Asks permission to join a group

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Practical Life

y

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•••• •••• •••• •••• •••• •••• •••• •••• •••• •• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

280

281

282

283

284

285

286

287

288

289

290

291

292

293

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Sits in group

Practical Life

Grace and courtesy Asks to be excused

Practical Life

Grace and courtesy Asks to speak, or waits for turn to speak, as appropriate to context

Practical Life

Grace and courtesy Listens with respect while others speak

Practical Life

Grace and courtesy Replies appropriately to others in group

Practical Life

Grace and courtesy Shares ideas and feelings as appropriate

Practical Life

Grace and courtesy Demonstrates a sensibility to individual and cultural difference

Practical Life

Grace and courtesy Stands in a queue

Practical Life

Grace and courtesy Stops to listen when bell rings/announcement made

Practical Life

Grace and courtesy Participates in conflict resolution processes

Practical Life

Grace and courtesy Makes requests

Practical Life

Grace and courtesy Participates in discussion

Practical Life

Grace and courtesy Questions new suggestions

Practical Life

Grace and courtesy Waits for everyone to be seated at mealtime

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Practical Life

y

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•••• •••• ••• •••• •••• •••• •••• •••• •••• ••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

294

295

296

297

298

299

300

301

302

303

304

305

306

307

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Grace and courtesy Folds crumbs into a napkin

Practical Life

Grace and courtesy Cleans own place before leaving the table

Practical Life

Grace and courtesy Conducts pleasant conversation at table

Practical Life

Grace and courtesy Cleans a spill at table

Practical Life

Grace and courtesy Offers food to another

Practical Life

Grace and courtesy Politely asks for food to be passed

Practical Life

Grace and courtesy Politely refuses an offer of food

Practical Life

Grace and courtesy Asks to be excused from table

Practical Life

Grace and courtesy Chews with mouth closed while eating

Practical Life

Grace and courtesy Serves others at mealtime

Practical Life

Grace and courtesy Waits for turn and helps self in buffet queue

Practical Life

Care of Environment

Actively participates in maintenance of outdoor play and sports areas and equipment

Practical Life

Care of Environment

Collaborates with staff in planning and implementing protocols for playground safety

Practical Life

Care of Environment

Utilizes a variety of tools and skills to actively participate in maintenance of furnishings in classroom

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Practical Life

2nd 3rd

4th 5th 6th

y

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••• ••• • • • ••••

ID #

308

309

310

311

312

313

314

315

316

317

318

319

320

321

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Utilizes a variety of tools and skills to finish new furniture by sanding and applying appropriate finishes

Practical Life

Care of Environment

Actively participates in maintaining floor surfaces by using appropriate methods

Practical Life

Care of Environment

Actively participates in using a washing machine and tumble dryer to maintain classroom items

Practical Life

Care of Environment

Actively participates in sanitizing dishes or loading and operating a dishwasher

Practical Life

Care of Environment

Utilizes a variety of tools and skills to actively participate in maintenance of the classroom materials on the shelves

Practical Life

Care of Environment

Actively participates in monitoring personal property and classroom property for neatness

Practical Life

Care of Environment

Actively participates in maintaining community supplies

Practical Life

Care of Environment

Actively participates in conserving the classroom materials such as paper, water and so on

Practical Life

Care of Environment

Uses a variety of skills to maintain classroom computers

Practical Life

Care of Environment

Actively participates in caring for domestic or nondomestic animals if appropriate

Practical Life

Care of Environment

Actively participates in caring for indoor plants

Practical Life

Care of Environment

Actively participates in arranging flowers for the classroom

Practical Life

Care of Environment

Uses a variety of tools and skills to actively participate in caring for the outside areas of the classroom

Practical Life

Care of Environment

Uses a variety of tools and skills to actively participate in caring for the school campus

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Practical Life

2nd 3rd

4th 5th 6th

y

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•••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • ••••

ID #

322

323

324

325

326

327

328

329

330

331

332

333

334

335

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Care of Environment

Actively participates in the planting of a vegetable garden

Practical Life

Care of Environment

Actively participates in the planting of a wildlife friendly garden

Practical Life

Care of Environment

Actively participates in the maintenance of classroom gardens

Practical Life

Care of Environment

Actively participates in harvesting of vegetables from classroom garden

Practical Life

Care of Environment

Uses a knowledge of organic and sustainable agriculture practices to maintain gardens

Practical Life

Personal Responsibility

Understands the dangers of using electrical implements and handles electrical tools and implements safely - while under adult supervision

Practical Life

Personal Responsibility

Is aware of, and applies, safety protocols when using the internet as per school policy

Practical Life

Personal Responsibility

Participates in activities that pertain to personal grooming and hygiene

Practical Life

Personal Responsibility

Actively participates in maintaining clothing through proper hanging, brushing, mending, hemming, button sewing, shoe cleaning and polishing

Practical Life

Personal Responsibility

Uses a pattern and cloth to make items by hand or by sewing machine

Practical Life

Personal Responsibility

Is able to take care of different fabrics and understands how to remove stains

Practical Life

Personal Responsibility

Understands that different social events have different dress expectations and is able to chose appropriate clothing for these occasions

Practical Life

Personal Responsibility

Is able to pack appropriately for a trip

Practical Life

Personal Responsibility

Is able to perform advanced first aid techniques

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Practical Life

2nd 3rd

4th 5th 6th

y

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• • • •••• • • • •••• • • • •••• • • • •••• • •••• • • •••• •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• ••••

ID #

336

337

338

339

340

341

342

343

344

345

346

347

348

349

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Personal Responsibility

Manages an allowance through a budget

Practical Life

Classroom skills: Library & media

Catalogues new books and assigns appropriate reference number /classification.

Practical Life

Going out

Dines at restaurant displaying appropriate manners and protocols: orders meal respectfully, maintains decorum in the setting

Practical Life

Going out

Researches and practices culturally appropriate etiquette for formal meal setting

Practical Life

Going out

Plans a trip for a small group

Practical Life

Going out

Uses a street map to find destination

Practical Life

Going out

Uses GPS co-co-ordinates to find destination

Practical Life

Going out

Uses GPS to find destination from address

Practical Life

Going out

Phones to book an appointment in relation to the trip

Practical Life

Going out

Leaves a message for person to return call

Practical Life

Going out

Arranges an appropriate time and date

Practical Life

Going out

Arranges transport in accordance with schools' protocols

Practical Life

Going out

Arranges for necessary indemnities from parents

Practical Life

Going out

Makes a list of all requirements

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Practical Life

2nd 3rd

4th 5th 6th

y

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•••• ••• •••• •••• •••• •••• •••• •••• •••• • •••• •••• •••• •••• ••••

ID #

350

351

352

353

354

355

356

357

358

359

360

361

362

363

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Going out

Calculates costs and arranges funds in accordance with school protocols

Practical Life

Going out

Arranges a small gift for host if appropriate

Practical Life

Going out

Thanks host after trip

Practical Life

Going out

Advises all participants of pertinent facts, protocols, safety issues and expected behavior during trip

Practical Life

Going out

Arranges for chaperone where appropriate

Practical Life

Going out

Takes part in trip planned by another person

Practical Life

Going out

Draws up an emergency plan in respect of trip

Practical Life

Meals and Food Prep

Is able to use and maintain a variety of kitchen appliances

Practical Life

Meals and Food Prep

Plans meals with an understanding of a balanced diet

Practical Life

Meals and Food Prep

Plans different menus for breakfast, lunch dinner and special occasions and holidays

Practical Life

Meals and Food Prep

Follows recipes for food preparation

Practical Life

Meals and Food Prep

Develops a knowledge of different ingredients such as the different varieties of flour or herbs and seasonings

Practical Life

Meals and Food Prep

Reads food labels and understands the significance of the different line items

Practical Life

Meals and Food Prep

Prepares a grocery shopping list

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Practical Life

2nd 3rd

4th 5th 6th

y

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• •••• • •••• • • • •••• •• •• • • • •••• •• • •••• • •••• •••• • •••• •••• •••• • ••••

ID #

364

365

366

367

368

369

370

371

372

373

374

375

376

377

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Meals and Food Prep

Measures accurately in both liquid and dry ingredients using appropriate measuring tools

Practical Life

Meals and Food Prep

Sets up appropriately for a casual snack or lunch

Practical Life

Meals and Food Prep

Sets up appropriately for a formal meal

Practical Life

Meals and Food Prep

Serves people appropriately in either a formal or informal manner

Practical Life

Meals and Food Prep

Cleans up appropriately after food preparation and meals

Practical Life

Meals and Food Prep

Prepares a picnic basked for self and one or two others

Practical Life

Meals and Food Prep

Plans, budgets and prepares picnic for groups

Practical Life

Meals and Food Prep

Plans, budgets and prepares tea party for groups

Practical Life

Meals and Food Prep

Adapts quantities in recipes to increase or decrease number of servings in a recipe

Practical Life

Social skills

Demonstrates belief in democratic process

Practical Life

Social skills

Initiates group discussions

Practical Life

Social skills

Chairs a meeting according to method being used

Practical Life

Social skills

Follows rules of order depending on method being used

Practical Life

Social skills

Records minutes of meeting/acts as scribe - informal notes

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Practical Life

2nd 3rd

4th 5th 6th

• •••• • •••• •••• • •••• • •••• ••• •••• •••• •••• • • • •••• • • • •••• • •••• • • • •••• • •••• R R R R

ID #

378

379

380

381

382

383

384

385

386

y

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387

388

389

390

391

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Social skills

Records minutes of meeting/acts as scribe - formal minutes

Practical Life

Social skills

Acts as time-keeper for meeting

Practical Life

Social skills

Draws up a meeting agenda

Practical Life

Social skills

Suggests agenda items

Practical Life

Social skills

Votes on matters in meeting

Practical Life

Social skills

Represents class in whole-school meetings

Practical Life

Social skills

Raises points of order

Practical Life

Social skills

Considers and suggests amendments to procedures

Practical Life

Social skills

Participates in formulating classroom and school rules / guidelines and protocols

Practical Life

Social skills

Addresses chair in formal meeting

Practical Life

Social skills

Makes responsible choices in varied contexts

Practical Life

Social skills

Accepts responsibility for own behavior

Practical Life

Social skills

Explains role of planning in solving problems

Practical Life

Social skills

Facilitates conflict resolution processes

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Practical Life

2nd 3rd

4th 5th 6th

y

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•• • •••• •••• • • • •••• • • • •••• • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • ••••

ID #

392

393

394

395

396

397

398

399

400

401

402

403

404

405

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Social skills

Participates as an audience member with respect and courtesy

Practical Life

Social skills

Actively participates in upholding the classroom contract and encouraging others to do so

Practical Life

Social skills

Actively participates in own work plan and develops according to teacher guidance and own self-interests

Practical Life

Social skills

Prioritizes time wisely to meet own and others' needs

Practical Life

Social skills

Displays self-reliance when working independently

Practical Life

Social skills

Follows through on commitments towards both work and others

Practical Life

Social skills

Shows satisfaction in meaningful work

Practical Life

Social skills

Respectfully justifies choices made in various contexts

Practical Life

Social skills

Uses an objective approach towards problem solving

Practical Life

Social skills

Actively participates as a positive team player in small group or large group settings

Practical Life

Social skills

Displays a commitment to ethical behavior

Practical Life

Social skills

Positively influences others behavior

Practical Life

Social skills

Is able to reserve judgment about others no matter the circumstance

Practical Life

Social skills

Is able to change mind in light of new information

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Practical Life

2nd 3rd

4th 5th 6th

y

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• • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • • • •••• • •••• • •••• • ••••

ID #

406

407

408

409

410

411

412

413

414

415

416

417

418

419

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Time Management

Is able to work within expected guidelines and does so appropriately

Practical Life

Time Management

Is able to follow through on directions given one-onone

Practical Life

Time Management

Is able to follow through on directions given in a group

Practical Life

Time Management

Is able to work on a short-term project and successfully complete the task either individually or in a group

Practical Life

Time Management

Is able to work on a long-term project and successful complete the task either individually or in a group

Practical Life

Time Management

Is able to design a project, develop outcomes and follow through appropriately

Practical Life

Time Management

Is able to work independently and plan entire week without any teacher direction

Practical Life

Time Management

Is able to work successfully and independently after meeting with teacher and having been given the exit outcomes for all subjects for the semester

Practical Life

How to Run a Business

Participates in the development of a business strategy to establish a small business

Practical Life

How to Run a Business

Participates in the decision making process regarding how profits might be used

Practical Life

How to Run a Business

Participates in the development of a budget for a small business

Practical Life

How to Run a Business

Participates in purchasing or developing product for a small business

Practical Life

How to Run a Business

Participates in the day-to-day operations of the business

Practical Life

How to Run a Business

Participates in the reconciliation of account for the business

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Practical Life

2nd 3rd

4th 5th 6th

y

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ID #

420

421

422

423

424

425

426

427

428

429

430

431

432

433

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Discrimination of Size 1

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 1

Sensorial

Discrimination of Size 1

Places cylinders in correct sockets using visual and stereognostic sense: Block 2

Sensorial

Discrimination of Size 1

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 3

Sensorial

Discrimination of Size 1

Works with materials as presented, placing cylinders in correct sockets using visual and stereognostic sense: Block 4

Sensorial

Discrimination of Size 1

Works with any two blocks together, placing cylinders in correct sockets using visual and stereognostic sense

Sensorial

Discrimination of Size 1

Works with any three blocks together, placing cylinders in correct sockets using visual and stereognostic sense

Sensorial

Discrimination of Size 1

Works with all four blocks together, placing cylinders in correct sockets using visual and stereognostic sense

Sensorial

Discrimination of Size 1

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 1

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 2

Works with materials as presented, placing cubes in relation to one another to demonstrate visual discrimination of size in three dimensions

Sensorial

Discrimination of Size 2

Uses smallest cube to indicate unit of difference

Sensorial

Discrimination of Size 2

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 2

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 2

Identifies and describes cubes according to size

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Sensorial

y

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2nd 3rd

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Discrimination of Size 2

Uses language to describe size in context

Sensorial

Discrimination of Size 3

Works with materials as presented, placing prisms in relation to one another to demonstrate visual discrimination of width

Sensorial

Discrimination of Size 3

Uses narrowest prism to indicate unit of difference

Sensorial

Discrimination of Size 3

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 3

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 3

Identifies and describes prisms according to width

Sensorial

Discrimination of Size 3

Uses language to describe width context

Sensorial

Discrimination of Size 4

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 4

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 5

Works with materials as presented, placing prisms in relation to one another to demonstrate visual discrimination of length

Sensorial

Discrimination of Size 5

Uses shortest rod to indicate unit of difference

Sensorial

Discrimination of Size 5

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 5

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 5

Identifies and describes rods according to length

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Sensorial

y

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•••• ••• ••• ••• ••• ••• •••• ••• ••• •••• •••• ••• ••• ••••

2nd 3rd

4th 5th 6th

ID #

15

16

17

18

19

20

21

22

23

24

25

26

27

28

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Discrimination of Size 5

Uses language to describe length in context

Sensorial

Discrimination of Size 6

Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: yellow set

Sensorial

Discrimination of Size 6

Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: red set

Sensorial

Discrimination of Size 6

Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: blue set

Sensorial

Discrimination of Size 6

Works with materials as presented, one set at a time, ordering sets of cylinders based on ability to discriminate size in three dimensions: green set

Sensorial

Discrimination of Size 6

Combines any two sets of cylinders demonstrating an ability to relate the sets to one another

Sensorial

Discrimination of Size 6

Combines any three sets of cylinders demonstrating an ability to relate the sets to one another

Sensorial

Discrimination of Size 6

Combines four sets of cylinders demonstrating an ability to relate the sets to one another

Sensorial

Discrimination of Size 6

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Discrimination of Size 6

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Discrimination of Size 6

Uses language of size, length and width correctly in a variety of contexts

Sensorial

Color 1

Works with materials as presented, to pair red, yellow and blue tablets

Sensorial

Color 1

Identifies and describes colors in Color box 1

Sensorial

Color 2

Works with materials as presented, to match primary, secondary, black, white, grey pink and brown color tablets to one another

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Sensorial

y

op C

•••• •••• •••• •••• •••• •••• •••• •••• ••• ••• ••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

29

30

31

32

33

34

35

36

37

38

39

40

41

42

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Color 2

Identifies and describes colors in Color box 2

Sensorial

Color 2

Works with materials as presented, to match various shades of 8 colors

Sensorial

Color 3

Grades tints and tones of various shades, as presented, one color at a time

Sensorial

Color 3

Grades tints and tones of various shades, as presented, multiple or all colors together

Sensorial

Color 3

Uses art materials (pencils, paints) to recreate grades of color, for e.g. with design insets

Sensorial

Color 3

Uses materials to mix tints, tones and secondary colors

Sensorial

Color 3

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Color 3

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Color 3

Identifies and describes grades of light or dark

Sensorial

Color 3

Uses extended language of color in relation to tablets in color box 3

Sensorial

Color 3

Uses language to describe color in context.

Sensorial

Weight 1

Works with materials as presented, to match tablets of the same weight

Sensorial

Weight 1

Works with materials as presented, to grade tablets of the same weight

Sensorial

Weight 1

Combines and uses material in novel ways that demonstrate articulation

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Sensorial

y

op C

•••• •• ••• ••• •• •• •• •• ••• •• •• ••• ••• ••

2nd 3rd

4th 5th 6th

ID #

43

44

45

46

47

48

49

50

51

52

53

54

55

56

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Weight 1

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Weight 1

Identifies & describes grades of weight

Sensorial

Weight 1

Uses language to describe weight in context

Sensorial

Temperature 1

Works with materials as presented to pair tablets made of different materials according to thermic qualities

Sensorial

Temperature 1

Identifies and describes thermic qualities of the different materials

Sensorial

Temperature 2

Refines thermic sense by pairing bottles of the same temperature

Sensorial

Temperature 2

Grades bottles according to temperature.

Sensorial

Temperature 2

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Temperature 2

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Temperature 2

Identifies and describes grades of temperature

Sensorial

Temperature 2

Uses language to describe temperature in context

Sensorial

Taste

Works with materials as presented to pair bottles of liquid according to taste

Sensorial

Taste

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Taste

Combines and uses material in novel ways that demonstrate naturalization

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Sensorial

y

op C

•• ••• ••• ••• ••• ••• ••• •• •• ••• ••• ••• •• ••

2nd 3rd

4th 5th 6th

ID #

57

58

59

60

61

62

63

64

65

66

67

68

69

70

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Taste

Identifies and describes tastes

Sensorial

Taste

Uses language to describe tastes in context

Sensorial

Shape 1

Pairs identical images

Sensorial

Shape 2

Explores features of geometric solid forms using visual and stereognostic senses

Sensorial

Shape 2

Categorizes solid forms into various sets according to faces

Sensorial

Shape 2

Matches geometric solid forms to plane bases

Sensorial

Shape 2

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Shape 2

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Shape 2

Identifies and names geometric solid forms

Sensorial

Shape 2

Uses correct vocabulary to name and describe geometric forms in context

Sensorial

Shape 3

Explores triangle, circle and square through visual and stereognostic senses

Sensorial

Shape 3

Matches geometric figures to solid plane figures

Sensorial

Shape 3

Matches geometric figures to thick line figures

Sensorial

Shape 3

Matches geometric figures to thin lined figures on cards

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Sensorial

y

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••• ••• ••• ••• ••• ••• •• •• ••• ••• ••• ••• ••• •••

2nd 3rd

4th 5th 6th

ID #

71

72

73

74

75

76

77

78

79

80

81

82

83

84

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Shape 4

Explores circles through through visual and stereognostic senses

Sensorial

Shape 4

Explores triangles through visual and stereognostic senses

Sensorial

Shape 4

Explores quadrilaterals through visual and stereognostic senses

Sensorial

Shape 4

Explores rectangles through visual and stereognostic senses

Sensorial

Shape 4

Explores regular polygons through visual and stereognostic senses.

Sensorial

Shape 4

Explores curvilinear figures through visual and stereognostic senses

Sensorial

Shape 4

Works independently with individual drawers and card sets to demonstrate ability to match plane figures to each level of card.

Sensorial

Shape 5

Works with multiple drawers to refine visual and stereognositc discrimination of plane figures

Sensorial

Shape 5

Works independently with multiple drawers and card sets to demonstrate ability to match plane figures to each level of card.

Sensorial

Shape 5

Matches and sorts geometric figures and cards to form large matrixes classified by shape and type (solid, thick or think lines)

Sensorial

Shape 5

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Shape 5

Classifies shapes according to various categories as represented on geometric control sheet

Sensorial

Shape 6

Identifies and names geometric plane figures: Presentation tray

Sensorial

Shape 6

Identifies and names geometric plane figures: Regular polygons

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Sensorial

y

op C

••• ••• ••• ••• ••• ••• ••• ••• ••• •• •• •• ••• •••

2nd 3rd

4th 5th 6th

ID #

85

86

87

88

89

90

91

92

93

94

95

96

97

98

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Shape 6

Identifies and names geometric plane figures: Quadrilaterals

Sensorial

Shape 6

Identifies and names geometric plane figures: Rectangles (incl. square)

Sensorial

Shape 6

Identifies and names geometric plane figures: types of triangles

Sensorial

Shape 6

Identifies and names geometric plane figures: Curvilinear forms

Sensorial

Shape 6

Uses correct vocabulary to name and describe geometric plane figures in context

Sensorial

Shape 7

Copies repeating patterns - linear

Sensorial

Shape 7

Constructs own repeating patterns - linear

Sensorial

Shape 7

Copies repeating patterns - two dimensional array

Sensorial

Shape 7

Constructs own repeating patterns - two dimensional array

Sensorial

Shape 7

Copies tessellating patterns

Sensorial

Shape 7

Constructs own tessellating patterns

Sensorial

Shape 7

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Shape 7

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Shape 8

Explores how equilateral triangles can be constructed from other triangles

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Sensorial

y

op C

••• ••• ••• ••• •••• •• •• •• •• •• •• •• •• •••

2nd 3rd

4th 5th 6th

ID #

99

100

101

102

103

104

105

106

107

108

109

110

111

112

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Shape 8

Explores how various triangles that form a hexagon can be combined to form other plane figures

Sensorial

Shape 8

Explores how a hexagon is made up from a combination of obtuse triangles and how these are combined to make different plane figures

Sensorial

Shape 8

Explores how various triangles combine to make other plane figures

Sensorial

Shape 8

Freely explores how various triangles combine to make other plane figures

Sensorial

Shape 8

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Shape 8

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Shape 8

Explores congruency, equivalency and similarity

Sensorial

Shape 8

Constructs various stars and diaphragms

Sensorial

Shape 9

Explores various permutations of superimposed plane figures

Sensorial

Shape 9

Explores various permutations of superimposed plane figures

Sensorial

Shape 9

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Shape 9

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Form & color

Constructs binomial cube as presented

Sensorial

Form & color

Classifies prisms of binomial cube, laying prisms to represent the binomial equation

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Sensorial

y

op C

••• ••• ••• ••• •• •• •• •• •• •• •• •• •••• •••

2nd 3rd

4th 5th 6th

ID #

113

114

115

116

117

118

119

120

121

122

123

124

125

126

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Form & color

Classifies prisms of trinomial cube, laying prisms to represent the trinomial equation

Sensorial

Form & color

Retells the story of the kings to another child using the binomial or trinomial cube

Sensorial

Smell

Works with materials as presented to pair bottles of according to aroma

Sensorial

Smell

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Smell

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Smell

Identifies aromas

Sensorial

Smell

Names aromas

Sensorial

Smell

Uses language to describe aroma in context

Sensorial

Stereognostic

Works with materials as presented matching objects using stereognostic sense

Sensorial

Stereognostic

Works with materials as presented matching objects using stereognostic sense

Sensorial

Stereognostic

Sorts objects such as large buttons or beans according to size using stereognostic sense

Sensorial

Stereognostic

Sorts objects such as small buttons or pulses according to size using stereognostic sense

Sensorial

Stereognostic

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Stereognostic

Combines and uses material in novel ways that demonstrate naturalization

w ie

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Sensorial

y

op C

••• •• •• •• •• ••• •••• •••• •••• •••• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

127

128

129

130

131

132

133

134

135

136

137

138

139

140

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Tactile 1

Works with materials as presented, to experience rough and smooth textures

Sensorial

Tactile 1

Works with materials as presented, to distinguish rough and smooth textures

Sensorial

Tactile 1

Works with materials as presented, to distinguish gradations of rough textures

Sensorial

Tactile 1

Works with materials as presented, to distinguish gradations of smooth textures

Sensorial

Tactile 1

Works with materials as presented, to match various rough textures

Sensorial

Tactile 1

Works with materials as presented, to match various smooth textures

Sensorial

Tactile 1

Works with materials as presented, to grade rough textures

Sensorial

Tactile 1

Works with materials as presented, to grade smooth textures

Sensorial

Tactile 1

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Tactile 1

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Tactile 1

Identifies and names grades of rough

Sensorial

Tactile 1

Identifies and names grades of smooth

Sensorial

Tactile 1

Uses language to describe texture in context

Sensorial

Tactile 2

Works with materials as presented, to pair different types of fabric according to textures

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Sensorial

y

op C

•••• •••• •••• •••• •••• •••• ••• ••• •• •• •••• •••• •••• ••••

2nd 3rd

4th 5th 6th

ID #

141

142

143

144

145

146

147

148

149

150

151

152

153

154

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Tactile 2

Names types of fabric

Sensorial

Tactile 2

Uses language to name various fabrics

Sensorial

Tactile 2

Uses language to name and describe fabrics in context

Sensorial

Sound 1

Pairs cylinders according to sound

Sensorial

Sound 1

Grades one set of cylinders according to sound

Sensorial

Sound 1

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Sound 1

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Sound 1

Identifies and describes grades of volume of sound

Sensorial

Sound 1

Uses correct vocabulary to describe the volume of sounds in context

Sensorial

Sound 2

Handles bells carefully and appropriately

Sensorial

Sound 2

Pairs corresponding bells

Sensorial

Sound 2

Grades bells according to C-Major scale

Sensorial

Sound 2

Pairs corresponding bells

Sensorial

Sound 2

Grades full set of bells

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Sensorial

2nd 3rd

op C

•••• •••• •• •••• ••• ••• ••• ••• •••

y

••• ••• ••• •••

4th 5th 6th

ID #

155

156

157

158

159

160

161

162

163

164

165

166

167

168

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Sound 2

Sings notes played on bells - either in a single syllable, tonic solfa or naming notes

Sensorial

Sound 2

Composes own melody on bells.

Sensorial

Sound 2

Copies a random series of notes played by another

Sensorial

Sound 2

Combines and uses material in novel ways that demonstrate articulation

Sensorial

Sound 2

Combines and uses material in novel ways that demonstrate naturalization

Sensorial

Sound 2

Identifies and names grades of pitch

Sensorial

Sound 2

Identifies and names notes on C-major scale

Sensorial

Sound 2

Identifies land names notes on tonic solfa scale

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Sensorial

2nd 3rd

••• •• •• •• •• •• •• ••

4th 5th 6th

ID #

169

170

171

172

173

174

175

176

y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language enrichment: Vocabulary development

Expands vocabulary through three period lessons given by adult, or through conversation with other children

Language Arts

Language enrichment: Vocabulary development

Views and discusses cards with adult or another child

Language Arts

Language enrichment: Vocabulary development

Learns the names of the items depicted by the images by means of a three period lesson

Language Arts

Language enrichment: Vocabulary development

Sorts image cards underneath corresponding scene images

Language Arts

Language Engages in verbal question and answer games of enrichment: Speech increasing complexity

Language Arts

Language Shares observations, news and ideas with the group enrichment: Speech or individually

Language Arts

Language Participates in singing rhymes and song enrichment: Speech

Language Arts

Language Tells short stories in group time enrichment: Speech

Language Arts

Language Participates in word and sound games (rhymes, word enrichment: Speech play, riddles etc.)

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): one object in hand

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): more than one sound, limited space

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): larger unlimited area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial sound (40/44 key sounds): entire visible area

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Language Arts

op C

•••• •••• •••• •••• •••• •••• •••• ••• ••• ••• ••• ••• ••

2nd 3rd

R

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

y R

11

R

12

R

13

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial and ending sounds (40/44 key sounds): limited area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the initial and ending sounds (40/44 key sounds): entire visible area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate the internal sounds in words (40/44 key sounds): in entire visible area

Language Arts

Phonemic awareness

Isolates sounds in words, demonstrating an ability to isolate any sound (40/44 key sounds): entire visible area

Language Arts

Handwriting: Preparation 1

Has developed fine motor control in preparation for handwriting through the various sensorial preliminary exercises

Language Arts

Handwriting: Preparation 1

Feels sandpaper letters using a light continuous movement of the index and middle fingers of the dominant hand

Language Arts

Handwriting: Preparation 1

Associates the letter sound with the symbol which represents it through playing an "I Spy game" or participating in "three period lessons"

Language Arts

Handwriting: Preparation 2

Works with metal insets as presented drawing an outline with the metal frame, then placing the inset over the outline and drawing another identical outline in a different color

Language Arts

Handwriting: Preparation 2

Fills in outline drawn with either frame or inset, with a zig zag pattern/ or colors in

Language Arts

Handwriting: Preparation 2

Draws a design by rotating the inset or frame and shades

Language Arts

Handwriting: Preparation 2

Draws more advanced designs using two or more frames or insets

Language Arts

Handwriting: Preparation 2

Designs a longer pattern with repeating shapes and shades

Language Arts

Handwriting: Preparation 2

Draws a design by rotating the inset or frame on the diagonal

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Language Arts

•• •• •• •• ••• ••• ••• ••• ••• ••• ••• ••• •••

2nd 3rd

4th 5th 6th

ID #

R

14

R

15

R

16

R

R

17

18

19

20

21

op C

22

23

24

y R

25

R

26

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Handwriting: Preparation 2

Creates various shades of colors when shading designs

Language Arts

Handwriting: Preparation 2

Demonstrates control of the pencil when tracing an object and creating designs

Language Arts

Handwriting: Preparation 3

Return letters to correct space in the box (this is a preparatory exercise that is simply an exercise in visual discrimination)

Language Arts

Handwriting: Preparation 3

Uses LMA to build (encode) words he thinks of himself

Language Arts

Handwriting: Preparation 3

Uses LMA to build (encode) phrases or sentences he thinks of himself

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, and sentences

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, sentences, paragraphs and short stories

Language Arts

Handwriting: Preparation 3

Encodes words, phrases, sentences, paragraphs and short stories

Language Arts

Handwriting: Preparation 4

Practices writing individual numbers and letters, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 4

Writes individual letters with pencil and paper, first tracing the sandpaper symbol

Language Arts

Handwriting: Preparation 4

Writes families of letters with similar shapes, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 4

Writes families of letters with similar shapes, first tracing the sandpaper symbols

Language Arts

Handwriting: Preparation 5

Places letters of the small moveable alphabet between double lines correctly positioning ascenders and descenters

Language Arts

Handwriting: Preparation 5

Practices writing individual numbers and letters with correct placement of ascenders and descenders.

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Language Arts

2nd 3rd

••• ••• ••• •• ••• ••• •• ••• ••• •• •• •• •• ••• R

4th 5th 6th

ID #

27

R

28

29

30

31

32

33

34

35

y

op C

36

37

38

39

40

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Handwriting: Preparation 6

Sorts letters of the small moveable alphabet into three groups according to ascenders and descenders, and checks own work by placing the letters in rows on the lined board

Language Arts

Handwriting: Preparation 6

Sorts the single letter sandpaper letters into three groups accoding to ascenders and descenders, then writes the letters on lined paper after tracing each letter

Language Arts

Handwriting: Preparation 6

Writes, on lined paper, all twenty five single letters after tracing the corresponding sandpaper letters

Language Arts

Handwriting: Preparation 7

Traces each of the 26 capital letters, associating the letter with the sound it represents

Language Arts

Handwriting: Preparation 7

Traces each of the 26 capital letters, associating the letter with its name

Language Arts

Handwriting: Preparation 7

Pairs the sandpaper Capitals with the corresponding lower case letters

Language Arts

Reading: Words 1

Begins to decipher words that have been build with the LMA, or in a book etc.

Language Arts

Reading: Words 1

Silently reads word as they are written by directress and places them next to the correct object.

Language Arts

Reading: Words 1

Works independently with object box 1, reading simple words which are phonetically spelt with sounds represented by only one letter.

Language Arts

Reading: Words 1

Silently reads words as they are written by directress and performs the correct action.

Language Arts

Reading: Words 1

Works independently with Activity words set 1, reading the words and performing the actions.

Language Arts

Reading: Words 1

Silently reads words containing 12 key sounds, as they are written by the directress, and places then next to the correct object or picture.

Language Arts

Reading: Words 1

Works independently with object box 2, silently reads words containing 12 key sounds, and places then next to the correct object or picture.

w ie

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Language Arts

4th 5th 6th

ID #

R

41

R

42

R

43

R

44

R

45

R

46

47

48

op C

•• •• •• •• •• •• ••• •• ••• •• ••• ••• •••

2nd 3rd

49

50

y

51

R

52

R

53

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Reading: Words 1

Silently reads words containing 12 key sounds, as they are written by the directress, and performs the appropriate action

Language Arts

Reading: Words 1

Silently reads words containing double letter phonograms and performs the appropriate actions

Language Arts

Reading: Words 1

Silently reads puzzle words after receiving three period lesson.

Language Arts

Reading: Books

Silently reads little handmade books

Language Arts

Reading: Alphabet

Displays a knowledge of the names of the letters of the alphabet

Language Arts

Reading: Alphabet

Can say the names of the letters of the alphabet in order

Language Arts

Reading: Alphabet

Names a letter of the alphabet when shown the corresponding symbol

Language Arts

Reading: Key sounds

Recognizes symbols on outside of key sound folders as being represented by sandpaper letters and double letters and can say corresponding sounds

Language Arts

Reading: Key sounds

Reads booklets in key sound folders

Language Arts

Reading: Key sounds

Sorts card from any two folders to show that he has memorized the various families of phonograms

Language Arts

Reading: Key sounds

Sorts cards from all 14 folders to show that he has memorized the various families of phonograms

Language Arts

Reading: Key sounds

Writes all fourteen key sounds and corresponding phonograms.

Language Arts

Reading: Key sounds

Uses dictionary of phonograms when he encounters unknown words in parallel reading activities.

w ie

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Language Arts

4th 5th 6th

ID #

R

54

R

55

R

56

R

57

R

58

R

59

R

60

R

61

R

62

R

63

R

64

y

op C

••• ••• •• •• ••• •• •• ••• ••• •• •• •• ••

2nd 3rd

R

65

R

66

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Reading: Words 2

Silently reads puzzle words after receiving three period lesson and being made aware of especially interesting aspects. Child demonstrates and interest in and awareness of these points of interest.

Language Arts

Reading

Reads words using multiple sets of cards, sorted into different categories.

Language Arts

Reading

Reads definitions using multiple sets of cards, sorted into different categories.

Language Arts

Reading

Reads simple sentences (command cards)

Language Arts

Reading

Reads compound sentences with understanding (command cards)

Language Arts

Reading

Reads complex sentences with understanding (command cards)

Language Arts

Reading

Reads to others with enjoyment, style and assurance

Language Arts

Reading

Reads magazines

Language Arts

Reading

Reads more complex children's books

Language Arts

Reading

Reads poetry with enjoyment, style, assurance, and understanding

Language Arts

Function of Words:1

Participates in function games at a verbal (nonwritten) level

Language Arts

Function of Words:1

Displays an awareness of words which name things through game involving fetching objects.

Language Arts

Function of Words:1

Displays an awareness of words which name things through game involving fetching objects. Pick up a pig; give me the dog]

w ie

ev Pr

Language Arts

2nd 3rd

4th 5th 6th

•• ••• •• ••• ••• ••• ••• • ••••• ••••• • ••••• ••• ••• •••

ID #

R

67

R

68

R

69

70

71

72

73

74

76

77

y

op C

75

78

79

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Function of Words:1

Displays an awareness of words which describe things through game involving objects. give me the pink pig, move the brown cow]

Language Arts

Function of Words:1

Displays an awareness of the use of conjunctions as a means of joining phrases

Language Arts

Function of Words:1

Displays an awareness of the use of prepositions. "Move the cow behind the horse"

Language Arts

Function of Words:1

Displays an awareness of the use of verbs through games with the farm. "Show me how the dog runs"

Language Arts

Function of Words:1

Displays an awareness of the use of pronouns through games with the farm. "There is a pink pig. Please pass it to me"

Language Arts

Dictation

Reads words from booklets while another child takes dictation

Language Arts

Dictation

Takes dictation from another child reading from the phonogram booklets

Language Arts

Reading of Words: 4

Reads words in noun box and brings related objects to the workmat

Language Arts

Reading of Words: 4

Reads words and places the labels next to objects in the environment

Language Arts

Reading of Words: 4

Reads words and performs the actions

Language Arts

Reading of Words: 4

Reads words and moves to place own body in relation to an object (for e.g. card reads "over" - child stands on mat, card reads "under" child goes under a table etc.)

Language Arts

Function of Words:2

Is able to recognize words that are nouns and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize the three articles found in the English language and how they function in a sentence

w ie

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Language Arts

4th 5th 6th

ID #

80

81

82

83

84

R

85

R

86

R

87

R

88

R

89

R

90

y

op C

••• ••• ••• ••• ••• •• •• ••• ••• ••• ••• ••• •••

2nd 3rd

R

91

R

92

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Function of Words:2

Is able to recognize words that are adjectives and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are conjunctions and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are prepositions and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are verbs and how they function in a sentence

Language Arts

Function of Words:2

Is able to recognize words that are pronouns and how they function in a sentence

Language Arts

Word study 1

Reads and matches the names of animals with their homes

Language Arts

Word study 1

Reads and matches the names of animals with their sounds

Language Arts

Word study 1

Reads and matches the names of animals with their young

Language Arts

Word study 1

Reads and matches words to create compound words

Language Arts

Word study 1

Reads and sorts words into corresponding sets of positive, comparative and superlative

Language Arts

Word study 1

Reads and pairs collective nouns with the corresponding noun

Language Arts

Word study 1

Reads and pairs collective nouns with the corresponding noun

Language Arts

Word study 1

Demonstrates an understanding of concept of singular and plural

Language Arts

Word study 1

Reads and categorizes words according to singular and plural

w ie

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Language Arts

2nd 3rd

••• ••• •••• ••••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •••

4th 5th 6th

ID #

R

93

R

94

R

R

95

R

96

97

98

99

100

101

y

op C

102

103

104

105

106

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Reads and categorizes words according to masculine and feminine

2nd 3rd

4th 5th 6th

•••

ID #

Language Arts

Word study 1

Language Arts

Function of Words: Plays the detective adjective game with adult or other 3 children to demonstrate an understanding of the rule of adjectives in describing objects

Language Arts

Composition 1

Child composes one word answers with a moveable alphabet in response to a question asked by the teacher

109

Language Arts

Composition 1

Composes phrases with spaces separating individual words

110

Language Arts

Composition 1

Child composes stories with m.a. and asks directress to correct spelling before writing the story on paper.

Language Arts

Composition 1

Composes sentences with punctuation

Language Arts

Composition 1

Transcribes own sentences and stories (pencil and paper)

Language Arts

Composition 1

Reads own stories to group during story time

Language Arts

Speaking and Listening Skills 1

Is able to express ideas logically, succinctly and politely

Language Arts

Speaking and Listening Skills 1

Delivers well-organized oral reports

Language Arts

Speaking and Listening Skills 1

Recites short poems, songs, and rhymes from memory

Language Arts

Speaking and Listening Skills 1

Tells stories in logical sequence

Language Arts

Speaking and Listening Skills 1

Participates with others in choric reading

Language Arts

Speaking and Listening Skills 1

Presents formal speeches to demonstrate, inform, or to entertain

107

108

w ie

ev Pr

111

112

113

114

•••• • ••••• • • • • •••• ••• • ••• ••••

R R R 115

op C

116

R 117

y

R R R R R 118 R R 119

120

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Speaking and Listening Skills 1

Participates in informal dialogue

Language Arts

Speaking and Listening Skills 1

Reads' a dramatic part in a play

Language Arts

Speaking and Listening Skills 1

Conducts an interview

Language Arts

Speaking and Listening Skills 2

Follows oral instructions

Language Arts

Speaking and Listening Skills 2

Follows: Simple 1-2 step commands

Language Arts

Speaking and Listening Skills 2

Follows: Complex 3-5 step commands

Language Arts

Speaking and Listening Skills 2

Listens purposefully and responds appropriately in conversation

Language Arts

Speaking and Listening Skills 2

Listens for details and answers questions about information presented orally or in a story

Language Arts

Speaking and Listening Skills 2

Names the characters in a story

Language Arts

Speaking and Listening Skills 2

Identifies a character’s traits or behaviors

Language Arts

Speaking and Listening Skills 2

Identifies a character’s feelings

Language Arts

Speaking and Listening Skills 2

Retells a story or restate directions

Language Arts

Speaking and Listening Skills 2

Summarizes the plot of a story

Language Arts

Speaking and Listening Skills 2

Indicates the chronological order of events

2nd 3rd

4th 5th 6th

• • ••••• • • ••••• •••• • ••••• ••• •••• ••••• • • • • ••••• • ••••• •••• • • • • ••• • ••••• •••• •••••

ID #

121

122

123

R R R 124

w ie

ev Pr

R

125

R R R R 126 R R R R 127

128

R R R 129

y

op C

R R R 130 R R 131

R R R 132 R 133

R R R R 134

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Speaking and Listening Skills 2

Identifies the cause of an event

Language Arts

Speaking and Listening Skills 2

Explains the problem that a character faces and how he/she resolves it.

Language Arts

Speaking and Listening Skills 2

Makes reasonable predictions about what will happen next in a story

Language Arts

Speaking and Listening Skills 2

Identifies the speakers in a dialogue

Language Arts

Speaking and Listening Skills 2

Identifies to whom a pronoun is referring

Language Arts

Handwriting 1

Has mastered the ability to write in the school's chosen font: Lower case letters

Language Arts

Handwriting 1

Has mastered the ability to write in the school's chosen font: Upper case letters

Language Arts

Handwriting 1

Has mastered the ability to space letters appropriately within a word when writing in The School's chosen font

Language Arts

Handwriting 1

Has mastered the ability to leave appropriate space between words when writing in the school's chosen font

Language Arts

Handwriting 2

Has mastered the ability to write in cursive form: Lower case letters

Language Arts

Handwriting 2

Has mastered the ability to write in cursive form: Upper case letters

Language Arts

Handwriting 2

Has mastered the ability to space letters appropriately within a word when writing in cursive form

Language Arts

Handwriting 2

Has mastered the ability to leave appropriate space between words when writing when writing in cursive form

Language Arts

Handwriting 2

Writes cursive smoothly and easily

w ie

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Language Arts

2nd 3rd

4th 5th 6th

• • • • ••••• • • • • •••• ••••• ••••• ••••• ••• ••• •• •• •••• •••• •••• •••• • •••

ID #

135

R 136

R R R 137 R R R 138 R R R 139

R R

140

R R

141

R R

142

R R

143

y

op C

144

145

146

147

R R 148

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Handwriting 3

Chooses to use decorative writing in preparing attractive papers, notes, letters, and reports

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the article in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the noun in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the adjective in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the verb in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the preposition in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the adverb in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the pronoun in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the conjunction in a sentence

Language Arts

Sentence Elements Uses the Montessori Grammar Boxes to understand the function of the interjection in a sentence

Language Arts

Function of Words: Adverbs: Is able to recognize words that are adverbs 2 and how they function in a sentence

Language Arts

Sentence Analysis

Understand what makes up a simple sentence by using charts 1 & 2

Language Arts

Sentence Analysis

Analyzes simple sentences by using charts 1 & 2

Language Arts

Sentence Analysis

Constructs a simple sentence by using the sentence analysis guides

w ie

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Language Arts

2nd 3rd

op C

••• ••• ••• ••• •• •• •• •• •• •• • • ••

4th 5th 6th

ID #

•••

149

150

151

152

153

154

155

156

157

158

159

R R

160

R R R

161

R R

162

y

R

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Sentence Analysis

Understands what makes up complex sentences and the variety of adverbial extensions by using charts 3-5

Language Arts

Sentence Analysis

Analyzes complex sentences and sentences that contain a variety of adverbial extensions by using charts 3-5

Language Arts

Sentence Analysis

Constructs complex sentences and sentences that contain adverbial extensions by using the sentence analysis materials

Language Arts

Grammar Study

Identifies the different types of nouns

Language Arts

Grammar Study

Identifies the different types of adjectives

Language Arts

Grammar Study

Identifies the different types of verbs

Language Arts

Grammar Study

Identifies the different types of pronouns

Language Arts

Grammar Study

Identifies the different types of adverbs

Language Arts

Grammar Study

Conjugates common regular verbs

Language Arts

Grammar Study

Conjugates common irregular verbs

Language Arts

Grammar Study

Declines personal pronouns

Language Arts

Sentence Diagrams Diagrams simple sentences

Language Arts

Sentence Diagrams Diagrams compound sentences

Language Arts

Sentence Diagrams Diagrams complex sentences

4th 5th 6th

••• ••• ••• •••• ••• ••• ••• ••• ••• ••• ••••• •• •• ••

ID #

R 163 R 164 R 165

w ie

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Language Arts

2nd 3rd

166

167

168

169

170

171

y

op C

172

173

174

175

176

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Sentence Diagrams Diagrams the main clause and subordinate clauses in a sentence

Language Arts

Sentence Diagrams Diagrams the various complements in a sentence

Language Arts

Reading/Compreh Summarizes the plot of a story ension 1

Language Arts

Reading/Compreh Names the characters in a story ension 1

Language Arts

Reading/Compreh Identifies a character’s traits or behaviors ension 1

Language Arts

Reading/Compreh Identifies the cause of an event ension 1

Language Arts

Reading/Compreh Identifies a character’s feelings ension 1

Language Arts

Reading/Compreh Indicates the chronological order of events ension 1

Language Arts

Reading/Compreh Explains the problem that a character faces and how ension 1 he/she resolves it

Language Arts

Reading/Compreh Makes reasonable predictions about what will happen ension 1 next in a story

Language Arts

Reading/Compreh Identifies the main idea in a short essay ension 1

Language Arts

Reading/Compreh Identifies the speakers in a dialogue ension 1

Language Arts

Word Study: 2

Identifies and use compound words

Language Arts

Word Study: 2

Identifies and use contractions

2nd 3rd

4th 5th 6th

•• •• • • ••• •••• • • ••••• • • •••• • •••• • ••• • ••••• • ••••• • •••• • • ••• •• • •••

ID #

177

178

R R 179

R R R 180

ev Pr

181

R 182

w ie

R 183

R R 184

185

op C

186

R 187

y

R R 188

R R R R R 189 R R 190

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Language Arts

Word Study: 2

Identifies and use prefixes

Language Arts

Word Study: 2

Identifies and use suffixes

Language Arts

Word Study: 2

Identifies and use antonyms

Language Arts

Word Study: 2

Identifies and use synonyms

Language Arts

Word Study: 2

Identifies and use homophones

Language Arts

Word Study: 2

Identifies and use hyphenated words

Language Arts

Word Study: 2

Identities common acronyms

Language Arts

Word Study: 2

Identifies common contractions

Language Arts

Word Study: 2

Identifies common abbreviations

Language Arts

Word Study: 2

Solves simple crossword puzzles

Language Arts

Word Study: 2

Solves advanced elementary crossword puzzles

Language Arts

Spelling 1

Spells the words appropriate to level

Language Arts

Spelling 2

Spells correctly when writing: Simple sentences

Language Arts

Spelling 2

Spells correctly when writing: Complex sentences

2nd 3rd

4th 5th 6th

• ••• • • ••• • • ••• • • ••• • ••• •••• ••• ••••• ••••• ••••• ••• • ••••• ••• ••••

ID #

R R 191 R R 192 R R 193 R R 194

ev Pr

R R 195

196

w ie

197

198

199

y

op C

200

201

202

R R 203

204

Montessori Foundation Curriculum Scope and Sequence - Age 3-12 Commonly, by the end of the span of grade levels indicated below, students will be able to demonstrate the following skills, knowledge, and/or understanding: Age 3 Age 4 KG 1st

Strand

Curriculum Element

Language Arts

Spelling 3

Uses a dictionary to check and correct spelling

Language Arts

Spelling 3

Uses the spell-check feature of word processing software to check and correct spelling

Language Arts

Mechanics

Follows correct rules of capitalization: Initial words in sentences

Language Arts

Mechanics

Follows correct rules of capitalization: Proper nouns / pronoun ‘I’

Language Arts

Mechanics

Follows correct punctuation rules: Sentence endings

Language Arts

Mechanics

Follows correct punctuation rules: Use of the comma

Language Arts

Mechanics

Follows correct punctuation rules: Use of quotation marks

Language Arts

Mechanics

Follows correct punctuation rules: Abbreviations

Language Arts

Mechanics

Follows correct punctuation rules: Punctuating letters and envelopes

Language Arts

Mechanics

Follows correct punctuation rules: Use of the colon

Language Arts

Mechanics

Follows correct punctuation rules: Use of the semicolon

Language Arts

Mechanics

Follows correct punctuation rules: Punctuating “formal” letters and envelopes

Language Arts

Creative Writing

Writes logical noun phrases

Language Arts

Creative Writing

Writes logical simple sentences

w ie

ev Pr

Curriculum Area

2nd 3rd

4th 5th 6th

••••• ••• •• ••• •• ••••• •••• •• ••• ••• ••• •••• •• •

ID #

205

206

R R

207

R

208

R R

209

210

211

R R 212 R R 213

y

op C

214

215

216

R

217

R

218

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

Language Arts

Creative Writing

Writes captions for pictures

••

Language Arts

Creative Writing

Writes logical paragraphs

Language Arts

Creative Writing

Writes creative short stories

Language Arts

Creative Writing

Writes creative longer stories that follow an organized plot

Language Arts

Creative Writing

Writes logical compound sentences

Language Arts

Creative Writing

Writes logical complex sentences

Language Arts

Creative Writing

Uses a thesaurus to identify alternative words

Language Arts

Creative Writing

Writes ‘informal’ letters to friends and relatives

Language Arts

Creative Writing

Writes creative poems

Language Arts

Creative Writing

Writes ‘formal’ letters to industries, agencies, or government officials

Language Arts

Creative Writing

Writes logical three-paragraph essays within the different essay genres

Language Arts

Creative Writing

Writes creative simple plays

Language Arts

Creative Writing

Writes logical five-paragraph essays within the different essay genres

Language Arts

Research Skills

Correctly applies rules of alphabetization: By first letter only

••• • • ••• •••• •••• ••• ••• • • ••• • • ••••• •••• •• ••••• •• •••

R

ID #

219

R R 220 R R 221

222

w ie

ev Pr

223

224

R 225

R R 226

227

y

op C

228

229

230

231

232

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Research Skills

Correctly apples rules of alphabetization: By first 2 letters

Language Arts

Research Skills

Correctly applies rules of alphabetization: By entire word

Language Arts

Research Skills

Has developed basic dictionary skills in locating words

Language Arts

Research Skills

Has developed basic dictionary skills using guide words

Language Arts

Research Skills

Has developed basic dictionary skills in understanding the simple definition of a word

Language Arts

Research Skills

Has developed basic dictionary skills in understanding the multiple definitions of a word

Language Arts

Research Skills

Has developed basic dictionary skills in the understanding of entry/base words

Language Arts

Research Skills

Has developed basic dictionary skills in understanding how to determine the parts of speech of a word

Language Arts

Research Skills

Determines the number of syllables in a word

Language Arts

Research Skills

Uses the encyclopedia to locate an article under a given heading

Language Arts

Research Skills

Uses the encyclopedia to locate specific answers to given questions in an encyclopedia article

Language Arts

Research Skills

Identifies the key information in an encyclopedia article

Language Arts

Research Skills

Uses cross-references to seek out additional information

Language Arts

Research Skills

Locates books that offer additional information when researching a subject

w ie

ev Pr

Language Arts

2nd 3rd

4th 5th 6th

••• •• ••• •• ••• •••• •• ••• ••• •• •• •• ••• ••••• R

ID #

233

234

235

236

237

238

239

R 240

R

241

y

op C

242

R R 243 R R 244

245

246

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Research Skills

Identifies the information on the title page

Language Arts

Research Skills

Uses the table of contents

Language Arts

Research Skills

Uses the index

Language Arts

Research Skills

Copies information from a book

Language Arts

Research Skills

Paraphrases information taken from a resource book into a simple written report

Language Arts

Research Skills

Summarizes information taken from a resource book into a written report

Language Arts

Research Skills

Takes subject notes from reference books, by bullet points onto note cards

Language Arts

Research Skills

Paraphrases information taken from bullet point notes from note cards

Language Arts

Research Skills

Outlines information

Language Arts

Research Skills

Proofreads material to identify spelling and grammatical errors

Language Arts

Research Skills

Knows how to cite references in a report

Language Arts

Research Skills

Knows how to use footnotes in a report

Language Arts

Research Skills

Prepares a bibliography for a report

w ie

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Language Arts

2nd 3rd

4th 5th 6th

•• •• •••• •• ••• •• •••• ••• ••• •••• ••• • ••• R

ID #

R

247

R

248

249

250

251

252

253

254

255

y

op C

256

257

258

259

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Research Skills, writing skills, grammar skills, mechanic skills

Uses the research and composition skills listed above to consider a given topic in a formal report, using skills of analysis, synthesis, and evaluation

Language Arts

Literature Appreciation

Reads independently with enjoyment and appreciation, selecting titles of personal interest.

Language Arts

Literature Appreciation

Identifies different genre found in literature

Language Arts

Literature Appreciation

Is able to think and report analytically about literature

Language Arts

Literature Appreciation

Identifies and describes the sections of a newspaper

Language Arts

Film Appreciation

Identifies different genre found in films

Language Arts

Film Appreciation

Is able to think and report analytically about films

Language Arts

Art Appreciation

Identifies various art styles and artists

Language Arts

Art Appreciation

Is able to think and report analytically about art

Language Arts

Music Appreciation Identifies various music styles and musicians

Language Arts

Music Appreciation Is able to think and report analytically about music

Language Arts

Visual Media Comprehension

Identifies the claims being made about a product in an advertisement

Language Arts

Visual Media Comprehension

Identifies the factual information that is offered to support these claims

w ie

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Language Arts

2nd 3rd

4th 5th 6th

260

261

262

263

264

265

266

267

268

269

270

y

op C

••• • • • ••••• ••• • ••••• ••• ••• ••• ••• ••• ••• ••• •• ••

ID #

I

271

I

272

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

Visual Media Comprehension

Identifies the overt or implied message(s) used in the ad’s attempt to persuade you to buy

I

Language Arts

Visual Media Comprehension

Identifies any illogical propositions that an advert is asking the reader to accept

I

Language Arts

Debate/Persuasion Summarizes the main thrust of a writer or speaker’s proposition in either written or oral argument and debate

I

Language Arts

Debate/Persuasion Identifies the writer or speaker’s apparent point of view in either written or oral argument and debate

I

Language Arts

Debate/Persuasion Identifies the factual information that the writer or speaker offers to support his/her proposition in either written or oral argument and debate

Language Arts

Debate/Persuasion Identifies any illogical arguments used by the writer or speaker to promote his/her proposition in either written or oral argument and debate

ev Pr

Language Arts

I

•• •• •• •• •• • I

ID #

273

274

275

276

277

278

w ie y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Decimal System: Number Concepts

Counts to 10 by units using the Red and Blue Number Rods

Mathematics

Decimal System: Number Concepts

Recognizes numerals from 0 - 9 using the Sandpaper Numerals

Mathematics

Decimal System: Number Concepts

Associates the numeral to the quantity using the Red and Blue Number Rods and numeral cards

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Counts to 9 units using separate units with the Spindle Boxes

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Demonstrates an understanding of Zero as an empty set using the Spindle Boxes

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Represents individual spindles as sets by binding each quantity together with green ribbon tied in a bow to form a set of 2, 3, 4, 5...9 spindles.

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Counts to 10 by units using the Cards and Counters

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Lays out loose numeral cards 1-9 in correct sequence without the use of a control

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Lays out counters to indicate the concept of odd and even

Mathematics

Fundamentals of the Decimal System: Number Concepts 1

Identifies and names odd and even quantities

Mathematics

Fundamentals of the Decimal System: Introduction to Place Value Decimal System: Introduction to Place Value 1

Identifies and names quantities 1, 10, 100 and 1,000 using the Golden Beads

w ie

•• •• •• •• •• •• •• •• •• ••• ••• ••

y

op C

Mathematics

ev Pr

Mathematics

2nd 3rd

Identifies and names numerals for 1, 10, 100, 1000 using the color-coded number cards.

4th 5th 6th

ID #

1

2

3

4

5

6

7

8

9

10

11

12

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Decimal System: Introduction to Place Value 1

Associates numeral to quantity 1, 10, 100, 1000

Mathematics

Decimal System: Introduction to Place Value 1

Identifies and names quantities from 1 to 9,999 using the Golden Beads.

Mathematics

Decimal System: Introduction to Place Value 1

Identifies and names numerals from one to 9 999 using the color-coded number cards according to place value.

Mathematics

Decimal System: Introduction to Place Value 1

Associates numeral and quantity one to 9,999 using the Golden Beads and color coded number cards.

Mathematics

Decimal System: Introduction to Place Value 1

Awareness and understanding of zero as a place holder

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Associates quantities 1 - 9 with the bars of the Colored Bead Stair

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Constructs, identifies and names the quantities from 11 to 19 (using correct names eleven, twelve etc) by using the Golden Bead Ten Bars, and the Colored Bead Stair

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Constructs, identifies and names the numerals from 11 to 19 by units using the Teen Board

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Associates quantities and numerals 11 - 19 using the Teen Boards, Golden Bead Ten Bars and Colored Bead Stair

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Constructs, identifies and names the quantities from 11 to 99 (using correct names eleven, twelve etc) by using the Golden Bead Ten Bars, and the Golden unit beads.

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Identifies that one more than nine takes the number to the next ten

Mathematics

Fundamentals of the Decimal System: Number Concepts 2

Associates quantity with numerals, using correct names, 11 to 99 by using the Ten Boards, Golden Bead Ten Bars, and the Golden unit beads.

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Mathematics

4th 5th 6th

ID #

13

14

15

16

17

18

R

19

R

20

op C

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2nd 3rd

R

21

R

22

y R

23

R

24

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fundamentals of the Decimal System: Number Concepts 2

Demonstrates an understanding of the concept of change between hierarchies, using additive quantities with golden bead materials.

Mathematics

Decimal System: Introduction to Place Value 2

Constructs, identifies and names the quantity (naming correctly from left to right), up to 9,999, represented by an assembly of Golden Beads

Mathematics

Decimal System: Introduction to Place Value 2

Constructs, identifies and names the numerals (naming correctly from left to right), up to 9,999, represented by the colored numeral cards.

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Counts from 1 to 100 by units, recognizing the printed numerals on the number arrows, using the 100 chain

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Recognizes that 100 is the square of 10

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Counts from 1 to 100 by units, recognizing the printed numerals, using the Hundred Board

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Recognizes patterns in numbers that are not in linear formation

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Counts from 1 to 1,000 by units, recognizing the printed numerals on the number arrows, using the 1,000 chain

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Counts linearly by units, using the bead chains of the squares of the numbers 2, 3, 4, 5, 6, 7, 8, 9, and 10

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Skip counts by 2s, 5s, and 10s using the Bead Chains

Mathematics

Fundamentals of the Decimal System: Number Concepts 3

Skip counts by 3s, 4s, and 6s using the Bead Chains

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Mathematics

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2nd 3rd

ID #

R

25

R

26

R

27

R

28

R

29

R

30

31

R

32

op C

33

y I

4th 5th 6th

R

R

34

35

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fundamentals of the Decimal System: Number Concepts 3

Skip counts by 7s, 8s, and 9s using the Bead Chains

Mathematics

Decimal System: Introduction to Place Value 3

Recognizes and identify written numbers up to 999,999,999

Mathematics

Decimal System: Introduction to Place Value 3

Recognizes and identify written numbers up to to 999,999,999,999

Mathematics

Decimal System: Introduction to Place Value 3

Recognizes and identify quantities up to 999,999,999,999,999

Mathematics

Math operations Static Addition 1

Adds 2 single digit numbers, where the sum is less than 11, using the Red and Blue Number Rods

Mathematics

Math operations Static Addition 1

Adds quantities of up to 4-digit addends without exchanging using the Golden Beads

Mathematics

Math operations Dynamic Addition 1

Adds quantities of up to 4-digit addends with exchanging using the Golden Beads

Mathematics

Math operations Static Addition 2

Adds quantities of up to 4-digit addends without exchanging using the Stamp Game

Mathematics

Math operations Dynamic Addition 2

Adds quantities of up to 4-digit addends with exchanging using the Stamp Game

Mathematics

Math operations Static Addition 3

Adds quantities of up to 4-digit addends without exchanging using the Small Bead Frame

Mathematics

Math operations Dynamic Addition 3

Adds quantities of up to 4-digit addends with exchanging using the Stamp Game

Mathematics

Math operations Dynamic Addition 3

Adds quantities of up to 4-digit addends with exchanging using the Dot Board where the sum is less than 9,999

Mathematics

Math operations - Adds two 7-digit addends without exchanging using Static Addition of the Large Bead Frame seven digit addends 1

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Mathematics

••

2nd 3rd

4th 5th 6th

R

I

36

• I

37

• I

38

•

39

40

41

R

42

R

43

R

44

45

46

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ID #

•• ••

47

48

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Math operations Dynamic Addition of seven digit addends 1

Adds two 7-digit addends with exchanging using the Large Bead Frame

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends between 1-10 using the Snake Game of math facts: Addition 1

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends between 1-10 using the Colored Bead Bars of math facts: Addition 2

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends whose sum is no larger than 10 using the of math facts: Addition Strip Board Addition 3

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends between 1-10 using the Addition Charts of math facts: Addition 4

Mathematics

Exercises leading to Demonstrates knowledge of addition facts for two the memorization addends between 1-10 without manipulatives of math facts: Addition 5

Mathematics

Associative and Commutative Properties of Addition

Using the Bead Bars, demonstrates that, when adding any two numbers, the order of the addends can be changed and the total remains the same (2 + 4 = 6 or 4 + 2 = 6)

Mathematics

Missing addends 1

Solves missing addends in addition problems involving 2 addends between 1 and 10 using the Bead Bars

Mathematics

Missing addends 2

Demonstrates ability to solve missing addends in addition problems involving 2 addends between 1 and 10 without manipulatives, using only Flash Cards

Mathematics

The Passage to Abstraction: Addition 1

Demonstrates ability to solve addition problems with two addends totaling up to 9,999 without the use of concrete manipulative materials

Mathematics

The Passage to Abstraction: Addition 2

Demonstrates ability to solve addition problems with multiple addends up to 9,999,999 without the use of concrete manipulative materials

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Mathematics

2nd 3rd

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4th 5th 6th

ID #

49

R

50

R

51

52

53

54

R R R

55

R

56

R

57

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op C

R

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58

59

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mathematics

Math operations - Subtracts two 4-digit numbers without exchanging, Static Subtraction 1 using the Golden Beads

Mathematics

Math operations - Subtracts two 4-digit numbers without exchanging, Static Subtraction 2 using the Stamp Game

Mathematics

Math operations - Subtracts two 4-digit numbers without exchanging, Static Subtraction 3 using the Small Bead Frame

Mathematics

Math operations Dynamic Subtraction 1

Mathematics

Math operations Dynamic Subtraction 2

Subtracts two 4-digit numbers with exchanging, using the Stamp Game

Mathematics

Math operations Dynamic Subtraction 3

Subtracts two 4-digit numbers with exchanging, using the Small Bead Frame

Mathematics

Math operations Static subtraction of one 7-digit quantity from another: 1 Math operations Static subtraction of one 7-digit quantity from another: 2 Math operations Dynamic subtraction of one 7-digit quantity from another: 1 Exercises leading to the memorization of math facts: Subtraction 1

Subtracts one 7-digit number from another without exchanging, using the Golden Beads

Subtracts one 7-digit number from another without exchanging, using the Large Bead Frame

Subtracts one 7-digit number from another with exchanging, using the Large Bead Frame

•• •• •• •• •• •• •• •• •• •• •• •• R

Demonstrates knowledge of subtraction facts for two quantities between 1-18, using the Subtraction Strip Board

Mathematics

Exercises leading to Demonstrates knowledge of subtraction facts for two the memorization quantities between 1-18, using the Subtraction Charts of math facts: Subtraction 2

Mathematics

Exercises leading to Demonstrates knowledge of subtraction facts for two the memorization quantities between 1-18, using the Negative Snake of math facts: Game Subtraction 3

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Mathematics

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Mathematics

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Mathematics

Subtracts two 4-digit numbers with exchanging, using the Golden Beads

2nd 3rd

R

4th 5th 6th

ID #

60

61

62

63

64

65

66

67

68

69

70

71

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exercises leading to Determines the missing factor in a simple subtraction the memorization equation that is written out using the Bead Bars: 15 of math facts: ___ = 8 Subtraction 4

Mathematics

Exercises leading to Identifies the missing factor in a simple subtraction the memorization equation abstractly of math facts: Subtraction 5

Mathematics

The Passage To Abstraction: Subtraction 1

Solves a written subtraction problem without the use of any concrete manipulative learning materials numbers up to 4 digits

Mathematics

The Passage To Abstraction: Subtraction 2

Solves a written subtraction problem without the use of any concrete manipulative learning materials numbers up to 7 digits

Mathematics

Math Operations Multiplication 1

Multiplies a quantity using a single digit multiplier using the Golden Beads

Mathematics

Math Operations Multiplication 2

Multiplies a quantity using a single digit multiplier using the Stamp Game

Mathematics

Math Operations Multiplication 3

Multiplies a quantity using a single digit multiplier using the Small Bead Frame

Mathematics

Math Operations Multiplication 4

Multiplies a quantity using a single digit multiplier using the Large Bead Frame

Mathematics

Math Operations Multiplication 5

Multiplies a 7-digit number by a single digit multiplier using the Golden Beads

Mathematics

Math Operations Multiplication 6

Multiplies a 7-digit number by a single digit multiplier using the Peg Board

Mathematics

Math Operations Multiplication 7

Multiplies a 7-digit number by a single digit multiplier using the Multiplication Checkerboard

Mathematics

Math Operations Multiplication 8

Multiplies a 7-digit number by a single digit multiplier using the Flat Bead Frame

Mathematics

Math Operations Multiplication 9

Multiplies a 7-digit number by a 2-digit multiplier using the Golden Beads

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Mathematics

2nd 3rd

4th 5th 6th

•• •• •• •• •• ••• •• •• • •• •• •• •

72

73

74

75

R

76

77

78

79

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op C

R

R

ID #

80

81

R

82

R

83

84

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Math Operations Multiplication 10

Multiplies a 7-digit number by a 2-digit multiplier using the Stamp Game

Mathematics

Math Operations Multiplication 11

Multiplies a 7-digit number by a 2-digit multiplier using the Peg Board

Mathematics

Math Operations Multiplication 12

Multiplies a 7-digit number by a 2-digit multiplier using the Large Bead Frame

Mathematics

Math Operations Multiplication 13

Multiplies a 7-digit number by a 2-digit multiplier using the Multiplication Checkerboard

Mathematics

Math Operations Multiplication 14

Multiplies a 7-digit number by a 2-digit multiplier using the Flat Bead Frame

Mathematics

Math Operations Multiplication 15

Demonstrates a knowledge of multiplication using the Junior Bank Game

Mathematics

Math Operations Multiplication 16

Solves a written multiplication problem using multidigit multipliers with the use of concrete materials

Mathematics

Exercises leading to Demonstrates a knowledge of multiplication facts the memorization using the Bead Chains of math facts: Multiplication 1

Mathematics

Exercises leading to Demonstrates a knowledge of multiplication facts the memorization using the Bead Bars of math facts: Multiplication 2

Mathematics

Exercises leading to Demonstrates a knowledge of multiplication facts the memorization using the Multiplication Charts of math facts: Multiplication 3

Mathematics

Exercises leading to Demonstrates a knowledge of multiplication facts by the memorization working with the Deconomial of math facts: Multiplication 4

Mathematics

Exercises leading to Identifies the missing factor in a simple equation the memorization using the Bead Bars of math facts: Multiplication 1

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Mathematics

2nd 3rd

4th 5th 6th

y

op C

• • • • • •• • ••• ••• •• •• •

ID #

R

85

R

86

R

87

R

88

R

89

R

90

R

91

R

92

R

93

R

94

R

95

R

96

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exercises leading to Identifies the missing factor in a simple equation the memorization using Card Sets of math facts: Multiplication 2

Mathematics

The Passage To Abstraction: Multiplication 1

Solves a written multiplication problem by multiplying numbers up to 4 digits by a single digit multiplier

Mathematics

The Passage To Abstraction: Multiplication 2

Solves a written multiplication problem by multiplying numbers up to 7 digits by a single digit multiplier

Mathematics

The Passage To Abstraction: Multiplication 3

Solves a written multiplication problem by multiplying numbers up to 7 digits by a 2-digit multiplier

Mathematics

The Passage To Abstraction: Multiplication 4

Solves a written multiplication problem by multiplying large quantities by multi-digit multipliers

Mathematics

Math Operations Division 1

Divides a 4-digit number by a single digit divisor with no remainder using the Golden Beads

Mathematics

Math Operations Division 2

Divides a 4-digit number by a single digit divisor with no remainder using the Stamp Game

Mathematics

Math Operations Division 4

Divides a 4-digit number by a single digit divisor with a remainder using the Golden Beads

Mathematics

Math Operations Division 5

Divides a 4-digit number by a single digit divisor with a remainder using the Stamp Game

Mathematics

Math Operations Division 6

Divides a 4-digit number by a single digit divisor with a remainder using the Peg Board

Mathematics

Math Operations Division 7

Divides a 4-digit number by a single digit divisor with a remainder using the Long Division Test Tube material

Mathematics

Math Operations Division 8

Divides a 7-digit number by a single digit divisor with or without a remainder using the Stamp Game

Mathematics

Math Operations Division 9

Divides a 7-digit number by a single digit divisor with a remainder using the Peg Board

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Mathematics

2nd 3rd

4th 5th 6th

• •• •• •• •• R

• •• •• •• •• •• •• •• R

ID #

97

98

99

100

R 101

102

103

104

105

R

106

R

107

R

108

R

109

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op C

R

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Math Operations Division 9

Divides a 7-digit number by a single digit divisor with a remainder using the Long Division Test Tube material

Mathematics

Math Operations Division 10

Divides a 7-digit number by a 2-digit divisor with or without a remainder using the Stamp Game

Mathematics

Math Operations Division 11

Divides a 7-digit number by a 2-digit divisor with or without a remainder using the Peg Board

Mathematics

Math Operations Division 12

Divides a 7-digit number by a 2-digit divisor with a remainder using the Long Division Test Tube material

Mathematics

Math Operations Division 13

Divides a 7-digit number by a 3 or 4-digit divisor with or without a remainder using the Stamp Game

Mathematics

Math Operations Division 14

Divides a 7-digit number by a 3 or 4-digit divisor with or without a remainder using the Peg Board

Mathematics

Math Operations Division 15

Divides a 7-digit number by a 3 or 4-digit divisor with a remainder using the Long Division Test Tube materials

Mathematics

Exercises leading to Demonstrates a knowledge of division facts with the memorization divisors of 1-10 using the Bead Bars of math facts: Division 1

Mathematics

Exercises leading to Demonstrates a knowledge of division facts with the memorization divisors of 1-9 using the Division Board Charts of math facts: Division 2

Mathematics

Exercises leading to Demonstrates a knowledge of division facts with the memorization divisors of 1-9 using the Unit Division Board of math facts: Division 3

Mathematics

Exercises leading to Identifies the missing factor in a simple equation the memorization using Card Sets of math facts: Division 4

Mathematics

The Passage To Abstraction: Division 1

Solves a written division problem with numbers up to 4 digits divided by a single digit divisor with no remainder

Mathematics

The Passage To Abstraction: Division 2

Solves a written division problem with numbers up to 4 digits divided by a single digit divisor with a remainder

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Mathematics

2nd 3rd

4th 5th 6th

•• •• •• •• •• •• ••• ••• •• •• •• •• ••

ID #

R

110

R

111

R

112

R

113

R

114

R

115

R 116

R R 117

R R 119

y

op C

R R 118

R 120

R

121

R

122

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The Passage To Abstraction: Division 3

Solves a written division problem with numbers up to 7 digits divided by a single digit divisor with or without a remainder

Mathematics

The Passage To Abstraction: Division 4

Solves a written division problem with numbers up to 7 digits divided by a 2-digit divisor with or without a remainder

Mathematics

The Passage To Abstraction: Division 5

Solves a written division problem with numbers up to 7 digits divided by a 3 or 4-digit divisor with or without a remainder

Mathematics

Exercises leading to Recognizes common numerals between two different the understanding bead chains and is able to develop a definition for of multiples 1 multiples

Mathematics

Exercises leading to Recognizes common numerals after constructing the understanding multiples on the Peg Board of multiples 2

Mathematics

Exercises leading to Constructs multiples on the Peg Board and identifies the understanding at which number they meet of multiples 3

Mathematics

Exercises leading to Identifies common multiples on the Multiples Chart the understanding using the colored pencils which coordinate with the of multiples 4 colors of the Bead Stair

Mathematics

Exercises leading to Identifies and describes what a multiple is and what the understanding the LCM (lowest common multiple) is when of multiples 5 comparing numerals

Mathematics

Exercises leading to Explores all the ways to make two different numerals the understanding of factors 1

Mathematics

Exercises leading to Explores all the ways to make two different numerals the understanding and can identify the GCF (greatest common factor) of factors 2 of both numerals

Mathematics

Exercises leading to Recognizes and identifies the Prime Numbers below the understanding 100 using the Sieve of Eratosthenes of prime numbers 1

Mathematics

Exercises leading to Creates a factor tree and identifies the Prime Factors the understanding within the factor tree of prime numbers 2

Mathematics

Exercises leading to Creates a factor tree, identifies the Prime Factors the understanding within the factor tree and write these factors in of prime numbers exponential notation 3

4th 5th 6th

•• •• •• •• • • • • •• • ••• ••• ••• R

ID #

123

R 124 R 125

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Mathematics

2nd 3rd

y

op C

R

126

R

127

R

128

R

129

R

130

R

131

R

132

133

134

135

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exercises leading to Creates a factor tree, identifies the Prime Factors the understanding within the factor tree and use these to identify the of prime numbers LCM of two numerals 4

Mathematics

Divisibility

Works with and understands the rules of divisibility for 2’s, 5’s, and 10’s

Mathematics

Divisibility

Works with and understands the rules of divisibility for 4's, 3's, 6's, and 9’s

Mathematics

Exercises leading to Recognizes fractions using Fraction Circles and the understanding Symbols of fractions 1

Mathematics

Exercises leading to Recognizes fractions using concrete materials other the understanding than the Fraction Circles and Symbols of fractions 2

Mathematics

Exercises leading to Recognizes equivalent fractions equaling one whole the understanding using the Fraction Circles of fractions 3

Mathematics

Exercises leading to Recognizes equivalent fractions equaling one whole the understanding using the labeled fraction pieces in the Fraction Circle of fractions 4 Box

Mathematics

Exercises leading to Recognizes equivalent fractions equaling different the understanding amounts using the labeled fraction pieces in the of fractions 5 Fraction Circle Box

Mathematics

Exercises leading to Recognizes, matches and labels equivalent fractions the understanding using concrete material while following commands of fractions 6 from task cards

Mathematics

Exercises leading to Identifies different ways to write the numeral one in the understanding fraction format using the fraction pieces in the of fractions 7 Fraction Circle Box

Mathematics

Exercises leading to Identifies the numerator and denominator of a the understanding fraction of fractions 8

Mathematics

Exercises leading to Identifies that the numeral one written in fraction the understanding format (the Multiplicative Identity) is used to form of fractions 9 equivalent fractions abstractly

Mathematics

Exercises leading to Formulates the rule for finding equivalencies the understanding abstractly and is able to find equivalent fractions of fractions 10 abstractly

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Mathematics

2nd 3rd

4th 5th 6th

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ID #

R 136

R 137 R 138

R R

139

R

140

R R

141

op C

y

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R

142

R

143

R

144

• R R

• •

R

145

146

R R 147 R R 148

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Exercises leading to Identifies that equivalent fractions can be reduced the understanding using the Multiplicative Identity of fractions 11

Mathematics

Exercises leading to Formulates the rule for reducing fractions abstractly the understanding and is able to reduce fractions abstractly of fractions 12

Mathematics

Exercises leading to Identifies that the Multiplicative Identity needed to the understanding reduce a fraction is a common factor of the of fractions 13 numerator and denominator of a fraction

Mathematics

Exercises leading to Identifies that the Multiplicative Identity needed to the understanding reduce a fraction should be the GCF of the of fractions 14 numerator and denominator of a fraction to reduce the fraction completely

Mathematics

Exercises leading to Identifies that when the numerator is larger than the the understanding denominator in a fraction the denominator can divide of fractions 15 into the numerator to simplify the number: 12/6=2 (Understanding that the fraction bar means to divide)

Mathematics

Exercises leading to Identifies that the remainder in a division problem the understanding can be expressed as a fraction with the remainder of fractions 16 serving as the numerator and the divisor as the denominator (Understanding that the fraction bar means to divide)

Mathematics

Exercises leading to Identifies and correctly places fraction labels onto a the understanding number line of fractions 17

Mathematics

Fraction Operations: Common Denominator 1

Adds fractions that share a common denominator using the Fraction Circles

Mathematics

Fraction Operations: Common Denominator 2

Adds fractions that share a common denominator using the fraction pieces from the Fraction Circle Box

Mathematics

Fraction Operations: Common Denominator 3

Adds fractions that share a common denominator abstractly

Mathematics

Fraction Operations: Common Denominator 4

Subtracts fractions that share a common denominator using the Fraction Circles

4th 5th 6th

• • • • •• ••

ID #

R R 149 R R 150 R R 151 R R 152

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Mathematics

2nd 3rd

••

y

op C

••• •• ••

R 153

R 154

R 155

156

R

• R

157

R

158

159

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fraction Operations: Common Denominator 5

Subtracts fractions that share a common denominator using the fraction pieces from the Fraction Circle Box

Mathematics

Fraction Operations: Common Denominator 6

Subtracts fractions that share a common denominator abstractly

Mathematics

Fraction Adds fractions that have unlike denominators using Operations: Unlike the fraction pieces from the Fraction Circle Box Denominator 1

Mathematics

Fraction Adds fractions that have unlike denominators finding Operations: Unlike the LCM of the denominators and working abstractly Denominator 2

Mathematics

Fraction Adds fractions that have unlike denominators finding Operations: Unlike the LCM of the denominators AND reducing the Denominator 3 answer into the simplest terms

Mathematics

Fraction Operations: Common Denominator 4

Mathematics

Fraction Subtracts fractions that have unlike denominators Operations: Unlike finding the LCM of the denominators and working Denominator 5 abstractly

Mathematics

Fraction Subtracts fractions that have unlike denominators Operations: Unlike finding the LCM of the denominators and reduces Denominator 6 the answer into the simplest terms

Mathematics

Fraction Operations: Multiplication 1

Multiplies simple fractions by a whole number using the fraction pieces in the Fraction Circle Box

Mathematics

Fraction Operations: Multiplication 2

Multiplies simple fractions by a whole number by converting the whole number to a fraction and working abstractly

Mathematics

Fraction Operations: Multiplication 3

Multiplies two simple fractions understanding that 'of' means multiplication

Mathematics

Fraction Operations: Multiplication 4

Multiplies two simple fractions abstractly and reduces the answer into simplest terms

Mathematics

Fraction Operations: Multiplication 5

Multiplies two simple fractions abstractly and cross factors to simplify the process

•

Subtracts fractions that have unlike denominators using the fraction pieces from the Fraction Circle Box

4th 5th 6th

R

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Mathematics

2nd 3rd

ID #

160

R

161

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• • • • • • ••• •• •• •• •• R

162

R

163

R

164

R

165

R

166

R

167

R 168 R 169 R 170

171

172

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fraction Operations: Division 1

Divides simple fractions by a whole number using the fraction pieces in the Fraction Circle Box and Skittles

Mathematics

Fraction Operations: Division 2

Divides simple fractions by a whole number converting the whole number to a fraction and working abstractly

Mathematics

Fraction Operations: Division 3

Divides two simple fractions using the Fraction Pieces and Fraction Skittles understanding that the answer will be what one whole person gets

Mathematics

Fraction Operations: Division 4

Divides two simple fractions and recognizes that there is a pattern that involves multiplying by the inverse

Mathematics

Fraction Operations: Division 5

Divides two simple fractions abstractly by multiplying by the inverse and cross factoring as needed

Mathematics

Fraction Operations: Mixed Number 1

Adds two mixed number fractions (with like or unlike denominators) using the fractions from the Fraction Circle Box

Mathematics

Fraction Operations: Mixed Number 2

Adds two mixed number fractions (with like or unlike denominators) using the fractions from the Fraction Circle Box and changes the resulting sum from an improper fraction to a mixed number if necessary

Mathematics

Fraction Operations: Mixed Number 3

Adds two mixed number fractions (with like or unlike denominators) abstractly and changes the resulting sum from an improper fraction to a mixed number if necessary

Mathematics

Fraction Operations: Mixed Number 4

Renames the whole number minuend and then subtracts two simple fractions abstractly

Mathematics

Fraction Operations: Mixed Number 5

Subtracts a simple fraction from a mixed number fraction (with like or unlike denominators) abstractly

Mathematics

Fraction Operations: Mixed Number 6

Subtracts two mixed number fractions (with like or unlike denominators)

Mathematics

Fraction Operations: Mixed Number 7

Multiplies a mixed number fraction by a fraction abstractly

Mathematics

Fraction Operations: Mixed Number 8

Multiplies two mixed number fractions abstractly

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Mathematics

2nd 3rd

4th 5th 6th

y

op C

•• •• •• •• •• •• •• •• •• •• •• •• ••

ID #

173

174

175

176

177

178

179

180

181

182

183

184

185

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Fraction Operations: Mixed Number 9

Divides a mixed number fraction by a fraction abstractly

Mathematics

Fraction Operations: Mixed Number 10

Divides two mixed number fractions abstractly

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to recognize numeral cards and place specific quantities on decimal fraction hierarchy board when teacher guide or fellow student forms numerals up to .99999 9

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to write a quantity as both a fraction and decimal fraction when is read a quantity such as: one hundredth and so on

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to write numerals containing both whole number and decimal fractions in expanded notation both in words and using numerals

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to record correct numeral when given number in exponential format such as: 1/10 to second power and so on

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to associate from observing quantity on Hierarchy Board, the correct numeral and places correct numeral cards with beads/cubes quantity

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to form own decimal fraction numerals, lays out quantity on Hierarchy Board and reads numeral correctly

Mathematics

Decimal Fractions Concepts: Nomenclature & Recognition

Is able to identify decimal fraction numeral given by another person, lays out quantity on Hierarchy Board and reads numeral correctly

Mathematics

Decimal Fractions Is able to look at a written decimal fraction numeral Concepts: Decimal and change into a vulgar fraction Fraction to Vulgar Fraction

Mathematics

Decimal Fractions Concepts: Vulgar Fraction to Decimal Fraction

•• •• •• •• •• •• •• •• •• •• ••

ID #

186

187

R 189

R 190

R 191

w ie

R 192

y

op C

Is able to look at a written vulgar fraction quantity and convert into a decimal fraction numeral

4th 5th 6th

R 188

ev Pr

Mathematics

2nd 3rd

R 193

R 194

R 195

R 196

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Decimal Fraction Concepts: Rounding

Is able to round decimal fractions to the nearer one (whole number) using the Hierarchy Board

Mathematics

Decimal Fraction Concepts: Rounding

Is able to round decimal fractions to the nearer one without using the Hierarchy Board

Mathematics

Decimal Fraction Concepts: Rounding

Is able to round numbers including decimal fraction place values to the nearer tenth and hundredth

Mathematics

Decimal Fraction Concepts: Rounding

Is able to round numbers including decimal fraction place values to the nearer thousandth, ten thousandth and hundred thousandth

Mathematics

Decimal Fraction Concepts: Rounding

Is able to round numbers including decimal fraction place values to the nearer millionth

Mathematics

Decimal Fraction Operations: Addition 1

Is able to place quantities on Hierarchy Board, add and record sum

Mathematics

Decimal Fraction Operations: Addition 2

Is able to add numbers containing decimal fractions abstractly (both static and dynamic addition)

Mathematics

Decimal Fraction Operations: Subtraction 1

Is able to place quantities on Hierarchy Board, subtract and record the difference

Mathematics

Decimal Fraction Operations: Subtraction 2

Is able to subtract numbers containing decimal fractions abstractly (both static and dynamic subtraction)

Mathematics

Decimal Fraction Operations: Multiplication 1

Is able to recognize the commutative property of multiplication when multiplying quantities on the hierarchy board such as: 10x0.2 and 0.2x10

Mathematics

Decimal Fraction Operations: Multiplication 1

Is able to multiply decimal fraction quantities by whole numbers

Mathematics

Decimal Fraction Operations: Multiplication 2

Is able to multiply numbers with a decimal fraction multiplicand and whole number multiplier abstractly

Mathematics

Decimal Fraction Operations: Multiplication 3

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier whose value is in tenths

Mathematics

Decimal Fraction Operations: Multiplication 3

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier whose value is in hundredths

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

y

op C

••• •• •• •• •• •• •• •• •• •• • •• •• ••

ID #

197

198

199

200

201

202

203

204

205

R 206

R

207

R 208

209

210

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Decimal Fraction Operations: Multiplication 3

Is able to use the Decimal Fraction Checkerboard to multiply by a multiplier whose value includes a whole number and decimal fraction

Mathematics

Decimal Fraction Operations: Multiplication

Is able to multiply any number by a decimal fraction or mixed number decimal fraction multiplier abstractly

Mathematics

Decimal Fraction Operations: Division 1

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a single digit whole number divisor

Mathematics

Decimal Fraction Operations: Division 2

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a double digit whole number divisor

Mathematics

Decimal Fraction Operations: Division 3

Is able to divide a decimal fraction number by a whole number divisor abstractly

Mathematics

Decimal Fraction Operations: Division 4

Is able to use the Hierarchy Board and materials to divide a decimal fraction dividend by a decimal fraction divisor

Mathematics

Decimal Fraction Operations: Division 5

Is able to divide a decimal fraction number by a decimal fraction divisor abstractly

Mathematics

Ratio Concepts 1

Is able to understand that a ratio may show a rate and can be written in two ways: either as a fraction or as two numbers separated by a colon and is read with the word 'to'

Mathematics

Ratio Concepts 1

Is able to read a rate and write it in both ratio formats and is able to read the ratio correctly

Mathematics

Ratio Concepts 2

Is able to understand that a ratio may compare to quantities and is able to create this scenario, write the comparison in both ratio formats and is able to read the ratio

Mathematics

Ratio Concepts 3

Is able to identify equal ratios and find equivalent ratios by multiplying by the Multiplicative Identity

Mathematics

Ratio Concepts 3

Is able to find equal ratios by dividing by the Multiplicative Identity

Mathematics

Cross Products

Is able to ascertain whether or not cardinal # ratios are equivalent by using cross products: a/b=c/d then ad=bc

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

y

op C

•• •• • • • • • • • • • • •

ID #

211

212

213

214

215

216

217

218

219

220

221

222

223

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Cross Products

Is able to ascertain whether ratios containing fractions and or decimal fractions are equivalent

Mathematics

Cross Products

Is able to find either the missing numerator or denominator in a sequence of equivalent ratios

Mathematics

Proportion

Is able to understand that a proportion is a statement of equality between ratios

Mathematics

Proportion

Is able to identify proportions, reads appropriately and identifies the means and extremes terms

Mathematics

Proportion

Is able to determine if a proportion is true by using the means extremes property (cross products)

Mathematics

Proportion

Is able to determine if a proportion written in fraction terms is true

Mathematics

Proportion

Is able to determine if a proportion written in decimal fraction format is true

Mathematics

Proportion

Is able to determine whether a true proportion can be set up working from a word problem

Mathematics

Proportion

Is able to find the unknown terms in a proportion using the means extremes property

Mathematics

Proportion

Is able to complete a scale drawing using knowledge of proportion and the means extremes property

Mathematics

Percentages 1

Understands that a ratio whose second term is 100 is called a percent

Mathematics

Percentages 1

Expresses ratios in percent terms

Mathematics

Percentages 1

Is able to express commonly used ratios such as 1/3, 1/4, 4/5, 1/6, 3/8, 3/4, 7/8, 1/10,1/20, and 1/5 in percent terms

Mathematics

Percentages 2

Is able to express a decimal fraction in percent terms

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

y

op C

• • • • • • • • • • • • • •

ID #

224

225

226

227

228

229

230

231

232

233

234

235

236

237

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Percentages 2

Is able to express a fraction in both decimal fraction and percent terms

Mathematics

Percentages 2

Is able to express a decimal fraction in both ratio and percent terms

Mathematics

Percentages 2

Is able to express a percent as a decimal fraction

Mathematics

Working with Money 1

Identifies and names units of currency

Mathematics

Working with Money 1

Is able to count units of currency

Mathematics

Working with Money 1

Is able to make change with money

Mathematics

Working with Money 2

Calculates simple interest on a loan or savings account

Mathematics

Working with Money 2

Converts US currency into a given foreign currency and vice versa

Mathematics

Measurement: Length 1

Is able to recognize units of measure on a straight edge

Mathematics

Measurement: Length 1

Is able to use a straight edge to determine the length of various objects

Mathematics

Measurement: Length 1

Is able to round to the nearer unit when using a straight edge to measure various objects

Mathematics

Measurement: Length 2

Solves word problems relating to measurement of length

Mathematics

Measurement: Length 2

Is able to convert between Imperial and Metric measurement using a conversion table

Mathematics

Measurement: Weight 1

Is able to recognize units of measure on Balance Scale or the like

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

• • • •••• •••• •••

ID #

238

239

240

R

241

R

242

R

243

• • • • ••• •••• ••• ••• • • •••• R

244

245

246

y

op C

R 247

248

249

250

R 251

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Measurement: Weight 1

Is able to use a variety of instruments of measure to determine the weight of various objects

Mathematics

Measurement: Weight 2

Solves word problems relating to weight measurement

Mathematics

Measurement: Weight 2

Is able to convert between Imperial and Metric measurement using a conversion table

Mathematics

Measurement: Volume 1

Is able to recognize units of measure on containers used to determine volume

Mathematics

Measurement: Volume 1

Is able to use beakers, and containers used for measuring volume to determine volume

Mathematics

Measurement: Volume 2

Is able to apply knowledge of volume in practical applications such as cooking or science and the like

Mathematics

Measurement: Volume 2

Solves word problems relating to volumic measurement

Mathematics

Measurement: Volume 2

Is able to convert between Imperial and Metric measurement using a conversion table

Mathematics

Measurement: Thermic 1

Is able to recognize units of measure on a thermometer

Mathematics

Measurement: Thermic 1

Is able to use a thermometer to measure temperature

Mathematics

Measurement: Thermic 1

Is able to apply knowledge of thermic measurement in practical applications such as science, cooking and the like

Mathematics

Measurement: Thermic 2

Solves word problems relating to thermic measurement

Mathematics

Measurement: Thermic 2

Is able to convert between Imperial and Metric measurement using a conversion table

Mathematics

Graphs 1

Reads graphs and draws conclusions and inferences from the graphically displayed information

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

•••• ••• • ••••• ••• •••• •• • •• •• •• •• • • •••••

ID #

R 252

253

254

255

256

257

258

259

260

y

op C

261

262

263

264

265

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Graphs 2

Prepares various graphs from written data

Mathematics

Graphs 3

Understands and can prepare pie charts (circle graphs) using percents

Mathematics

Graphs 4

Redraws graphs using a different scale

Mathematics

Graphs 5

Is able to use information to tabulate data

Mathematics

Graphs 6

Understands the values within the quadrants in coordinate graphs

Mathematics

Graphs 6

Is able to follow coordinate directions to complete a picture made by coordinates

Mathematics

Graphs 6

Identifies the location of a given ordered pair on a grid

Mathematics

Graphs 6

Is able to identify an ordered pair when given a location on a grid

Mathematics

Graphs 6

Locate points for given coordinates and names the coordinates of a given point in any of the four quadrants

Mathematics

Probability

Understands that in mathematics many predications can be made and are determined by data collected in a variety of ways - the lesson difficulties will progress with each year

Mathematics

Statistics 1

Is able to find the average between a set of numbers concretely

Mathematics

Statistics 1

Is able to find the average of a set of numbers abstractly

Mathematics

Statistics 2

Understands the terms: mean, mode, median

w ie

ev Pr

Mathematics

2nd 3rd

4th 5th 6th

R

266

267

268

269

270

271

272

273

274

275

276

y

op C

•• • • • ••• ••• •• •• • • ••••• ••• ••• ••

ID #

277

278

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Statistics 2

Determines the mean for given data

Mathematics

Statistics 2

Identifies the mean on a graph

Mathematics

Statistics 3

Determines the mode for given data

Mathematics

Statistics 3

Identifies the mode on a graph

Mathematics

Statistics 4

Determines the median for given data

Mathematics

Statistics 4

Identifies the median on a distribution table

Mathematics

Statistics 5

Constructs a frequency table

Mathematics

Inequalities 1

Is familiar with the relationships between simple quantities of equal value: Equal To (=)

Mathematics

Inequalities 1

Is familiar with the relationships between simple quantities where one is greater than the other: Greater Than (>)

Mathematics

Inequalities 1

Is familiar with the relationships between simple quantities where one is less than the other: Less Than (<)

Mathematics

Inequalities 2

Is familiar and works with equal relationships between quantities involving multiple operations: 3x2=3+3

Mathematics

Inequalities 2

Is familiar and works with relationships between quantities involving multiple operations where one is greater than the other: 3x4>3+4

Mathematics

Inequalities 2

Is familiar and works with relationships between quantities involving multiple operations where one is less than the other: 2x5<9-5

Mathematics

Negative Numbers Is able to work concretely with the Negative Snake 1 Game in working with negative numbers

w ie

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Mathematics

2nd 3rd

4th 5th 6th

•• •• •• •• •• •• • •••• •••• • •••• ••• ••• ••• ••

ID #

279

280

281

282

283

284

285

R 286 R 287

y

op C

R 288 R 289 R 290 R 291

292

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

•• •• •• •• • • •

ID #

Negative Numbers Is able to recognize unsigned numbers represent 2 positive numbers and that negative numbers are to the left of zero on the number line

Mathematics

Negative Numbers Is able to determine that the same count is used when 2 determining the distance for opposite pairs of numbers to zero: both numbers are equidistant to zero (absolute value)

Mathematics

Negative Numbers Is able to name additive inverses for positive and 3 negative numbers

Mathematics

Negative Numbers Is able to add and subtract positive and negative 4 numbers

Mathematics

Negative Numbers Is able to multiply positive and negative numbers 4

Mathematics

Negative Numbers Is able to name reciprocals for positive and negative 5 numbers

Mathematics

Negative Numbers Is able to divide positive and negative numbers 5

Mathematics

Negative Numbers Simplifies expressions using two or more operations 6 and positive and negative numbers

300

Mathematics

Negative Numbers Recognizes how a negative exponent effects the value 7 of a number

301

Mathematics

Negative Numbers Is able to solve equations which use exponents with 7 positive and negative values

302

Mathematics

Squaring of Numbers 1

Is able to recognize that any number to the second power makes a square using the Bead Chains

Mathematics

Squaring of Numbers 1

Is able to create squares using the bead bars

Mathematics

Squaring of Numbers 2

Is able to create squares of numbers on the Peg Board whose value is more than 10

w ie

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Mathematics

y

op C

•• •• ••

293

294

295

296

297

298

299

R

303

R

304

R 305

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Squaring of Numbers 3

Is able to calculate the square of a binomial using the Montessori Square Guides

Mathematics

Squaring of Numbers 4

Is able to calculate the square of a binomial using algebraic nomenclature

Mathematics

Squaring of Numbers 4

Is able to calculate the square of a trinomial using algebraic nomenclature

Mathematics

Cubing of Numbers 1

Is able to recognize that any number to the third power makes a cube

Mathematics

Cubing of Numbers 1

Is able to recognize that any number to the third power makes a cube using the cubing material

Mathematics

Cubing of Numbers 2

Is able to calculate the cube of the binomial by using the Binomial Square Guide and beads from the Bead Cabinet and then analyzing abstractly

Mathematics

Cubing of Numbers 2

Is able to build a new cube from an existing cube for example 4 cubed to 5 cubed, analyze the work and record the procedure

Mathematics

Cubing of Numbers 2

Is able to move from 4 cubed to 7 cubed, for example, analyzing the work using the algebraic formula

Mathematics

Cubing of Numbers 3

Is able to calculate the cube of the binomial abstractly

Mathematics

Cubing of Numbers 3

Is able to calculate the cube of a trinomial abstractly

Mathematics

Square Roots 1

Is able to calculate the square root of a binomial by using the Golden Beads and reading the side of the square

Mathematics

Square Roots 1

Is able to read the side of a square to determine the square root when working with the Peg Board

Mathematics

Square Roots 2

Is able to calculate the square roots of binomials

Mathematics

Square Roots 2

Is able to calculate the square root of trinomials

4th 5th 6th

••• •• •• •• •• •• •• • • • •• •• • • R

ev Pr

Mathematics

2nd 3rd

ID #

306

307

308

309

R 310

311

w ie

312

313

314

y

op C

315

316

317

318

319

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Cube Roots 1

Is able to recognize and calculate cube roots from working with the Cubing Material

Mathematics

Cube Roots 2

Is able to calculate the cube root of a binomial

Mathematics

Cube Roots 2

Is able to calculate the cube root of a trinomial

Mathematics

Exponents 1

Is able to recognize that the cube is made from 2 to the 9th power

Mathematics

Exponents 1

Is able to recognize that the chains are powers of the specified number

Mathematics

Exponents 1

Is able to recognize that the bars can form powers of the specified number

Mathematics

Exponents 2

Is able to evaluate base numbers with positive and negative exponents

Mathematics

Scientific Notation Converts large whole numbers to scientific notation

Mathematics

Scientific Notation Converts very small decimal fractions to scientific notation

Mathematics

Bases 1

Is able to recognize that numbers can be worked in different bases

Mathematics

Bases 1

Is able to count accurately in different bases

Mathematics

Bases 2

Is able to add using different bases

Mathematics

Bases 3

Is able to convert from a base to base 10

Mathematics

Irrational Numbers Recognizes and finds the value of irrational numbers such as: √2 and π

4th 5th 6th

•

ID #

320

321

322

• • •

w ie

ev Pr

Mathematics

2nd 3rd

R R 323 R R 324 R R 325

y

op C

•• • • •• •• • • •

326

327

328

329

330

331

332

333

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Order of Operations

Solve equations and inequalities containing positive and negative numbers using the order of operations

Mathematics

Problem Solving

Is able to solve word problems relating to addition patterns

Mathematics

Problem Solving

Is able to solve word problems relating to multiplication patterns

Mathematics

Problem Solving

Is able to solve word problems relating to factors, multiples and primes

Mathematics

Problem Solving

Is able to solve word problems relating to divisibility

Mathematics

Problem Solving

Is able to solve word problems relating to fractions

Mathematics

Problem Solving

Is able to solve word problems relating to decimal fractions

Mathematics

Problem Solving

Is able to solve word problems relating to geometry concepts

Mathematics

Problem Solving

Is able to solve word problems relating to measurement

Mathematics

Problem Solving

Is able to solve word problems relating to distance and time

Mathematics

Problem Solving

Is able to use the method of drawing a picture or diagram to solve a problem

Mathematics

Problem Solving

Is able to use the method of making an organized list to solve a problem

Mathematics

Problem Solving

Is able to use the method of making a table to solve a problem

Mathematics

Problem Solving

Is able to use the method of solving a simpler, related problem to solve a more complex problem

w ie

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Mathematics

2nd 3rd

4th 5th 6th

y

op C

•• ••••• •••• ••• •••• •••• •• •••• ••• ••• •••• ••• •• ••

ID #

334

335

336

337

338

339

340

341

342

343

344

345

346

347

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Problem Solving

Is able to find a pattern to solve a problem

Mathematics

Problem Solving

Is able to use the guess and check method in order to solve a problem

Mathematics

Problem Solving

Is able to use the method of experimentation in order to solve a problem

Mathematics

Problem Solving

Is able to act out a scenario in order to solve a problem

Mathematics

Problem Solving

Is able to work backwards in order to solve a problem

Mathematics

Problem Solving

Is able to figure out and write an equation in order to solve a problem

Mathematics

Problem Solving

Is able to alter one's point of view or perspective in order to solve a problem

Mathematics

Geometry: Plane Geometric Shapes

Introduction to recognition and nomenclature of geometric figures using the first presentation tray of geometric shapes

Mathematics

Geometry: Plane Geometric Shapes

Identifies basic geometric shapes using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Identifies types of triangles by their sides using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Identifies types of triangles by their angles: right, scalene, obtuse using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Identifies all of the quadrilaterals using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

identifies irregular polygons through the decagon using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Identifies circles using the shapes in the Geometric Cabinet

4th 5th 6th

•••• •••• •••• •••• •• • •

w ie

ev Pr

Mathematics

2nd 3rd

•• •• ••

ID #

348

349

350

351

352

353

354

R R R R

355

R

R R R R

356

R R R R

357

•••

R

358

R R R R

359

R R R R

360

R R R R

361

op C

R

I

y ••• ••• •••

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Geometry: Plane Geometric Shapes

Identifies the curved edged shapes using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Differentiates between a circle, ellipse, and oval using the shapes in the Geometric Cabinet

Mathematics

Geometry: Plane Geometric Shapes

Matches shapes from the Geometric Cabinet to geometric cards with completely colored interior

Mathematics

Geometry: Plane Geometric Shapes

Matches shapes from the Geometric Cabinet to geometric cards with thick colored outline

Mathematics

Geometry: Plane Geometric Shapes

Matches shapes from the Geometric Cabinet to geometric cards with thin colored outline

Mathematics

Geometry: geometric solids

Identifies a cube, sphere, cylinder, pyramid, and cone

Mathematics

Geometry: geometric solids

Identifies a rectangular prism, triangular prism, ovoid, and ellipsoid

Mathematics

Geometry: geometric solids

Identifies the faces, edges, and surfaces of solid geometric objects

Mathematics

Geometry: Constructive triangle boxes

Identifies congruent, similar shapes by matching sensorially

Mathematics

Geometry: Three concepts 1st presentation

Identifies fractional equivalencies in relation to plane shapes

Mathematics

Geometry: Three concepts 2nd presentation

Identifies the symbols for congruency, similarity, and equivalency and the meaning of each in relation to plane shapes

Mathematics

Geometry: Three concepts 3rd presentation

Extrapolates the concept of similarity across squares and equilateral triangles

Mathematics

Geometry: Explores the concepts of congruency, similarity, and Equivalence games equivalence

Mathematics

Geometry: Triangle Explores the reflexive, symmetric and transitive as a constructor properties

w ie

ev Pr

Mathematics

••• ••• •• • • •• •• I

2nd 3rd

4th 5th 6th

ID #

R R R R

362

R R R R

363

R R R R

364

I

R

365

I

R

366

I

R R R R

367

I

R R R R

368

••• • • ••• • • • • • I

I

I

y

op C

R

369

R

370

R

371

R

372

R

373

R

374

R

375

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mathematics

Geometry: Triangle Explores the reflexive, symmetric and transitive as a constructor properties

Mathematics

Geometry: Triangle Explores the reflexive, symmetric and transitive as a constructor properties

Mathematics

Geometry: Triangle Explores the reflexive, symmetric and transitive as a constructor properties

Mathematics

Geometry: Lines

Mathematics

Geometry: Lines

Identifies parts of a line

Mathematics

Geometry: Lines

Identifies positions of lines in space

Mathematics

Geometry: Lines

Identifies positions of lines when in relation to each other

Mathematics

Geometry: Nomenclature of circles

Identifies the parts of a circle

Mathematics

Geometry: Nomenclature of triangles

Identifies the parts of a triangle

Mathematics

Geometry: Nomenclature of squares

Identifies the parts of a square

Mathematics

Geometry: Types of Angles

Identifies the main types of angles

Mathematics

Geometry: Types of Angles

Identifies different angles, similarities and congruence

Mathematics

Geometry: Angles

Measures angles with a protractor

Mathematics

Geometry: Angles

Names the relationships between two angles

Identifies types of lines

2nd 3rd

4th 5th 6th

• • ••

ID #

R

376

R

377

R 378

•••• • ••• • ••• ••• ••• ••• • ••• •• •• ••• ••

R R R 379

ev Pr

R R 380 R R 381

w ie

R 382 R 383

R R 384

y

op C

R R 385 R R 386 R 387

388

R R 389

Strand

Age 3 Age 4 KG 1st

Curriculum Element

2nd 3rd

4th 5th 6th

•• •• •• •• •

ID #

Geometry: Angles

Identifies combinations of angles

Mathematics

Geometry: Angles

Adds angles

Mathematics

Geometry: Lines and Angles

Names angles formed by two straight lines cut by a transversal

Mathematics

Geometry: Angles and plane shapes

Identifies the sum of the interior angles of a triangle or regular polygon

Mathematics

Advanced geometry theory

Introduction to the Pythagorean Theorem

Mathematics

Advanced geometry theory

Recognizes the isosceles right triangle case of the Pythagorean Theorem - sensorial presentation

395

Mathematics

Advanced geometry theory

Recognizes the arithmetical (3-4-5) case of the Pythagorean Theorem

396

Mathematics

Advanced geometry theory

Understands Euclid's Solution of the Pythagorean Theorem

397

Mathematics

Geometry: Construction of various figures

Demonstrates line symmetry in a given shape by folding along its center line

Mathematics

Geometry: Construction of various figures

Constructs a line segment of equal lengths, using a straight edge and a compass

Mathematics

Geometry: Construction of various figures

Constructs an angle of a given measure with a protractor and straightedge

Mathematics

Geometry: Construction of various figures

Bisects an angle with a compass and straightedge

Mathematics

Geometry: Construction of various figures

Constructs a perpendicular to a line from a point off the line

Mathematics

Geometry: Construction of various figures

Constructs an equilateral triangle using a compass

w ie

ev Pr

Mathematics

••••• •••• ••• ••• ••• •••

390

391

392

393

394

R R R 398

y

op C

R 399

400

401

402

403

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Geometry: Construction of various figures

Constructs a triangle given two sides and an angle lying between

Mathematics

Geometry: Construction of various figures

Constructs a triangle given two angles and the side lying between

Mathematics

Geometry: Construction of various figures

Bisects a line segment with a compass and straightedge

Mathematics

Geometry: Construction of various figures

Draws a line perpendicular to another line with a straightedge, compass, and protractor

Mathematics

Geometry: Construction of various figures

Constructs a square with a protractor and straightedge

Mathematics

Geometry: Construction of various figures

Constructs a circle with a compass

Mathematics

Geometry: Construction of various figures

Constructs a scale model or drawing of an object given a scale to follow

Mathematics

Geometry: Construction of various figures

Constructs a variety of polyhedrons

Mathematics

Geometry: Measurement of perimeter

Measures the perimeter of triangles, quadrilaterals and polygons

Mathematics

Geometry: Measurement of parts of the circle

Measures the radius and diameter of a circle

Mathematics

Geometry: Measurement of parts of the circle

Computes arcs

Mathematics

Geometry: Measurement of parts of the circle

Measures the circumference of a circle

Mathematics

Geometry: Area

Calculates the area of a rectangle

Mathematics

Geometry: Area

Calculates the area of a parallelogram

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Mathematics

2nd 3rd

4th 5th 6th

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ID #

404

405

406

407

408

409

410

411

R R 412

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op C

413

414

415

416

417

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Geometry: Area

Calculates the area of a square

Mathematics

Geometry: Area

Calculates the area of a triangle

Mathematics

Geometry: Area

Calculates the area of a rhombus

Mathematics

Geometry: Area

Calculates the area of a kite

Mathematics

Geometry: Area

Calculates the area of a trapezoid

Mathematics

Geometry: Area

Calculates the area of an irregular quadrilateral

Mathematics

Geometry: Area

Calculates the area of regular polygons

Mathematics

Geometry: Area

Calculates the area of any irregular polygon

Mathematics

Geometry: Area

Calculates the area of a circle

Mathematics

Geometry: Volume Calculates the volume of a cube

Mathematics

Geometry: Volume Calculates the volume of a rectangular prism

Mathematics

Geometry: Volume Calculates the volume of a pyramid

Mathematics

Geometry: Volume Can calculate the volume of a cylinder

Mathematics

Geometry: Volume Calculates the volume of a cone

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Mathematics

2nd 3rd

4th 5th 6th

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•• •• •• •• •• •• •• •• • • • • • •

ID #

418

419

420

421

422

423

424

425

426

427

428

429

430

431

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Geometry: Volume Calculates the volume of a sphere

Mathematics

Geometry: Surface Area

Calculates the surface area of regular polyhedra

Mathematics

Geometry: Surface Area

Calculates the surface area of a cylinder

Mathematics

Geometry: Surface Area

Calculates the surface area of a cone

Mathematics

Geometry: Surface Area

4th 5th 6th

• • • • •

ev Pr

Mathematics

2nd 3rd

Calculates the surface area of a sphere

ID #

432

433

434

435

436

w ie y

op C Code: A dot indicates that by this age/grade level the skill will normally be introduced and the student is working toward mastery. Unlike conventional programs, Montessori does not introduce a concept or skill once and then move on. Students work on most skills or concepts over a span of years. They are introduced as soon as a student seems to be ready, but Montessori guides consciously introduce students to work at the age/grade level shown above by either the symbol “I” for an initial introduction to the dots, which signify that a student should be working toward mastery. The symbol “R” represents a year in which a skill is normally reviewed and retested. It is important to grasp that there is no year-by year curriculum as is found in most schools. Instead, students progress at their own pace. Copyright 2012 The Montessori Foundation

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Position and direction

Explores position in space and direction through bodily movement and in the context of the classroom, garden and playground

Geography

Position and direction

Explores the school, garden, playground and neighborhood by means of short walks, where he/she develops an awareness of various features (landmarks) and their position in relation to one another

Geography

Position and direction

Demonstrates understanding the basic terms used to describe an object's position in the environment: top, bottom, low, high, lower, higher, in front of, behind, right, left, etc.

Geography

Position and direction

Describes own position and movement with increasing confidence

Geography

Position and direction

Uses the names of points of interest in their environment with increasing confidence and accuracy

Geography

Position and direction

Views various objects (such as Geometric solids, historical artifacts) from different angles to begin to develop an awareness that objects look very different from different angles; comments on what he/she notices

Geography

Position and direction

Draws solid objects (e.g. Geometric Solids) from different angles

Geography

Position and direction

Looks at an arrangement of simple objects in a limited space and draws them from above, creating a simple map or plan of their relationship to one another

Geography

The Earth: 1

Works with the land, air and water activity to develop an understanding that the earth is comprised of three major constituents: Air, land and water; matches images to corresponding containers

Geography

The Earth: 1

Reads the labels associated with the Air Land and Water activity and places them in relation to corresponding containers and/or images

Geography

The Earth: 1

Explores the Land and Water globe to gain an understanding that the earth is comprised of large bodies of land and water surrounded by a shallow blanket of air

Geography

The Earth: 1

Distinguish between the representations of land masses and the oceans on the Land and water globe

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Geography

2nd 3rd

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4th 5th 6th

ID #

1

2

R

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3

4

5

6

7

8

9

10

11

12

Strand

Age 3 Age 4 KG 1st

Curriculum Element

The Earth: 1

Explains that the Earth is shaped like a sphere, and is represented in a much smaller scale by a globe, using the Land and Water Globe, the Continent Globe, or a standard school globes

Geography

The Earth: 1

Looks at albums showing classic images of various land and water forms, discussing obvious features and exploring relevant language

Geography

The Earth: 1

Sensorially explores the various land and water forms through work with the landforms materials

Geography

The Earth: 1

Matches the landform trays to the corresponding graphical representations and/or images of landforms

Geography

The Earth: 1

Identifies and names ten major land and water forms: island, lake, bay, cape, peninsula, isthmus, strait, archipelago, system of lakes using either the three dimensional trays or the cards which correspond with them

Geography

The Earth: 1

Locates examples of each of the land and water forms on the globe of land and water

Geography

The Earth: 1

Reads names of land and water forms and places cards next to the models or corresponding cards

Geography

The Earth: 1

Reads definitions of land and water forms and pairs with the corresponding vocabulary labels

Geography

The Earth: 1

Reads simple "command cards" relating to the land and water forms and demonstrates understanding by carrying out the instruction

Geography

The Earth: 1

Makes own models of land and water forms using papier mache or clay

Geography

The Earth: 1

Notices (in pictures, videos or while travelling) that there are other landforms and features in the landscape and enquires as to their names; develops an interest in the physical features of the Earth

Geography

Mapping 1

Identifies and names the Continents on the Continents globe

Geography

Mapping 1

Sensorially explores the Puzzle Map of World Parts, removing and replacing the pieces

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Geography

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4th 5th 6th

ID #

13

14

R

15

R

16

R

17

R

18

R

19

R

20

R

21

R

22

y

op C

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2nd 3rd

R

23

24

25

Strand

Age 3 Age 4 KG 1st

Curriculum Element

Mapping 1

Demonstrates a beginning understanding that the flat maps represent the same land and water features as a globe, using a globe, a flattened rubber ball, and the World Puzzle Map

Geography

Mapping 1

Identifies and names the Continents using the World Parts Puzzle Map

Geography

Mapping 1

Identifies and names the Oceans using the World Parts Puzzle Map

Geography

Mapping 1

Demonstrates a deepening understanding that the flat maps represent the same land and water features as a globe using the Globe Projection Maps

Geography

Mapping 2

Makes own Map of the Continents using different media; this can be traced then colored with pencil or paint, or pin-pricked on colored paper which is then glued on large blue circles; child may label map with names of Continents and Oceans

Geography

Mapping 2

Relates own continent puzzle piece from World Parts Puzzle Map to Puzzle Map of own continent

Geography

Mapping 2

Using the Puzzle Map of the Continent in which he or she lives, the child can match the pieces from the Puzzle Map to their outline shapes on the corresponding Outline Control Map

Geography

Mapping 3

Builds the puzzle map of his or her own Continent without the use of the Outline Control Map

Geography

Mapping 3

Identifies and names the countries of the continent

Geography

Mapping 3

Makes own Map of the Continent using different media; this can be traced then colored with pencil or paint, or pin-pricked on colored paper which is then glued on large blue circles; child may label map with names of the Countries

Geography

Mapping 4

Reads country names and relates them to the corresponding puzzle pieces

Geography

Mapping 4

Makes own booklets with outlines of countries and their names

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Geography

2nd 3rd

• •• •• •• •• R

ID #

26

27

28

29

30

31

32

33

34

35

y

op C

••• •• •• •• ••

4th 5th 6th

•• ••

36

37