Kindergarten Math

Ideas for Integrating Technology with the Standards of Learning

The ideas below could be adapted to both a one-computer classroom (preferably with some kind of presentation system) or a computer lab.

Number and Number Sense Standards

Standard

Technology Integration Idea

K.1 The student, given two sets containing 10 or fewer concrete items will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of 1 to 1 correspondence. Using a desktop publishing application, the teacher inserts several copies of different graphics. (ie, four pictures of a cat and five pictures of a dog). Students drag the graphics into groups and then determine which has more by circling the group with the pencil tool.

K.2 The student, given a set containing nine or fewer objects, will tell how many are in the set by counting the number of items orally and select the corresponding number from a given set. Following above activity (K.1), students would count each picture and type the number in a box below the groups.

K.3 The student, given an ordered set of three objects and/or pictures, will indicate the ordered positionof each item from left-to-right, right-to-left, top-to-bottom, and/or bottom-to-top. Virtual Worksheet: Insert graphics into a draw program. Use the pencil tool to circle the correct item when prompted. Or have students draw arrows in the correct direction.

K.4 The student will investigate and recognize patterns from counting by fives and tens, using concrete objects and a calculator. Using a word processor, have students type five letters or numbers in a row. If you choose a symbol or wingding font, they can type shapes and symbols. Type five rows of five each.

K.5 The student will count forward to 20 and backward from10. Using a spreadsheet, have students type one number in each cell either horizontally or vertically. You can use the sort feature to go forwards and backwards.

K.6 The student will determine the value of pennies, using pennies or models. Using a desktop publishing or word processing progra, insert clip art of pennies to create various slides with different numbers of pennies. Have students create their own slides.

Computation and Estimation

Standard

Technology Integration Idea

K.7 The student will add and subtract whole numbers using up to 10 concrete items. Using a desktop publishing application, the teacher or student creates a math problem with graphics (see the Math Cat game "Add It Up). After inserting a number of graphics into a window, students drag a certain number of items away from the group and then count the remainder.

K.8 The student, given a familiar problem situation involving magnitude, will select a reasonable magnitude from the three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numberal (e.g., 5, 50, and 500). Create a slide show of photos and ask various questions about magnitude: How many people in the crowd? How much does the puppy weigh?

Measurement

Standard

Technology Integration Idea

K.9 The student will recognize a penny, nnickel, dime, and quarter. Visit the U.S. Mint to learn more about money and how it is made.

K.10 The student will identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer).
Use a calendar creation program to show students different months. Have them choose appropriate clip art to place on the calendar to reflect the particular season or holiday.

In a desktop publishing program, display the rulers and have students draw shapes of certain lengths.

K.11 The student will tell time to the hour using an analog or digital clock. When students start to use the computer, have them note the time on the computer clock.

K.12 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Using a draw program, instruct to students to draw one line. Then have them draw a shorter or longer line.

Geometry

Standard

Technology Integration Idea

K.13 The student will identify, describe, and make plane geometric figures (circle, triangle, square, and rectangle). Use a draw program to create shapes.

K.14 The student will identify representations of place geometric figures (circle, trianlge, square, and rectangle), regardless of their position and orientation in space. Virtual Worksheet: Insert shapes into a draw program. Using the pencil tool, have students circle the correct shape when prompted. If you want to make more of a game, use a slide show program to create a series of slides with different shapes.

K.15 The student will compare the size (larger/smaller) and shape of place geometric figures (circle, trianlge, square, and rectangle). Use a draw program to create different shapes and different sizes of the same shape. Instruct students to drag certain shapes on top of each other and the describe the two shapes in relationship to each other.

Probability and Statistics

Standard

Technology Integration Idea

K.16 The students will gather data relating to familiar experiences by counting and tallying. Use a spreadsheet to record data from the class (favorite color, hair color, number and type of pets, etc.).

K.17 The student will display objects and information, using object and pictorial graphs and tables. Use a draw program to make a simple graph of the information from the survey above.

K.18 The student will investigate and describe the results of dropping a two-colored counter or using a multi-colored spinner. Record the results on a spreadsheet.

Patterns, Functions, and Algebra

Standard

Technology Integration Idea

K.19 The student will sort and classify objects according to similar attributes (size, shape, or color). Using a draw program, insert a variety of colored shapes. Have students drag them into related groups (all triangles, color groups, etc.)

K.20 The student will identify, describe, or extend a repeating relationship (pattern) found in common objects, sounds, and movements. Use a draw program to start a pattern and have students complete it by copying and pasting the correct items into the pattern.

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Standard	Technology Integration Idea
K.1 The student, given two sets containing 10 or fewer concrete items will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of 1 to 1 correspondence.	Using a desktop publishing application, the teacher inserts several copies of different graphics. (ie, four pictures of a cat and five pictures of a dog). Students drag the graphics into groups and then determine which has more by circling the group with the pencil tool.
K.2 The student, given a set containing nine or fewer objects, will tell how many are in the set by counting the number of items orally and select the corresponding number from a given set.	Following above activity (K.1), students would count each picture and type the number in a box below the groups.
K.3 The student, given an ordered set of three objects and/or pictures, will indicate the ordered positionof each item from left-to-right, right-to-left, top-to-bottom, and/or bottom-to-top.	Virtual Worksheet: Insert graphics into a draw program. Use the pencil tool to circle the correct item when prompted. Or have students draw arrows in the correct direction.
K.4 The student will investigate and recognize patterns from counting by fives and tens, using concrete objects and a calculator.	Using a word processor, have students type five letters or numbers in a row. If you choose a symbol or wingding font, they can type shapes and symbols. Type five rows of five each.
K.5 The student will count forward to 20 and backward from10.	Using a spreadsheet, have students type one number in each cell either horizontally or vertically. You can use the sort feature to go forwards and backwards.
K.6 The student will determine the value of pennies, using pennies or models.	Using a desktop publishing or word processing progra, insert clip art of pennies to create various slides with different numbers of pennies. Have students create their own slides.

Standard	Technology Integration Idea
K.7 The student will add and subtract whole numbers using up to 10 concrete items.	Using a desktop publishing application, the teacher or student creates a math problem with graphics (see the Math Cat game "Add It Up). After inserting a number of graphics into a window, students drag a certain number of items away from the group and then count the remainder.
K.8 The student, given a familiar problem situation involving magnitude, will select a reasonable magnitude from the three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numberal (e.g., 5, 50, and 500).	Create a slide show of photos and ask various questions about magnitude: How many people in the crowd? How much does the puppy weigh?

Standard	Technology Integration Idea
K.9 The student will recognize a penny, nnickel, dime, and quarter.	Visit the U.S. Mint to learn more about money and how it is made.
K.10 The student will identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer).	Use a calendar creation program to show students different months. Have them choose appropriate clip art to place on the calendar to reflect the particular season or holiday. In a desktop publishing program, display the rulers and have students draw shapes of certain lengths.
K.11 The student will tell time to the hour using an analog or digital clock.	When students start to use the computer, have them note the time on the computer clock.
K.12 The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder).	Using a draw program, instruct to students to draw one line. Then have them draw a shorter or longer line.

Standard	Technology Integration Idea
K.13 The student will identify, describe, and make plane geometric figures (circle, triangle, square, and rectangle).	Use a draw program to create shapes.
K.14 The student will identify representations of place geometric figures (circle, trianlge, square, and rectangle), regardless of their position and orientation in space.	Virtual Worksheet: Insert shapes into a draw program. Using the pencil tool, have students circle the correct shape when prompted. If you want to make more of a game, use a slide show program to create a series of slides with different shapes.
K.15 The student will compare the size (larger/smaller) and shape of place geometric figures (circle, trianlge, square, and rectangle).	Use a draw program to create different shapes and different sizes of the same shape. Instruct students to drag certain shapes on top of each other and the describe the two shapes in relationship to each other.

Standard	Technology Integration Idea
K.16 The students will gather data relating to familiar experiences by counting and tallying.	Use a spreadsheet to record data from the class (favorite color, hair color, number and type of pets, etc.).
K.17 The student will display objects and information, using object and pictorial graphs and tables.	Use a draw program to make a simple graph of the information from the survey above.
K.18 The student will investigate and describe the results of dropping a two-colored counter or using a multi-colored spinner.	Record the results on a spreadsheet.

Standard	Technology Integration Idea
K.19 The student will sort and classify objects according to similar attributes (size, shape, or color).	Using a draw program, insert a variety of colored shapes. Have students drag them into related groups (all triangles, color groups, etc.)
K.20 The student will identify, describe, or extend a repeating relationship (pattern) found in common objects, sounds, and movements.	Use a draw program to start a pattern and have students complete it by copying and pasting the correct items into the pattern.