EARLY COUNTING GROUPING CONCEPT SEQUENCE

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels.
Kindergarten children informally investigate, understand and explain Counting, Addition and Subtraction, Multiplication and Division.
After downloading, select the Level number to link to the TEACHING RESOURCES for that Level at A LEARNING PLACE A TEACHING PLACE – for anchor chart images, see final page.

PLACE VALUE CONCEPT SEQUENCE

This concept is broken into additive concepts and multiplicative concepts. We start our mathematical reasoning using additive thinking and then develop our understanding and capacity to think multiplicatively.
ADDITIVE PLACE VALUE CONCEPTS (standard and non-standard place value of whole numbers to three-digits, partitioning, friends of 10) ARE THE FOCUS IN KINDERGARTEN (informally), YEAR 1, and YEAR 2. Thinking additively about Place Value means we are adding the values together to get the number.
MULTIPLICATIVE PLACE VALUE CONCEPTS (we continue thinking additively – standard and non-standard place value of whole numbers from four-digits and decimals, and begin to think multiplicatively – multiplicative place value of whole numbers and decimals) ARE THE FOCUS IN YEAR 3, YEAR 4, YEAR 5, and YEAR 6. Thinking multiplicatively about Place Value means we are multiplying or dividing each place by 10 to get the value of the place to left or right.
All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.
Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

ADDITION AND SUBTRACTION CONCEPT SEQUENCE

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.
Number and Algebra concepts in Kindergarten / Prep / Reception are taught informally under Early Counting and Grouping. Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

MULTIPLICATION AND DIVISION CONCEPT SEQUENCE

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.
Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

FRACTIONS AND DECIMALS CONCEPT SEQUENCE

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.
Once downloaded, in the concept sequence, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

PATTERNS AND ALGEBRA CONCEPT SEQUENCE

Algebraic thinking means looking for patterns and relationships – we have been thinking algebraically from a very young age.
This concept is broken into Patterns – arithmetic patterns with identifiable parts that repeat, and into Algebra – investigating operations using properties and relationships.
All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the same hand column to allow for easy differentiation.
Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

MONEY FINANCIAL MATHEMATICS CONCEPT SEQUENCE

All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels.
Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

MEASUREMENT GEOMETRY CONCEPT SEQUENCE

Measurement and Geometry are intrinsically related – the properties of shapes and objects determine the way their dimensions are measured.
All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the same column to allow for easy differentiation.
Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

TIME CONCEPT SEQUENCE

This concept is broken into telling time and time duration. Telling time using an analog clock is vital to allow children to develop understanding of passing time as a dimension. Digital time simply names the hour and the minutes. To develop this understanding while investigating telling time, children should each have their own analog clock whose hands move in sync.
All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels. Concepts with a logical basis are in the left hand column to allow for easy differentiation.
Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.

STATISTICS AND PROBABILITY CONCEPT SEQUENCE

This concept is broken into statistics (data) – information we place into logical mathematical representations, and into probability (chance) – the likelihood that an event will occur.
Statistics and Probability are intrinsically related – without data we cannot identify chance.
All sequences at A Learning Place A teaching Place have both an empirical and logical basis. The empirical basis means all later levels are both harder than and also include lower levels. The logical basis means that specific earlier levels are prerequisites for specif later levels.
Once downloaded, there are links to each Level’s Teaching Resources; to Assessment, Differentiation, Intervention and Integration.