WHEN VIEWING ON A TABLET OR MOBILE – DOUBLE TAP TO ZOOM
M AT H E M AT I C S S TA N DA R D S I N AC T I O N
Toward the Standard:
Shows little interest or curiosity in analyz-
ing or recording data—is more hands-on
in his approach to tasks
Toward the Standard:
Talks more about experiences and
describes what occurred with accuracy
but not necessarily detail most of the
Accomplishing the Standard:
In addition to talking about experiences,
begins to use other means to record
information or data, such as drawings,
maps, charts, or graphs, with adult help
A range of interest,
curiosity, and awareness
of analyzing and
recording data and
information Curriculum and
You Can Plan
for Each Child’s
• As a child works and plays, converse back
and forth, describing what the child is doing
and encouraging him to show you what he
is up to.
• Model ways of being more descriptive and
analytical in your conversations.
• Introduce some recording techniques to
children by making a chart at large- or small-
group time (e.g., “Who’s here and who’s
absent today?” Or take a survey: “Do you like
chocolate or white milk better?”).
• Do not force the child to verbalize or explain
so that a power struggle or a negative experi-
• As a child works and plays, converse back and
forth, encouraging the child to tell you more
about what he is up to.
• Ask open-ended questions to stimulate the
child to be more descriptive and analytical.
• Play people-sorting games for children’s likes
and dislikes. Let children determine the cat-
egories and analyze the size of the groups.
Introduce recording the results.
• Let children use clipboards with paper with
two columns labeled “Yes” and “No.” Have
them determine a question to survey other
children on. They can record with a check
mark or have children write their names in
• Continue to converse with children, asking
open-ended questions to stimulate them to
be descriptive and analytical about whatever
they are doing.
• Read Rosie’s Walk and have the children help
you make a map that traces everywhere Rosie
went. Then make a map of the classroom
together. Families could map the child’s bed-
room for “homework.”
• Make real-item graphs (on the floor using a
shower curtain or large piece of plastic, or
paper graphs). Have children bring in fruits
for fruit salad and graph the groups of fruit,
graph children’s types of shoes, etc.