DOUBLE TAP TO ZOOM WITH PHONE OR TABLET M AT H E M AT I C S S TA N DA R D S I N AC T I O N First Steps Toward the Standard: What the Children Might Show You: Shows little interest or curiosity in analyz- ing or recording data—is more hands-on in his approach to tasks Making Progress Toward the Standard: Talks more about experiences and describes what occurred with accuracy but not necessarily detail most of the time 61 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 Activities that You Can Plan and Implement for Each Child’s Progress Level • 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- ence develops. • 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 the columns. COPYRIGHTED MATERIAL • 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.