Math curriculum is based on building conceptual clarity through hands on experience. Moving from concrete experiences using pictures, objects and the like. Moving at own own pace, providing authentic, experiences.

1. Kindergarten Math curriculum
At Pawar Public School, Kandivali, Mumbai.
Preschoolers develop mathematical understandings at their own
pace through repeated and authentic experiences – and this often means letting them PLAY!
The number
on the duck
is 5.
I have 3 on
the duck.
How many
eggs do we
want?

2. Session on math by Susan Hillman
Going beyond pencil and paper to make math a learning experience. Quick and easy
strategies to help turn them into mini mathematicians.

3. Using Nonverbal communication has
helped the teachers to manage the class
better and also understand what each
student is thinking.

4. Numeracy and its implementation
Constructing
meaning
Conversations
Based on daily
experiences
Reflection
Transferring
meaning
Using pictures,
diagrams, modeling
with concrete
objects
Applying with
understanding
Practical hands on
problem solving
activities

5. Block, buttons, balls, counters, straws, candy sticks, beads and lids are used for counting and
making number connections.
Daily Routine Opportunities are given during the indoor free
play sessions and as learning engagements in corner time.
Constructing meaning based on daily experiences

6. Constructing meaning based on daily experiences
Making a set
Counting and sharing
“How many flowers per
person ?”

7. Constructing meaning based on daily experiences
Rocket Blast Off!
Reverse counting
Pretend play corner
Shopping and understanding
the concept of numbers
through currency

8. Constructing meaning based on conversations
Number talk
Done twice a week during circle time
Recognizing numbers at a glance

9. Constructing meaning based on conversations
Use of the senses board to
explain or draw one’s
understanding Conversing with peers and helping out
through peer correction

10. Constructing meaning by Reflecting
How many do you have?
What steps did we use?
Do we all
have the
same
number?

11. Transferring meaning using pictures and diagrams.
Arrangements of numbers 1 to
10 using dots.
Relating numeral - 1 to 10, to its
respective quantity.
Use of dominoes to understand numbers

12. Transferring meaning using pictures and diagrams.
Hoping on numbers in a sequence Skip counting by 10

13. Transferring meaning using Number line.
The teacher used the number line to ask these
questions, “Who is after student x?,” “Who is
before student x?” “Who is in between student
x and z?” This activity provided reinforcement
of these concepts before we started using the
numbers. This was done in the Nursery and
Jr.KG
Sr.KG used the number line to answer
the same questions with numbers.

14. Transferring meaning using Number line.
Sr.KG used the number line to solve the worksheet for After numbers, Before numbers
and In-between numbers. They also used the number line for skip counting of two and five.

15. Transferring meaning using concrete objects or models
In small and large groups students made up simple number riddles to ask classmates.
Sample riddles were modeled prior to this activity.

16. Transferring meaning using concrete objects or models
Hidden math through
craft activity
Patterns were done
during the Diwali festival
by providing students
with paper cutouts and
asking them to create a
pattern.

17. Transferring meaning using concrete objects or models
Students worked in pairs and used cubic blocks to represent quantities . The concept of Tens
and ones was understood better.

18. Transferring meaning using concrete objects or models
Comparing sets or numerals.
Discussing the concepts of more, less and the same (e.g. We each have some toys. Who has
the most? Who has the least?)

19. Transferring meaning using concrete objects or models
Finding the odd one out or WODB (which one doesn’t belong)

20. Applying with understanding - Practical hands on problem solving activities
Hands on
activities to
solve addition
sums before
solving them on
paper.
Vertical addition

21. Applying with understanding - Practical hands on problem solving activities
Using clay to create eggs in the nest to
solve the concept of ‘one more’ and ‘one
less’.

22. Applying with understanding - Practical hands-on-problem solving activities
Sr.KG students creating apples in
the crate to practice the concept
of ‘one more’ and ‘one less’.

23. Applying with understanding - Practical hands-on-problem solving activities
Theme related word problems.

24. Taking it forward
JOY of learning to think mathematically.
We were motivated by the workshop taken by Ms.
Susan Hillman and since then tried to implement more
hands on for the preschoolers. We played games like
catch the number, how many in a boat and shark in the
water.
We are further planning to introduce the base blocks
and give students an experience for playing games
online.
In the coming month we plan to introduce to the Sr.KG
students to bar models, deconstructing the number
and open-ended word problems.
In the next academic year plan, we will in cooperate
math exercises from the beginning and during corner
time as hands on.