In Module 2, in the context of classroom play, children learn to …
In Module 2, in the context of classroom play, children learn to identify, describe, sort, compare, and create two-dimensional (2-D) and three-dimensional (3-D) shapes and objects. Children develop vocabulary to describe the relative position of objects (e.g., top, bottom, up, down, in front of, behind, over, under, and next to), building foundational spatial reasoning abilities. In Module 1, students developed an understanding of numbers to 5. In Module 2, students practice these counting skills in the context of geometry (counting sides, corners, a group of triangles, etc.).
**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**
Module 3 challenges students to build on their work with numbers through …
Module 3 challenges students to build on their work with numbers through 5 to make sense of and count groups of 0, 6, 7, 8, 9, and 10 objects. Students also continue their work with the number core in the following ways (PK.CC.14): Rote counting (the number word list up to 15); one-to-one correspondence (one object paired with one number word from 0 to 10); cardinality (how many in a set of up to 10 objects); andnumber recognition (matching written numerals 0, 6, 7, 8, 9, and 10 to quantities). Throughout the module, children participate in engaging experiences that help them make critical connections between these four understandings.
**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**
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