Use direct comparison to compare two objects based on a single attribute, such as • length including height • mass • capacity. • Achievement Indicators: - KSS1.1 Compare the height of two given objects; and explain how they compare using the words shorter, longer, taller, or almost the same. - KSS1.2 Compare the length of two given objects; and explain how they compare using the words shorter, longer, or almost the same. - KSS1.3 Compare the mass of two given objects; and explain how they compare, using the words lighter, heavier or almost the same. - KSS1.4 Compare the capacity of two given objects; and explain how they compare, using the words less, more, (bigger, smaller) or almost the same.
Sort 3-D objects using a single attribute and explain the sorting rule. • Achievement Indicators: - KSS2.1 Identify a common attribute in a given set of 3-D objects. - KSS2.2 Sort a set of 3-D objects, using a single attribute such as size or shape, and explain the sorting rule. - KSS2.3 Determine the difference between two pre-sorted sets by explaining a sorting rule used to sort them.
Build and describe 3-D objects. • Achievement Indicators: - KSS3.1 Describe a given 3-D object, using words such as big, little, round, like a box and like a can. - KSS3.2 Create a representation of a given 3-D object, using materials such as modelling clay and building blocks, and compare the representation to the original 3-D object.
Say the number sequence by 1s: • starting anywhere from 1 to 10 and from 10 to 1 • forward from 1 to 30. • Achievement Indicators: - KN1.1 Say the number that comes after a given number from 0 to 9. - KN1.2 Say the number that comes before a given number from 2 to 10. - KN1.3 Count on from a given number to a stated number, forward 1 to 10 and backward 10 to 1. - KN1.4 Rote count from 1 to 30.
Count by Typing
Count Objects
Count Objects
Count Objects Using Multiple Choice
Count Using Multiple Choice Objects
Count by Typing I
Count Up and Down with Objects
Count Up and Down with Objects Up to 5, 20
Count Objects
Count Objects Using Multiple Choice
Count Up and Down with Objects up to 10
Count Up with Numbers
How Many More to Make 10?
Counting Forward and Backward
Sequences Count Up and Down
Subitize (recognize at a glance) and name familiar arrangements of 1 to 5 objects, dots or pictures. • Achievement Indicators: - KN2.1 At a glance, identify the number of a given arrangement of 1 to 5 objects or dots, without counting. - KN2.2 Identify the number represented by an arrangement on a five frame.
Relate a numeral, 1 to 10, to its respective quantity. • Achievement Indicators: - KN3.1. Identify the number of objects in a set. - KN3.2 Recognize and name numerals 1 to 10. - KN3.3 Construct a set of objects corresponding to a given numeral. - KN3.4 Print numerals from 1 to10 to represent the number of objects in a given set. - KN3.5 Match numerals with pictorial representations. - KN3.6 Recognize that the original count of a set is maintained when objects are spatially re-arranged (conservation of number).
Represent and describe numbers 2 to 10, in two parts, concretely and pictorially. • Achievement Indicators: - KN4.1 Show a given number as two parts, using fingers, counters or other objects, and name the number of objects in each part. - KN4.2 Show a given number as two parts, using pictures, and name the number of objects in each part.
Compare quantities 1 to 10: • using one-to-one correspondence • by ordering numbers representing different quantities. • Achievement Indicators: - KN5.1 Compare and describe two given sets using words such as more, fewer, as many as or the same number. - KN5.2 Using a given set, construct another set to show more than, fewer than or as many as. - KN5.3 Order quantities of objects in given sets in sequential order from fewer to most.
Demonstrate an understanding of repeating patterns (two or three elements) by: • identifying • reproducing • extending • creating patterns using manipulatives, sounds and actions. • Achievement Indicators: - KPR1.1 Distinguish between repeating patterns and nonrepeating sequences in a given set by identifying the part that repeats. - KPR1.2 Copy a given repeating pattern, e.g., actions, sound, colour, size, shape, orientation, and describe the pattern. - KPR1.3 Extend repeating patterns to two more repetitions. - KPR1.4 Create a repeating pattern, using manipulatives, musical instruments or actions, and describe the pattern. - KPR1.5 Identify and describe a repeating pattern in the classroom, school and outdoors; e.g., in a familiar song, in a nursery rhyme.