Math Games

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.

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.