1s forward and backward between any two given numbers

2s to 20, forward starting at 0

5s and 10s to 100, forward starting at 0.

]]> Recite forward by 1s the number sequence between two whole numbers (0 to 100).

]]> Recite backward by 1s the number sequence between two whole numbers.

]]> 78066 Record a numeral (0 to 100) symbolically when it is presented orally.

]]> 78067 Read a numeral (0 to 100) when it is presented symbolically.

]]> 78068 Skip count by 2s to 20 starting at 0.

]]> 78069 Skip count by 5s to 100 starting at 0.

]]> 78070 Skip count forward by 10s to 100 starting at 0.

]]> 78071 Identify and correct errors and omissions in a number sequence.

]]> 78072 78065 Look briefly at a familiar arrangement of objects or dots and identify the number represented without counting.

]]> Look briefly at a familiar arrangement and identify how many objects there are without counting.

]]> 78075 Identify the number represented by an arrangement of objects or dots on a ten frame.

]]> 78076

indicating that the last number said identifies "how many"

showing that any set has only one count using the counting on strategy

using parts or equal groups to count sets.

]]> 78074 Answer the question, "How many are in the set?" using the last number counted in a set.

]]> Identify and correct counting errors in a counting sequence.

]]> 78079 Show that the count of the number of objects in a set does not change regardless of the order in which the objects are counted.

]]> 78080 Count the number of objects in a set, rearrange the objects, predict the new count, and recount to verify the prediction.

]]> 78081 Determine the total number of objects in a given set, starting from a known quantity and counting on.

]]> 78082 Determine the total number of objects in a set using groups of 2s, 5s, or 10s and counting on.

]]> 78083 78078 Represent a whole number using a variety of manipulatives, including ten frames and base ten materials.

]]> Read whole number words to 20.

]]> 78086 Partition any quantity into 2 parts and identify the number of objects in each part.

]]> 78087 Model a whole number using two different objects (e.g., 10 desks represents the same number as 10 pencils).

]]> 78088 Place whole numbers on a number line by using benchmarks 0, 5, 10, and 20.

]]> 78089

referents (known quantity)

one-to-one correspondence.

]]> 78085 Build a set equal to a given set that contains up to 20 elements.

]]> Build a set that has more, fewer, or as many elements as a given set.

]]> 78092 Build several sets of different objects that have the same number of elements in the set.

]]> 78093 Compare two sets using one-to-one correspondence and describe them using comparative words, such as more, fewer, or as many.

]]> 78094 Compare a set to a referent using comparative language.

]]> 78095 Solve a story problem (pictures and words) that involves the comparison of two quantities.

]]> 78096 78091 Estimate a quantity by comparing it to a referent.

]]> Select an estimate for a given quantity by choosing between at least two possible options and explain the choice.

]]> 78099 78098 Represent a whole number in a variety of equal groupings with and without singles (e.g., 17 can be represented by 8 groups of 2 and one single, 5 groups of 3 and two singles, 4 groups of 4 and one single, and 3 groups of 5 and two singles).

]]> Recognize that for a number of counters, no matter how they are grouped, the total number of counters does not change.

]]> 78102 Group a set of counters into equal groups in more than one way.

]]> 78103 78101 Name the whole number that is one more, two more, one less or two less than a given whole number.

]]> Represent the number on a ten frame that is one more, two more, one less, or two less than a whole number.

]]> 78106

using familiar and mathematical language to describe additive and subtractive actions from their experience

creating and solving problems in context that involve addition and subtraction

modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically.

]]> 78105 Act out a story problem presented orally or through shared reading.

]]> Indicate if the scenario in a story problem represents additive or subtractive action.

]]> 78109 Represent the numbers and actions presented in a story problem by using manipulatives, and record them using sketches and/or number sentences.

]]> 78110 Create a story problem involving addition that connects to personal experience and simulate the action with counters.

]]> 78111 Create a story problem involving subtraction that connects to personal experience and simulate the action with counters.

]]> 78112 Create a word problem for a whole number addition or subtraction sentence.

]]> 78113 Represent a story problem pictorially or symbolically to show the additive or subtractive action and solve the problem.

]]> 78114

counting on and counting back

making 10

doubles

using addition to subtract

to determine basic addition facts to 18 and related subtraction facts.]]> 78108 Use and describe a personal strategy for determining a sum.

]]> Use and describe a personal strategy for determining a difference.

]]> 78117 Write the related subtraction fact for a given addition fact.

]]> 78118 Write the related addition fact for a given subtraction fact.

It is not intended that students recall the basic facts but become familiar with the strategies to mentally determine sums and differences.]]> 78119 78064

describing

reproducing

extending

creating patterns using manipulatives, diagrams, sounds, and actions.

]]> Describe a repeating pattern containing two to four elements in its core.

]]> Identify errors made in a repeating pattern.

]]> 78123 Identify the missing element(s) in a repeating pattern.

]]> 78124 Create and describe a repeating pattern using a variety of manipulatives, diagrams, musical instruments, and actions.

]]> 78125 Reproduce and extend a repeating pattern using manipulatives, diagrams, sounds, and actions.

]]> 78126 Identify and describe a repeating pattern found in the environment (e.g., classroom, outdoors) using everyday language.

]]> 78127 Identify repeating events (e.g., days of the week, birthdays, seasons).

]]> 78128 78122 Represent a repeating pattern using another mode (e.g., action to sound, colour to shape, ABC ABC to blue yellow green blue yellow green).

]]> Describe a repeating pattern using a letter code (e.g., ABC ABC...)

;]]> 78131 78130 Construct two equal sets using the same objects (same shape and mass) and demonstrate their equality of number using a balance scale.

]]> Construct two unequal sets using the same objects (same shape and mass) and demonstrate their inequality of number using a balance scale.

]]> 78134 Create two groups of students and explain if the groups are equal or not in quantity.

]]> 78135 Draw pictures to demonstrate inequality or equality and explain.

]]> 78136 Determine if two given concrete sets are equal or unequal, and explain the process used.

]]> 78137 78133 Represent a given equality using manipulatives or pictures.

]]> Represent a given pictorial or concrete equality in symbolic form.

]]> 78140 Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).

]]> 78141 Record different representations of the same quantity (0 to 20) as equalities.

]]> 78142 78121

identifying attributes that can be compared

ordering objects

making statements of comparison

filling, covering, or matching.

]]> Identify common attributes, including length, height, mass, volume, capacity, and area that could be used to compare two objects.

]]> Compare two objects and identify the attribute(s) used to compare.

]]> 78146 Determine which of two or more objects is longest or shortest by matching and explain the reasoning.

]]> 78147 Determine which of two or more objects is heaviest or lightest by comparing and explain the reasoning.

]]> 78148 Determine which of two or more given objects holds the most or least by filling and explain the reasoning.

]]> 78149 Determine which of two or more given objects has the greatest/least area by covering and explain the reasoning.

]]> 78150 78145 Sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule.

]]> Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted.

]]> 78153 Sort a set of 2-D shapes using a single attribute determined by the student and explain how the shapes were sorted.

]]> 78154 Determine the difference between two given pre- sorted sets of familiar 3-D objects or 2-D shapes and explain a possible sorting rule used to sort them.

]]> 78155 78152 Select 2-D shapes from a set of 2-D shapes to reproduce a composite 2-D shape.

]]> Select 3-D objects from a set of 3-D objects to reproduce a composite 3-D object.

]]> 78158 Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.

]]> 78159 Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.

]]> 78160 78157 Identify 3-D objects in the environment that have parts similar to a given 2-D shape.

]]>