Math Games

Say the number sequence by 1s, starting anywhere from 1 to 30 and from 10 to 1.
• Recite the number sequence from 1 to 30 and from 10 to 1.
• Name the number that comes after a given number, 1 to 9.
• Name the number that comes before a given number, 2 to 10.
• Recite number names from a given number to a stated number (forward – 1 to 10, backward – 10 to 1) using visual aids.

Subitize and name familiar arrangements of 1 to 6 dots (or objects).
• Look briefly at a given familiar arrangement of 1 to 6 dots (or objects), and identify the number represented without counting.
• Identify the number represented by a given dot arrangement on a five frame, and describe the number’s relationship to 5.
• Identify the number represented by a given dot arrangement on a five frame, and identify the numbers that are one more and one less.

Relate a numeral, 1 to 10, to its respective quantity.
• Construct a set of objects corresponding to a given numeral.
• Name the number for a set of objects.
• Hold up the appropriate number of fingers for a given numeral.
• Match numerals with their pictorial representations.

Represent and describe numbers 2 to 10 in two parts, concretely and pictorially.
• Show a number as two parts, using fingers, counters, or other objects, and name the number of objects in each part.
• Show a number as two parts using pictures, and name the number of objects in each part.

Demonstrate an understanding of counting to 10 by
• indicating that the last number said identifies “how many”
• showing that any set has only one count

• Answer the question, “How many are in the set?” using the last number counted in a set.
• 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.
• Count the number of objects in a given set, rearrange the objects, predict the new count, and recount to verify the prediction.

Compare quantities, 1 to 10,
• using one-to-one correspondence
• by ordering numbers representing different quantities

• Construct a set to show more than, fewer than, or as many as a given set.
• Compare two sets through direct comparison, and describe the sets using words such as “more,” “fewer,” “as many as,” or “the same number.”
• Order quantities using objects, five frames, ten frames, or dot cards.
• Order, using at least two benchmarks, numerals 1 to 10 on a vertical or horizontal number line.

Use direct comparison to compare two objects based on a single attribute, such as length (height), mass (weight), and volume (capacity).
• Compare the length (height) of two objects, and explain the comparison using the words “shorter,” “longer (taller),” or “almost the same.”
• Compare the mass (weight) of two objects, and explain the comparison using the words “lighter,”“ heavier,” or “almost the same.”
• Compare the volume (capacity) of two objects, and explain the comparison using the words “less,” “more,” “bigger,” “smaller,” or “almost the same.”

Sort 3-D objects using a single attribute.
• Sort a set of familiar 3-D objects using a single attribute, such as size or shape, and explain
• the sorting rule.
• Determine the difference between two pre-sorted sets by explaining a sorting rule used to sort them.

Build and describe 3-D objects.
• Create a representation of a 3-D object using materials such as modelling clay and building blocks, and compare the representation to the original 3-D object.
• Describe a 3-D object using words such as “big,” “little,” “round,” “like a box,” and “like a can.”

Demonstrate an understanding of repeating patterns (two or three elements) by
• identifying
• reproducing
• extending
• creating
patterns using manipulatives, sounds, and actions.

• Distinguish between repeating patterns and non-repeating sequences in a set by identifying the part that repeats.
• Copy a repeating pattern (e.g., actions, sound, colour, size, shape, orientation) and describe the pattern.
• Extend a variety of repeating patterns to two more repetitions.
• Create a repeating pattern using manipulatives, musical instruments, or actions, and describe the pattern.
• Identify and describe a repeating pattern in the classroom, the school, and outdoors (e.g., in a familiar song, in a nursery rhyme).