Students will be expected to say the number sequence by • 1s, from 1 to 20 • 1s, starting anywhere from 1 to 10 and from 10 to 1 • Performance Indicators - N01.01 Recite the number sequence from 1 to 20 and from 10 to 1. - N01.02 Name the number that comes after a given number, 1 to 9. - N01.03 Name the number that comes before a given number, 2 to 10. - N01.04 Recite number names from a given number to a stated number (forward 1 to 10, backward 10 to 1) using visual aids.
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
Students will be expected to recognize, at a glance, and name the quantity represented by familiar arrangements of 1 to 5 objects or dots. • Performance Indicators - N02.01 Look briefly at a given familiar arrangement of 1 to 5 objects or dots and identify the number represented without counting. - N02.02 Identify the number represented by a given dot arrangement on a five-frame.
Students will be expected to relate a numeral, 1 to 10, to its respective quantity. • Performance Indicators - N03.01 Name the number for a given set of objects. - N03.02 Match numerals with their given pictorial representations. - N03.03 Hold up the appropriate number of fingers for a given numeral. - N03.04 Construct a set of objects corresponding to a given numeral. - N03.05 Record the numeral that represents the quantity of a given set of objects.
Students will be expected to represent and describe numbers 2 to 10 in two parts, concretely and pictorially. • Performance Indicators - N04.01 Show a given number as two parts (using fingers, counters, or other objects) and name the number of objects in each part. - N04.02 Show a given number as two parts, using pictures, and name the number of objects in each part.
Students will be expected to compare quantities, 1 to 10, using one-to-one correspondence. • Performance Indicators - N05.01 Construct a set to show more than, fewer than, or as many as a given set. - N05.02 Compare two given sets through direct comparison and describe the sets using words, such as more, fewer, as many as, or the same number as.
Students will be expected to demonstrate an understanding of counting to 10. • Performance Indicators - N06.01 Answer the question, “How many are in the set?â€
Students will be expected to sort 3-D objects using a single attribute. • Performance Indicators - G01.01 Sort a given set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule. - G01.02 Explain the sorting rule used to sort a pre-sorted set.
Students will be expected to build and describe 3-D objects. • Performance Indicators - G02.01 Create a representation of a given 3-D object using building blocks and compare the representation to the original 3-D object. - G02.01 Describe a given 3-D object using words such as big, little, round, like a box, or like a can.
Students will be expected to use direct comparison to compare two objects based on a single attribute, such as length, mass, volume, and capacity. • Performance Indicators - M01.01 Compare the length of two given objects and explain the comparison using words such as shorter, longer, taller, or almost the same. - M01.02 Compare the mass of two given objects and explain the comparison using words such as lighter, heavier, or almost the same. - M01.03 Compare the capacity of two given objects and explain the comparison using words such as holds less, holds more, or holds almost the same. - M01.04 Compare the volume of two given objects and explain the comparison using words such as bigger, smaller, or almost the same.
Students will be expected to demonstrate an understanding of repeating patterns (two or three elements) by identifying, reproducing, extending, and creating patterns using manipulatives, sounds, and actions. • Performance Indicators - PR01.01 Distinguish between repeating patterns and non-repeating sequences in a given set by identifying the part that repeats. - PR01.02 Copy a given repeating pattern and describe the pattern. - PR01.03 Extend a variety of given repeating patterns to two more repetitions. - PR01.04 Create a repeating pattern using manipulatives, musical instruments, or actions and describe the pattern. - PR01.05 Identify and describe a repeating pattern in the classroom, the school, and outdoors.