Curriculum Outcome Explained

with activities and games that provide entertainment, enrichment, and togetherness.

Counting at home or in the car (use a number line or hundred chart until no longer needed)

N1: Say the number sequence, 0 to 100, by:

• 1s forward between any two given numbers

• 1s backward between any two given numbers

•2s to 20, forward starting at 0

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

Free printable Number line/hundred chart

Subitize

N2: Recognize, at a glance, and name familiar arrangements of 1 to 10 objects or dots (subitize). To subitize is to perceive the number of a group of items at a glance and without counting by 1's. 0-10

Flashcards- Cut up a cereal box and make various dot arrangements up to 10. Keep the arrangements to groups of numbers with 1 or 2 singles. Example- 10 = 2 groups of 3 and 1 single

Find It!

Make the game board by using paper or a cereal box to draw the dot patterns in the picture above. 2 player- take turns rolling the dice and finding a match on the game board. The player who covers the most wins. 1 player- roll the dice and find a match. You win when you fill a row.

Subitize Rock

Jack Hartman

Spinners

Instead of using dice to play your favorite game you can make this easy spinner with a paper/cereal box, marker, paperclip and pencil. Place the paperclip in the center of the spinner, then the pencil in the center of the paperclip and gently flick the paperclip with your finger.

Count (counters needed: bread clip, cereal, crayons)

N3: Demonstrate an understanding of counting by:

• 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. (Count quantity using groups of 2s, 5s or 10s and counting on.)

Meaningful counting leads to the development of other critical, central ideas in mathematics. For example:

• Cardinality – The number the child ends on when counting is the number of objects in the set.

• One-to-one Correspondence – One number is said for each item in the group and is counted once and only once.

• Inclusion – Amounts nest inside each other: six includes five plus one; five includes four plus one, etc.

Counting

Ask your child to count a group of a given number, or have a pile of cards (numbers or subitize dots) that they can pick, read and then create the group. Find other meaningful ways that they can count such as, socks in the laundry basket, cans of soup or their snack. (grapes, cereal, candy, etc.)

Counting On

Create a group and ask them to count on up tp a given number, or pick a card (numbers or subitize dots), read it and count on to a given number.

Extra Fun- Add a reward at the end of the week! For example if your child earns a sticker each night they practice counting with counters (or completing homework) then they earn an award after 5 stickers are earned. Start small and stay small. Rewards can be a piece of gum, dessert first, 5 extra minutes of outside time, or staying up late. ;)

N4 ° Represent a given number up to 20, using a variety of manipulatives, including ten frames and base ten materials.

° Read given number words to 20.

° Partition any given quantity up to 20 into two parts and identify the number of objects in each part.

° Model a given number, using two different objects; e.g., 10 desks represents the same number as 10 pencils.

° Place given numerals on a number line with benchmarks 0, 5, 10 and 20.

Ten Frame Game

Material:

Use a number dice, place white stickers over the numbers and print a color or symbol of the counter you will be using.
Ten Frame (two if you’re going above 10)
Counters can be buttons, cereal, cotton balls, beads, bread clips, etc., you’ll need two colors/kind of counter (1 cotton ball & 1 cereal)

Children roll the cube and name the color/symbol. Take a color/symbol rolled out of the basket and place it in a square on the ten frame. Continue rolling the cube and placing a color/symbol on the ten frame until the whole frame is full (one color/symbol per square). Then have your child sort the color/symbol they have by putting them into their own groups in a line. Count how many of each. Which has the most, least, or same amount? keep playing!

Another way to play: You can also make the ten frame, place it inside a sheet protector and use a whiteboard marker to draw in the ten frame using two different symbols ( x & O)

More help:

Click the link to view the site I found the game on. It explains it very well with great visuals.

Game

N5 ° 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.

° Build several sets of different objects that have the same given number of elements in the set.

° Compare two given sets, using one-to-one correspondence, and describe them, using comparative words such as more, fewer, as many, or same as.

° Compare a set to a given referent, using comparative language.

° Solve a given problem (pictures and words) that involves the comparison of two quantities.

More/Fewer

Less than/Greater than

N6 ° Estimate a given quantity by comparing it to a given referent (known quantity).

° Select an estimate for a given quantity from at least two possible choices and explain the choice.

N7 Demonstrate, concretely and pictorially, how a given number can be represented by a variety of equal groups with and without singles. Students who have achieved this outcome(s) should be able to:

° Represent a given number in a variety of equal groups 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 given number of counters, no matter how they are grouped, the total number of counters does not change.

° Group a set of given counters into equal groups in more than one way

Tally Fun- You can easily recreate this sheet at home. The practice of 1:1 counting, counting in groups of 5, and recording data is the focus of this activity. Add your own items (dolls, teddy bears, puzzle pieces, chairs, forks etc.). Once finished, ensure your child counts the groups. If a grouping is five and 2, we count on saying, 5, 6, 7. This helps reinforce that five tally marks are a group of 5, we see five and say five, then count on by ones.

*Remember to use other equal groupings, 7= 2 groups of 3 and 1 single lll lll l or 3 groups of 2 and 1 single xx xx xx x

N8: Identify the number, up to 20, that is one more, two more, one less and two less than a given number.

Material:

You: verbal direction

Visuals (great for partner and independent play):

subitize dot cards
game cards with the numbers covered
spinners with ten frames or dot arrangements
make your own dot arrangement on dice (cover with a sticker)
make your own cards from a cereal box with a mixture of dot arrangements (0-10), number word (0-20), printed number (0-20), and the number on domino (two parts, 0-20)

Ensure your little person is able to count to the given number you are asking them to create the set(group) with, and then they can create a set equal in number.

Once your child has created the set you have asked, then ask your child to change their set to equal a number that is two more (or less) than their current set. Ex. Make a set of 15 counters, now change your set to show 2 more. Answer- Moves 15 counters into a set, says 15, and then moves two more counters and says 17.
Create story problems together that are meaningful to your child. Ex. if they recently lost a tooth ask, if the tooth fairy gives me a quarter for each tooth, and I have 4 quarters so far, how many teeth have I lost? And then ask, how many quarters will I have when I lose one more tooth? Two more teeth?
When your child is ready, hand over the creative reins and let them ask you some of their ideas!