Math Games

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

Subitize (recognize at a glance) and name familiar arrangements of 1 to 5 objects or dots.
• Look briefly at a given familiar arrangement of 1 to 5 objects or dots, and identify the number represented without counting.
• Identify the number represented by a given dot arrangement on a five frame.

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 given set of objects.
• Hold up the appropriate number of fingers for a given numeral.
• Match numerals with their given pictorial representations.

Represent and describe numbers 2 to 10, concretely and pictorially.
• Partition a given quantity into two parts, using fingers, counters or other objects, and identify the number of objects in each part.
• 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.
• Construct a set to show more than, fewer than or as many as a given set.
• Compare two given sets through direct comparison; and describe the sets, using words such as more, fewer, as many as or the same number.

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 given objects; and explain the comparison, using the words shorter, longer (taller) or almost the same.
• Compare the mass (weight) of two given objects; and explain the comparison, using the words lighter, heavier or almost the same.
• Compare the volume (capacity) of two given objects; and explain the comparison, using the words less, more, bigger, smaller or almost the same.

Sort 3-D objects, using a single attribute.
• Identify a common attribute in a given set of 3-D objects.
• Sort a given 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 given pre-sorted sets by explaining a sorting rule used to sort them.

Build and describe 3-D objects.
• 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.
• Describe a given 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 patterns using manipulatives, sounds and actions.
• reproducing patterns using manipulatives, sounds and actions.
• extending patterns using manipulatives, sounds and actions.
• creating patterns using manipulatives, sounds and actions.
• Distinguish between repeating patterns and non-repeating sequences in a given set by identifying the part that repeats.
• Copy a given repeating pattern, e.g., actions, sound, colour, size, shape, orientation, and describe the pattern.
• Extend a variety of given repeating patterns by 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, school and outdoors; e.g., in a familiar song, in a nursery rhyme.

Sort a set of objects based on a single attribute, and explain the sorting rule.
• Identify a common attribute in a given set of objects.
• Sort a given set of objects, using a single attribute, e.g., colour, and explain the sorting rule.