Kindergarten MatheMatics

number
Kindergarten: Number (K.N.1, K.N.3, K.N.5)

Enduring Understanding: Quantities can be counted and compared using numbers,

words, and numerals.
Essential Question(s): What math words can be used to count?
how can objects be counted?

spEcific LEArNiNg oUtcomE(s): AchiEvEmENt iNdicAtors:

K.N.1 Say the number sequence by 1s,  Recite the number sequence from 1 to 30
starting anywhere from 1 to 30 and and from 10 to 1.
from 10 to 1.  Name the number that comes after a given
[C, CN, V] 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.

K.N.3 Relate a numeral, 1 to 10, to its  Construct a set of objects corresponding to

respective quantity. a given numeral.
[CN, R, V]  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.

K.N.5 Demonstrate an understanding of  Answer the question, “How many are in

counting to 10 by the set?” using the last number counted in
 indicating that the last number a set.
said identifies “how many”  Show that the count of the number of
 showing that any set has only one objects in a set does not change regardless
count of the order in which the objects are
[C, CN, ME, R, V] counted.
 Count the number of objects in a given set,
rearrange the objects, predict the new
count, and recount to verify the
prediction.

number 3
Prior Knowledge
Students’ knowledge of counting will depend on experiences in the home and in other
settings such as daycare or nursery.

BacKground information
stages of counting
Rote Counting (Ages 2 to 6): Most preschool children learn some counting words, even
though they may not say these words in the correct order.
With experience they learn the proper sequence (stable order) but may be unable to
make one-to-one correspondence between the object being counted and the number
names that are applied to them.

Rational Counting (Ages 5 to 7): The students attach the correct number name to each
object as it is counted (one-to-one correspondence).
The students understand that the final count number indicates the number of objects in a
set (cardinality).

Strategic Counting (Ages 5 to 8): Counting on and counting back are two strategies that
extend students’ understanding of numbers and provide a basis for later development of
addition and subtraction concepts.
In counting on, the students count forwards beginning at any number. Counting back is
challenging for many young students, and students need many opportunities to gain
skill and confidence in counting backwards from different numbers.

counting Principles
The research related to how children learn to count identifies principles which children
need to acquire to become proficient at counting. They include

Stable Order: Words used in counting must be the same sequence of words used from
one count to the next.

Order Irrelevance: The order in which objects are counted does not matter. Counting
things in a different order still gives the same count.

Conservation: The count for a set of objects stays the same whether the objects are
spread out or close together. The only way the count can change is when objects are
added to the set or removed from the set.

Abstraction: Different things can be counted and still give the same count. Things that
are the same, different, or imaginary (ideas) can be counted.

4 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
 One-to-one Correspondence: Each object being counted is given one count in the
counting sequence.

Cardinality: After a set of objects has been counted, the last number counted represents
the number of objects in that set. If students need to recount they don’t understand the
principle.

Note: The numbers 11 to 19 in English often cause difficulties for students because of the
way they are said and read. The oral language pattern of 14 as “four and ten,” for
example, is the reverse of the usual pattern of “tens first and then ones.” Other
languages use the pattern of “tens first and then ones” for these numbers. Invite
students to share their language with the class.

mathematical language
Counting numbers: one to thirty, backward, forward
Position words: after, before, count on, count back

learning exPeriences

Assessing Prior Knowledge: Interview

1. Have students start at 1 and rote count forward as far as they can.
Stop after the first error.
2. Have students count backward from 10 to 1.
3. Place a set of objects in a line. The number selected (4 to 10) will
depend on the students’ rote counting. Have the students count the
objects. Observe the students as they count.
Do the students
 touch or move the objects as they say the number word?
 count each object once only?
 say the number sequence correctly?
Ask: “How many objects are there?” Do the students reply without
having to recount?
4. Have the students spread the objects out on the table. Ask: “How
many objects are there?” Do the students reply without having to
recount?

number 5
  Name the number that comes after a given number, 1 to 9.
 Name the number that comes before a given number, 2 to 10.

Note: Students can be expected to name the number

The counting sequence
after a given number if they can count forward beyond that
number. Inversely, students can be expected to name the for these experiences
number before a given number if they can count backward should be adjusted to
beyond that number. meet varied student
needs.
 Echo counting: The teacher counts and the students
echo the teacher. Begin with single numbers and work
towards a small grouping of numbers (e.g., 6, 7, 8 or 6, 5, 4). Support students by
holding up two or three fingers so students can keep track of the next two or three
numbers.
 I say … You say …: The teacher (or leader) says a number in the counting sequence
and the class or individual student responds with the number that comes after or
before.
 Orchestra counting: Put students into groups. The first group begins counting
forward from 1. When the leader points to another group they continue the count
from where the previous group left off.
 Use poems, songs, and stories that have forward and backward counting sequences.
Have students predict which number comes next as you read through the poem or
story. Use sticky notes to cover up the numbers on each page or each section of a
poem and have students identify the hidden number.
 Rote counting and one-to-one: Divide students into groups of two or three, and
provide each group with laces and beads. Have the students count in unison by ones
as they string the beads. Ask questions such as: “When we put on another bead how
many will be on our string?” This task can be repeated counting backward as beads
are removed.
 Bead number line: Have students count (forward and backward) as the beads are
moved one-by-one from one side to another.

 Hidden Numeral Boards:

Materials:
— picture matting or heavy cover stock about 10 cm wide and 60 cm long
— cards 6 cm x 9 cm
— pennies or washers

6 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
 Tape the cards onto the matte with transparent tape so that the top is taped down
and the card can be raised easily. On the underside of each card near the bottom,
tape a penny or a washer. This helps to keep the card from flipping up.

penny
matte cards paper strip

8 9 10 11

Strips can be customized to meet students’ needs. Hint: When making a new number
strip insert it into the numeral board and write the numbers in as you lift the flaps.
This way the numbers will match up with the flaps.

The hidden numeral track can now be used to

— count forward and backward by lifting the flaps
— identify the number before and after by lifting one flap and pointing to the flaps
to the left and right of the visible number
— identify the number between by using a group of three flaps and leaving the
middle flap closed
— count on from a stated number to a given number by raising the flap of one of
the numbers near the beginning of the numeral board and one near the end of
the board
 Use a row of 10 squares: Place a number somewhere in the row. Have students place
another number on the grid using the language of before and after to explain the
number placement. *When students are confident with numbers to 10 you can add
another row. Note: You do not need to assess beyond 10.
For example,

“The 5 goes right after the 4.”

number 7
 Assessing Understanding: Checklist
Use an assessment checklist to track student progress over time.

Number After

Student’s Name 0–5 6–9

BLM
K—4.1

Number Before

Student’s Name 5–0 10–5

 recite number names from a given number to a stated number

(forward—1 to 10, backward—10 to 1) using visual aids.

 Beaded Number Line: Have students count while beads are being moved from one
side to the other side. Stop after a particular number. Put a clip or a bread tag on the
line to mark the stopping point. Have students count on from the marked number to
the end of the line.
 Make a vertical number line 1 to 10 with spaces large
enough for students to stand or jump in. Have students
take turns starting at a given number and then jumping These learning
from space to space until they reach a stated end experiences work on the
number. As the students jump, they can count aloud or count on and count back
strategies. Students
should be introduced to
the class can count in unison.

Horizontal Number Line: Use a number line along the vocabulary through
teacher-modelling.


with a frog or kangaroo attached to a craft stick.

Students take turns jumping the frog/kangaroo from a
given number to an end number counting aloud as
they move forward or backward.
 Use two 1 to 10 (1 to 6, 1 to 20, or 1 to 30) dice: Select a student to roll the first die
and identify the number. This will be the start number. Have a second student roll
the second die and say the number. This will be the end number. The class then
begins with the start number and counts either forward or backward to arrive at the
end number.

8 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
 Observation Checklist
The students are able to
o confidently count forward by 1s from random starting points in the
range
o confidently count backward by 1s from random starting points in the
range

 construct a set of objects corresponding to a given numeral.

 Name the number for a set of objects.
 match numerals with their pictorial representations.
 Answer the question, “how many are in the set?” using the last number
counted in a set

 Daily Counting Routines

— Attendance: Select a student to count the number of
students present. Vary the objects
students count (not
— Counting Jar: Fill a small jar with a different item always using cubes, etc.).
each day. Select one or two students to count the Include mixed sets of
objects each day. Have the class confirm the number different objects (size,
by counting aloud as the student(s) points to each shape, etc.).
item.
— Counting Tree or Counting Wall: Fill zippered
bags with different numbers of items. Hang the bags on a tree (branch placed in a
pail of sand) or on a bulletin board. Select one or two students to ‘pick’ a bag and
count the number of objects. Items in the bags could support classroom themes
or special events.
 Use a set of dot cards or dominoes with representations to 10. Place them face down
on the table. Have students take turns drawing a card/domino and identifying the
number shown.
 Prepare a set of activity cards. Seat students in a circle. Place cards face down in the
middle of the circle. Students take turns drawing a card and then leading the class in
performing the activity on the card. Have students count aloud as the actions are
performed.
Example:

BLM
K.N.1&3&5.1

Clap 10 times. Hop 8 times. Jump 9 times.

number 9
  Paper Plate Match: Put a different number of unifix cubes on paper plates. Have
students match the numeral to the quantity shown. Reverse the procedure by
placing a numeral in front of each plate and having students put the correct number
of cubes on the plates.
 Spin or Roll and Build: Use a 1 to 10 spinner or a ten-sided dice. Students take turns
spinning or rolling and then building a unifix tower to match the number shown.
 Concentration: Prepare a set of numeral cards, dot representations, five frames, and
finger representations. Shuffle the cards. Place them face down in a grid. Students
BLM draw two cards. If they match they keep the pair; if not, they return them to the grid.
K.N.1&3&5.2 The game continues until all cards have been matched.
Differentiate the game by
— limiting the number of cards used (e.g., 1 to 5 or using only numerals 2 and 3)
and corresponding representations
— using only one representation along with the numeral cards (e.g., numeral cards
and finger representations)
— placing the cards face up in the grid
 I Have. . . Who has. . . ?: Prepare a set cards from BLM 4.
Example:

I have I have
l l
l l
BLM

l l
K.N.1&3&5.3

Who has Who has

1? 9?

Note: The cards have been placed in order. Change the order to make the game more
challenging.
Play with a small group (not more than 10). Pass out a card to each student. Model
reading the card for students. Have one student begin by reading his or her card.
The person with the answer to the “Who has…?” question follows by reading his or
her card. Play continues until it gets back to the student who started the game.
 Number Necklaces: Give each student a numeral card, a dot pattern or a finger
pattern card. Attach string and have students wear it as a necklace. On your signal
have students find their partners.

10 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
 Observation Checklist
The students are able to
o count a set of objects
2 to 5
6 to 10
o name the number for a given set 1 2 3 4 5 6 7 8 9 10
o match a numeral to a set of objects 1 2 3 4 5 6 7 8 9 10
o make a set of objects to match a numeral 1 2 3 4 5 6 7 8 9 10
o match a numeral to different representations 1 2 3 4 5 6 7 8 9 10
o respond to the question, “How many are there?” without having to
recount

Integrating Counting into Kindergarten Routines and Centres

cENtrE sUggEstEd ActivitiEs

Arts and Crafts Paint a picture that includes a specified number of objects.
Make a picture with a specified number of different types
of paper or colours. Connect to the Paper cluster in science.
Use playdough to make objects. Have them counted.

Math Play board games that require counting.

Use manipulative materials such as unifix cubes to make
towers to match the number rolled on a dice.

Sand and Water Have students count the number of sand shapes they have
made.
Count the number of small containers it takes to fill a larger
one.

Block/Construction Make towers/buildings and count the number of blocks

used.
Make a structure that uses a specified number of blocks.

Role Play One-to-one matching setting the table.

Matching cars with garages, etc.

Music and Reading Read or listen to counting stories and act them out.
Use finger plays and number rhymes.
Sing counting songs

number 11
Putting the Pieces together
Performance task: Mystery Bags
Materials: a collection of paper bags with different numbers of objects in each bag
(e.g., math materials, keys, buttons, small toys, erasers, pencils, etc.)

Context: Someone left a box in our classroom. The box is full of bags. The bags have
different objects in them. I would like your help putting the name and number of objects
on the outside of each bag.

Have students work in pairs. Provide each pair with two or three bags. The number of
objects in each bag should be within (or just outside of) their counting range. Direct
them to count the number of objects and then write the number and the object name on
the bag.

Observe students as they work.

 Are they able to count the collections?
 Do they have a strategy for keeping track of the counting for a larger collection, for
example, snapping cubes together in groups of five or ten?
 Are they able to record the number of objects?
Have students share their findings with the class.

12 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Kindergarten: Number (K.N.2)

Enduring Understanding: the quantity of a small collection can often be determined

through instant recognition or by thinking of it in its parts.
Essential Question(s): how many dots/objects do you see?
how do you see them?

spEcific LEArNiNg oUtcomE(s): AchiEvEmENt iNdicAtors:

K.N.2 Subitize and name familiar  Look briefly at a given familiar

arrangements of 1 to 6 dots (or arrangement of 1 to 6 dots (or objects),
objects). and identify the number represented
[C, CN, ME, V] 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.

Prior Knowledge
Students may have had no formal experience with this skill.

BacKground information
Subitizing is the ability to rapidly determine the quantity of a small group of objects
without counting. Subitizing is a fundamental skill in a student’s development of
number understanding.

There are two types of subitizing; perceptual and conceptual. Perceptual subitizing is
the ability to recognize the quantity of a set without counting. It is the basis for counting
and cardinality and the focus of the Kindergarten outcomes. Conceptual subitizing is
seeing number patterns within a set (part—whole) and then determining the quantity by
putting the number patterns together.

Dot representations can be regular and irregular. Regular representation show the dots
as you would find them on a dice or domino (see example on the following page).

number 13
 Irregular representations group the dots in a variety of ways.
Example:

l l l l llll
l l l
l l l l
Regular Irregular

mathematical language
Sets, subitizing, “How many”, dots, pips, five frames

learning exPeriences

Assessing Prior Knowledge: Interview or Small Group

Use dot cards for 1, 2, and 3.
Flash the cards in a random order.
Have students show with their fingers the number of dots they saw.

The students are able to subitize: 1 2 3

 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.

 Dot Card Flash: Use a set of dot cards with regular dot formations for the numbers 1
to 6. Give each student a work mat and counters. Explain to the students that you are
BLM
going to flash a card and then ask them to make the arrangement they saw using the
K.N.2.2
counters. Hold up the card for about three seconds.
After they have built the dot arrangement, ask:
How many dots did you see?
How did you see them?
How many counters did you use on your mat?

14 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
  Flash Math: Use an overhead projector and a set of dot transparencies or cards with
the dot patterns made with a hole-punch. Briefly flash the dot formation. Have
students hold up fingers to show the number.
 Five Frame Flash: Use a set of five frame cards. Briefly flash a five frame. Have
BLM students identify the number shown.
K.N.2.1 Example:

l
l
Using five frames, as
shown, encourages the

l l
development of additive
thinking and supports
BLM

l l
using 5 as a benchmark.
K.N.2.3

l l l
Students can easily see
6 as 5 and 1 extra.

 Dot Card/Five Frame Flash:

BLM
Materials: a double set of dot cards or five frame cards (or a mixture)
K.N.2.1
Directions: Have students play with a partner. Place the cards face down in a pile on
the table. Students take turns turning over the top card. The first person to identify
BLM
the number shown gets the card. In the event of a tie a second card is turned over.
K.N.2.2
Play continues until all cards have been played.

BLM
 More or Less Than Five: Show students a five frame card. Ask, “Is the number
K.N.2.1 shown more or less than 5? How many more? How many less?
 One More, One Less: Give each student a five frame mat and counters. Show a five
frame dot card. Ask students to identify and then make the number shown. Have
them identify and make the number that is one more and one less.

BLM
K.N.2.1

BLM
K.N.2.3

number 15
 Assessing Understanding
1. Observe students as they play a board game that uses a 1-to-6
numbered die.
2. Flash dot and five frame cards and have the students identify the
number shown.
3. Show a five frame card. Ask the students to give the number that is
one more and one less.

Observation Checklist
The students are able to
o count the pips
o subitize the numbers 1 2 3 4 5 6
o identify a dot formation on a five frame
o show the number that is one more and one less

16 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Kindergarten: Number (K.N.4)

Enduring Understanding: Quantities can be represented in a variety of ways with

objects, pictures, and numerals.
Essential Question(s): how can quantities be shown?
how many different ways can you represent a number?

spEcific LEArNiNg oUtcomE(s): AchiEvEmENt iNdicAtors:

K.N.4 Represent and describe numbers  Show a number as two parts, using
2 to 10 in two parts, concretely and fingers, counters, or other objects, and
pictorially. name the number of objects in each part.
[C, CN, ME, R, V]  Show a number as two parts using
pictures, and name the number of objects
in each part.

Prior Knowledge
Students may have had experience
 counting beyond 10
 understanding that for any given set there is only one count

BacKground information
Part-whole understanding is the ability to conceptualize a number as being composed of
other numbers. It is one of the most important number relationships. For example, the
number 8 is a whole amount but it is also made up of smaller groups 7 and 1, 2 and
6, 3 and 5, and 4 and 4.

Research shows that a strong part-whole understanding positively impacts students’

performance in number concepts, place value, and problem solving.

The development of part-whole understanding with numbers to 10 is the basis of

success with larger numbers.

Kindergarten students need to progress at their own rate. Not all students, therefore,
will necessarily be working on the same number at the same time. Having students
work with larger numbers before they are fluent with smaller numbers can encourage
them to become dependent on rote procedures.

number 17
 It is recommended that you begin working with the number 4. It is easy to show with
fingers on one hand and to show the part-part-whole relationships. From there students
can learn about the numbers 2 and 3 before progressing to 5 through 10.

mathematical language
Sets, part, whole, numbers, groups

learning exPeriences

Assessing Prior Knowledge

1. Have the students count orally. Stop at 15.
2. Use a set of objects (5 to 10). Have the students count them. Ask,
“How many are there?”
3. Have the students rearrange the counters. Ask, “Now, how many are
there?”

Observation Checklist
The students are able to
o Count beyond 10
o Count a collection (5 to 10) accurately.
o Recount when asked, “How many are there?”
o Answer the question, “How many are there?” without counting.
o Recount the new arrangement.
o Identify the quantity of the new arrangement without counting.

 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.

Students should be provided with multiple opportunities to explore part-part-whole

relationships for each number 2 to 10. They should focus on a single number until they
can confidently identify/show the different combinations for that number.

18 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
 Note: Although part-whole activities resemble those for addition and subtraction there
is no formal operation work in Kindergarten. Avoid the use of addition, subtraction, and
equal symbols.

Possible materials/objects to use for representing number and showing part-part-whole

relationships
 fingers
 toothpicks
 craft sticks
 unifix cubes
 blocks
 colour tiles
 commercial counters (e.g., bear counters)
 pattern blocks
 spray painted lima beans or two-coloured counters—shake and spill
 “junk” box material— keys, shells, buttons, etc.

Examples of representing a number as a whole:

Note: This should be done with the support of the teacher perhaps as part of the group
meeting time.
BLM

All about 5
K—4.1

5 There are 5 toes on my foot.

It is my age. My telephone number has a 5.

It is my house number.
5

l l
l
l l

number 19
 Examples of part-part-whole representations for the number 5:

Toothpicks Pattern Blocks Unifix Cubes

Two-coloured Lima Beans Fingers

Counters

Students should be able to use the same material to show all of the combinations for a
number.
 Dominoes: Have students find the dominoes that total a particular number (e.g. , 5).

BLM
K.N.4.1

 Story Mats: Use story mats to provide meaningful contexts for problem solving (e.g.,
use a ‘fishbowl’ story mat and fish counters or crackers with the following problem).
The twins, Mary and Paul, got 9 fish on their birthday. They both want fish in their
bedrooms. How many different ways can they share the fish?

BLM
K.N.4.2

20 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
 Have students draw pictures to record their findings.
Examples of story mats:
 trees (leaves or apples)
 treasure chests (counters or pennies)
 piggy banks (pennies or counters)
 ponds (counters or paper ducks)
 playground (counters, paper dogs)
 Rabbit Ears: Have students put their hands behind their heads like rabbit ears. Ask
them to use their fingers to show a number. Discuss the representations shown.
Encourage students to show it in a different way. Note: Some students will have to
work with their fingers where they can see them.
 How many are hiding?: Use a plastic container or box. Place a selected number of
counters on top of the container. Be sure that the number is agreed upon by the
students. Ask them to close their eyes. Put some of the counters underneath the
container. Have them look at the counters remaining and ask, “How many are
hiding? How do you know?”
 Visualizing Numbers: Have students close their eyes and imagine a particular
number of objects. Ask, “How do you see 5?” Students should reply giving the part-
part-whole representation (e.g., “I see 3 and 2.” or “I see 1 and 4.”).

Observation Checklist
Use a checklist to record students’ progress related to part-part-whole
understanding.
Students demonstrate part-part-whole understanding for a number when
they are able to
o represent the number in two parts using a variety of materials
o apply part-part-whole understanding related to the number in
BLM problem-solving situations
K.N.4.3 o represent the number in two parts with objects and with pictures and
name the number of objects in each part
o begin to use a strategy in order to identify the missing part when the
other part is shown

Part-Part-Whole Understanding
Student
2 3 4 5 6 7 8 9 10

number 21
 Putting the Pieces together
Performance task: Frogs—Part–Part–Whole story
Read a book such as Quack and Count by Keith Baker. This book shows many ways to
make seven in two parts.
or
Use a flannel/magnetic story board. Select a number. Tell a part-part-whole story. For
BLM
K.N.4.4
example: There are 8 frogs living in Mr. Smith’s yard. They like to play in the grass and
swim in the pond.

On Monday, 6 frogs played in the grass and 2 frogs swam in the pond.

On Tuesday, 4 frogs played in the grass and 4 frogs swam in the pond, etc.

Record the number combinations as the story is read/told.

Example:

Grass Pond
6 2
4 4

Tell students that they are now going to make their own part-part-whole stories.

Note: Students can make up their own story context or use a math story board. Numbers
can be selected by the students or assigned by the teacher depending on student needs.

Have students work in partners to make up and record their stories. Encourage them to
use all possible combinations of their number.

Share stories with the class.

22 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Assessing Understanding
Observe students as they work.

Observation Checklist
Student are able to
o tell a part-part-whole story
o record the story using pictures
o identify the number for each part
o find all the combinations for their number

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 notes

24 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
Kindergarten: Number (K.N.6)

Enduring Understanding: Quantities can be counted and compared using numbers,

words, and numerals.
Essential Question(s): Which has more?
Which has less?

spEcific LEArNiNg oUtcomE(s): AchiEvEmENt iNdicAtors:

K.N.6 Compare quantities, 1 to 10,  Construct a set to show more than, fewer
 using one-to-one correspondence than, or as many as a given set.
 by ordering numbers  Compare two sets through direct
representing different quantities comparison, and describe the sets using
[C, CN, V] 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 2 benchmarks,
numerals 1 to 10 on a vertical or
horizontal number line.

Prior Knowledge
Students may have had no formal experience with this skill.

BacKground information
One-to-one Correspondence: Each object being counted is given one count in the
counting sequence. There are many opportunities in the classroom to practise one-to-one
correspondence, for example, passing out materials (scissors, pencils, paper, books),
voting (one vote per person).

Students often have difficulty with comparative vocabulary. They need direct
instruction in order to develop facility with the terms.

mathematical language
More than, fewer than, as many as, the same number, less than, greater than

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learning exPeriences

Assessing Prior Knowledge: Individual or Small Group

Give each student three paper plates and counters. Make a set of three
counters on one of your paper plates. Ask students to use their paper
plates to
 make a set that is the same as yours
 make a set that is smaller than yours
 make a set that is larger than yours
 identify the number of objects on each plate
 order the plates from the smallest to the largest
Observation Checklist
Students are able to
o make a set that is the same as yours
o make a set that is smaller than yours
o make a set that is larger than yours
o identify the number of objects on each plate
o count using one-to-one correspondence
o subitize
o order the plates from the smallest to the largest

 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.”

 One-to-One Correspondence: Have students sit in a circle. Students take turns

rolling a 1 to 6 numbered die and making a unifix train to match the number rolled.
When all students have had a turn, compare the trains. Ask, “Who has more? Who
has less? Does anyone have the same number?”
Extend the activity by
 using two dice or dominoes
 asking, “How many more cubes would we need to make the trains the same?”
 Matching Trains: Make a set of unifix trains of different lengths (some the same,
some not). Have students find the ones that are the same.
Extend the activity by selecting one tower. Have students sort the rest into groups
using the selected tower as a benchmark.

26 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
  Dueling Towers (partner activity): Students build a tower of 10 interlocking/unifix
cubes. Have them put the tower behind their backs and break off a piece. Players put
the pieces on the table in front of them and compare using the terms more than,
fewer/less than, or the same as.
Once students have had practise with this activity they can play it as a game.
Students continue to break off pieces of the tower but now they spin a ‘more or less’
BLM
spinner to determine which team member scores a point (gets a counter). Play
K.N.6.1
continues until someone has collected five counters/points.
Example:
Player A has a tower of 6. Player B has a tower of 4.

more l less

Player A spins the more or less spinner and it lands on less. Player B gets a
counter/point because his or her tower has fewer cubes. If the towers are the same
both players get a counter/point.
 Handfuls: Work in partners. Each student takes a handful of cubes and then uses
one-to-one correspondence to compare them. Vary the materials depending on the
needs of the students (e.g., smaller objects for students comfortable with larger
numbers).
Support students by providing pipe cleaners, yarn, stir sticks, or craft sticks.
Students can use them to join the objects between sets.
Example:

BLM  Board Games: Playing board games in which students roll dice and move along a
K.N.6.2 path reinforces one-to-one correspondence and subitizing.

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 Observation Checklist
Students are able to
o construct a set to show fewer than a given set
o construct a set to show more than a given set
o construct a set to show as many as a given set
o use the language of comparison correctly
o compare two sets using direct comparison (one-to-one
correspondence)

 order quantities using objects, five frames, ten frames, or dot cards.
 order, using at least 2 benchmarks, numerals 1 to 10 on a vertical or
horizontal number line.

 What’s the Order?: Place a different number of objects on several paper plates. Select
three of the plates and ask students to order them from least to greatest. Ask, “How
do you know your order is correct?” Add another plate and have them reorder.
Continue until all plates have been used.
BLM Repeat the activity using five frames, ten frames, dot cards, and finger
K.N.6.3&4&5 representations.

Extend the activity by having students use numerals along with the objects and
representations.

l (see example).
Ordering on a Number Line: Make a large number line
Use dot cards, five frames, ten frames, or finger representations. Place cards on the
number line to be used as benchmarks. Have students place the remaining cards
giving reasons for their placement.
Example:

l l l l l l l l l l l
ll ll ll
l l l
ll ll ll

Repeat the activity using numeral cards.

28 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s
  Clothesline Numbers: Put up a clothesline (string). Make a set of numeral cards. The
cards should be folded (tent-like) to make it easier for them to be hung on the line.
Place two or three cards on the line to be used as benchmarks. Have students take
turns placing the remaining numerals. Ask them to justify their placement.
Support students by increasing the number of benchmarks on the line.
BLM Extend the activity by reducing the number of benchmarks on the line. Some
K.N.6.6 students may be able to order the numbers using only an empty number line.
Change the orientation of the number line so that it is vertical.
Repeat the activities.

l l l l l l l l l l l
 Where Do You Belong?: Prepare a set of numeral cards to be worn around the neck.
Randomly distribute them. Have students order themselves from least to greatest.
Extend the activity by ordering from greatest to least.

Observation Checklist
Students are able to
o order quantities using various representations
o order numerals on a number line
o justify the placement of a particular numeral

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 notes

30 K i n d e r g a r t e n M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s