Math Games

Demonstrate an understanding of repeating patterns (two to four elements) by: describing, reproducing, extending, creating patterns using manipulatives, diagrams, sounds, and actions.
• Describe a repeating pattern containing two to four elements in its core.
• Identify errors made in a repeating pattern.
• Identify the missing element(s) in a repeating pattern.
• Create and describe a repeating pattern using a variety of manipulatives, diagrams, musical instruments, and actions.
• Reproduce and extend a repeating pattern using manipulatives, diagrams, sounds, and actions.
• Identify and describe a repeating pattern found in the environment (e.g., classroom, outdoors) using everyday language.
• Identify repeating events (e.g., days of the week, birthdays, seasons).

Translate repeating patterns from one form of representation to another.
• Represent a repeating pattern using another mode (e.g., action to sound, colour to shape, ABC ABC to blue yellow green blue yellow green).
• Describe a repeating pattern using a letter code (e.g., ABC ABC...).

Describe equality as a balance and inequality as an imbalance, concretely, physically, and pictorially (0 to 20).
• Construct two equal sets using the same objects (same shape and mass) and demonstrate their equality of number using a balance scale.
• Construct two unequal sets using the same objects (same shape and mass) and demonstrate their inequality of number using a balance scale.
• Create two groups of students and explain if the groups are equal or not in quantity.
• Draw pictures to demonstrate inequality or equality and explain.
• Determine if two given concrete sets are equal or unequal, and explain the process used.

Record equalities using the equal symbol.
• Represent a given equality using manipulatives or pictures.
• Represent a given pictorial or concrete equality in symbolic form.
• Provide examples of equalities where the given sum or difference is on either the left or right side of the equal symbol (=).
• Record different representations of the same quantity (0 to 20) as equalities.

Demonstrate an understanding of measurement as a process of comparing by: identifying attributes that can be compared, ordering objects, making statements of comparison, filling, covering, or matching.
• Identify common attributes, including length, height, mass, volume, capacity, and area that could be used to compare two objects.
• Compare two objects and identify the attribute(s) used to compare.
• Determine which of two or more objects is longest or shortest by matching and explain the reasoning.
• Determine which of two or more objects is heaviest or lightest by comparing and explain the reasoning.
• Determine which of two or more given objects holds the most or least by filling and explain the reasoning.
• Determine which of two or more given objects has the greatest/least area by covering and explain the reasoning.

Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.
• Sort a set of familiar 3-D objects or 2-D shapes using a given sorting rule.
• Sort a set of familiar 3-D objects using a single attribute determined by the student and explain how the objects were sorted.
• Sort a set of 2-D shapes using a single attribute determined by the student and explain how the shapes were sorted.
• Determine the difference between two given presorted sets of familiar 3-D objects or 2-D shapes and explain a possible sorting rule used to sort them.

Replicate composite 2-D shapes and 3-D objects.
• Select 2-D shapes from a set of 2-D shapes to reproduce a composite 2-D shape.
• Select 3-D objects from a set of 3-D objects to reproduce a composite 3-D object.
• Predict and select the 2-D shapes used to produce a composite 2-D shape, and verify by deconstructing the composite shape.
• Predict and select the 3-D objects used to produce a composite 3-D object, and verify by deconstructing the composite object.

Compare 2-D shapes to parts of 3-D objects in the environment.
• Identify 3-D objects in the environment that have parts similar to a given 2-D shape.

Say the number sequence, 0 to 100, by: 1s forward and backward between any two given numbers, 2s to 20, forward starting at 0, 5s and 10s to 100, forward starting at 0.
• Recite forward by 1s the number sequence between two whole numbers (0 to 100).
• Recite backward by 1s the number sequence between two whole numbers.
• Record a numeral (0 to 100) symbolically when it is presented orally.
• Read a numeral (0 to 100) when it is presented symbolically.
• Skip count by 2s to 20 starting at 0.
• Skip count by 5s to 100 starting at 0.
• Skip count forward by 10s to 100 starting at 0.
• Identify and correct errors and omissions in a number sequence.

Describe and use mental mathematics strategies (memorization not intended), such as: counting on and counting back, making 10, doubles, using addition to subtract to determine basic addition facts to 18 and related subtraction facts.
• Use and describe a personal strategy for determining a sum.
• Use and describe a personal strategy for determining a difference.
• Write the related subtraction fact for a given addition fact.
• Write the related addition fact for a given subtraction fact.

Recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures.
• Look briefly at a familiar arrangement of objects or dots and identify the number represented without counting.
• Look briefly at a familiar arrangement and identify how many objects there are without counting.
• Identify the number represented by an arrangement of objects or dots on a ten frame.

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.
• Answer the question, "How many are in the set?" using the last number counted in a set.
• Identify and correct counting errors in a counting sequence.
• 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 set, rearrange the objects, predict the new count, and recount to verify the prediction.
• Determine the total number of objects in a given set, starting from a known quantity and counting on.
• Determine the total number of objects in a set using groups of 2s, 5s, or 10s and counting on.

Represent and describe whole numbers to 20 concretely, pictorially, and symbolically.
• Represent a whole number using a variety of manipulatives, including ten frames and base ten materials.
• Read whole number words to 20.
• Partition any quantity into 2 parts and identify the number of objects in each part.
• Model a whole number using two different objects (e.g., 10 desks represents the same number as 10 pencils).
• Place whole numbers on a number line by using benchmarks 0, 5, 10, and 20.

Compare sets containing up to 20 elements to solve problems using: referents (known quantity), one-to-one correspondence.
• 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 number of elements in the set.
• Compare two sets using one-to-one correspondence and describe them using comparative words, such as more, fewer, or as many.
• Compare a set to a referent using comparative language.
• Solve a story problem (pictures and words) that involves the comparison of two quantities.

Estimate quantities to 20 by using referents.
• Estimate a quantity by comparing it to a referent.
• Select an estimate for a given quantity by choosing between at least two possible options and explain the choice.

Demonstrate, concretely, physically, and pictorially, how whole numbers can be represented by a variety of equal groupings with and without singles.
• Represent a whole number in a variety of equal groupings 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 number of counters, no matter how they are grouped, the total number of counters does not change.
• Group a set of counters into equal groups in more than one way.

Identify the number, up to 20, that is one more, two more, one less, and two less than a given number.
• Name the whole number that is one more, two more, one less or two less than a given whole number.
• Represent the number on a ten frame that is one more, two more, one less, or two less than a whole number.

Demonstrate an understanding of addition of numbers with answers to 20 and the corresponding subtraction facts, concretely, pictorially, physically, and symbolically by: using familiar and mathematical language to describe additive and subtractive actions from their experience, creating and solving problems in context that involve addition and subtraction, modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically.
• Act out a story problem presented orally or through shared reading.
• Indicate if the scenario in a story problem represents additive or subtractive action.
• Represent the numbers and actions presented in a story problem by using manipulatives, and record them using sketches and/or number sentences.
• Create a story problem involving addition that connects to personal experience and simulate the action with counters.
• Create a story problem involving subtraction that connects to personal experience and simulate the action with counters.
• Create a word problem for a whole number addition or subtraction sentence.
• Represent a story problem pictorially or symbolically to show the additive or subtractive action and solve the problem.