First Grade Number Sense Outcomes:
Outcome N1
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
Outcome N2
Recognize, at a glance, and name familiar arrangements of 1 to 10 objects or dots:
Building Block A: Look briefly at a given familiar arrangement of objects or dots and identify without counting the number represented (Note: include arrangements on ten frames and arrangements with different orientation and spacing of the objects and shapes.
Building Block B: Look briefly at a given familiar arrangement of objects and identify without counting the number represented by arrangements which have a combination of objects, shapes, sizes, and/or colours.
Building Block C: Explain how you know how many are in an arrangement.
Outcome 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
Outcome Building Blocks
Building Block A: Count a given set of objects (cardinality)
Building Block B: Count a given set of objects (one-to-one correspondence and stable order (Note: have students count aloud to assess)
Building Block C: Identify and correct counting errors in a given counting sequence (one-to-one correspondence and stable order)
Building Block D: Show that the count of the number of objects in a given set does not change regardless of the order in which the objects are counted (order irrelevance)
Building Block E: Count the number of objects in a given set, rearrange the objects, predict the new count (conservation) (Note: student should not need to recount to verify the prediction)
Building Block F: Determine the total number of objects in a given set, starting from a known quantity and counting on
Building Block G: Count quantity using groups of 2s, 5s or 10s and counting on
Building Block H: Count sets of the same type of objects, but with various attributes such as size, color, shape, thickness, orientation, etc. (abstraction)
Outcome N4
Represent and describe numbers to 20 concretely, pictorially and symbolically
Outcome Building Blocks
Building Block A: Represent a given number (from 11-20), using a variety of manipulatives
Building Block B: Read given number words to 20
Building Block C: Partition a known quantity (from 11 to 20) of objects into two parts, identify the number of objects in each part and tell the quantity in the whole group without recounting each object
Building Block D: Represent pictorially a known quantity (from 11 to 20) into two parts and identify the number in each part and tell the quantity in the whole group without recounting
Building Block E: Partition a known quantity in two parts and represent the process symbolically by identifying the number in each part and the quantity in the whole group
Building Block F: Model a given number, using two different objects
Building Block G: Place given numerals on a number line with benchmarks: 0, 5, 10, 15, and 20
Building Block H: Find examples of a given quantity in the environment
Building Block I: Record the number of objects in a set using the numeral symbol
Outcome N5
Compare sets containing up to 20 elements to solve problems using: referents; one-to-one correspondence.
Outcome Building Blocks
Building Block A: Compare two given sets (use one-to-one correspondence) and describe them, using comparative words such as more, fewer or as many
Building Block B: Compare a set to a given referent, using comparative language
Building Block C: Create a set that has more, fewer or as many objects as a given set (up to 20)
Building Block D: Create several sets of different objects that have the same given number of objects in the set
Building Block E: Solve a given problem (pictures and words) that involves the comparison of two quantities
Outcome N6
Estimate quantities to 20 by using referents
Outcome Building Blocks
Building Block A: Estimate a given quantity by comparing it to a given referent (known quantity)
Building Block B: Select an estimate for a given quantity from at least two possible choices and explain the choice
Outcome N7
Demonstrate, concretely and pictorially, how a given number can be represented by a variety of equal groups with and without singles
Outcome Building Blocks
Building Block A: Represent a given number in a variety of equal groups without singles using models (e.g., 12 can be represented by 6 groups of 2, 4 groups of 3, 3 groups of 4, and 2 groups of 6)
Building Block B: Represent a given number in a variety of equal groups with singles using models (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)
Building Block C: Represent pictorially a given number in a variety of equal groups without singles (e.g., 12 can be represented by 6 groups of 2, 4 groups of 3, 3 groups of 4, and 2 groups of 6)
Building Block D: Represent pictorially a given number in a variety of equal groups with 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)
Outcome N8
Demonstrate, concretely and pictorially, how a given number can be represented by a variety of equal groups with and without singles
Outcome Building Blocks
Building Block A: Name the number that is one more, and two more, than a given number, up to 20
Building Block B: Name the number that is one less, and two less, than a given number, up to 20
Building Block C: Represent a number that is one more, and two more, than a given number, up to 20 (Note: Not limited to ten frames; could also use Rekenreks, bead strings, number lines, collections of objects, etc.)
Represent a number that is one less, and two less, than a given number, up to 20 (Note: Not limited to ten frames; could also use Rekenreks, bead strings, number lines, collections of objects, etc.
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
Outcome N2
Recognize, at a glance, and name familiar arrangements of 1 to 10 objects or dots:
Building Block A: Look briefly at a given familiar arrangement of objects or dots and identify without counting the number represented (Note: include arrangements on ten frames and arrangements with different orientation and spacing of the objects and shapes.
Building Block B: Look briefly at a given familiar arrangement of objects and identify without counting the number represented by arrangements which have a combination of objects, shapes, sizes, and/or colours.
Building Block C: Explain how you know how many are in an arrangement.
Outcome 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
Outcome Building Blocks
Building Block A: Count a given set of objects (cardinality)
Building Block B: Count a given set of objects (one-to-one correspondence and stable order (Note: have students count aloud to assess)
Building Block C: Identify and correct counting errors in a given counting sequence (one-to-one correspondence and stable order)
Building Block D: Show that the count of the number of objects in a given set does not change regardless of the order in which the objects are counted (order irrelevance)
Building Block E: Count the number of objects in a given set, rearrange the objects, predict the new count (conservation) (Note: student should not need to recount to verify the prediction)
Building Block F: Determine the total number of objects in a given set, starting from a known quantity and counting on
Building Block G: Count quantity using groups of 2s, 5s or 10s and counting on
Building Block H: Count sets of the same type of objects, but with various attributes such as size, color, shape, thickness, orientation, etc. (abstraction)
Outcome N4
Represent and describe numbers to 20 concretely, pictorially and symbolically
Outcome Building Blocks
Building Block A: Represent a given number (from 11-20), using a variety of manipulatives
Building Block B: Read given number words to 20
Building Block C: Partition a known quantity (from 11 to 20) of objects into two parts, identify the number of objects in each part and tell the quantity in the whole group without recounting each object
Building Block D: Represent pictorially a known quantity (from 11 to 20) into two parts and identify the number in each part and tell the quantity in the whole group without recounting
Building Block E: Partition a known quantity in two parts and represent the process symbolically by identifying the number in each part and the quantity in the whole group
Building Block F: Model a given number, using two different objects
Building Block G: Place given numerals on a number line with benchmarks: 0, 5, 10, 15, and 20
Building Block H: Find examples of a given quantity in the environment
Building Block I: Record the number of objects in a set using the numeral symbol
Outcome N5
Compare sets containing up to 20 elements to solve problems using: referents; one-to-one correspondence.
Outcome Building Blocks
Building Block A: Compare two given sets (use one-to-one correspondence) and describe them, using comparative words such as more, fewer or as many
Building Block B: Compare a set to a given referent, using comparative language
Building Block C: Create a set that has more, fewer or as many objects as a given set (up to 20)
Building Block D: Create several sets of different objects that have the same given number of objects in the set
Building Block E: Solve a given problem (pictures and words) that involves the comparison of two quantities
Outcome N6
Estimate quantities to 20 by using referents
Outcome Building Blocks
Building Block A: Estimate a given quantity by comparing it to a given referent (known quantity)
Building Block B: Select an estimate for a given quantity from at least two possible choices and explain the choice
Outcome N7
Demonstrate, concretely and pictorially, how a given number can be represented by a variety of equal groups with and without singles
Outcome Building Blocks
Building Block A: Represent a given number in a variety of equal groups without singles using models (e.g., 12 can be represented by 6 groups of 2, 4 groups of 3, 3 groups of 4, and 2 groups of 6)
Building Block B: Represent a given number in a variety of equal groups with singles using models (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)
Building Block C: Represent pictorially a given number in a variety of equal groups without singles (e.g., 12 can be represented by 6 groups of 2, 4 groups of 3, 3 groups of 4, and 2 groups of 6)
Building Block D: Represent pictorially a given number in a variety of equal groups with 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)
Outcome N8
Demonstrate, concretely and pictorially, how a given number can be represented by a variety of equal groups with and without singles
Outcome Building Blocks
Building Block A: Name the number that is one more, and two more, than a given number, up to 20
Building Block B: Name the number that is one less, and two less, than a given number, up to 20
Building Block C: Represent a number that is one more, and two more, than a given number, up to 20 (Note: Not limited to ten frames; could also use Rekenreks, bead strings, number lines, collections of objects, etc.)
Represent a number that is one less, and two less, than a given number, up to 20 (Note: Not limited to ten frames; could also use Rekenreks, bead strings, number lines, collections of objects, etc.
Kindergarten Number Sense Outcomes:
N1 Say the number sequence by 1s starting anywhere from 1 to 10 and from 10 to 1
Note: Consider starting with “1 to 5” / “5 to 1,” and then “1 to 10” / “10 to 1” through the year
N2 Recognize, at a glance, and name familiar arrangements of 1 to 5 objects or dots
Note: Consider starting with “1 to 3” and then “1 to 5” through the year
N3 Relate a numeral, 1 to 10, to its respective quantity
Note: Consider starting with “1 to 5” and then extending to “1 to 10” through the year
N4 Represent and describe numbers 2 to 10, concretely and pictorially
Note: Consider starting with “2 to 5” and then “2 to 10” through the year
Note: Consider starting with “1 to 5” and then “1 to 10” through the year
Note: Consider starting with “1 to 5” / “5 to 1,” and then “1 to 10” / “10 to 1” through the year
- Recite the number sequence forward from 1
- Recite the number sequence backwards from 10
- Recite the number sequence forward starting at any number (between 1 and 10)
- Recite the number sequence backwards starting at any number (between 1 and 10)
- Name the number after any number (between 1 and 10)
- Name the number before any number (between 1 and 10)
N2 Recognize, at a glance, and name familiar arrangements of 1 to 5 objects or dots
Note: Consider starting with “1 to 3” and then “1 to 5” through the year
- Look briefly at a given familiar arrangement of objects or dots and identify without counting the number represented
- Look briefly at a given familiar arrangement of objects and identify without counting the number represented by arrangements which have a combination of objects, shapes, sizes, and/or colours
- Explain, verbally, how you know how many are in an arrangement
- Create various arrangements of objects or shapes representing a given number up to 5
N3 Relate a numeral, 1 to 10, to its respective quantity
Note: Consider starting with “1 to 5” and then extending to “1 to 10” through the year
- Name the number for each object as they count a given set of objects (one-to-one correspondence and stable order)
- Name the number for each picture as they count a given set of pictures (one-to-one correspondence and stable order)
- Name the number for a given set of objects (cardinality)
- Name the number for a given set of objects (order irrelevance)
- Name the number for a given set of objects (conservation)
- Name the number for a given set of objects (abstraction)
- Match numerals with their given pictorial representations (numeral recognition)
- Create a set of objects, hold up fingers, make claps, etc., corresponding to a given numeral
N4 Represent and describe numbers 2 to 10, concretely and pictorially
Note: Consider starting with “2 to 5” and then “2 to 10” through the year
- Represent and describe concretely numbers to 5 (benchmark to 5)
- Represent and describe pictorially numbers to 5 (benchmark to 5)
- Represent and describe concretely numbers to 10 (benchmark to 5)
- Represent and describe pictorially numbers to 10 (benchmark to 5)
- Name the number of objects in each part when given the objects separated into two parts and told the quantity in the whole group (up to 10)
- Partition a given quantity into two parts, identify the number of objects in each part and tell the quantity in the whole group without recounting for the whole (First go up to 5 and then up to 10)
- Represent pictorially a given quantity in two parts and identify the number of objects in each part and tell the quantity in the whole group without recounting for the whole
- Demonstrate an understanding that numbers grow by one each time (magnitude) and nested inside each other (hierarchical inclusion)
Note: Consider starting with “1 to 5” and then “1 to 10” through the year
- Construct a set to show more than, fewer than, or as many as a given set
- Describe two sets of objects using words such as more, fewer, the same number as
- Compare and describe pictorial representations (e.g., of objects or dots) using words such as “more”, “fewer”, “the same number as”