Alberta

Number

• Children investigate quantity to 10.

  • Recognize a number of familiar objects as a quantity.

    • Represent numbers - up to 3 (K-A.6)
    • Represent numbers - up to 5 (K-B.6)
    • Represent numbers - up to 10 (K-C.6)

  • Represent a quantity in different ways.

    • Names of numbers - up to 10 (K-C.19)

  • Relate a numeral to a specific quantity.

    • Count using stickers - up to 3 (K-A.3)
    • Show numbers on ten frames - up to 3 (K-A.5)
    • Count using stickers - up to 5 (K-B.3)
    • Show numbers on ten frames - up to 5 (K-B.5)
    • Count using stickers - up to 10 (K-C.3)
    • Show numbers on ten frames - up to 10 (K-C.5)

  • Count within 10, forward and backward, starting at any number, according to the counting principles.

    • One more - up to 5 (K-B.7)
    • Count one more - up to 5 (K-B.8)
    • One less - up to 5 (K-B.9)
    • Count one less - up to 5 (K-B.10)
    • What number comes next? - up to 5 (K-B.)
    • One more - up to 10 (K-C.7)
    • Count one more - up to 10 (K-C.8)
    • One less - up to 10 (K-C.9)
    • Count one less - up to 10 (K-C.10)
    • One more and one less - up to 10 (K-C.11)
    • Count one more and one less - up to 10 (K-C.12)
    • What number comes next? - up to 10 (K-C.)
    • Count up and down - up to 10 (K-C.13)
    • Count forward and backward - up to 10 (K-C.18)
    • Complete a sequence - up to 10 (K-C.20)

  • Subitize quantities to 5.

    • Represent numbers - up to 3 (K-A.6)
    • Represent numbers - up to 5 (K-B.6)

  • Compare the size of two sets using one-to-one correspondence.

    • Are there enough? (K-G.1)
    • Fewer and more - compare by matching (K-G.2)
    • Fewer and more - compare by counting (K-G.3)
    • Fewer and more - compare in a mixed group (K-G.4)

  • Describe quantities relative to each other using comparative language.

    • Fewer, more and same (K-G.5)

  • Describe a quantity in relation to a purpose or need using comparative language.

  • Solve problems in familiar situations by counting.

• Children interpret compositions of quantities within 10.

  • Identify a quantity in various groups or arrangements.

    • Learn to count to 3 (K-A.1)
    • Count to 3 (K-A.2)
    • Count on ten frames - up to 3 (K-A.4)
    • Learn to count to 5 (K-B.1)
    • Count to 5 (K-B.2)
    • Count on ten frames - up to 5 (K-B.4)
    • Learn to count to 10 (K-C.1)
    • Count to 10 (K-C.2)
    • Count on ten frames - up to 10 (K-C.4)
    • Tally marks - up to 10 (K-C.15)

  • Compose quantities within 10.

    • Count to fill a ten frame (K-C.14)

  • Recognize various ways to make 5 and 10.

    • Count to fill a ten frame (K-C.14)

Geometry

• Children investigate shape.

  • Relate shapes in nature to various two-dimensional and three-dimensional shapes.

  • Identify familiar two- and three-dimensional shapes.

    • Circles (K-T.2)
    • Triangles (K-T.3)
    • Two-dimensional and three-dimensional shapes (K-U.1)
    • Cubes (K-U.4)
    • Cylinders (K-U.6)

  • Investigate three-dimensional shapes by rolling, stacking, or sliding.

  • Describe a shape using words such as flat, curved, straight, or round.

    • Flat and solid shapes (J-L.1)

Measurement

• Children explore size through direct comparison.

  • Identify measurable attributes of familiar objects to which size may refer.

  • Compare the length, area, weight, or capacity of two objects directly.

    • Long and short (K-R.1)
    • Light and heavy (K-R.4)
    • Holds more or less (K-R.5)

  • Describe the size of an object in relation to another object, using comparative language.

    • Long and short (K-R.1)
    • Light and heavy (K-R.4)
    • Holds more or less (K-R.5)

  • Describe the size of an object in relation to a purpose or need, using comparative language.

Patterns

• Children identify and create repeating patterns.

  • Recognize repeating patterns encountered in daily routines and play, including songs or dances.

  • Recognize change or constancy between elements in a repeating pattern.

    • Colour patterns (K-H.1)
    • Size patterns (K-H.2)
    • Shape patterns (K-H.3)

  • Predict the next elements in a repeating pattern.

    • Find the next shape in a pattern (K-H.4)
    • Complete a pattern (K-H.5)

  • Create a repeating pattern with up to three repeating elements.

Time

• Children interpret time as a sequence of events.

  • Sequence events, limited to two events, according to time using words or ordinal numbers.

  • Describe daily events as occurring yesterday, today, or tomorrow.