Northwest Territories

N Number

• N.1 Develop number sense.

  • N.1.1 Say the number sequence 1 to 10 by 1s, starting anywhere from 1 to 10 and from 10 to 1.

    • N.1.1.1 Name the number that comes after a given number, one to nine.

    • N.1.1.2 Name the number that comes before a given number, two to ten.

    • N.1.1.3 Recite number names from a given number to a stated number (forward – one to ten, backward – ten to one), using visual aids.

  • N.1.2 Subitize (recognize at a glance) and name familiar arrangements of 1 to 5 objects or dots.

    • N.1.2.1 Look briefly at a given familiar arrangement of 1 to 5 objects or dots, and identify the number represented without counting.

      • Count to 3 (K-A.2)
      • Count to 5 (K-B.2)

    • N.1.2.2 Identify the number represented by a given dot arrangement on a five frame.

  • N.1.3 Relate a numeral, 1 to 10, to its respective quantity.

    • N.1.3.1 Construct a set of objects corresponding to a given numeral.

      • 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)

    • N.1.3.2 Name the number for a given set of objects.

      • 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)

    • N.1.3.3 Hold up the appropriate number of fingers for a given numeral.

    • N.1.3.4 Match numerals with their given pictorial representations.

      • Learn to count to 3 (K-A.1)
      • Count to 3 (K-A.2)
      • Count on ten frames - up to 3 (K-A.4)
      • Represent numbers - up to 3 (K-A.6)
      • Learn to count to 5 (K-B.1)
      • Count to 5 (K-B.2)
      • Count on ten frames - up to 5 (K-B.4)
      • Represent numbers - up to 5 (K-B.6)
      • Learn to count to 10 (K-C.1)
      • Count to 10 (K-C.2)
      • Count on ten frames - up to 10 (K-C.4)
      • Represent numbers - up to 10 (K-C.6)

  • N.1.4 Represent and describe numbers 2 to 10, concretely and pictorially.

    • N.1.4.1 Partition a given quantity into two parts, using fingers, counters or other objects, and identify the number of objects in each part.

    • N.1.4.2 Show a given number as two parts, using pictures, and name the number of objects in each part.

  • N.1.5 Compare quantities 1 to 10, using one-to-one correspondence.

    • N.1.5.1 Construct a set to show more than, fewer than or as many as a given set.

      • One more - up to 5 (K-B.7)
      • One less - up to 5 (K-B.9)
      • One more - up to 10 (K-C.7)
      • One less - up to 10 (K-C.9)

    • N.1.5.2 Compare two given sets through direct comparison; and describe the sets, using words such as more, fewer, as many as or the same number.

      • 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)
      • Fewer, more and same (K-G.5)

PR Patterns and Relations

• PR.1 Use patterns to describe the world and to solve problems.

  • PR.1.1 Demonstrate an understanding of repeating patterns (two or three elements) by:

    • PR.1.1.a identifying patterns using manipulatives, sounds and actions.

    • PR.1.1.b reproducing patterns using manipulatives, sounds and actions.

    • PR.1.1.c extending patterns using manipulatives, sounds and actions.

    • PR.1.1.d creating patterns using manipulatives, sounds and actions.

    • PR.1.1.1 Distinguish between repeating patterns and non-repeating sequences in a given set by identifying the part that repeats.

    • PR.1.1.2 Copy a given repeating pattern, e.g., actions, sound, colour, size, shape, orientation, and describe the pattern.

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

    • PR.1.1.3 Extend a variety of given repeating patterns by two more repetitions.

      • Complete a pattern (K-H.5)

    • PR.1.1.4 Create a repeating pattern, using manipulatives, musical instruments or actions, and describe the pattern.

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

    • PR.1.1.5 Identify and describe a repeating pattern in the classroom, school and outdoors; e.g., in a familiar song, in a nursery rhyme.

  • PR.1.2 Sort a set of objects based on a single attribute, and explain the sorting rule.

    • PR.1.2.1 Identify a common attribute in a given set of objects.

      • Same (K-O.1)
      • Different (K-O.2)
      • Same and different (K-O.3)

    • PR.1.2.2 Sort a given set of objects, using a single attribute, e.g., colour, and explain the sorting rule.

      • Classify shapes by colour (K-O.4)
      • Classify and sort by colour (K-O.5)
      • Classify and sort by shape (K-O.6)
      • Classify and sort (K-O.7)

SS Shape and Space

• SS.1 Use direct and indirect measurement to solve problems.

  • SS.1.1 Use direct comparison to compare two objects based on a single attribute, such as length (height), mass (weight) and volume (capacity).

    • SS.1.1.1 Compare the length (height) of two given objects; and explain the comparison, using the words shorter, longer (taller) or almost the same.

      • Long and short (K-R.1)
      • Tall and short (K-R.2)

    • SS.1.1.2 Compare the mass (weight) of two given objects; and explain the comparison, using the words lighter, heavier or almost the same.

      • Light and heavy (K-R.4)

    • SS.1.1.3 Compare the volume (capacity) of two given objects; and explain the comparison, using the words less, more, bigger, smaller or almost the same.

      • Holds more or less (K-R.5)

• SS.2 Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

  • SS.2.2 Sort 3-D objects, using a single attribute.

    • SS.2.2.1 Identify a common attribute in a given set of 3-D objects.

      • Identify shapes traced from solids (K-U.8)

    • SS.2.2.2 Sort a given set of familiar 3-D objects, using a single attribute such as size or shape, and explain the sorting rule.

    • SS.2.2.3 Determine the difference between two given pre-sorted sets by explaining a sorting rule used to sort them.

  • SS.2.3 Build and describe 3-D objects.

    • SS.2.3.1 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.

    • SS.2.3.2 Describe a given 3-D object, using words such as big, little, round, like a box and like a can.