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Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Ontario Curriculum if your intention constitutes fair use.

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Investigate the idea that quantity is greater when counting forwards and less when counting backwards [A]

Demonstrate understanding of the counting concepts of stable order (that is, the concept that the counting sequence is always the same - 1 is always followed by 2, 2 by 3, and so on) and of order irrelevance (that is, the concept that the number of objects in a set will be the same regardless of which object is used to begin the counting) [A]

Begin to make use of one-to-one correspondence in counting objects and matching groups of objects [A]

Investigate addition and subtraction in everyday activities through the use of manipulative, visual models, or oral exploration [A]

Investigate some concepts of quantity through identifying and comparing sets with more, fewer, or the same number of objects [A]

Recognize some quantities without having to count, using a variety of tools or strategies [A]

Use, read, and represent whole numbers to 10 in a variety of meaningful contexts [A]

Demonstrate an understanding of number relationships for numbers from 0 to 10, through investigation [A]

Investigate and develop strategies for composing and decomposing quantities to 10 [A]

Demonstrate an awareness of the safe use of all materials and tools used in class [E]

Experiment with simple machines and common objects, and describe their investigations [E]

Compare and order two or more objects according to an appropriate measure, and use measurement terms (e.g., hot/cold for temperature) [B]

Solve problems while designing and constructing things, using a range of tools, materials, and techniques [E]

Demonstrate awareness of non-standard measuring devices and strategies for using them [B,A]

Demonstrate, through investigation, a beginning understanding of the use of non-standard units of the same size [B,A]

Explore, sort, and compare traditional and non-traditional two-dimensional shapes and three-dimensional figures [C]

Identify and describe, using common geometric terms, two-dimensional shapes (e.g., triangle) and three-dimensional figures (e.g., cone) through investigations with concrete materials [C,A]

Compose pictures and build designs, shapes, and patterns in two-dimensional shapes, and decompose two-dimensional shapes into smaller shapes, using various tools or strategies [C,A]

Investigate the relationship between two-dimensional shapes and three-dimensional figures in objects that they have made [C,A]

Demonstrate an understanding of basic spatial relationships and movements [C]

Identify, extend, reproduce, and create repeating patterns through investigation, using a variety of materials and actions [D]

Identify and describe informally the repeating nature of patterns in everyday contexts, using oral expressions, and gestures [D]

Respond to and pose questions about data collection and graphs [E]

Use mathematical language in informal discussions to describe probability [E]

Demonstrate an understanding of number, using concrete materials to explore and investigate counting, quantity, and number relationships;

Measure and compare length, mass, capacity, area, temperature of objects/materials, and the passage of time, using non-standard units, through free exploration, focused exploration, and guided activity;

Describe, sort, classify, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation;

Explore, recognize, describe, and create patterns, using a variety of materials in different contexts;

Sort, classify, and display a variety of concrete objects, collect data, begin to read and describe displays of data, and begin to explore the concept of probability in everyday contexts.

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