Numbers 1–10

Strand: Number
Outcomes: 3, 4, 5

Step 1: Identify Outcomes to Address

Guiding Questions

What do I want my students to learn?
What can my students currently understand and do?
What do I want my students to understand and be able to do, based on the Big Ideas and specific outcomes in the program of studies?

See Sequence of Outcomes from the Program of Studies

Strand: Number

Kindergarten

Grade 1

Specific Outcomes
3.	Relate a numeral, 1 to 10, to its respective quantity.
4.	Represent and describe numbers 2 to 10, concretely and pictorially.
5.	Compare quantities 1 to 10, using one-to-one correspondence.

Specific Outcomes
3.	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.
4.	Represent and describe numbers to 20, concretely, pictorially and symbolically.
5.	Compare sets containing up to 20 elements, using: referents one-to-one correspondence to solve problems.

Big Ideas

When students begin Kindergarten, most of them have some initial development of basic counting. They need to develop understanding of the size of numbers, number relationships and patterns. In Kindergarten, students need repeated experience with counting objects found in their environment. As they count, they link the number word to objects being counted to establish a one-to-one correspondence.

Students should develop understanding that the order in which we count does not alter the result and that the last number in the count represents the total number of objects being counted. Students need to be given many opportunities to practise counting as they quantify the amount in a collection. They should answer questions such as, "How many boys are in the front of the room?" or "How many crayons does Bobby have?" You may also ask them to count the number of steps it takes to go to the office and they should be able to make the count.

Students should also be able to recognize how many objects are in a small group (about four or five). They should see small groups as part of a larger group. Students need to develop flexibility in thinking about numbers to develop number sense. Teachers need to provide students with opportunities to demonstrate many ways of representing a number, including both concretely and pictorially. Students need to talk about where and when they might use specific numbers.