Numbers to 20

Strand: Number
Outcomes: 4, 5, 6

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

Grade 2

Specific Outcomes
4.	Represent and describe numbers 2 to 10, concretely and pictorially.
5.	Compare quantities 1 to 10, using one-to-one correspondence.

Specific Outcomes
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.
6.	Estimate quantities to 20 by using referents.

Specific Outcomes
4.	Represent and describe numbers to 100, concretely, pictorially and symbolically.
5.	Compare and order numbers up to 100.
6.	Estimate quantities to100, using referents.

Big Ideas

In Grade 1, students will need various opportunities to look at numbers between 10 and 20 with concrete materials. They should make connections with how these numbers are used in their everyday lives. Teachers must prepare here for later outcomes where the relationships of one more than, two more than, one less than and two less than will build upon the work students have done in Kindergarten. For example, students use 15 as a referent, knowing that two more than 15 is 17 and they use 20 as a referent, seeing 18 as two less than 20.

Students also need to be encouraged to develop an intuitive sense of number and how numbers relate to each other. Given three sets of counters, students should be able to indicate which has more and which has less without counting. Teachers need to listen to students while at the same time challenging them to share their ideas about numbers.