Early Mathematical Discovery Mathematics 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Learning Indicators Indicators Indicators Indicators Indicators Indicators Indicators Progression This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, for example, for example, for example, for example, for example, for example, for example, when children: when children: when children: when children: when children: when children: when children: Strand A: Early learning experiences will support children to understand counting and cardinality. Number M.18.1 Say or M.24.1 Say or sign M.36.1 Say or sign M.48.1 Say or sign the number M.60.1 Say or sign the number Names sign a few a few number number sequence up to sequence up to at least 10 sequence up to at 20 number but names, with at least five. Use other may not beginning evidence number names but not necessarily of correct sequence necessarily in the correct recite them in the (e.g., starts with order correct order “one”) HELP 1-6 B: Concepts (numbers) Strands and Items Cardinality M.18.2 M.24.2 Put objects M.36.2 Count two to M.48.2 Count up to at least five M.60.2 Count up to 10 objects Demonstrate in one-to-one three objects using one- objects using one-to-one using one-to-one one-to-one or correspondence to-one correspondence correspondence, using the number correspondence, regardless of one-to-many (e.g., puts one name of the last object counted configuration, using the number correspondence item in each to represent the total number of name of the last object counted (e.g., may compartment) objects in a set to represent the total number of fill each objects in a set compartment in a egg carton with M.48.3 Count out a set of objects M.60.3 Count out a set of one or several up to four objects up to five objects) HELP 1-6 B: Concepts (numbers) Strands and Items
Early Mathematical Discovery Mathematics 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Learning Progression Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Strand A: Early learning experiences will support children to understand counting and cardinality. Number Names M.18.1 Say or sign a few number but may not necessarily recite them in the correct order M.24.1 Say or sign a few number names, with beginning evidence of correct sequence (e.g., starts with “one”) M.36.1 Say or sign number sequence up to at least five. Use other number names but not necessarily in the correct order M.48.1 Say or sign the number sequence up to at least 10 M.60.1 Say or sign the number sequence up to at 20 HELP Strands and Items 1-6 B: Concepts (numbers) Cardinality M.18.2 Demonstrate one-to-one or one-to-many correspondence (e.g., may fill each compartment in a egg carton with one or several objects) M.24.2 Put objects in one-to-one correspondence (e.g., puts one item in each compartment) M.36.2 Count two to three objects using one- to-one correspondence M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set M.60.2 Count up to 10 objects using one-to-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set M.48.3 Count out a set of objects up to four M.60.3 Count out a set of objects up to five HELP Strands and Items 1-6 B: Concepts (numbers)
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