· Begin to understand the it takes 10 ones to equal 1 ten

While counting the number of days at school during calendar time, Ryan adds a straw for the day. He relates that the ten straws in the ones place are the same as one bundle in the tens place.

· Compares concrete quantities to determine which is more

During snack time, the teacher gives Oliver two goldfish crackers and Keelie four goldfish crackers. Oliver says, "Keelie has more goldfish than me".

• Understand how numbers are used in the environment, e.g. house numbers, phone numbers, birthdays
   

• Recognize that a set of objects remains the same amount if physically rearranged
   
• Realize that the last number counted is the total amount of objects

When the fire fighter visited the class, she told the children to call 9-1-1 in case of an emergency. Kinsler later went to the telephone in housekeeping and found the 9-1-1.

Bryce makes a tower 5 blocks tall. He tears it down and makes a road with the same blocks. He exclaims, "Look there’s still 5!"

While the class is counting the bears on the growing number line, the teacher stops before they come to the end. Natalie yells out, "You’re still on 10".

· Distinguish one" from "many"

· Identify the numeral that matches a quantity 1-10

· Write the numeral that corresponds to a given set up to 10

While looking at family pictures, Maria says, "My family has one child and Alex’s family has more."

While playing Millie’s Math House on the computer, Robert matches the appropriate number of jelly beans to the corresponding number.

Amaiya draws three flowers in the writing center and writes the numeral 3 above her picture.

· Divide a set of objects into 2 equal groups

· Recognize parts of a whole

While playing in housekeeping, Kyle gives Megan some of the food. He says, "One for me, one for you" as he divides up the food.

During a cooking activity, the teacher cuts an apple in two and Stephen says, "Why did you cut the apple in half."

The teacher asks the group to put ten teddy grahams on the boat. She tells them that 3 swam away. Jonathon eats 3 and shouts, "There are 7 left".

· create and extend simple patterns

· recognize, duplicate, and extend patterns

Jada creates a pattern with her fruit loops at the breakfast table using one red, one yellow, one red, one yellow.

Shirley sets up a pattern on the flannel board using 3 shapes. Alice watches Shirley and continues the pattern. Alice exclaims, "Now it’s my turn. Can you finish mine?"

· Begin to use language such as less than, more than, or same number as to describe the relative sizes of sets of concrete objects

Joshua and Joseph are building in blocks. Joshua exclaims that Joseph has more blocks than he does. Joshua asks for two blocks from Joseph. Joshua counts their blocks and says, "Now we have the same."

· Combine two sets of objects and count the results

· Given a set of objects, remove some and then count the results

Sally brings in 5 fall objects for the science center. Jeremiah brings in 2 to add to the collection. Sally says, "Now let’s count to see how many we have."

Rodney and Mickeela are playing store with the cash register. Mickeela takes 2 of the 5 paper dollars out of the cash register. Rodney counts the money and says, "Now we only have 3 left."

· Use basic comparison words

· Begin comparing two objects by using direct comparisons according to one or more of the following attributes: length (shorter, longer); height (taller, shorter); weight (heavier, lighter)

During play in the block center, Callie says, "Haley’s car is bigger than mine".

During free play in block center, Trey says, "My tower is taller than yours B.J.".

· Use nonstandard units of measure to explore, describe, and compare everyday objects

· Use tools to explore measuring

The teacher provided string for measuring. After measuring the large pumpkin Jasmine says, "Look Caitlin, my string is longer than yours."

Keith and Phil are experimenting in the rice bin. Keith dumps his cup of rice and says, "My cup holds more rice than yours".

· Shows awareness of time concepts

· Categorize and sequence time intervals and use language associated with time in everyday situations

· Use the calendar to identify the days of the week, the months of the year, and yesterday, today, tomorrow.

After finishing large group, Ben looks at the pictorial daily schedule on the wall and says, "We have centers next".

While walking down the hall after lunch, Zindzi says, "We are going outside next and then our book buddies come today".

Kiara uses the pointer to point to each day of the week on the calendar as the class say’s them aloud.

• Collect data related to familiar experiences by counting

Students answer the question of the day by identifying their favorite food and placing their name under the picture of the food. Stephanie counts the number of names under each food during group time.

· Sort and classify by a single attribute (color, shape, size)

While working on Jump Start Preschool, Nathan says, "I put the little people in the same line".

Sandy drew all the girls in the class on one side of her paper and drew all the boys on the other side.

After graphing the kinds of pets the children have at home, Janae says, "Most of us have dogs."