Component 2: Number Relationships and Operations

By the following age ranges, children typically, for example:

Demonstrate early one-to-one correspondence (e.g., filling containers with objects by dropping them in one at a time)
In most instances, choose a set that has more of something they prefer over a set that has less, when given the option
Create larger and smaller sets of objects by grouping and ungrouping items (e.g., placing and removing rings on a vertical peg)

Begin to say or gesture the number “two” when asked how old they are
Put objects in accurate, one-to-one correspondence when supported by the context (e.g., placing one plastic egg into each indentation of an egg carton)
Compare collections that are quite different in size (e.g., one that is at least twice the other)
Notice when another child has more of something and gesture or verbalize “want more”
Put groups of objects together and begin to subtract (e.g., share)

Use visual cues to approximate which of 2 sets of objects has more
Understand that putting 2 sets of objects together makes “more” and taking sets of objects apart will make less
Add and subtract with sets of objects smaller than three

Understand that a whole is a larger quantity than its parts (e.g., when looking at 3 nests with 3 eggs in each, says a big number such as 8 or 10 to describe how many eggs there are)
Use toys and other objects as tools to solve simple addition and subtraction problems when the total is smaller than five
Use one-to-one correspondence to compare small sets of similar objects

Use counting to compare 2 sets of objects and to determine which set has more, less, or the same than the other
Understand that adding one or taking away one changes the number in a group of objects by exactly one
Use toys and other objects as tools to solve simple addition and subtraction problems with totals smaller than 10

Mathematics