California Preschool Learning Foundations - ECEZero2Three ...

At around 48 months of age
2.0 Children begin to understand
number relationships and
operations in their everyday
environment.
2.1 Compare visually (with or without
counting) two groups of objects that
are obviously equal or nonequal and
communicate, “more” or “same.”*
Examples Examples
• Examines two groups of counting bears, one
with two bears and the other with six bears,
and indicates or points to the group of six bears
when asked which group has more.
• Communicates, “I want more—she’s got more
stamps than me” during a small group activity.
• Communicates, “We have the same,” when
referring to apple slices during snack time.
2.2 Understand that adding to (or taking
away) one or more objects from a
group will increase (or decrease) the
number of objects in the group.
Examples Examples
• Has three beads, takes another, and communicates,
“Now I have more beads.”
• When the teacher adds more cats on the flannel
board, indicates that there are now more cats.
• While playing bakery, communicates that after
selling some bagels there are now fewer bagels
in the bakery shop.
• Gives away two dolls and communicates that
now she has fewer.
*Comparison may be done visually, tactilely, or auditorily.
California Department of Education • Preschool Learning Foundations, Volume 1
At around 60 months of age
Number Sense | 151
2.0 Children expand their understanding
of number relationships
and operations in their
everyday environment.
2.1 Compare, by counting or matching,
two groups of up to five objects and
communicate, “more,” “same as,”
or “fewer” (or “less”).*
• Counts the number of rocks he has and the number
a friend has and communicates, “Five and five,
you have the same as me.”
• Compares a group of four bears to a group of five
bears and communicates, “This one has less.”
• Counts her own sand toys, then counts a friend’s
and communicates, “You have more.”
2.2 Understand that adding one or taking
away one changes the number in a
small group of objects by exactly one.
• Adds another car to a pile of five to have six, just
like his friend.
• Removes one animal from a collection of eight
animals and communicates, “She has seven now.”
• Correctly predicts that if one more car is added to
a group of four cars, there will be five.
MATHEMATICS