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### EN Early Numeracy

- EN.1 Number Operations
- EN.1.1 Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting
- EN.1.1.1 Develop progressively more complex knowledge and skills about numbers, in the following sequence
- EN.1.1.1.a Identify by sight how many are in a small group of up to 3 items
- EN.1.1.1.b Demonstrate understanding of one-to-one correspondence
- EN.1.1.1.c Recognize that the last number used in counting is the same as the total (E.g. Leila counts four cars and when the teacher asks her, “How many cars do you have?” she answers, “Four.”)
- EN.1.1.1.d Count objects in two different collections (up to ten in each) to determine which is the larger one
- EN.1.1.1.e Can answer the question “What comes after…” a number without having to recount (E.g. When asked, “What comes after five,” Sawyer says, “Six,” without having to count up from one.)
- EN.1.1.1.f Change small collections of objects by combining or removing objects and then counting to determine how many they have (E.g. Avery counts out three blocks, then adds two more, and counts all of the blocks and says, “I have five blocks.”)

- EN.1.1.2 While many children move through all of the steps of this sequence by five years old, others may still be only partially through this sequence by that age.
- EN.1.1.2.a Begin to recognize and attempt to write numerals up to 10

- EN.1.1.1 Develop progressively more complex knowledge and skills about numbers, in the following sequence

- EN.1.1 Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting
- EN.2 Geometry and Spatial Sense
- EN.2.1 Shapes and their attributes, position, comparing and contrasting two or more objects, and distance
- EN.2.1.1 Use words that show understanding of order and position of objects
- EN.2.1.2 Identify and name common shapes
- EN.2.1.3 Describes basic features of shapes (E.g. Finnley says, “This triangle has three sides and this square has four sides.”)
- EN.2.1.4 Compare the shape of two objects (E.g. Reanna draws two round shapes and says, “This one is an oval and this one is a circle.”)

- EN.2.1 Shapes and their attributes, position, comparing and contrasting two or more objects, and distance
- EN.3 Measurement
- EN.3.1 Size, volume, quantity and other measurable qualities, and the tools to measure them
- EN.3.1.1 Recognize that objects can be measured by height, length, weight, and volume (E.g. Palo makes a stack of unifix cubes next to his friend and says, “You’re 40 cubes tall.”)
- EN.3.1.2 Make comparison such as bigger or smaller between two groups of objects
- EN.3.1.3 Recognize that time is measured in units (E.g. John asks how many more minutes he can stay outside.)

- EN.3.1 Size, volume, quantity and other measurable qualities, and the tools to measure them
- EN.4 Patterns and Relationships
- EN.4.1 Recognizing or creating planned or random repetitions and comparisons
- EN.4.1.1 Order or sequence several objects based on one characteristic
- EN.4.1.2 Begin creating simple patterns with familiar objects (E.g. Max places the blocks in rows of long, short, long, short, etc.)

- EN.4.1 Recognizing or creating planned or random repetitions and comparisons
- EN.5 Data Collection and Analysis
- EN.5.1 Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world
- EN.5.1.1 Sort objects and count and compare the groups formed (E.g. Carlo says, “There are 3 brown teddy bears and 4 black teddy bears.”)
- EN.5.1.2 Organize and represent information visually, with adult support (E.g. The teacher helps the preschoolers create a picture graph showing the numbers of children who walked to school or rode in a car.)

- EN.5.1 Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world
- EN.6 Time and Sequence
- EN.6.1 Concept of time as it relates to daily routines, and sequencing of events
- EN.6.1.1 Begin to differentiate between yesterday, today, and tomorrow

- EN.6.1 Concept of time as it relates to daily routines, and sequencing of events