2014-2019 KG2 Maths Outcomes Final

Children Are Capable of Learning Teachers Are Responsible for Students Learning
KG 2 MATHEMATICS STANDARD
Students state, count, recognize, represent and write numbers forwards and backwards in the range 0-20, in both Arabic and English.
They can identify number arrangements by sight for values of 1-3 and can recognize that the last number said when counting a set
of objects is the number of objects in the set. Students compare sets of up to 20 objects. They use the ordinal number words first
to tenth. Students recognize UAE coins and notes through play. Students determine the value of sets when objects are added and
taken away and can identify the number that is one less and one more than a given number up to 20.
Students recognize a range of patterns in the environment and can represent simple repeating patterns. They compare and describe
various measurements of objects in length, mass, temperature, volume and capacity. Students use events in their daily lives to
develop an understanding of time. They draw and order pictures and describe a sequence of daily events. Students sort objects
according to common properties and describe their sorting procedure. Students create graphs from investigations and real life
examples. Students manipulate, identify and sort familiar 2D shapes and 3D objects in exploration and play. They describe and
show the movement of people and objects to new locations.
NUMBER Number Sense K2NS

Indicator
By the end of the grade, students will be able to:
 recognize and use numbers 1 to 20. Count forwards and backwards from 1 to 20. Identify basic patterned arrangements. Use ordinal
numbers (first to tenth) and comparative language to describe the numbers 1 to 20. Use UAE money coins and notes.
Pedagogical Approach
Throughout this unit, students will spend the majority of their time learning by:
 hands-on experiences and opportunities with a variety of age appropriate numeracy and literacy resources.
 engaging in active learning experiences.
 being immersed in a print rich environment.
 participating in a wide range of numeracy activities.
 participating in contextualized experiences.
2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019
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Learning Outcomes
Students learn to:
Mastered
(Learning Developing Emerging Assessment Criteria
Outcome)
K2NS1 state the forward state the forward state the forward  state the forward number sequence from 1-20 in Arabic
Term 1 number sequence number sequence number sequence correctly.
from 1-20 in Arabic from 1-10 in Arabic from 1-5 in Arabic  state the forward number sequence from 1-20 in English
and English and English and English correctly.
Explanatory Notes:
 The four LOs K2NS1 – K2NS4 all contribute to students’ developing understanding of the ‘big idea’ of counting. The four LOs address
different but closely related aspects of counting and should be taught in an integrated way and incorporated into classroom life
throughout the year. The split into four LOs is simply to allow students’ development to be described from an assessment
perspective. None of the counting LOs is a prerequisite for another; students may grasp parts of one concept, then parts of another
concept, then understand more of the first concept, and so on. Different students will progress differently and it is important to
constantly provide opportunities for students to explore all aspects of counting.
 LOs K2NS1 and K2NS2 are simply about knowing the oral sequence of number words. Students need to be able to say number names
in both Arabic and English at all levels of achievement.
 Stories, songs, chants and games provide good opportunities to practice the number name sequence
 In KG1, students explored the forwards number sequence from 1-10. This is extended up to 20 in KG2, and the backwards number
sequence is introduced.
 The ‘teen’ numbers can be very confusing for students, particularly because the ‘teen’ suffix in English indicates ‘ten and’ (e.g. 14, 15,
16) but the ‘een’ suffix in Arabic indicates ‘groups of ten’ (e.g. arba’a = four; arba-een = 40). Also, ‘eleven’ and ‘twelve’ in English do
not fit the ‘teen’ pattern – students may mistakenly say ‘oneteen’ and ‘twoteen’. In both languages, teachers should help students
see the links and patterns in the number names (e.g. recognizing that ‘fourteen’ links to the words ‘four’ and ‘ten’ etc). These
connections are not always obvious to children.
 In KG1 and KG2, number sequencing should always start from 1 (not ‘What number comes after 3?’ etc).
K2NS2 state the state the state the backward  state the backward number sequence from 1-20 in
Term 1 backward number backward number number sequence Arabic correctly.
sequence from 1- sequence from 1-10 from 1-5 in Arabic  state the backward number sequence from 1-20 in
and English English correctly.

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20 in Arabic and in Arabic and

English English
Explanatory Notes:
 The four LOs K2NS1 – K2NS4 all contribute to students’ developing understanding of the ‘big idea’ of counting. The four LOs address
different but closely related aspects of counting and should be taught in an integrated way and incorporated into classroom life
throughout the year. The split into four LOs is simply to allow students’ development to be described from an assessment
perspective. None of the counting LOs is a prerequisite for another; students may grasp parts of one concept, then parts of another
concept, then understand more of the first concept, and so on. Different students will progress differently and it is important to
constantly provide opportunities for students to explore all aspects of counting.
 LOs K2NS1 and K2NS2 are simply about knowing the oral sequence of number words. Students need to be able to say number names
in both Arabic and English at all levels of achievement.
 Stories, songs, chants and games provide good opportunities to practice the number name sequence
 In KG1, students explored the forwards number sequence from 1-10. This is extended up to 20 in KG2, and the backwards number
sequence is introduced.
 The ‘teen’ numbers can be very confusing for students, particularly because the ‘teen’ suffix in English indicates ‘ten and’ (e.g. 14, 15,
16) but the ‘een’ suffix in Arabic indicates ‘groups of ten’ (e.g. arba’a = four; arba-een = 40). Also, ‘eleven’ and ‘twelve’ in English do
not fit the ‘teen’ pattern – students may mistakenly say ‘oneteen’ and ‘twoteen’. In both languages, teachers should help students
see the links and patterns in the number names (e.g. recognizing that ‘fourteen’ links to the words ‘four’ and ‘ten’ etc). These
connections are not always obvious to children. In KG1 and KG2, number sequencing should always start from 1 (not ‘What number
comes after 3?’ etc).
K2NS3 represent represent represent  represent quantities from 1-20 using concrete
Term 1 quantities from 1- quantities from 1- quantities from 1-5 materials.
20 using concrete 10 using concrete using concrete  represent quantities from 1-20 using pictures
materials and materials and materials and correctly.
pictures pictures pictures
Explanatory Notes:
 The four LOs K2NS1 – K2NS4 all contribute to students’ developing understanding of the ‘big idea’ of counting. They are different
but closely related aspects of counting and should be taught in an integrated way and incorporated into classroom life throughout
the year. The split into four LOs is simply to allow students’ development to be described from an assessment perspective. None of
the counting LOs is a prerequisite for another; students may grasp parts of one concept, then parts of another concept, then

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understand more of the first concept, and so on. Different students will progress differently and it is important to constantly provide
opportunities for students to explore all aspects of counting.
 This LO is about making sets of a given quantity using concrete materials. It requires students to apply counting skills to form a set of
objects, and also provides opportunities for them to see what the various quantities can look like.
 An important concept for students to begin to develop is that quantities can be represented by different things, and so can look quite
different yet still be the same quantity. This is not intuitive for young children. For example, four people, four classrooms and four
blocks look very different but they are all ways to show four. We can make four using four like objects (e.g. four toy cars) or four
unlike objects (e.g. a pencil, a drink bottle, a shoe and a table). Four can also be represented by things which are not concrete such as
four ideas, four wishes, four days, etc. For assessment purposes students simply need to be able to represent quantities using
concrete materials (which may all be like objects), but in class activities they should also be exposed to a range of ways to represent
quantities.
 In KG1, students worked towards representing quantities from 1-10 using concrete materials. In KG2 they use both concrete materials
and pictures. Pictures used should be pictures of actual real-life objects, cut into individual pieces that students can touch and move
one at a time (not a single card showing 4 flowers etc.).
K2NS4 count groups of up count groups of up count groups of up  count groups of up to 20 objects using one-to- one
Term 1 to 20 objects using to 10 objects using to 5 objects using correspondence accurately.
one to one one to one one to one
correspondence correspondence correspondence
Explanatory Notes:
 The four LOs K2NS1 – K2NS4 all contribute to students’ developing understanding of the ‘big idea’ of counting. They are different but
closely related aspects of counting and should be taught in an integrated way and incorporated into classroom life throughout the
year. The split into four LOs is simply to allow students’ development to be described from an assessment perspective. None of the
counting LOs is a prerequisite for another; students may grasp parts of one concept, then parts of another concept, then understand
more of the first concept, and so on. Different students will progress differently and it is important to constantly provide
opportunities for students to explore all aspects of counting.
 One to one correspondence is the understanding that each item being counted must be counted using one, and only one, number
name. Students say one number name for each object, and do not undercount (by missing objects) or over count (by counting some
objects more than once).
 Students still learning to count may undercount, over count or use an incorrect number sequence (e.g. 1, 2, 4, 5). To reach any of the
E, D, M levels in KG2 they must be able to reliably and correctly count the sets of objects.
 Young children may mistakenly think that counting faster or slower changes the number of objects. Provide opportunities for them
to count quickly and slowly and see that the count is the same.

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 In KG2, students should count concrete objects and pictures of single objects, but not pictures of groups of objects (e.g. not a single
card showing 4 flowers). They need to be able to manipulate the individual objects or pictures as they develop one to one
correspondence.
 Model and encourage strategies to help students avoid over counting or undercounting. For example, moving each object from one
container to another (or into or out of a single container) as it is counted; placing objects to be counted in egg cartons / plastic
yoghurt trays / cupcake pans with one item in each space, then counting along the row in order, or touching each item as it is
counted.
 In KG1, students worked towards counting sets of up to 10 objects using one to one correspondence. This range is extended up to 20
objects in KG2. Students may have much more difficulty counting larger sets, as they need to keep track of the count (the spoken
sequence of number words) and the quantity (the actual objects being counted one by one) at the same time.
K2NS5 identify familiar identify familiar identify familiar  identify familiar and patterned arrangements for 1-
Term 1 and patterned and patterned and patterned 5 correctly.
arrangements for arrangements for arrangements for 1-  recognize arrangements for 1-3 by sight correctly.
1-5 and recognize 1-5 3
these
arrangements by
sight for 1-3
Explanatory Notes:
 In KG1, students explored familiar / patterned arrangements for 1-5. In KG2 they work towards being able to recognize familiar /
patterned arrangements of 1, 2 or 3 objects by sight. This instant recognition of quantities is known as ‘subitizing’ (but this word
should not be used with students).
 Important arrangements include:
- Holding up 1-5 fingers:

1 2 3 4 5

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- Arrangements of concrete objects (such as counters, erasers or small toys), pictures or dots in common organized layouts:
2 3
4 5
- Five frames:
1 2 3 4 5
 At all levels of achievement, identifying familiar / patterned arrangements for various quantities simply means being able to create
and count the arrangements (‘Show me 4 on a five frame’ / ‘Use paint and a sponge or stamp to show 5’ / ‘Hold up 3 fingers’ / ‘How many
buttons are in this five frame?’ / ‘How many fingers is your partner holding up?’).
 For Mastered, recognizing the quantities 1-3 by sight is limited to the familiar / patterned arrangements shown above. Students are
NOT expected to be able to recognize random arrangements e.g. 3 completely different objects or 3 dots spread randomly on a page.
K2NS6 recognize that the recognize that the count to answer  identify the last number said when counting ‘how
Term 1 last number said last number said ‘how many’ many’ correctly without re-counting.
when counting when counting
identifies ‘how identifies ‘how
many’ without re- many’
counting
Explanatory Notes:
 This LO is about the key concepts of ‘cardinality’ – knowing that when counting a set of objects, the last number name that was said
tells you how many items there are, that this number does not change if the set itself is not changed (e.g. by objects being added or
removed), and that the purpose of counting is to find out ‘how many’. This is not an automatic understanding for students; some
students may be able to correctly say the sequence of number names and match them to individual items (demonstrating one-to-one
correspondence, LO K2NS4), but if they are then asked ‘how many objects were there?’ they cannot answer without re-counting.
 The formal term ‘cardinality’ should not be used with students.
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 For Emerging, students have developed a basic understanding of the purpose of counting, which is to find out ‘how many’. If asked a
question like ‘How many trucks are in the sand table?’ they know that they need to count.
 For Developing and Mastered, students understand the purpose of counting and recognize what the last number counted is telling
them. The difference between Developing and Mastered is that students at the Mastered level know they do not need to re-count to
find ‘how many’, while students who are Developing may initially re-count before realizing the count is not changing.
For example:
- Emerging level:
Teacher: How many paintbrushes are there?
Student: [counts] One, two, three, four.
Teacher: Tell me again – how many paintbrushes were there?
Teacher: Sorry, I didn’t hear. How many?

- Developing level:
Teacher: So how many paintbrushes were there?
Student: [counts] One, two, three, four – oh, yes, it’s four.
Student: [without re-counting] Four.
- Mastered level:
Teacher: So how many paintbrushes were there?
Student: [without re-counting] Four.
 Some students may choose to re-count as a checking mechanism (Did I count that correctly? Did I over count? Did I undercount?)
rather than re-counting because they don’t have cardinality. Teachers will need to be aware of both of these situations and use
professional judgment and good questioning to determine which level of achievement is appropriate for the student.
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K2NS7 recognize and recognize and recognize written  recognize numerals from 1-20 in Arabic correctly.
Term 1 write numerals write numerals numerals from 1-10  recognize numerals from 1-20 English correctly.
from 1-20 in Arabic from 1-10 in Arabic in Arabic and  write numerals from 1-20 in Arabic accurately.
and English and English English  write numerals from 1-20 in English accurately.
Explanatory Notes:
 At all levels of achievement, students need to be able to recognize written numerals in both Arabic and English. This is an important
skill in this context; for example, when students learn to read the Qur’an in Arabic they must be able to use the Arabic sura / verse
numbers to navigate the text; coins in the UAE have numeric values written in Arabic only.
 Students should have opportunities to find and identify written numerals around them. This could include numbers on posters,
classroom doors / signs, books, puzzles, board games, telephones, product packaging …
 For Emerging, students are not required to write the numerals themselves; only to recognize and name them when they see them
written.
 For Developing and Mastered, students write numerals for the first time. In KG1, some teachers may have chosen to introduce some
numeral formation (e.g. making numerals out of play dough / bead strings etc.; tracing numerals; forming numerals in colored sand;
etc.) but not all students will have had this opportunity. Students are only required to write numerals e.g. 4 and not the word name
e.g. four.
K2NS8 recognize ‘more’, recognize ‘more’, recognize ‘more’  recognize ‘more’ in sets of 1-20 objects correctly.
Term 1 ‘less’, ‘the same’ ‘less’, ‘the same’ and ‘less’ in sets of  recognize ‘less’ in sets of 1-20 objects correctly.
and ‘not the same’ and ‘not the same’ 1-10 objects  recognize ‘the same’ in sets of 1-20 objects
in sets of 1-20 in sets of 1-10 correctly.
 recognize ‘not the same’ in sets of 1-20 objects
objects objects
correctly.
Explanatory Notes:
 In KG1, students compared two sets using ‘more’, ‘less’ and ‘the same’. In KG2, they also use ‘not the same’. The focus in KG2 is not
‘how many more’.
 In KG2, students compare two sets of objects only. They must be sets of concrete objects so that students can manipulate the
objects to help them compare the sets (not pictures on a worksheet etc.).
 Any items students are working with at any time can be used to compare sets.
 Students may compare using matching (pairing) or counting strategies, or by comparing the total sizes if the items used in both sets
are the same (e.g. two towers made of different quantities of the same-size blocks).
 Students can be given the 2 sets of objects and asked to estimate which one they think will be more, then they count and see if they
were right. It is not expected that students necessarily be able to estimate correctly; this is simply a valuable opportunity to expose
them to the idea of estimating before finding an actual value, and for them to begin to practice estimation.
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 Students can also be asked to make sets that have ‘more’, ‘less’, ‘the same’ or ‘not the same’ as a given set (e.g. ‘Can you go and get
the same number of books as Aisha?’ or ‘Can you make a tower that has more blocks than Huda’s tower?).
 Five and ten are very important benchmarks for number work. Give students opportunities to explore whether a given set of objects
is more than five / five / less than five / ten / less than ten.
 Students who have the concept of cardinality will be able to count and then use that information to compare the two sets. Some
students may need to re-count if they have not grasped the concept of cardinality yet.
K2NS9 use the ordinal use the ordinal use the ordinal  use the ordinal number words ‘first’ to ‘tenth’ to
Term 2 number words number words number words describe the order of objects, people or events
‘first’ to ‘tenth’ ‘first’ to ‘fifth’ and ‘first’, ‘second’ and correctly.
and ‘last’ to ‘last’ to describe ‘last’ to describe  use the ordinal number word ‘last’ to describe the
order of objects, people or events correctly.
describe the order the order of the order of
of objects, people objects, people or objects, people or
or events events events
Explanatory Notes:
 In KG1, students were introduced to the ordinal number words ‘first’, ‘second’ and ‘last’. In KG2, they progress to the ordinal number
words from ‘first’ to ‘tenth’ and also ‘last’.
 This outcome should be integrated into daily classroom routines. For example:
- Handing out / returning materials
- Lining up outside the class
- Entering the classroom in the morning or after break
- Discussing the daily schedule (identifying ‘first period’ / ‘last period’ in the school day, looking at a chart showing the timetable
with pictures to indicate each subject, and identifying that Mathematics is first and Art is second, etc.)
- Calendar time (noting when it is the first, second or last day of the week / month / trimester)
 This outcome can also be incorporated into teaching and learning activities. For example:
- Reading stories (talking about the first, second and last pages, or saying which story they read / will read first)
- Playing board games
- Competitions / races / finishing class activities
- Describing a process (‘First I drew the girl and then / second I drew the house’)
- Birth order in your family (fourth child / third boy etc.)
 Students should have opportunities to think about first, second, third, ... and last in terms of an arrangement of objects and also in
terms of a sequence of events / actions.
 This outcome should be taught and assessed orally.
 The terminology ‘ordinal number words’ etc. should not be used with students.
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K2NS10 manipulate UAE manipulate and manipulate UAE  manipulate UAE money accurately.
Term 3 money, recognize recognize UAE money and  recognize that there are different UAE coins and
that there are money and simulate making notes.
different coins simulate making purchases  simulate making purchases using UAE coins and
notes.
and notes, and purchases
simulate making
purchases
Explanatory Notes:
 In KG1, students manipulated and recognized UAE coins and simulated making purchases. In KG2, they are introduced at all levels of
achievement to the notes as well as the coins and recognize that there are different coins and notes.
 For Emerging, students need to understand that the coins represent ‘money’ and can be used to make purchases at the ‘play shop’ in
the classroom.
 For Developing, students also need to recognize UAE money. This means that when they are given a collection of objects e.g. coins,
buttons, counters, pieces of cardboard, pictures ..., they can find the items which are money.
 For Mastered, students do not need to know the actual denominations of the notes and coins but simply that there are several
different coins and several different notes. They may describe colors, sizes, pictures, shapes etc.
NUMBER Operation Sense K2NO

Indicator
 represent and determine amounts of objects, when they are put together, taken away, and numbers that are one more or one less
than a given number.

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Learning Outcomes
Students learn to:
Mastered
Outcome)
K2NO1 represent and represent and represent 'how  represent 'how many?' when objects are put together
Term 3 determine 'how determine 'how many?' when accurately.
many?' when many?' when objects are put  represent 'how many?' when objects are taken away
objects are put objects are put together in accurately.
together or taken together in practical, everyday  identify 'how many?' when objects are put together
away in practical, practical, everyday situations correctly.
everyday situations  identify 'how many?' when objects are taken away
situations correctly.
Explanatory Notes:
 The ‘big idea’ behind number operations is that numbers can be composed and decomposed. This LO is about students
understanding that when you put together, you get more in the set and when you take away, you get less in the set.
 Students are putting together or taking away with concrete materials (real objects such as cups, plates, napkins, chairs; interlocking
cubes, sticks, tens frames, number lines, tally marks) and the number of objects is within 10. After counting out sets and then joining
or separating two sets, students will count from one to determine how many in the new set.
 For Emerging, students can represent ‘how many’ with concrete materials, but cannot tell you how many altogether. e.g. 2 teddies go
on a picnic. They meet 3 more teddies who join their picnic. How many teddies altogether? Students can make a group of 2 blocks and a
group of 3 blocks but cannot count across the two sets. Or they might hold up two fingers on one hand and three fingers on the
other hand and then say that there are 3 fingers.
 ‘Determine’ means counting the correct number for how many. To be able to state ‘how many’, students must understand the key
concept of ‘cardinality’ – knowing that when counting a set of objects, the last number name that was said tells you how many items
there are.
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 For Developing, students may initially count all the objects from each set 1, 2 counters for 2 teddies, then 1, 2, 3 different counters for
3 teddies. When they put the two sets together, and are asked “how many,” they will then count them all again, 1, 2, 3, 4, 5:
Teacher: How many teddies are there?
Student: [counts] One, two, three, four, five
Teacher: So how many teddies were there?
Student: [counts] One, two, three, four, five – oh, yes, it’s five
Student: [without re-counting] Five.
 For Mastered, students will be able to count “how many” when objects are also taken away from a set. e.g. I have 7 cakes and I eat 3.
How many cakes are left? Student will count out 7 counters, 1, 2, 3, 4, 5, 6, 7, then remove 2 counters 1, 2, Then they will count the
group that is left to state “how many” Teacher: How many cakes are there?
Student: [counts] One, two, three, four
Teacher: So how many cakes were there?
Student: Four [or they might still have to count again]
One, two, three, four– oh, yes, it’s four

 Students in KG2 are only representing adding and subtracting by joining and separating concrete objects. The teacher may introduce
symbols and language by writing 2 + 3 and saying 2 teddies plus 3 teddies, but the students are not writing and completing lists of
addition and subtraction problems.
K2NO2 identify the identify the identify the  identify the number that is one more than a given
Term 2 number that is one number that is one number that is one number up to 20 correctly.
more or one less more or one less more than a given  identify the number that is one less than a given
than a given than a given number up to 10 number up to 20 correctly.
number up to 20 number up to 10
Explanatory Notes:
 This LO develops the ‘big idea’ that as one moves up the counting sequence, the quantity increases by 1 and as one moves down, the
quantity decreases by 1.

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 Students should be using number lines and hundreds charts to understand the movements one more than and one less than. They
could cover a number line with 4 counters and then add one more counter and say the number 5, or subtract one counter and say the
number 3.
 For Emerging, students are saying the number that is one more than any number up to 10. Initially they might need to count, but they
should be encouraged to ‘see’ the next number without having to count.
e.g. Teacher - What number is one more than 5?
Student – 1, 2, 3, 4, 5, 6 Six
 For Developing, students can give both one more than and one less than any number up to 10.
For Mastered, students can give both one more than and one less than any number up to 20.In KG1 and KG2, number sequencing
should always start from 1 (not ‘What number comes after 3?’ etc).
PATTERNS AND ALGEBRA K2PA

Indicator
 recognize and copy a range of patterns in familiar environments.

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Learning Outcomes
Students learn to:
Mastered
Outcome)
K2PA1 recognize patterns recognize patterns recognize a pattern  recognize patterns independently in familiar
Term 3 in a range of in a familiar in a familiar environments correctly.
familiar environment environment
environments
Explanatory Notes:
 In KG1, students explored patterns in a familiar environment. This exploration was teacher led with the teacher asking students to
look at the geometric pattern in a fabric or hear the pattern in the words of a song etc. In KG2, students need to progress to
recognizing patterns independently.
 Students need opportunities to recognize patterns in everyday objects, songs, stories, poems, geometric patterns in fabrics and
paint, in the calendar etc.
 Familiar environments include the classroom, playground and other areas of the school where students spend time.
K2PA2 copy simple copy a simple attempt to copy a  copy a variety of patterns correctly.
Term 2 repeating patterns repeating pattern simple repeating
pattern
Explanatory Notes:
 This is the first time students have copied a pattern. The pattern can involve:

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- manipulatives e.g. pattern blocks, cubes etc.

- sounds e.g. snaps, claps etc.
- actions e.g. jumps, hops etc.
 All patterns in this LO should be practical / concrete patterns, students should not be working with patterns in pictures or diagrams
on a worksheet.
 A simple pattern is one where there is a change to only one attribute
e.g.
The color and size have not changed, only the shape has changed.
 In KG2, the students are only working with repeating patterns. It is not required for students to copy increasing or decreasing
patterns.
 For Emerging, students attempt to copy a pattern. It is not required for them to copy the pattern accurately.
 For Developing, students are able to accurately copy one pattern.
 For Mastered, students are able to copy a variety of patterns.
MEASUREMENT AND DAT Length, Area, Volume, Capacity and Mass K2MDM

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Indicator
 compare and describe the length, mass, temperature, volume and capacity of two objects.
Learning Outcomes
Students learn to:
Mastered
Outcome)
K2MDM1 compare and create long and identify long and  compare the length of two objects accurately.
Term 1 describe the short objects in short objects in  describe the length of two objects accurately.
length of two exploration and exploration and
objects play play
Explanatory Notes:
 In KG1 students were introduced to the concepts of long and short. In KG2, for Mastered students should explore comparing two
objects simply by looking at them – e.g. students look at 2 pencils and say which is longer / shorter.
 All length exploration should be hands-on e.g. building structures from blocks, making necklaces by stringing beads together etc. and
describing the lengths, measuring students’ heights using pieces of A4 paper – NOT looking at pictures of objects on a worksheet.
 In KG, students do not need to know the word ‘length’. The focus is ‘which person is taller / shorter?’
K2MDM2 compare and create heavy and identify heavy and  compare the mass of two objects accurately.
Term 2 describe the mass light objects in light objects in  describe the mass of two objects accurately.
of two objects exploration and exploration and
play play

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Explanatory Notes:
 In KG1 students were introduced to the concepts of heavy and light. In KG2, for Mastered students should explore comparing two
objects simply by feeling them – e.g. students hold 2 toys and say which is heavier / lighter.
 All mass exploration should be hands-on e.g. building structures from blocks, making shapes from play dough etc. and describing the
mass – NOT looking at pictures of objects on a worksheet.
 In KG, students do not need to know the word ‘mass’. The focus is on ‘which book is heavier / lighter?’
K2MDM3 compare and create warm and identify warm and  compare the temperature of two objects accurately.
Term 3 describe the cold objects in cold objects in  describe the temperature of two objects accurately.
temperature of exploration and exploration and
two objects play play
Explanatory Notes:
 In KG1 students were introduced to the concepts of hot and cold. In KG2, for Mastered students should explore comparing two
objects simply by feeling them – e.g. students feel two jugs of water and say which is warmer / colder.
 All temperature exploration should be hands-on e.g. touching, eating or drinking warm and cold liquids / foods and describing the
temperature – not looking at pictures or names of objects on a worksheet.
K2MDM4 compare and create full and identify full and  compare the volume and capacity of two objects
Term 3 describe the empty, big and empty, big and accurately.
volume and small objects in small objects in  describe the volume and capacity of two objects
capacity of two exploration and exploration and accurately.
objects play play
Explanatory Notes:
 In KG1 students were introduced to the concepts of full and empty, big and small. In KG2, for Mastered students should explore
comparing two objects simply by looking at them – e.g. students look at 2 clear plastic cups (same size) with different amounts of
sand in them and say which is fuller / emptier, or look at 2 empty bags and say which is bigger / smaller.
 All volume and capacity exploration should be hands-on e.g. filling containers, cups, boxes, spoons etc. at the sand and water table or
play dough table etc. and describing the volume / capacity – NOT looking at pictures of objects on a worksheet. In KG, students do
not need to know the words ‘volume’ or ‘capacity’. The focus is on ‘which container is fuller / emptier?’
MEASUREMENT AND DATA
Time K2MDT
Indicator
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 classify given terms as days, months or seasons. Order and describe a sequence of events.
Learning Outcomes
Students learn to:
Mastered
Outcome)
K2MDT1 order a familiar identify the events identify the event  put the components of a routine / sequence in
Term 3 sequence of daily which come which comes after order correctly.
events before and after a a given event
given event within within a familiar
a familiar sequence
sequence
Explanatory Notes:
 In KG1, students identified routines in their daily life and named some of the components (without sequencing the components). In
KG2, the focus is for them to put the components of a routine / sequence in order.
 Students should sequence events by arranging picture cards.
 Sequences should be from students’ daily life, e.g. getting ready for school, circle time, daily class routine, morning assembly ...
K2MDT2 draw and order draw and order draw pictures of  draw pictures of familiar events in the correct
Term 3 pictures and pictures to events in daily life sequence.
describe a represent a  order pictures of familiar events in the correct
sequence of sequence of sequence.
events in daily life events in daily life  describe the order of events accurately.

18 | P a g e
Explanatory Notes:
 Sequences should be from students’ daily life, e.g. getting ready for school, circle time, daily class routine, morning assembly …
 For Mastered, students should use everyday language when describing the order of events (before, after, then, next …). They are
not expected to use ordinal words (first, second, … )
K2MDT3 classify given name two or more name one or more  classify names of days, months and seasons
Term 3 terms as days, days of the week, days of the week correctly.
months or seasons months of the and months of the
year and seasons year
Explanatory Notes:
 This is the first time this concept is introduced.
 Students are not expected to know all the days, months or seasons or be able to put them in order. The focus is simply for them to
become familiar with the concepts and names, and understand the difference between a day, a month and a season.
 A calendar should be used as a regular part of classroom life. Highlight the name of the day, month and season and help students see
where these labels appear on the calendar page.
 At Mastered, the teacher will name a day, month or season and the student needs to say whether that is the name of a day, a month
or a season. This should be done orally.

19 | P a g e
MEASUREMENT AND DATA

Data K2MDD
Indicator
 sort, describe and compare objects, according to common properties. Apply grouping and symbols to answer questions about
familiar contexts, objects or themselves.
Learning Outcomes
Students learn to:
Mastered
Outcome)
K2MDD1 sort objects sort objects sort objects  sort objects according to common properties
Term 1 according to according to according to accurately.
common common common  describe how objects are sorted accurately.
properties, properties and properties  compare groups of objects accurately.
describe how they describe how they
are sorted and are sorted
compare the
groups
Explanatory Notes:
 There are different ways objects can be sorted. For example, a collection of toys could be sorted into blocks, teddy bears and trucks;
or the same group of toys could be sorted by color (‘here are all the blue toys’), by size (‘these toys are all small and those are big’), etc.
20 | P a g e
 Encourage students to notice things that are the same or different in everyday classroom life – for example, ‘We both have cheese
sandwiches for lunch’, ‘Your school bag and my school bag both have wheels’ or ‘You drew a house but I drew a car’.
 Students can play games where one student sorts some objects according to a ‘secret rule’, and other students have to guess the rule
that was used.
 For Mastered, students need to compare the groups. For example, after snack time they may sort the water bottles into full bottles
and empty bottles, and identify that there are more empty bottles than full bottles.
K2MDD2 place a symbol or group themselves answer questions  use a symbol or object to represent themselves
Term 1 object to answer physically to about themselves correctly when answering questions.
questions about answer questions or familiar objects /
themselves or about themselves contexts
familiar objects / or familiar objects
contexts / contexts
Explanatory Notes:
 This LO is about collecting data from the class. This should be a teacher-led process.
 In KG1 students answered ‘yes / no’ questions about themselves. In KG2 questions should be limited to 2 or 3 choices, for example ‘Do
you like to play in the reading corner, at the play dough table or at the sand table?’ or ‘Are you a boy or a girl?’
 For Emerging, students simply state their answer verbally.
 For Developing, the teacher may say, ‘If you are 5 years old, stand on this side of the room. If you are 6 years old, stand on that side.’
Students position themselves appropriately.
 For Mastered, students use a symbol or object to represent themselves. This is a foundation for graphing data about themselves in
later grades. The teacher could prepare cards with a photo of each student and their name, or students could draw a picture of
themselves. Put blu-tak, Velcro or magnetic tape on the back. The teacher asks a question such as ‘What is your favorite story –
“World of Football”, “What’s Inside” or “Up, Up and Away”?’ and prepares an area on the board for each response (a labeled piece of
colored A3 paper stuck to the wall / whiteboard or a labeled box or bubble drawn on the whiteboard). Students place their card to
represent their response.

21 | P a g e
SPACE AND GEOMETRY 2D and 3D K2SGD

Indicator
 manipulate, identify and sort familiar 2D and 3D shapes in exploration and play, and recognize them in everyday contexts.
Learning Outcomes
Students learn to:
Mastered
Outcome)
K2SGD1 manipulate, manipulate and manipulate familiar  manipulate squares, rectangles, triangles and
Term 2 identify and sort identify familiar 2D 2D and 3D shapes circles in exploration and play accurately.
familiar 2D and 3D and 3D shapes in in exploration and  identify squares, rectangles, triangles and circles
shapes in exploration and play and recognize in exploration and play correctly.
exploration and play and recognize them in everyday  sort squares, rectangles, triangles and circles in
play and recognize them in everyday contexts exploration and play correctly.
them in everyday contexts  recognize squares, rectangles, triangles and
contexts circles in everyday contexts correctly.
 manipulate cubes, rectangular prisms, cylinders
and spheres in exploration and play accurately.
 identify cubes, rectangular prisms, cylinders and
spheres exploration and play in correctly.

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 Sort cubes, rectangular prisms, cylinders and

spheres in exploration and play correctly.
 Recognize cubes, rectangular prisms, cylinders
and spheres in everyday contexts correctly.
Explanatory Notes:
 Students learn to recognize 2D and 3D shapes as they view, handle and manipulate concrete shapes and relate them to real-life
situations. It is important that they manipulate concrete materials and do not simply view pictures and diagrams of 2D and 3D shapes.
Shapes should include shapes in the everyday environment (windows, doors, toys, furniture…) as well as looking at isolated
'mathematical' shapes.
 Familiar 2D shapes are squares, rectangles, circles and triangles and familiar 3D shapes are cubes, rectangular prisms, spheres and
cylinders.
 Manipulate means students are touching, combining / joining, separating and building with shapes. This is simply exploration; not
doing this for a purpose (i.e. not specifically trying to sort or compare).
 Young students identify 2D and 3D shapes by their appearance as a whole, rather than describing properties which define the shape.
“It is a square because it looks like a square.”
 At KG2, ‘identify’ can be informal identification – for example, saying "this is round" or "this is a ball" for any circle or sphere; saying
"this is square" or "this is a box" for any square/rectangle or rectangular prism.
 Teachers can help students acquire mathematical language by using correct mathematical vocabulary themselves. Students often
incorrectly identify 3D shapes by the names of 2D shapes. For example, they might call a ‘sphere’ a ‘circle’ or a ‘ball’. It is important for
the teacher to model the correct names. e.g. “Yes, this sphere does look like a circle.”
 Sorting is about recognizing that shapes have different properties. For Mastered, students may sort in many different ways; for
example - here are all the blue ones / all the big ones / all the ones with pointy bits. To encourage reflection about geometric
properties, teachers might ask such questions as:
- “What is your sorting rule?”
- “How are all the shapes in this group the same?”
- Why didn’t you include this shape in this group?”
- “Is there another way to sort the shapes?”
1. Tidying up is an opportunity for sorting – for example, putting all the balls in this box, all the rectangular blocks in this one, all
the round blocks here …

23 | P a g e
SPACE AND GEOMETRY Position and Direction K2SGP

Indicator
 give and follow simple directions using the language of position.
Learning Outcomes
Students learn to:
Mastered
Outcome)
K2SGP1 describe and show show movement show some  show the movement of an object using appropriate
Term 1 movement of of people or movement of language “forwards, backwards, sideways, over,
people or objects objects to a new people or objects towards” correctly.
to a new location location to a new location  describe the movement of an object using appropriate
language “forwards, backwards, sideways, over,
towards” accurately.
Explanatory Notes:
 The ‘big idea’ behind this LO is for students to develop spatial language to describe how a person or object moves to another
location.
 Language to use includes forwards, backwards, sideways, over, towards
 Show means that students move themselves or an object to another location e.g. “Drive the truck backwards into the garage.” “Walk
towards the window”

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 For Emerging, students can use some of the language but not all. Forwards and backwards are probably the more common
directions.
 Describe means that students can say where or how an object has moved. e.g. “I am jumping over the puddle” “My car is driving
backwards up the ramp”. Opportunities to develop language of movement can occur during normal classroom routines (tidying up,
lining up, going for walks around the school) as well as in specific games.

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2014-2019 KG2 Maths Outcomes Final

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Children Are Capable of Learning Teachers Are Responsible for Students Learning

NUMBER Number Sense K2NS

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

20 in Arabic and in Arabic and

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

- Holding up 1-5 fingers:

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

Student: [counts] One, two, three, four.

Teacher: Sorry, I didn’t hear. How many?

Teacher: Sorry, I didn’t hear. How many?

Student: [without re-counting] Four.

Student: [without re-counting] Four.

NUMBER Operation Sense K2NO

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

Teacher: Sorry, I didn’t hear. How many?

Student: [without re-counting] Five.

Student: Four [or they might still have to count again]

One, two, three, four– oh, yes, it’s four

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

PATTERNS AND ALGEBRA K2PA

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

- manipulatives e.g. pattern blocks, cubes etc.

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

MEASUREMENT AND DATA

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

SPACE AND GEOMETRY 2D and 3D K2SGD

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

 Sort cubes, rectangular prisms, cylinders and

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

SPACE AND GEOMETRY Position and Direction K2SGP

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

2014_ 2019 KG2 Mathematics Learning Outcomes _Next Review: 2018-2019

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