# data[].attributes.headline
The child invents mathematical knowledge from her or his actions on objects,so direct, concrete experiences with many objects at the child’s developmentallevel are crucial to the formation of accurate concepts. (Maxim, 1989, p. 36) 

# data[].attributes.subject
The child invents mathematical knowledge from her or his actions on objects,so direct, concrete experiences with many objects at the child’s developmentallevel are crucial to the formation of accurate concepts. (Maxim, 1989, p. 36) 

# data[].attributes.headline
A rich and thorough development of number relationships is a critical foundation for mastering basic facts. (VDW, p.162)

# data[].attributes.subject
A rich and thorough development of number relationships is a critical foundation for mastering basic facts. (VDW, p.162)

# data[].attributes.body
'make as many connections as you can, provide as many opportunities as you can, and ask questions'

# data[].attributes.headline
Seek opportunities to connect to the real world: "what can we count in the schoolyard, our classroom, the hallway, our lunch bag?"

# data[].attributes.subject
Seek opportunities to connect to the real world: "what can we count in the schoolyard, our classroom, the hallway, our lunch bag?"

# data[].attributes.headline
Collaborate with home to integrate daily activities: shopping trips, preparing meals, laundry, steps, etc

# data[].attributes.subject
Collaborate with home to integrate daily activities: shopping trips, preparing meals, laundry, steps, etc

# data[].attributes.headline
To develop number sense, counting up can be linked to counting daily tasks to be accomplished, and counting down can mark a period of cleanup after an activity or to complete self-care routines (VDW, p.98)

# data[].attributes.subject
To develop number sense, counting up can be linked to counting daily tasks to be accomplished, and counting down can mark a period of cleanup after an activity or to complete self-care routines (VDW, p.98)

# data[].attributes.headline
Counting Expectations :Counting forwards to 200 and backwards from 50, Counting patterns; up to 100, Number lines; up to 100.

# data[].attributes.subject
Counting Expectations :Counting forwards to 200 and backwards from 50, Counting patterns; up to 100, Number lines; up to 100.

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Big Idea: Number concepts are intimately tied to operations with numbers based on situations in the world around us. Application of number relationships to everyday experiences marks the beginning of making sense of the world in a mathematical manner. (VDW, p.119)

# data[].attributes.subject
Big Idea: Number concepts are intimately tied to operations with numbers based on situations in the world around us. Application of number relationships to everyday experiences marks the beginning of making sense of the world in a mathematical manner. (VDW, p.119)

# data[].attributes.headline
Number Sense and Numeration: representing and ordering numbers to 100; representing money amounts to 100¢; decomposing and composing two-digit numbers; investigating fractions of a whole; counting by 1’s, 2’s, 5’s, 10’s, and 25’s; adding and subtracting two-digit numbers in a variety of ways; relating equal-sized groups to multiplication and relating sharing equally to division (Ontario Curriculum Grades 1-8 Mathematics, p.41)

# data[].attributes.subject
Number Sense and Numeration: representing and ordering numbers to 100; representing money amounts to 100¢; decomposing and composing two-digit numbers; investigating fractions of a whole; counting by 1’s, 2’s, 5’s, 10’s, and 25’s; adding and subtracting two-digit numbers in a variety of ways; relating equal-sized groups to multiplication and relating sharing equally to division (Ontario Curriculum Grades 1-8 Mathematics, p.41)