(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.
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Operations Building Middle:
Identifies the new number of objects after one object is added to or removed from a set of two or three objects.
When a child holding two bears gives one to a peer, the teacher asks, "Now how many do you have left?" And the child says, "One."
Operations Building Later:
Uses counting to add or subtract one or two objects to or from a group of at least four objects.
Adds two cars to a train with four cars, counts the number of cars, and communicates that there are now six cars.
Classification Building Middle:
Sorts Objects accurately into two or more groups based on one attribute.
Puts crayons, pencils, and markers into different containers.
Measurement Building Earlier:
Shows understanding of some measurable properties (size, length, weight, capacity)
OR
Uses words to describe measurable properties (big, heavy, etc.)
While carrying a pumpkin the child says, "This pumpkin is so heavy."
Shapes Building Later:
Recognizes shapes when they are presented in different orientations or as parts of other objects.
After noticing a yield sign, the child says, "It's an upside-down triangle."
Shapes Building Middle:
Identifies or names several shapes in the environment.
During "I spy a shape" game, when asked to find a circle, the child points to the circle shaped clock.
Quantity Building Earlier:
Identifies small quantities without counting, up to three.
Child says, "Three dogs," while looking at a picture of three dogs.
Classification Building Earlier:
Sorts Objects into two groups based on one attribute, but not always accurately.
Sorts rocks into two piles, big and small.
Measurement Building Later:
Orders three or more objects by directly comparing them using a measurable property.
Lines up several counting bears from smallest to largest.
Quantity Building Later:
Shows understanding that the last number counted is the total number of objects in the group.
After the child counts each child at the table, "one, two, three, four, five," the teacher asks, "How many all together?" and the child says, "Five"
Measurement Building Middle:
Identifies differences in size, length, weight, or capacity between two objects, using comparative words (bigger, smaller, etc.)
OR
showing understanding of comparative words.
When building a block tower next to a peer's block tower, the child says, "Mine is taller."
Quantity Building Middle:
Counts up to five objets using one-to-one correspondence; AND
Recites numbers in order, one through ten.
Counts out loud "One, two, three, four, five," saying each number as each cup is placed on the table to set for lunch.
AND
Chants numbers from one to 10 while waiting to start eating at lunch.
FREE
Shapes Building Earlier:
Matches similar shapes and distinguishes them from dissimilar shapes without necessarily naming them.
Stacks blocks of the same shape to build a tower.
Operations Building Earlier:
Demonstrates understanding that adding objects to a group makes more or that taking away objects makes fewer or less.
The child points at a peer's bowl that has more crackers than them and then points at their own bowl saying, "Mas."
Classification Building Later:
Sorts objects into two or more groups based on one attribute, then puts all the objects together and re-sorts the entire collection into new groups.
Sorts buttons by color, and then sorts all of them again by shape or size.
