Math Kg2 English

My Right
Play, Learn and

Create
Educational Applications
LEVEL TWO
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 
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My Right
Play, Learn and
Create
Educational Applications
LEVEL TWO
Prepared by
Centre for Curriculum and General Administration of

Instructional Materials Kindergarten
Development
Mrs Neama Ahmed Mohamed
Dr Mohammed Mohy El Deen
Mrs Nancy Kadies Essa
Mrs Eman Said Ramadan
Translated by
Mrs Amira Fawzy Ahmed
Ms Ayat Mohie Eldin
Translation reviewed by:

Dr Iman Al Nabawi Abd El-wahed
Supervised by
Dr Randa Ahmed Shaheen Head of the Central Administration of

Kindergarten and Basic Education
Prof. Hazem Mahmoud Rashed Director of Centre for Curriculum and

Instructional Materials Development
Mr Mohammed Ahmed Helmy General Manager of the General

Administration of Kindergarten
Introduction
Kindergarten is considered one of the most important and the richest instructional
phases. It occupies a unique status in the educational ladder; it is considered the

corner stone for all instructional stages. It is also considered the linking bridge over
which the child crosses from his limited world at home to the primary school world
with its different school subjects, programs and social relationships.
The kindergarten is an instructional stage that has its own independent entity with
comprehensive educational goals. It meets the child’s different needs, and provides
him with comprehensive mental, social, linguistic, biological and moral development
in an interesting educational way.
For this reason, the MOE has paid great attention to the continuous development of
this cycle to cope with global developments, information revolution, and recent social
changes. And hence, the MOE has set the standards and indicators necessary for
creating comprehensive quality in kindergarten stage.
It is our pleasure to present the following translated educational applications-level
two to our dear children in the kindergarten stage based on language schools
students and parents. These applications aim to get the children acquire the
mathematical concepts and improve their values and use them in life skills.
The mathematics focuses on understanding and using the basic properties of
numerical concepts, using basic methods when undergoing mathematical operations
and understanding the basic properties of measuring concepts, as well as

geometrical concepts. It focuses also on understanding basic concepts of algebraic
relations and data processing and implementation.

Date: -------|--------|-----------
Count and colour 10
3 8
2 4 7 9
1 10
5 6
ICC: Count units until (10) and follow until (20)

5
Date: -------|--------|-----------
Draw according to the requested number:
11
12
13

6
Date: -------|--------|-----------
Count and match
16
14
17
15

7
Date: -------|--------|-----------
Colour squares from each column according to the number

below:
18 14 20 17 19 16
8
Date: -------|--------|-----------
Circle the fifth and seventh picture:
Colour the second picture in red, and the sixth in blue:
ICC: Identify the position of items in ordinal order e.g. (first–second–

third….).
9
Date: -------|--------|-----------
Colour the first carriage of the train in yellow and the last one
in blue:
Colour the second child in red and the fourth in yellow:
ICC: Identify the position of items in ordinal order e.g. (first–second–

third….).
10
Date: -------|--------|-----------
Colour the set with the greatest number:
ICC: Compare sets containing at least 10 items and arrange them using
the suitable mathematical language e.g. (not found, greater than, less
than, ..etc ).
11
Date: -------|--------|-----------
Colour the set with the least number:
than, ..etc ).
12
Date: -------|--------|-----------
Match the sets with the same number:
than, ..etc ).
13
Date: -------|--------|-----------
Notice, and then colour the suitable square:
Found Not found
than, ..etc ).
14
Date: -------|--------|-----------
Write the suitable number to help the frog reach the land:
ICC: use numbers to solve simple problems.

15
Date: -------|--------|-----------
Choose the sets with the same numbers of children and then
colour them.
than, ..etc ).
16
Date: -------|--------|-----------
Count the units and then write the number:
ICC: use the objects and drawings to model addition and subtraction
operations.
17
Date: -------|--------|-----------
Add and draw:
operations.
18
Date: -------|--------|-----------
Add:
operations.
19
Date: -------|--------|-----------
Add:
operations.
20
Date: -------|--------|-----------
Match:
=5
=3
=4
operations.
21
Date: -------|--------|-----------
Match :
=8
=6
=7
operations.
22
Date: -------|--------|-----------
Subtract and draw:
operations.
23
Date: -------|--------|-----------
Subtract and draw:
operations
24
Date: -------|--------|-----------
Subtract :
operations.
25
Date: -------|--------|-----------
Match :
=4
=3
=5
operations.
26
Date: -------|--------|-----------
Colour the set with the same number of children:
ICC: use thinking skills and problem solving in doing simple

mathematical operations
27
Date: -------|--------|-----------
Colour the set with the same number of cows:

28
Date: -------|--------|-----------
Add :
2 + 1 = …..……
2 + 2 = …..……
3 + 2 = ….…….

29
Date: -------|--------|-----------
Subtract :
9 – 1 = ….…….
7 – 4 =…..…….
5 – 2 = …..….

30
Date: -------|--------|-----------
Draw the currencies needed to purchase:
1 pound
2 pounds
Note: the children have the chance to find the solution
ICC: reach alternatives to solve simple problems
31
Date: -------|--------|-----------
Colour the longest:
Colour the shortest:
ICC: show understanding of some terms (tall, taller than, ….etc)
32
Date: -------|--------|-----------
Cut and paste pictures after arranging them from longest to

shortest:
33
Date: -------|--------|-----------
Colour the tallest in red and then shortest in green:
34
Date: -------|--------|-----------
Choose the correct reading for each o’clock:
6 12 9 6 4 2
9 6 12 8 9 7
ICC: determine the time by hours, and then arrange timetable (now ,
yesterday , tomorrow , …)
35
Date: -------|--------|-----------
Draw the missing short handle of the hour to suit the reading
time:
5:00 2:00
9:00 7:00
36
Date: -------|--------|-----------
Arrange events according to the time:
37
Date: -------|--------|----------
Circle the heaviest one:
ICC: compare objects properties using mathematical language e.g. (tall ,

volume , …)
38
Date: -------|--------|-----------
Colour the lightest one:

volume , …)
39
Date: -------|--------|-----------
Colour the biggest volume with a colour, and the smallest one
by another colour:

volume , …)
40
Date: -------|--------|-----------
Find the length of rope using your eraser, use the cube one
more time, and then write the number of measuring units:
ICC: Find the lengths using unregulated tools e.g. (Foot, Al shaber,
…)
41
Date: -------|--------|-----------
Circle the Differences between the two pictures:
ICC: Distinguish different and similar objects.
42
Date: -------|--------|-----------
Count the pencils and balls, write the number under each
set, and then shade squares according to the number of units
for each set:
ICC: draw data using pictures, numbers and shapes

43
Date: -------|--------|-----------
Colour squares in the graph according to every shape:
5
4
3
2
1
ICC: draw data using pictures, numbers and shapes.
44
Date: -------|--------|-----------
Colour according to the pattern:
ICC: Repeat a pattern with simple property e.g. (1 – 2 , 1 -2 , …)
45
Date: -------|--------|-----------
Complete according to the pattern:
ICC: Repeat a pattern with simple property e.g. (1 – 2 , 1 -2 , …)
46
Date: -------|--------|-----------
Colour the set with the least number:
ICC: show understanding of some terms (More, Less, equal).

47
Date: -------|--------|-----------
Circle the set with the greatest number:
48
Date: -------|--------|-----------
Colour the greatest number:
49
Date: -------|--------|-----------
Write the smallest number in the circle:
50
Date: -------|--------|-----------
Colour the sets with the same number
ICC: show understanding of some terms (More, Less, equal)
51

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My Right

Play, Learn and

Centre for Curriculum and General Administration of

Ms Ayat Mohie Eldin

Translation reviewed by:

Dr Randa Ahmed Shaheen Head of the Central Administration of

Prof. Hazem Mahmoud Rashed Director of Centre for Curriculum and

Mr Mohammed Ahmed Helmy General Manager of the General

phases. It occupies a unique status in the educational ladder; it is considered the

with its different school subjects, programs and social relationships.

in an interesting educational way.

It is our pleasure to present the following translated educational applications-level

The mathematics focuses on understanding and using the basic properties of

numerical concepts, using basic methods when undergoing mathematical operations

and understanding the basic properties of measuring concepts, as well as

relations and data processing and implementation.

Count and colour 10

ICC: Count units until (10) and follow until (20)

Draw according to the requested number:

ICC: Count units until (10) and follow until (20)

Count and match

ICC: Count units until (10) and follow until (20)

Colour squares from each column according to the number

Circle the fifth and seventh picture:

Colour the second picture in red, and the sixth in blue:

ICC: Identify the position of items in ordinal order e.g. (first–second–

Colour the second child in red and the fourth in yellow:

ICC: Identify the position of items in ordinal order e.g. (first–second–

Colour the set with the greatest number:

Colour the set with the least number:

Match the sets with the same number:

Notice, and then colour the suitable square:

Found Not found

ICC: use numbers to solve simple problems.

Count the units and then write the number:

Add and draw:

Subtract and draw:

Subtract and draw:

Colour the set with the same number of children:

ICC: use thinking skills and problem solving in doing simple

Colour the set with the same number of cows:

ICC: use thinking skills and problem solving in doing simple

ICC: use thinking skills and problem solving in doing simple

ICC: use thinking skills and problem solving in doing simple

Draw the currencies needed to purchase:

Note: the children have the chance to find the solution

ICC: reach alternatives to solve simple problems

Colour the longest:

Colour the shortest:

ICC: show understanding of some terms (tall, taller than, ….etc)

Cut and paste pictures after arranging them from longest to

ICC: show understanding of some terms (tall, taller than, ….etc)

Colour the tallest in red and then shortest in green:

ICC: show understanding of some terms (tall, taller than, ….etc)

Choose the correct reading for each o’clock:

Arrange events according to the time:

Circle the heaviest one:

ICC: compare objects properties using mathematical language e.g. (tall ,

Colour the lightest one:

ICC: compare objects properties using mathematical language e.g. (tall ,