My Right

Play, Learn and

Create
Educational Applications

LEVEL One

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 

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 My Right
Play, Learn and
Create

Educational Applications

LEVEL One
 Prepared by

Centre for Curriculum and General Administration of

Instructional Materials Development Kindergarten

Dr Mohammed Mohy El Deen Mrs Neama Ahmed Mohamed

Mrs Eman Said Ramadan Mrs Nancy Kadies Essa

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 one to our dear

children in the kindergarten stage. These applications aim to get the children acquire the mathematical

concepts as well as 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.

The content reflects the nature of target group age, development requirements and interests. It employs

active learning as an important approach to teaching children and improving their skills.

It is important to note that these educational applications are not considered a curriculum; they are

guiding modeling applications reflecting the curriculum content indicators. They aim to help the

kindergarten teachers improve the children's skills and evaluate their performance, and to help the

teacher to create or follow the applications style.

 
Date: -------|--------|-----------

Match and color according to the number.

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

5
Date: -------|--------|-----------

Cut and paste from fish pictures according to suitable number,


and then colour the number:

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

6
Date: -------|--------|-----------

Count and then colour square number according to every set.


1 2 3

1 2 3

1 2 3

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

7
Date: -------|--------|-----------

Colour the set that contains (4) items:



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

8
Date: -------|--------|-----------

Match and colour:


1

5
ICC: Count units until (10) and follow until (20)

9
Date: -------|--------|-----------

Put (√) or (×):


1
3
5

2
6

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

10
Date: -------|--------|-----------

Colour the circles that have number (7): 

1 7 7 7 7 5

3 4 6 7 2

1 6 4 7 2 1

5 6 7 3 1

3 1 7 1 2 6

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

11
 Date: -------|--------|-----------

Colour squares from each column according to the number below:

1 2 3 4 5 6 7 8

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

12
Date: -------|--------|-----------

Match and colour according to the suitable number: 

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

13
Date: -------|--------|-----------

Count and complete the numbers in order:

1 3 5 8
6

4
2
7

9
1
9

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

14
Date: -------|--------|-----------

Put (√) inside to the set with one item :

ICC: Show understanding of one concept only or more than one.

15
Date: -------|--------|-----------

Colour one item from every set:

ICC: Show understanding of one concept only or more than one.

16
Date: -------|--------|-----------

Write the number inside to the set that has more than one item:

ICC: Show understanding of one concept only or more than one.

17
Date: -------|--------|-----------

Circle the first item from the left hand.

Circle the third item from the left hand.

Circle the second item from the left hand.

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

third….).
18
Date: -------|--------|-----------

Colour the first carriage in yellow.

Colour the third carriage in red.

Colour the fourth carriage in green.

Colour the second carriage in blue.

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

third….).

19
 Date: -------|--------|-----------

Colour spaces (1) in yellow.

Colour spaces (2) in red.

Colour spaces (3) in green.

Colour spaces (4) in blue.

1 1
1 1 1
1
3

2 1
1 1
4
1
2
1 1
1
1
1 1
1
1 3
1 1 1
ICC: use numbers in solving problems.

20
 Date: -------|--------|-----------

Colour one of the two numbers to reach the correct order.

3
1 2 4 5

3 6
1 3 5
2 4

4 8
6 7 9
5 6

ICC: use numbers in solving problems.

21
 Date: -------|--------|-----------

Match the numbers in order, and then say the shape name:

4 6

3 7
8
2

1 9

ICC: use numbers in solving problems.

22
Date: -------|--------|-----------

Match every child with one of the apples, and then colour:

ICC: Find the alternatives to solve the simple problems.

23
Date: -------|--------|-----------

Put ( √ ) below the one pound:

Put (√ ) below the five pound:

Put (√ ) below the half pound:

ICC: Distinguish the Egyptian currency and its purchasing value.

24
Date: -------|--------|-----------

Circle the greatest value currency.

Put (√ ) below the group that equal pound value.

ICC: Distinguish the Egyptian currency and its purchasing value.

25
Date: -------|--------|-----------

Draw the triangle shape by connecting the points.

ICC: Identify names of some shapes.

26
Date: -------|--------|-----------

Colour triangles:

ICC: Identify names of some shapes.

27
Date: -------|--------|-----------

Draw square shape by connecting the points:

ICC: Identify names of some shapes.

28
Date: -------|--------|-----------

Colour squares.

ICC: Identify names of some shapes.

29
Date: -------|--------|-----------

Draw rectangle shape by connecting the points.

ICC: Identify names of some shapes.

30
Date: -------|--------|-----------

Colour rectangles.

ICC: Identify names of some shapes.

31
Date: -------|--------|-----------

Colour circles:

ICC: Identify names of some shapes.

32
Date: -------|--------|-----------

Colour Colour

Colour Colour

ICC: Identify names of some shapes.

33
Date: -------|--------|-----------

Colour the birds inside the cage:

Colour the birds outside the cage:

ICC: Identify spatial relationships.

ICC: Identify the basic movement.

34
Date: -------|--------|-----------

Colour everything that is above.

ICC: Identify spatial relationships.

ICC: Identify the basic movement.

35
Date: -------|--------|-----------

Colour everything that is below.

ICC: Identify spatial relationships.

ICC: Identify the basic movement.

36
Date: -------|--------|-----------

Colour everything that is in the middle.

ICC: Identify spatial relationships.

ICC: Identify the basic movement.

37
Date: -------|--------|-----------

Colour similar shapes in the left column.

ICC: differentiate between similar and different shapes.

38
Date: -------|--------|-----------

Match every two similar shapes:

ICC: differentiate between similar and different shapes.

39
Date: -------|--------|-----------

Circle cubes that have one size:

ICC: Collect things according to their properties e.g. (size –colour –

shape –usage)

40
Date: -------|--------|-----------

Colour the large size cubes in green and the small cubes in red:

ICC: Collect things according to their properties e.g. (size –colour –

shape –usage)

41
Date: -------|--------|-----------

Write the number of shapes that have the same colour:

ICC: Collect things according to their properties e.g. (size –colour –

shape –usage)

42
Date: -------|--------|-----------

Cut and paste to make groups with the same shape:

ICC: Collect things according to their properties e.g. (size –colour –

shape –usage)

43
Date: -------|--------|-----------

Collect related objects:

ICC: Collect things according to their properties e.g. (size –colour –

shape –usage)

44
Date: -------|--------|-----------

Put (√) inside the shape that has the same usage in the right
column:

ICC: Collect things according to their properties e.g. (size –colour –

shape –usage)

45