Math Games

K.CC.1.1

Number concepts to 10 counting: one-to-one correspondence conservation cardinality stable order counting sequencing 1-10 linking sets to numerals subitizing using counting collections made of local materials counting to 10 in more than one language, including local First Peoples language or languages

K.CC.1.2

Ways to make 5 perceptual subitizing (e.g., I see 5) conceptual subitizing (e.g., I see 4 and 1) comparing quantities, 1-10 using concrete materials to show ways to make 5 Traditional First Peoples counting methods involved using fingers to count to 5 and for groups of 5.

K.CC.1.3

Decomposition of numbers to 10 decomposing and recomposing quantities to 10 Numbers can be arranged and recognized. benchmarks of 5 and 10 making 10 part-part-whole thinking using concrete materials to show ways to make 10 whole-class number talks

K..2.2

Change in quantity to 10 using concrete materials

K.CC.2.1

Repeating patterns with two or three elements sorting and classifying using a single attribute identifying patterns in the world repeating patterns with 2-3 elements identifying the core representing repeating patterns in various ways noticing and identifying repeating patterns in First Peoples and local art and textiles, including beadwork and beading, and frieze work in borders

K.CC.2.3

Equality as a balance and inequality as an imbalance modeling equality as balanced and inequality as imbalanced using concrete and visual models (e.g., using a pan balance with cubes on each side to show equal and not equal) fish drying and sharing

K..4.1

Direct comparative measurement (e.g., linear, mass, capacity) understanding the importance of using a baseline for direct comparison in linear measurement linear height, width, length (e.g., longer than, shorter than, taller than, wider than) mass (e.g., heavier than, lighter than, same as) capacity (e.g., holds more, holds less)

K.SS.4.2

Single attributes of 2D shapes and 3D objects At this level, using specific math terminology to name and identify 2D shapes and 3D objects is not expected. sorting 2D shapes and 3D objects using a single attribute building and describing 3D objects (e.g., shaped like a can) exploring, creating, and describing 2D shapes using positional language, such as beside, on top of, under, and in front of

K.SP.5.1

Concrete or pictorial graphs as a visual tool creating concrete and pictorial graphs to model the purpose of graphs and provide opportunities for mathematical discussions (e.g., survey the students about how they got to school, then represent the data in a graph and discuss together as a class).

K.SP.5.2

Likelihood of familiar life events using the language of probability, such as unlikely or likely (e.g., Could it snow tomorrow?)

K.SP.6.1

Attributes of coins, and financial role-play noticing attributes of Canadian coins (colour, size, pictures) identifying the names of coins role-playing financial transactions, such as in a restaurant, bakery, or store, using whole numbers to combine purchases (e.g., a muffin is $2.00 and a juice is $1.00), and integrating the concept of wants and needs token value (e.g., wampum bead/trade beads for furs)