
KKindergarten Standards
Top Mathematicians

Number

K.N.1.1
Number concepts to 10
counting:
onetoone correspondence
conservation
cardinality
stable order counting
sequencing 110
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.N.1.1

Computational Fluency

K.CF.1.2
Ways to make 5
perceptual subitizing (e.g., I see 5)
conceptual subitizing (e.g., I see 4 and 1)
comparing quantities, 110
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.CF.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
partpartwhole thinking
using concrete materials to show ways to make 10
wholeclass number talks 

K.CF.2.2
Change in quantity to 10 using concrete materials


K.CF.1.2

Patterning

K.P.2.1
Repeating patterns with two or three elements
sorting and classifying using a single attribute
identifying patterns in the world
repeating patterns with 23 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.P.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.P.2.1

Geometry & Measurement

K.GM.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.GM.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.GM.4.1

Statistics & Probability

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 roleplay
noticing attributes of Canadian coins (colour, size, pictures)
identifying the names of coins
roleplaying 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) 

K.SP.5.1