• K
    Kindergarten Standards
Top Mathematicians
  • Number
    • K.N.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
  • 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, 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.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
      part-part-whole thinking
      using concrete materials to show ways to make 10
      whole-class number talks
    • K.CF.2.2
      Change in quantity to 10 using concrete materials
  • 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 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.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
  • 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
  • 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 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)