
KKindergarten Standards
Top Mathematicians

Number

K.N.1
Say the number sequence by 1s, starting anywhere from 1 to 30 and from 10 to 1.
• Recite the number sequence from 1 to 30 and from 10 to 1.
• Name the number that comes after a given number, 1 to 9.
• Name the number that comes before a given number, 2 to 10.
• Recite number names from a given number to a stated number (forward – 1 to 10, backward – 10 to 1) using visual aids. 

K.210

K.35

K.45

K.55

K.65

K.810

K.95

K.1010

K.1110

K.1210

K.1310

K.1410

K.155

K.1810

K.1920


K.N.2
Subitize and name familiar arrangements of 1 to 6 dots (or objects).
• Look briefly at a given familiar arrangement of 1 to 6 dots (or objects), and identify the number represented without counting.
• Identify the number represented by a given dot arrangement on a five frame, and describe the number’s relationship to 5.
• Identify the number represented by a given dot arrangement on a five frame, and identify the numbers that are one more and one less. 

K.35

K.65

K.810

K.95

K.1010


K.N.3
Relate a numeral, 1 to 10, to its respective quantity.
• Construct a set of objects corresponding to a given numeral.
• Name the number for a set of objects.
• Hold up the appropriate number of fingers for a given numeral.
• Match numerals with their pictorial representations. 

K.45

K.55

K.65

K.810

K.1110


K.N.4
Represent and describe numbers 2 to 10 in two parts, concretely and pictorially.
• Show a number as two parts, using fingers, counters, or other objects, and name the number of objects in each part.
• Show a number as two parts using pictures, and name the number of objects in each part. 

K.65

K.810

K.2010


K.N.5
Demonstrate an understanding of counting to 10 by
• indicating that the last number said identifies “how many”
• showing that any set has only one count
• Answer the question, “How many are in the set?” using the last number counted in a set.
• Show that the count of the number of objects in a set does not change regardless of the order in which the objects are counted.
• Count the number of objects in a given set, rearrange the objects, predict the new count, and recount to verify the prediction. 
K.N.6
Compare quantities, 1 to 10,
• using onetoone correspondence
• by ordering numbers representing different quantities
• Construct a set to show more than, fewer than, or as many as a given set.
• Compare two sets through direct comparison, and describe the sets using words such as “more,” “fewer,” “as many as,” or “the same number.”
• Order quantities using objects, five frames, ten frames, or dot cards.
• Order, using at least two benchmarks, numerals 1 to 10 on a vertical or horizontal number line. 

K.N.1

Shape and Space

K.SS.1
Use direct comparison to compare two objects based on a single attribute, such as length (height), mass (weight), and volume (capacity).
• Compare the length (height) of two objects, and explain the comparison using the words “shorter,” “longer (taller),” or “almost the same.”
• Compare the mass (weight) of two objects, and explain the comparison using the words “lighter,”“ heavier,” or “almost the same.”
• Compare the volume (capacity) of two objects, and explain the comparison using the words “less,” “more,” “bigger,” “smaller,” or “almost the same.” 

K.275

K.285

K.295

K.305

K.315


K.SS.2
Sort 3D objects using a single attribute.
• Sort a set of familiar 3D objects using a single attribute, such as size or shape, and explain
• the sorting rule.
• Determine the difference between two presorted sets by explaining a sorting rule used to sort them. 

K.SS.3
Build and describe 3D objects.
• Create a representation of a 3D object using materials such as modelling clay and building blocks, and compare the representation to the original 3D object.
• Describe a 3D object using words such as “big,” “little,” “round,” “like a box,” and “like a can.” 

K.SS.1

Patterns and Relations

K.PR.1
Demonstrate an understanding of repeating patterns (two or three elements) by
• identifying
• reproducing
• extending
• creating
patterns using manipulatives, sounds, and actions.
• Distinguish between repeating patterns and nonrepeating sequences in a set by identifying the part that repeats.
• Copy a repeating pattern (e.g., actions, sound, colour, size, shape, orientation) and describe the pattern.
• Extend a variety of repeating patterns to two more repetitions.
• Create a repeating pattern using manipulatives, musical instruments, or actions, and describe the pattern.
• Identify and describe a repeating pattern in the classroom, the school, and outdoors (e.g., in a familiar song, in a nursery rhyme). 

K.265


K.PR.1