
KKindergarten Standards
Top Mathematicians

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.
• Achievement Indicators
 Distinguish between repeating patterns and nonrepeating sequences in a given set by identifying the part that repeats.
 Copy a given repeating pattern, e.g., actions, sound, colour, size, shape, orientation, and describe the pattern.
 Extend a variety of given 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

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).
• Achievement Indicators
 Compare the length (height) of two given objects and explain the comparison using the words shorter, longer (taller) or almost the same.
 Compare the mass (weight) of two given objects and explain the comparison using the words lighter, heavier or almost the same.
 Compare the volume (capacity) of two given 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.
• Achievement Indicators
 Sort a given set of familiar 3D objects using a single attribute, such as size or shape, and explain the sorting rule.
 Determine the difference between two given presorted sets by explaining a sorting rule used to sort them. 

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

K.SS.1

Number

K.N.1
Say the number sequence by 1s starting anywhere from 1 to 10 and from 10 to 1.
• Achievement Indicators
 Name the number that comes after a given number, one to nine.
 Name the number that comes before a given number, two to ten.
 Recite number names from a given number to a stated number (forward – one to ten, backward – ten to one) 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
Recognize, at a glance, and name familiar arrangements of 1 to 5 objects or dots.
• Achievement Indicators
 Look briefly at a given familiar arrangement of 1 to 5 objects or dots and identify the number represented without counting.
 Identify the number represented by a given dot arrangement on a five frame. 

K.35

K.65

K.810

K.95

K.1010


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

K.45

K.55

K.65

K.810

K.1110


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

K.65

K.810

K.2010


K.N.5
Compare quantities, 1 to 10, using onetoone correspondence.
• Achievement Indicators
 Construct a set to show more than, fewer than or as many as a given set.
 Compare two given sets through direct comparison and describe the sets using words, such as more, fewer, as many as or the same number.

K.N.1