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KKindergarten Standards
Top Mathematicians
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Patterns and Relations
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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 non-repeating 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. -
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K.265
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K.PR.1
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Shape and Space
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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. -
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K.275
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K.285
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K.295
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K.305
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K.315
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K.SS.2
Sort 3-D objects using a single attribute.
• Achievement Indicators
- Sort a given set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule.
- Determine the difference between two given pre-sorted sets by explaining a sorting rule used to sort them. -
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K.SS.3
Build and describe 3-D objects.
• Achievement Indicators
- Create a representation of a given 3-D object using materials, such as modelling clay and building blocks, and compare the representation to the original 3-D object.
- Describe a given 3-D object using words, such as big, little, round, like a box and like a can. -
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K.SS.1
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Number
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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. -
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K.210
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K.35
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K.45
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K.55
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K.65
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K.810
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K.95
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K.1010
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K.1110
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K.1210
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K.1310
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K.1410
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K.155
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K.1810
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K.1920
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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. -
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K.35
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K.65
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K.810
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K.95
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K.1010
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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. -
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K.45
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K.55
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K.65
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K.810
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K.1110
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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. -
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K.65
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K.810
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K.2010
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K.N.5
Compare quantities, 1 to 10, using one-to-one 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.
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K.N.1