Question 1

What math skills should a child have entering Kindergarten in Ontario?

Accepted Answer

While specific skills vary, most children entering Kindergarten should be able to count to 10, recognize basic shapes, and understand simple comparisons like 'more' or 'less'. The curriculum builds on these skills.

Question 2

How is math taught in Ontario Kindergarten classrooms?

Accepted Answer

Math in Ontario Kindergarten is taught through play-based learning, incorporating hands-on activities, games, and real-life scenarios. This approach helps children develop mathematical thinking in a fun, engaging way.

Question 3

What types of assessments are used for Kindergarten math in Ontario?

Accepted Answer

Assessment in Kindergarten math is primarily observational. Teachers observe children during play and activities, noting their understanding and application of math concepts. There are no formal tests at this level.

Question 4

How can parents support Kindergarten math learning at home?

Accepted Answer

Parents can support math learning by incorporating counting into daily routines, playing shape-recognition games, and discussing patterns in the environment. Reading math-themed picture books can also be helpful.

Question 5

What are the key math concepts covered in Ontario's Kindergarten curriculum?

Accepted Answer

Key concepts include counting and cardinality, number relationships, shapes and spatial sense, measurement, and patterns. The curriculum focuses on developing a strong foundation in these areas through exploration and play.

OE_ID	Expectations	StudyPug Topic
	OE15 : demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships
OE.K.15.1	15.1: investigate (e.g., using a number line, a hundreds carpet, a board game with numbered squares) the idea that a number's position in the counting sequence determines its magnitude (e.g., the quantity is greater when counting forward and less when counting backward)	Number lines up to 10 Before, between, or after a number up to 10 Counting forward and backward

	OE17 : describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation
OE.K.17.1	17.1: explore, sort, and compare the attributes and the properties of traditional and non-traditional two-dimensional shapes and three-dimensional figures	Name and select the 2D shape Count and compare sides and corners Name and select the 3D shape

	OE18 : recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next
OE.K.18.1	18.1: identify and describe informally the repeating nature of patterns in everyday contexts, using appropriate terminology and gestures	Color patterns Size patterns Shape patterns

	OE20 : apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts
OE.K.20.1	20.1: demonstrate an understanding of number relationships for numbers from 0 to 10, through investigation	Counting up to 20

Courses

Provincial Curriculum

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Kindergarten Math Courses - Ontario Curriculum

Ontario Kindergarten Math Curriculum - StudyPug Topics

OE_ID

Expectations

StudyPug Topic

OE15 : demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships

OE.K.15.1

15.1: investigate (e.g., using a number line, a hundreds carpet, a board game with numbered squares) the idea that a number's position in the counting sequence determines its magnitude (e.g., the quantity is greater when counting forward and less when counting backward)

OE.K.15.2

15.2: investigate some concepts of quantity and equality through identifying and comparing sets with more, fewer, or the same number of objects

OE.K.15.3

15.3: make use of one-to-one correspondence in counting objects and matching groups of objects

OE.K.15.4

15.4: demonstrate an understanding of the counting concepts of stable order and of order irrelevance

OE.K.15.5

15.5: subitize quantities to 5 without having to count, using a variety of materials and strategies

OE.K.15.7

15.7: explore and communicate the function/purpose of numbers in a variety of contexts

OE.K.15.9

15.9: compose and decompose quantities to 10

OE.K.15.10

15.1: investigate addition and subtraction in everyday experiences and routines through the use of modelling strategies and manipulatives and counting strategies

OE17 : describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation

OE.K.17.1

17.1: explore, sort, and compare the attributes and the properties of traditional and non-traditional two-dimensional shapes and three-dimensional figures

OE18 : recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next

OE.K.18.1

18.1: identify and describe informally the repeating nature of patterns in everyday contexts, using appropriate terminology and gestures

OE20 : apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts

OE.K.20.1

20.1: demonstrate an understanding of number relationships for numbers from 0 to 10, through investigation

OE.K.20.2

20.2: use, read, and represent whole numbers to 10 in a variety of meaningful contexts

OE.K.20.5

20.5: investigate and describe how objects can be collected, grouped, and organized according to similarities and differences