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Skills available for Ontario kindergarten math curriculum

Objectives are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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  • 16 measure, using non-standard units of the same size, and compare objects, materials, and spaces in terms of their length, mass, capacity, area, and temperature, and explore ways of measuring the passage of time, through inquiry and play-based learning

Shapes and Spatial Relationships


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

    • 18.1 identify and describe informally the repeating nature of patterns in everyday contexts (e.g., patterns in nature such as morning-noon-night, the four seasons, or the arrangement of leaves on the stem of a plant; the pattern on a piece of clothing; the pattern made by floor tiles; the pattern of words in a book or poem; the pattern on a calendar or in a schedule; the pattern of the beat or rhythm in songs), using appropriate terminology (e.g., "goes before", "goes after", "repeats") and gestures (e.g., pointing, nodding, using slap/claps)

    • 18.2 explore and extend patterns (e.g., fill in missing elements of a repeating pattern) using a variety of materials (e.g., beads, shapes, words in a poem, beat and rhythm in music, objects from the natural world)

    • 18.3 identify the smallest unit (the core) of a pattern (e.g., ABBABBABB – the core is ABB) and describe why it is important (e.g., it helps us to know what comes next; it helps us make generalizations)

    • 18.4 create and translate patterns (e.g., re-represent "red-blue-blue, red-blue-blue, red-blue-blue" as "circle-square-square, circle-square-square, circle-square-square")

Data Analysis and Probability

  • 19 collect, organize, display, and interpret data to solve problems and to communicate information, and explore the concept of probability in everyday contexts

    • 19.1 ask questions that can be answered through data collection (e.g., "What is your favourite …?"; "How many pets do our classmates have?"; "Which month had the most snowy days – January or February?"), collect data, and make representations of their observations, using graphs (e.g., concrete graphs such as people graphs or graphs using representational objects; picture graphs)

    • 19.2 interpret data presented in graphs (e.g., "There are more children in the pizza line than in the hot dog line – that means more children like pizza"; "The blue bar is twice as long as the yellow bar"; "There were twice as many snowy days in January as snowy days in February") and draw conclusions (e.g., "We need to order more pizza than hot dogs for play day"; "January was more snowy than February")

    • 19.3 respond to and pose questions about data collection and graphs

Mathematical Processes

  • 20 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*

    • 20.1 demonstrate an understanding of number relationships for numbers from 0 to 10, through investigation (e.g., show small quantities using fingers or manipulatives)

    • 20.2 use, read, and represent whole numbers to 10 in a variety of meaningful contexts (e.g., use a hundreds chart to read whole numbers; use magnetic and sandpaper numerals to represent the number of objects in a set; put the house number on a house built in the blocks area; find and recognize numbers in the environment; write numerals on imaginary bills at the restaurant in the dramatic play area)

    • 20.3 compose pictures, designs, shapes, and patterns, using two-dimensional shapes; predict and explore reflective symmetry in two-dimensional shapes (e.g., visualize and predict what will happen when a square, a circle, or a rectangle is folded in half); and decompose two-dimensional shapes into smaller shapes and rearrange the pieces into other shapes, using various tools and materials (e.g., stickers, geoboards, pattern blocks, geometric puzzles, tangrams, a computer program)

    • 20.4 build three-dimensional structures using a variety of materials and identify the three-dimensional figures their structure contains

    • 20.5 investigate and describe how objects can be collected, grouped, and organized according to similarities and differences (e.g., attributes like size, colour)

    • 20.6 use mathematical language (e.g., "always/sometimes/never"; "likely/unlikely") in informal discussions to describe probability in familiar, everyday situations (e.g., "Sometimes Kindergarten children like pizza more than hot dogs"; "It is likely that January will be a snowy month")