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.

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Kindergarten Math Courses - Ontario Curriculum

Ontario Kindergarten Math Curriculum - StudyPug

OE_ID

Expectations

StudyPug Topic

ON.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)

ON.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

ON.OE.K.15.3

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

ON.OE.K.15.4

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

ON.OE.K.15.5

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

ON.OE.K.15.7

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

ON.OE.K.15.9

15.9: compose and decompose quantities to 10

ON.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

ON.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

ON.OE.K.18.1

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

ON.OE.K.20.1

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

ON.OE.K.20.2

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

ON.OE.K.20.5

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