Math health

Understanding math is more than just numbers. Math is also about sorting things into categories such as big, bigger, and biggest; solving problems using patterns; solving problems that relate to space and distance; and using logic. Skills like these are very important beyond the classroom.


Math skills depend upon a number of skills: Spatial abilities, working memory, and language,
especially. Spatial abilities are important for geometry, reading graphs, grids, and setting up math calculations appropriately. Working memory is important for learning automatic number facts, as well as learning multi-step procedures. Having well-developed language skills will also affect your child’s ability to understand word problems.


In general, math skills are divided into
FIVE different areas or strands:

1. number sense and numeration
2. measurement
3. geometry and spatial sense
4. patterning and algebra
5. data management and probability

Within each of these areas,your child will be expected to reach a certain
level of competence by a certain grade.


By the end of Kindergarten your child should be able to:

NUMBER SENSE
• sort and classify objects into sets according to
specific attributes
• match objects using one-to-one
correspondence
• estimate and count to identify sets with more,
fewer, or the same number
• count to 30
• identify objects in different positions such as
first, second, third
• recognize and write the numbers 1 to 10
• demonstrate an awareness of addition and
subtraction

MEASUREMENT

• use simple measurement terms such as tall/short; big/small; and empty/full

• order two or more objects according to size or weight

• use simple measuring devices appropriately, such as a tape measure or ruler

• identify the values of some coins

GEOMETRY & SPATIAL SENSE

• use language to describe spatial relationships such as in/out and above/below

• identify and sort two-dimensional shapes

• identify and sort three-dimensional objects

DATA MANAGEMENT

• place specific types of objects on graphs and pictographs 

• compare information on objects using two categories, such as rough/smooth and big/small

• use simple grids correctly 

• use the language and words of probability such as chance, might, and lucky

PATTERNING

• identify and reproduce simple patterns

• create and extend patterns using a variety of materials or actions

By the end of Grade One your child should be able to:

NUMBER SENSE & NUMERATION
• read and print numbers from 0 to 100
• read and print number words from 0 to 10
• count by 1s, 2s, 5s, and 10s to 100
• count backwards from 10
• compare, order, and represent numbers to 50
using concrete materials
• demonstrate addition and subtraction facts to
20 using counters
• add single-digit numbers in their head


MEASUREMENT
• use math language to describe dimensions such as height and length
• estimate, measure, and record linear (straight line) measurements of objects
• compare and order objects by linear dimensions
• put events in order orally and with pictures
• read analog clocks with minute and hour hands; tell time to the hour and half-hour
• demonstrate an understanding of the value of some coins such as a penny, nickel, and dime, and name coins up to $2


GEOMETRY & SPATIAL SENSE
• compare and sort three-dimensional figures according to observable attributes such as size and shape
• explore and identify two-dimensional shapes
• describe and name two-dimensional shapes such as circle, square, rectangle, and triangle
• follow verbal directions to move or position an object in relation to another object
• describe an object in relation to another using positional language words such as “over,” “under,” “to the left”


DATA MANAGEMENT & PROBABILITY
• collect first-hand data by counting objects and conducting simple surveys
• relate objects to a number on a graph with one-to-one correspondence
• record data on charts or grids
• demonstrate an understanding that an event may or may not occur
• use math language words such as “never” and “sometimes” to describe the probability of something happening


PATTERNING & ALGEBRA
• describe, draw, and make models of patterns using actions, objects, diagrams, and words
• recognize similarities and differences in a variety of attributes
• use one attribute to create a pattern such as “these are big” and “these are small”