This guide will give you a grade-by-grade breakdown of how Zorbit’s Math Adventure addresses the learning outcomes of the Ontario curriculum, as well as several examples of the activities from the games.   Zorbit’s Math Adventure addresses every learning outcome that can be effectively addressed in a digital game. Some learning outcomes, however, cannot be covered in this medium (for example, outcome that ask students to ‘explain’ or manipulate 3D shapes).  There are activities in the Teaching Activities Library for each of the outcomes that are not included in the game.  

 Counting, Quantity, and Number Relationships  

15.1 Investigate the idea that a number’s position in the counting sequence determines its   magnitude.  Students arrange a number sequence in order with the aid of a visual   representation of each numbers’ magnitude (e.g. Mushroom Ordering) 15.2 Investigate some concepts of quantity and equality through identifying and comparing sets    with more, fewer, or the same number of objects.  Students use direct comparison to order sets from least to greatest (e.g Mushroom  

Mushroom Ordering  Ordering).  

 15.3 Make use of one-to-one correspondence in counting objects and matching groups of   objects.  Students use one-to-one correspondence to match sets to numerals (e.g.Merrymole Sorting). 15.4 Demonstrate an understanding of the counting concepts of stable order and of order    irrelevance. 

Students count the number of objects in sets of various arrangements and show   Merrymole Sorting that the count of the number does not change (e.g. Merrymole Sorting). 

15.5 Subitize quantities to 5 without having to count, using a variety of materials.   Students recognize a familiar arrangement of dots or tallies and identify the whole  

number that it represents (e.g. Merrymole Sorting)  15.9 Compose and decompose quantities to 10.  Students use the length model of addition to compose a number from two parts (e.g. Ice    Bridge Addition), and use a number line to decompose numbers.   

Ice Bridge Addition  

Measurement   

16.1 Select an attribute to measure, determine an appropriate non-standard unit of measure, and   measure and compare two or more objects.  Students measure linear height, width, and length using uniform, non standard units, 

compare masses, and compare capacity (e.g.Fish Measuring). 16.2 Investigate strategies and materials used when measuring with non-standard units of   measure.  Students investigate measuring strategies (e.g. repeating units, baseline) using non-standard 

units (e.g. Fish Measuring). Fish Measuring  

 

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Geometry and Spatial Sense 

 17.1 Explore, sort, and compare the attributes and the properties of traditional and nontraditional   two-dimensional shapes and three-dimensional figures  Students sort 2D shapes by their attributes including colour, name, and size (e.g. Beach  

Sorting). 17.2 Communicate an understanding of basic spatial relationships.  Students determine relative positions of objects using positional language (e.g. Puppet 

Positions). Beach Sorting 

Patterning and Algebra 

 18.2 Explore and extend patterns using a variety of materials.  Students extend patterns and fill in missing spaces within a pattern (e.g.   Knock-em Down Patterns). 18.3 Identify the smallest unit of a pattern and describe why it is important  Students identify the core of a repeating pattern with 2-3 elements (e.g. Knock-em Down 

Patterns). Knock-em Down Patterns 

Mathematical Thinking 

 20.1 Demonstrate an understanding of number relationships for numbers from 0 to 10, through   investigation.  Students explore number relationships by decomposing numbers into two parts (e.g. Balloon 

Subtraction).  20.2 Use, read, and represent whole numbers to 10 in a variety of meaningful contexts.   Students represent whole numbers to ten by composing numbers from two parts (e.g. Ice 

Balloon Subtraction Bridge Addition).  20.3 Compose pictures, designs, shapes, and patterns, using two-dimensional shapes; predict   and explore reflective symmetry in two-dimensional shapes, and decompose   two-dimensional shapes into smaller shapes and rearrange the pieces into other shapes,   using various tools and materials.  Students compose pictures and composite shapes using two dimensional shapes (e.g. Toy 

Maker).  

Ice Bridge Addition 20.5 Investigate and describe how objects can be collected, grouped, and organized according to 

similarities and differences.  Students group together two dimensional shapes based on similar attributes (e.g. Toy Maker).    

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 Toy Maker 

  

     

Number Sense and Numeration Quantity Relationships  

● Represent, compare, and order whole numbers to 50, using a variety of tools and contexts. Students represent whole numbers using a variety of manipulatives (e.g. ten frames) (e.g. Count Up), and place whole numbers on a number line. 

● Demonstrate, using concrete materials, the concept of conservation of number. Students count the number of objects in sets of various arrangements, and show  

that the count of the number does not change (e.g. Busy Bees). ● Relate numbers to the anchors of 5 and 10. 

Count Up Students use ten-frames and five-frames to develop an understanding that numbers   can be thought of in relation to 5 and 10 (e.g. Count Up). 

 ● Identify and describe various coins, using coin manipulatives or drawings, and state their 

value.  Students need to identify various coins using manipulatives in order to share them   amongst several characters (e.g. Share the Riches). 

● Represent money amounts to 20¢, through investigation using coin manipulatives.    Students divide a number of coins amongst several characters in order to give each of  

Share the Riches them an equal amount (e.g. Share the Riches). ● Compose and decompose numbers up to 20 in a variety of ways, using concrete material   

Students represent a whole number using a variety of manipulatives (e.g. ten frames)    (e.g. Count Up), and place whole numbers on a number line. 

Counting 

 ● Demonstrate, using concrete materials, the concept of one-to-one correspondence 

between number and objects when counting.    Students use one-to-one correspondence to compose sets by adding each unit one   at a time (e.g. Honeypot Addition). 

● Count forward by 1’s, 2’s, 5’s, and 10’s to 100, using a variety of tools and strategies.    Students skip count by 2's, 5's, and 10's using a number line (e.g. Flight of the    Bumblebee). 

Honeypot Addition  

● Count backwards by 1’s from 20 and any number less than 20, with and without the use of concrete materials and number lines. 

Students count backwards by 1's with and without a number line (e.g. Honey Maze). ● Count backwards from 20 by 2’s and 5’s, using a variety of tools. 

Students skip count backwards by 2's with and without a number line (e.g. Flight of the  

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Bumblebee). Flight of the Bumblebee 

Operational Sense  

● Solve a variety of problems involving the addition and subtraction of whole numbers to 20, using concrete materials and drawings. 

Students solve problems of addition and subtraction through pictorial and symbolic   approaches (e.g. Conveyor Chaos). ● Solve problems involving the addition and subtraction of single-digit whole numbers, 

using a variety of mental strategies.  Students use mental math strategies (e.g. doubles, making 10, counting on) to  

Conveyor Chaos determine basic addition facts (e.g. Cargo Cleanup).  

Measurement Attributes, Units, and Measurement Sense  

● Demonstrate an understanding of the use of non-standard units of the same size for measuring. 

Students measure linear distances using uniform, non-standard units (e.g. Water   Balloon Toss). 

● Estimate, measure and record lengths, heights, and distances  Students measure and compare length and height by tiling non-standard units   repeatedly (e.g. Ice Cream Super Scooper). 

Water Balloon Toss  

● Estimate, measure (i.e., by minimizing overlaps and gaps), and describe area, through investigation using non-standard units. 

Students measure and compare area by tiling non-standard units repeatedly (e.g. Ice   Cream Super Scooper) 

● Estimate, measure, and describe the capacity and/or mass of an object, through investigation using non-standard units. 

Students compare the mass of two objects using words like lighter, heavier or the   Ice Cream Super Scooper same (e.g. Squid Slider), and also compare the capacity of objects. 

 ● Read demonstration digital and analogue clocks, and use them to identify benchmark 

times.  Students match times between digital and analogue clocks to the hour and half hour   (e.g. Timetable Turmoil). 

● Name the months of the year in order, and read the date on a calendar  Students recognize the names of the months , and days of the week, and put them in   sequential order (e.g. Calendar Chaos) 

Timetable Turmoil Attributes, Units, and Measurement Sense 

 

● Compare two or three objects using measurable attributes, and describe the    objects using relative terms  Students compare two or three objects according to measurable attributes (e.g. height,   width) (e.g. Fountain Fixer-Upper). 

● Compare and order objects by their linear measurements, using the same non-standard   unit. 

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Students compare the height and width of various aliens using non-standard units, and Fountain Fixer-Upper then compare them to various benchmark values (e.g. Squid Slider). 

 ● Describe, through investigation using concrete materials, the relationship between the 

size   of a unit and the number of units needed to measure length.  Students use a measuring number line to discover that more linear non-standard units   of the same size are needed when they are smaller than when they are larger (e.g.   Water Balloon Toss).  

 Squid Slider 

Geometry and Spatial Sense 

Geometric Properties  

● Identify and describe common two-dimensional shapes and sort and classify them by   their attributes, using concrete materials and pictorial representations.  Students examine two-dimensional shapes and sort them based on their different    attributes (e.g. sides, name, corners) (e.g. Picky Pterodactyl).   

Picky Pterodactyl 

Geometric Relationships  

● Compose patterns, pictures, and designs, using common two-dimensional shapes.  Students compose pictures and designs within an outline using two-dimensional   shapes (e.g. Leave a Landmark). 

● Cover outline puzzles with two-dimensional shapes.  Students visualize shapes within a composite shape and then cover the outline with   simpler shapes that can be rotated to fit into place (e.g. Leave a Landmark).  

Leave the Landmark Location and Movement 

 

● Describe the relative locations of objects or people using positional language  Students use a description containing spatial language (e.g. 'next to,' 'under') to locate   an object (e.g. Time to Wake Up). 

● Describe the relative locations of objects on concrete maps created in the classroom.  Students use a description containing spatial language (e.g. 'next to,' 'under') to locate   an object on a grid (e.g. Time to Wake Up).  

Time to Wake Up  

Patterns and Relationships  

● Identify, describe, and extend, through investigation, geometric repeating patterns    involving one attribute.  Students identify the core of a geometric repeating pattern and then extend the pattern   (e.g. Constellation Navigation). 

● identify and extend, through investigation, numeric repeating patterns. 

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Students identify the core of a numeric pattern, and extend it (e.g. Pattern Platformer).   Constellation Navigation 

Expressions and Equality   

● Demonstrate examples of equality, through investigation, using a “balance” model.  Students problem solve as they balance various quantities on a scale by adding or   taking away weights in order to establish equality (e.g. Cargo Balance). 

● Determine, through investigation using a “balance” model and whole numbers to 10,   the number of identical objects that must be added or subtracted to establish equality.  Students establish equality using a balance through investigation, guessing and testing   to determine the mass of an unknown (e.g. Waterpark Engineer). 

Cargo Balance  

Data Management and Probability Collection and Organization of Data  

 

● Demonstrate an ability to organize objects into categories by sorting and classifying    objects using one attribute and by describing informal sorting experiences.  Students sort shapes by various attributes using Venn diagrams (e.g.Ancient Puzzle)   and use an array to sort up to nine objects by their attributes. 

● Collect and organize primary data that is categorical, and display the data using   one-to-one correspondence, prepared templates of concrete graphs and pictographs,    and a variety of recording methods. 

Ancient Puzzle Students create pictographs, bar graphs, and tables after sorting and categorizing   given visual data (e.g. Paint Cannon). 

 

Data Relationships  

● Read primary data presented in concrete graphs and pictographs, and describe the    data using comparative language  Students read pictographs, bar graphs, and tables and select the corresponding   number of objects (e.g. Pirate Craft).    

Pirate Craft 

Probability   

● Describe the likelihood that everyday events will occur, using mathematical language.  Students select choices on a spinner according to whether they are most likely, or least   likely to occur (Probability Wheel).     

Probability Wheel    

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Number Sense and Numeration Quantity Relationships 

 

● Represent, compare, and order whole numbers to 100, including money amounts to 100¢, using a variety of tools. 

Students represent whole numbers using base ten blocks (e.g. Dough Dispenser), and   by using coin manipulatives. 

● Compose and decompose two-digit numbers in a variety of ways, using concrete materials. 

Students represent a whole number using a variety of manipulatives (e.g. unit blocks)   Dough Dispenser   (e.g. Dough Dispenser) 

 ● Determine, using concrete materials, the ten that is nearest to a given two-digit 

number, and justify the answer.  Students find the ten that is nearest to a two-digit number and then use the 

regrouping strategy to compose the number (e.g. Dough Dispenser). ● Determine, through investigation using concrete materials, the relationship between 

the number of fractional parts of a whole and the size of the fractional parts. Students use a linear fraction model and investigate how more units of the same size  

Fraction Wrapper are needed when there are more fractional parts (e.g. Fraction Wrapper).  

 ● Regroup fractional parts into wholes, using concrete materials.  Students regroup fractional parts into wholes using a linear fraction model (e.g. 

Fraction Wrapper). ● Estimate, count, and represent (using the ¢ symbol) the value of a collection of coins 

with a maximum value of one dollar.  Students represent a number using coins (e.g. Coin Trolls), using base ten materials,   and using expressions.  

Coin Trolls 

Counting  

● Count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using number lines and hundreds charts, starting from multiples of 1, 2, 5, and 10. 

Students skip count forward by 2's, 5's, 10's, and 25's by using a hundreds chart (e.g.   Jelly Chart). 

● Count backwards by 1’s from 50 and any number less than 50, and count backwards by 10’s from 100 and any number less than 100, using number lines and hundreds charts. 

Jelly Chart Students skip count backward by 1's and 10's using a hundreds chart (e.g. Jelly Chart). 

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Operational Sense   

● Solve problems involving the addition and subtraction of whole numbers to 18, using a variety of mental strategies. 

Students use mental math strategies (e.g. doubles, making ten, doubles plus one) to   determine addition or subtraction facts (e.g. Match the Gears). 

● Describe relationships between quantities by using whole-number addition and subtraction. 

Students solve problems involving missing addends and subtrahends (e.g. Base Ten   Base Ten Bridge Bridge). 

 ● Solve problems involving the addition and subtraction of two-digit numbers, with and 

without regrouping, using concrete materials.  Students model addition and subtraction with and without regrouping using visual   representations (e.g. Tower Builder). 

● Add and subtract money amounts to 100¢, using a variety of tools.  Students count and compose sums using mixed combinations of coins to 100 cents    (e.g. Coin Trolls). 

Tower Builder  

Patterns and Relationship Expressions and Equality  

● Represent, through investigation with concrete materials and pictures, two number expressions that are equal, using the equal sign. 

Students create number expressions that are equal to, greater than, or less than the   other side (e.g. Booby Trap Equations). 

● Determine the missing number in equations involving addition and subtraction to 18, using a variety of tools and strategies. 

Booby Trap Equations Students use mental math strategies (e.g. doubles, making ten) to find missing   addends and subtrahends (e.g. Match the Gears). 

 ● Identify, through investigation, and use the commutative property of addition  Students explore the commutative property by investigating equality as a balance (e.g. 

Booby Trap Equations). ● Identify, through investigation, the properties of zero in addition and subtraction.  Students explore the properties of zero as an addend and subtrahend by investigating   equality as a balance (e.g. Booby Trap Equations).  

Match the Gears        

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Number Sense and Numeration  Quantity Relationships 

 

● Represent, compare, and order whole numbers to 1000, using a variety of tools  Students represent whole numbers to 1000 using base ten blocks (e.g. Base Ten    Dispensers). 

● Identify and represent the value of a digit in a number according to its position in the number. 

Students compose quantities using the place value strategy, and represent the value of the quantity as 1's, 10's, and 100's (e.g. Base Ten Dispensers). 

Base Ten Dispenser  ● Compose and decompose three-digit numbers into hundreds, tens, and ones in a 

variety of ways, using concrete materials.  Students represent a whole number using a variety of manipulatives (e.g. unit blocks)   (e.g. Base Ten Dispensers). 

● Round two-digit numbers to the nearest ten, in problems arising from real-life situations. 

Students find the ten that is nearest to a two or three-digit number and then use the   Friendly Number Blender regrouping strategy to compose the number (e.g. Friendly Number Blender). 

 ● Represent and explain, using concrete materials, the relationship among the numbers 

1, 10, 100, and 1000 .  Students use the regrouping strategy to break apart 100s into ten 10s, and to break   apart10s into ten 1s (e.g. Base Ten Dispensers). 

● Divide whole objects and sets of objects into equal parts, and identify the parts using fractional names without using numbers in standard fractional notation. 

Students divide area models into fractional parts, and then identify the name of each of   Fraction Slicing the parts (e.g. Fraction Slicing).  

Operational Sense  

● Solve problems involving the addition and subtraction of two-digit numbers, using a variety of mental strategies. 

Students use mental math strategies (e.g. doubles, making ten, doubles plus one) to   determine addition or subtraction facts (e.g. Grocery Matching). 

● Add and subtract three-digit numbers, using concrete materials, student generated algorithms, and standard algorithms. 

Students add and subtract three-digit numbers using compensation strategies (e.g.   Grocery Matching Friendly Number Blender).  

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 ● Use estimation when solving problems involving addition and subtraction, to help 

judge the reasonableness of a solution.  Students estimate the placement of a quantity on a number line using referents (e.g.   Number Line Fractions). 

● Relate multiplication of one-digit numbers and division by one-digit divisors to real life situations, using a variety of tools and strategies. 

Students relate division to multiplication by using arrays and solving the relate  Number Line Fractions number sentences (e.g. Harvest Time).  

 ● Multiply to 7 x 7 and divide to 49 ÷ 7, using a variety of mental strategies.  Students use equal groups, arrays, and area models to answer to a multiplication and   division problems (e.g. Harvest Time).     

Harvest Time  

Number Sense and Numeration  Expressions and Equality  

 ● Identify, through investigation, the properties of zero and one in multiplication.  Students investigate the results of multiplying by zero and one to create a product 

(e.g. Multiplier Machine). ● Identify, through investigation, and use the associative property of addition to 

facilitate computation with whole numbers.  Students use the associative property of addition to add three numbers together (e.g.  

Friendly Number Blender).  Multiplier Machine   

  

    

 

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