This guide will give you a grade-by-grade breakdown of which learning outcomes 

Zorbit’s Math Adventure addresses from the Ontario curriculum, as well as several 
examples of the activities from the games.   
 
Zorbit’s Math Adventure focuses on learning outcomes that can be effectively 
addressed in a digital environment. Outcomes that require students to manipulate 3D 
shapes or to explain something, for example, are better suited for in-class activities. 
 
There are activities in the Teacher Dashboard for many 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). 
 
 
 
 
Toy Maker 
 
 

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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. 
C
​ ount 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  
Bumblebee). 
Flight of the Bumblebee 

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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. 
A
​ ncient 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)  
F
​ eed the Jellies   (e.g. Feed the Jellies) 
 
● 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. 
​ Students use mental math strategies (e.g. doubles, making ten) to find missing  
B
​ ooby Trap Equations​ 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
Base Ten Dispenser 
Friendly Number Blender​
Fraction Slicing
Operational Sense
Grocery Matching
 
 
● 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). 
● 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  
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  
​ the parts (e.g. Fraction Slicing). 
 
● 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.     
​Friendly Number Blender). 
Ontario Curriculum Guide | page 9
 
 
 
 
● 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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