Kaibot Math in Action – Kindergarten

Subjects

Computer ScienceMathematics

Coding Robots Involved

KaibotScreen Free

Difficulty

Kindergarten

Grade Range

K - 1

Standards

Framework	Standards
ACARA	AC9MFN03AC9MFN03AC9MFN03

Framework	Standards
NZC	Mathematics - Investigate, classify and describe quantities, shapes, and data. Properties of numbers and attributes of shapes, with pictures visualising these numeric and geometric concepts. Make connections between representations and to develop their reasoningMathematics - Investigate, classify and describe quantities, shapes, and data. Properties of numbers and attributes of shapes, with pictures visualising these numeric and geometric concepts. Make connections between representations and to develop their reasoningMathematics - Investigate, classify and describe quantities, shapes, and data. Properties of numbers and attributes of shapes, with pictures visualising these numeric and geometric concepts. Make connections between representations and to develop their reasoning

Framework

Standards

NZC

Mathematics - Investigate, classify and describe quantities, shapes, and data. Properties of numbers and attributes of shapes, with pictures visualising these numeric and geometric concepts. Make connections between representations and to develop their reasoningMathematics - Investigate, classify and describe quantities, shapes, and data. Properties of numbers and attributes of shapes, with pictures visualising these numeric and geometric concepts. Make connections between representations and to develop their reasoningMathematics - Investigate, classify and describe quantities, shapes, and data. Properties of numbers and attributes of shapes, with pictures visualising these numeric and geometric concepts. Make connections between representations and to develop their reasoning

Framework	Standards
UKNC	Mathematics KS1 - Count, read and write numbers to 100 in numerals. Count in multiples of twos, fives and tensMathematics KS1 - Count, read and write numbers to 100 in numerals. Count in multiples of twos, fives and tensMathematics KS1 - Count, read and write numbers to 100 in numerals. Count in multiples of twos, fives and tens

Framework	Standards
CA-CS	CA.K.CC.A.2CA.K.CC.B.4K-2.AP.12K-2.AP.13K-2.AP.14K-2.AP.15K-2.AP.16K-2.AP.17K-2.AP.18K-2.CS.1K-2.CS.2CA.K.CC.A.2CA.K.CC.B.4K-2.AP.12K-2.AP.13K-2.AP.14K-2.AP.15K-2.AP.16K-2.AP.17K-2.AP.18K-2.CS.1K-2.CS.2CA.K.CC.A.2CA.K.CC.B.4K-2.AP.12K-2.AP.13K-2.AP.14K-2.AP.15K-2.AP.16K-2.AP.17K-2.AP.18K-2.CS.1K-2.CS.2
CCSS	K.CC.A.2K.CC.B.4K.CC.A.2K.CC.B.4K.CC.A.2K.CC.B.4
CSTA	1A-AP-081A-AP-091A-AP-101A-AP-111A-AP-121A-AP-131A-AP-141A-AP-151A-AP-081A-AP-091A-AP-101A-AP-111A-AP-121A-AP-131A-AP-141A-AP-151A-AP-081A-AP-091A-AP-101A-AP-111A-AP-121A-AP-131A-AP-141A-AP-15
FL-CS	MA.K.NSO.2.1MA.K.NSO.3.1SC.K.PE.1.1SC.K.PE.1.2SC.K.PE.3.2SC.K12.CTR.4.1MA.K.NSO.2.1MA.K.NSO.3.1SC.K.PE.1.1SC.K.PE.1.2SC.K.PE.3.2SC.K12.CTR.4.1SC.K12.CTR.5.1MA.K.NSO.2.1MA.K.NSO.3.1SC.K.PE.1.1SC.K.PE.1.2SC.K.PE.3.2SC.K.PE.3.3SC.K12.CTR.4.1SC.K12.CTR.5.1
ISTE	1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c
NY-CS	K-1.AP.1K-1.AP.2K-1.AP.3K-1.AP.5K-1.AP.7K-1.AP.8K-1.CS.1K-1.CS.2K-1.CT.1K-1.CT.3K-1.DL.1K-1.DL.2NY.K.CC.2NY.K.CC.4K-1.AP.1K-1.AP.2K-1.AP.3K-1.AP.4K-1.AP.5K-1.AP.6K-1.AP.7K-1.AP.8K-1.CS.1K-1.CS.2K-1.CT.1K-1.CT.3K-1.DL.1K-1.DL.2NY.K.CC.2NY.K.CC.4K-1.AP.1K-1.AP.2K-1.AP.3K-1.AP.4K-1.AP.5K-1.AP.6K-1.AP.7K-1.AP.8K-1.CS.1K-1.CS.2K-1.DL.1K-1.DL.2NY.K.CC.2NY.K.CC.4
SC-CS	K.CS.1.1K.CS.1.2K.CS.2.1K.CS.3.1K.IC.1.1K.NS.2K.NS.4K.CS.1.1K.CS.1.2K.CS.2.1K.CS.3.1K.IC.1.1K.NS.2K.NS.4K.CS.1.1K.CS.1.2K.CS.2.1K.CS.3.1K.IC.1.1K.NS.2K.NS.4
TEKS	§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)TEKS.K.2.BTEKS.K.2.C§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)TEKS.K.2.BTEKS.K.2.C§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)TEKS.K.2.BTEKS.K.2.C
UT-CS	K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.2UT.K.CC.2UT.K.CC.4K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.2UT.K.CC.2UT.K.CC.4K.AP.1K.CS.1K.CT.1K.DA.1K.NI.1K.NI.2UT.K.CC.2UT.K.CC.4

Students learn to count and program using KaiBot, starting with basic forward movement (1:1 correspondence), then combining number cards for efficiency, and finally adding turns to navigate sequences. Hands-on activities reinforce math and coding concepts through collaborative, step-by-step exploration. Differentiation supports varying skill levels.