KG: Mathematics

Here is the Mathematics curriculum for Kindergarten in British Columbia, presented with the content first.

Kindergarten Mathematics Content (BC Curriculum)

The learning standards for Kindergarten Math are holistic and play-based, focusing on developing a positive disposition towards math through exploration and routines.

1. Number: Number Sense and Computational Fluency

• Counting:

  • Count by 1s forward to 10 (and often beyond).

  • Begin to recognize the concept of counting backward from a small number (e.g., 5, 4, 3, 2, 1, blast off!).

• Number Concepts:

  • Recognize at a glance (subitize) the number of objects in a set up to 4 or 5.

  • Connect numbers to quantities by using manipulatives (e.g., “Show me 3 counters”).

  • Recognize and name numerals from 0 to 5, and often to 10.

  • Compare quantities using language like more, less, and the same.

• Addition and Subtraction (Emergent):

  • Use materials to model real-world addition and subtraction situations (e.g., “We had 3 apples and ate one. How many are left?”).

2. Patterns and Relations

• Patterns:

  • Recognize, copy, extend, and create repeating patterns using objects, sounds, and movements (e.g., clap-stomp-clap-stomp; red-blue-red-blue).

  • Identify the repeating core of a simple pattern (the part that repeats).

3. Geometry and Measurement

• Measurement:

  • Compare two objects based on a single attribute (e.g., length [longer/shorter], height [taller/shorter], capacity [holds more/less], weight [heavier/lighter]).

  • Order three objects by size (e.g., small, medium, large).

• Spatial Reasoning:

  • Use language to describe the relative position of objects (e.g., over, under, above, below, in front of, behind, beside, between).

• 2D Shapes and 3D Objects:

  • Sort 2D shapes and 3D objects using a single attribute (e.g., colour, size, shape).

  • Recognize and name 2D shapes (e.g., square, circle, triangle, rectangle) and 3D objects (e.g., cube, sphere, cylinder) in the environment.

4. Statistics and Probability

• Data:

  • Gather simple data (e.g., “Do you like apples or oranges better?”).

  • Represent data using concrete graphs (e.g., each child places a block in a column to show their choice).

  • Interpret data using language like more, less, and the same.

Curricular Competencies (The “Doing” of Mathematics)

These are the processes and skills students use to engage with mathematical concepts through play and inquiry.

• Reasoning and Analyzing: Use reasoning to explore and make connections. Develop thinking strategies.

• Understanding and Solving: Develop, demonstrate, and apply mathematical understanding through play. Use materials to understand mathematical concepts.

• Communicating and Representing: Explain and justify mathematical ideas and decisions. Communicate mathematical thinking in multiple ways.

• Connecting and Reflecting: Reflect on mathematical thinking. Connect mathematical concepts to each other and to real-life situations.

Big Ideas (The Core Concepts)

These are the key understandings students will develop through their play and exploration.

• Number: Numbers represent quantities that can be decomposed (taken apart) and composed (put together).

• Geometry and Measurement: We can use our senses to explore and describe our 3D world.

• Data: We can use information we gather to make simple statements about our world.

Key Changes & Focus for Kindergarten

• Play-Based Learning: Math is integrated into daily play, stories, and routines (e.g., calendar, lining up, snack time).

• Concrete, Hands-On Experience: Learning is centered on using physical objects (manipulatives).

• Oral Language Development: The focus is on talking about math, using vocabulary like more, less, pattern, and shape names.

• Foundational Skills: The goal is to build a strong sense of number and spatial relationships, not rote memorization.

• Holistic Integration: Math is not a separate subject but is woven into all aspects of the day.