Question 1

What math skills should a child have entering Kindergarten in BC?

Accepted Answer

Entering Kindergarten, children should have basic counting skills, recognize some numbers, and understand concepts like 'more' or 'less'. Familiarity with shapes and simple patterns is also beneficial.

Question 2

How can I support my child's math learning at home?

Accepted Answer

Engage in everyday math activities like counting objects, identifying shapes in the environment, and creating patterns with toys. Use math language during play and daily routines to reinforce concepts.

Question 3

What are the key math concepts taught in BC Kindergarten?

Accepted Answer

Key concepts include counting to 10, recognizing numbers, understanding one-to-one correspondence, identifying basic shapes, creating simple patterns, and comparing quantities.

Question 4

How is math progress assessed in Kindergarten?

Accepted Answer

Assessment is primarily observational, focusing on a child's ability to demonstrate understanding through play, discussions, and hands-on activities. Formal tests are not typically used at this level.

Question 5

What if my child struggles with early math concepts?

Accepted Answer

If your child struggles, communicate with their teacher for additional support strategies. Many children develop at different rates, and extra practice with hands-on materials can often help.

Courses

Provincial Curriculum

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Kindergarten Math Courses - BC Curriculum

BC Kindergarten Math Curriculum | StudyPug Topics

CC_ID

Content-Elaborations

StudyPug Topic

CE.K.1

Number concepts to 10: Counting, one-to-one correspondence, conservation, cardinality, stable order counting, sequencing 1-10, linking sets to numerals, subitizing

CE.K.2

Ways to make 5: Perceptual and conceptual subitizing, comparing quantities 1-10, using concrete materials to show ways to make 5

CE.K.3

Decomposition of numbers to 10: Decomposing and recomposing quantities to 10, benchmarks of 5 and 10, making 10, part-part-whole thinking

CE.K.4

Repeating patterns with two or three elements: Sorting and classifying using a single attribute, identifying patterns in the world, representing repeating patterns in various ways

CE.K.5

Change in quantity to 10 using concrete materials: Generalizing change by adding 1 or 2, modeling number relationships through change

CE.K.6

Equality as a balance and inequality as an imbalance: Modeling with concrete and visual models such as pan balance

CE.K.8

Single attributes of 2D shapes and 3D objects: Sorting 2D shapes and 3D objects using a single attribute, building and describing 3D objects, exploring 2D shapes