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Yes. It,works.

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The Kindergarten children come with a wide range of mathematical skills and abilities which vary. Many Kindergarten students have not been exposed to numbers or counting prior to attending Kindergarten.

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We are working on the following Numeracy Skills in Kindergarten:
OE 15.3
* make use of one to one correspondence in counting objects and grouping them

OE 15.5
* subitize quantities to five without having to count, using a variety of materials

OE 15.8
* explore different Canadian Coins, using coin manipulatives

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Students will have gained the necessary skills to continue to build their numeracy skills when they enter Grade 1 to master the following:
* demonstrate using concrete materials, the concept of one to one correspondence when counting
* relate numbers to the anchors of 5 and 10
* identify various Canadian coins using coin manipulatives

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We work on/review basic computational skills, spatial reasoning skills and problem solving skills.

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Most students are able to use concrete materials to complete various curriculum expectations. Most students have a basic comprehension on how to solve one step word problems.
Most students can apply a rule to successfully answer/solve a math question.

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Most students have the ability to solve two-step problems.
Most students are able to apply various rules to solve mathematical  concepts. Most students are able to use computer technology to research and apply various mathematical concepts

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1. Problem solving and communication Skills
2. NS: Fractions: Gr. 4:  relate halves, fifths, and tenths to decimals

3. MSR: Perimeter and Area:  Gr. 4: determine through investigation the relationship between the side lengths of a rectangle and its perimeter and area  (including appropriate units)

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1. Problem solving and communication skills
2. NS: Fractions: Gr. 5:  Determine the relationship between fractions and their equivalent decimals

NS: Fractions: Gr. 6:  Determine and explain the relationships among fractions,  decimal numbers and percents

3. MSR: Surface Area & Volume:  Gr. 5: Determine the relationship between the height, area of the base, and volume of a rectangular prism and generalize to develop the formula (including appropriate units)

MSR: Surface Area & Volume:
Gr. 6: Determine the relationship between the height, area of the base, and volume of a triangular prism and generalize to develop the formula (including appropriate units)

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1. Problem solving and communication skills
2. NS: Fractions: Gr. 7: Determine, through investigation the relationships among fractions, decimals, percents and ratios

3. MSR:  Surface Area & Volume: Gr. 7 Solve problems that involve the surface area and volume of right prisms and that require conversion between metric measures of capacity and volume (e.g. millilitres and cubic centimetres).

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Students coming into Grade 2 and Grade 3 should be able to count, recognize, and write numbers easily. They should have a variety of basic strategies for adding and subtracting numbers (mentally and with manipulatives)

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I spend a lot of time on place value, establishing number patterns, and teaching strategies for adding, subtracting, multiplying, and dividing. My students also work collaboratively to solve word problems and explain their mathematical thinking.

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In the next Grade, students will be able to build on their knowledge of operations and solve multi-step problems. They will be able to work in partners, small groups, and individually to complete a variety of mathematical tasks.

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Students often arrive with an exposure to numbers to 10, five and ten frames,  and basic shapes. They have an awareness of measurement and coin names.

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I spend quite a bit of time on number sense - one-to-one correspondence, writing numbers and their words, number flexibility, and beginning place value. We work together, in groups and individually to solve problems and celebrate different ways to find an answer. We also work on strategies to make reasonable guesses, count efficiently, and use appropriate math vocabulary.

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In the next grade, students will be expected to compute larger numbers (addition and subtraction of two digit numbers), and have a foundational understanding of place value (ones, tens, one hundred). They must be able to understand basic math vocabularly to make a plan to solve problems. Students should be confortable explaining their math process and work collaboratively with peers.