Intro to Numeracy

Numerate citizens have opportunities to solve a variety of problems using logic and reasoning. Numeracy instruction in SD72 includes real-world problem solving of in-context problems that are age appropriate and locally relevant. Exploring, developing, and celebrating both traditional and modern ways of integrating mathematical knowledge into our lives connects us to each other, to the past, and to the future.

In addition to progressing through these stages of conceptual numeracy, students also develop their spatial and statistical reasoning throughout their learning trajectory.

	Description	Document Link
1	Tri-axial weave model combining curricular content, competencies, and First Peoples' Principles of Learning: Highlights interconnectedness and the importance of culturally affirming practices.	Interweaving Math Content, Competencies, & Culture (Diagram)
2	Nested shell model of numeracy development (K-12): Based on the growth rings of a mussel shell, this representation of the stages of numeracy development reinforces the value of connecting new learning to prior understanding. Each stage strengthens and reinforces prior skills.	Numeracy Development Continuum (Diagram)
3	Learning to reason mathematically is a process. This model of a braided rope, wrapping in a circle, outlines the stages of mathematical reasoning from counting to algebraic reasoning (K-12). The beginning of the process is a compelling, authentic question or problem that can be solved using mathematical reasoning. Similar to the stages of inquiry and innovation that are the foundation of ADST coursework, this model highlights the typical progression from concrete to abstract forms of mathematical understanding.	Development of Mathematical Reasoning (Diagram)
4	5 Rubric-style, multi-grade tables that show the progression of foundational numeracy and operational fluency (K to 9). Useful as a planning and assessment tool for multi-grade classes, each table includes descriptions of proficiency for 3 or more consecutive grade levels.	Foundational Numeracy and Operational Fluency Trajectories
5	Large-format table mapping the BC curricular competencies for math K-9 in terms of depth of knowledge (DOK): This planning and assessment resource presents the BC Math Curricular Competencies (K-9) in 3 distinct levels of complexity (referred to as Depth of Knowledge Levels 1, 2, and 3). This can help guide teachers who are looking to include multiple levels of complexity in their assessments.	Depth of Knowledge and Curricular Competencies Table (11 x 17)
6	For teachers who are looking to further develop their understanding of developmental approaches to math instruction and assessment, this matrix (table) relates depth of knowledge (DOK) and cognitive rigor in math.	Webb / Hess DOK and Cognitive Rigor Table
7	"Myself in Math" Self-Reflection (Template): A student self-reflection tool, this template features the BC Core Competencies. Students complete the template by deciding which competencies are their strengths, and which are areas for growth. This template can be used for informal progress-reports and for Student-Led Conferences.	BC Core Competencies in Math (Self-Reflection)
8	Checklist for self-reporting learning habits in math class: A student self-reflection tool, this template features 8 Mathematical Habits of Mind (Source: NCTM). Students complete the template by deciding which habits are their strengths, and which are areas for growth. This template can be used for informal progress-reports and for Student-Led Conferences.	Mathematical Habits of Mind (Self-Assessment)
9	SD72 Templates for Number Sense and Operations SNAP assessments: Based on the original SNAP Assessments from Chilliwack, the updated SD72 version has been revised to include current curricular content and templates for Grades 2 through 9.	SNAP Assessments (Grade 2 to 9)