A.H.P. Matthew Elementary 24-25
OUR CONTEXT
We acknowledge with gratitude that AHP Matthew Elementary is located on the unceded, traditional, and ancestral lands of the Coast Salish Peoples, specifically the Katzie, Kwantlen, and Semiahmoo First Nations. We honour the longstanding history, culture, and contributions of Indigenous Peoples in this region and remain committed to walking the path of reconciliation through education and action.
Our dedicated staff is committed to creating a welcoming, inclusive environment that meets the unique needs of every student. At the beginning of each school year, classroom teachers prioritize social-emotional learning, establishing routines and practices that foster respectful, supportive communities of learners. These foundations are carried through the year, promoting a strong sense of belonging and student voice.
Cultural celebrations are an important part of school life at AHP Matthew. We take pride in recognizing and honouring the many cultures represented in our school community. These events are made possible through the strong partnership between our staff, our Parent Advisory Committee (PAC), and our broader parent community. The PAC plays a vital role in organizing and supporting these events and in fundraising efforts that help keep our technology current and, most recently, support the building of a new playground.
Vaisakhi Celebration
Lunar New Year Dragon Dance
Eid Celebration
Black History Month Research and Gallery Walk
Black History Month 
Black History Month Research and Gallery Walk
Ramadan Celebration
Student leadership is a cornerstone of our school culture. Student leaders contribute meaningfully by organizing spirit days, hosting assemblies, and serving the school as lunch monitors, library helpers, and members of our recycling team. Their voices and actions help shape our inclusive school community.
Principal for a Day
Student Voice
In addition, we recognize and respond to the broader needs of our students and families. Our support staff work collaboratively with community partners to provide weekly food hampers for families experiencing financial hardship. We also help connect families with essential services, including dental care, vision care, and access to primary healthcare.
At AHP Matthew Elementary, we strive every day to create a school environment where all students are respected, supported, and empowered to learn and thrive.
OUR LEARNERS
At AHP Matthew Elementary, our students are diverse, capable, and full of potential. They come to school with a wide range of cultural backgrounds, life experiences, and learning profiles. Over 75% of our students speak a language other than English at home, and many are new to Canada. This diversity enriches our community and also requires a responsive, inclusive approach to teaching and learning.
Academically, our learners demonstrate a wide range of strengths and areas for growth. In recent years, numeracy has emerged as an area of need, particularly in the intermediate grades. Teachers have observed that many students struggle with confidence, engagement, and understanding how to approach mathematical problems. Problem-solving, in particular, is a challenge; students often find it difficult to identify what is being asked in a question and which strategies or operations to apply. These challenges are compounded by the diverse levels of prior math experience that students bring with them.
This shift in focus is also supported by recent Foundation Skills Assessment (FSA) data. In Grade 4, results indicate that:
60% of students are Emerging,
38% are On Track, and
only 2% are Extending in numeracy.
These results reflect the anecdotal observations of staff and highlight the need for a school-wide focus on building numeracy skills in a way that fosters deeper understanding, confidence, and enjoyment of math.
In response, we are centering our Student Learning Plan on numeracy. Our goal is to help students develop the ability to think flexibly with numbers, apply strategies effectively, and engage in meaningful problem-solving. We aim to create learning environments where students feel safe to take risks, make mistakes, and grow as mathematical thinkers.
We continue to support our learners through a multi-tiered approach that includes targeted small-group instruction, access to learning support and ELL services, and the integration of visual and hands-on learning tools. Staff collaboration and professional learning will play a key role in building shared strategies and consistent practices to support numeracy development across the school.
At AHP Matthew Elementary, we believe that all students can be successful in math when they are supported to see themselves as capable problem solvers, and when instruction is responsive to their individual needs and strengths.
OUR FOCUS
Learning Plan Goal
To improve student engagement, confidence, and problem-solving skills in mathematics through inclusive, strategy-based instruction—such as number talks and low floor–high ceiling tasks—that support diverse learners in developing deep mathematical understanding.
Inquiry Question
How can the intentional use of inclusive math strategies, including number talks and low floor–high ceiling tasks, increase student engagement, confidence, and ability to select and apply appropriate problem-solving strategies?
Rationale and Evidence of Learning
Staff at AHP Matthew Elementary observed that many students were disengaged during math instruction, lacked confidence in their math abilities, and often struggled to identify appropriate strategies when solving problems. To address this, three teachers participated in a District Mathematics Collaborative Inquiry, initially focusing on strategies to support the diverse learners in their classrooms.
As part of the inquiry, teachers implemented:
Low floor–high ceiling tasks, which allowed all students entry into the learning while offering opportunities for deeper exploration
Number talks, to build mental math strategies, promote flexible thinking, and encourage mathematical discourse
These strategies resulted in positive changes in both student attitudes and performance.
Zainab: "I like that number talks help me understand multiplication. I use it at home too."
Advika: "It helps me know the answer for multiplication because I can see it,"
Philip: "It is fun to draw the circles. It is good for people who are learning multiplication."
Student Voice: Survey Results
A pre- and post-inquiry student survey revealed notable shifts in mindset:
Students who did not like or hated math decreased from 20% to 13%
Students who liked or loved math increased from 26% to 33%
Students who reported feeling somewhat to extremely confident in math increased from 40% to 53%
These improvements suggest that inclusive practices helped students feel more successful, capable, and positive about mathematics.
Student Growth in Proficiency Levels
Student proficiency data from one classroom also shows significant progress over the year:
This growth—from 7 students at/above proficiency in Term 1 to 17 students in Term 3—demonstrates the impact of targeted instruction and increased student engagement in numeracy learning.
Curricular Connections: Grade 4 Mathematics
Our numeracy goal aligns closely with the Grade 4 BC Mathematics Curricular Competencies, particularly in:
Understanding and solving: applying strategies and using inquiry to solve real-world problems
Communicating and representing: using mathematical vocabulary to explain thinking
Reasoning and analyzing: estimating, justifying, and making sense of mathematical patterns
Connecting and reflecting: reflecting on strategies used and making connections across concepts
OUR NEXT STEPS
Next Steps and Actions
Building on the success of this year’s collaborative inquiry and observed student growth, AHP Matthew Elementary will continue to strengthen school-wide numeracy instruction with a focus on engagement, confidence, and problem-solving. The following actions will guide our next steps:
1. Deepen Staff Capacity
Continue professional learning on inclusive numeracy strategies, including number talks, open-ended tasks, and use of math routines that support conceptual understanding.
Provide time for collaborative planning and co-teaching, particularly between teachers who participated in the inquiry and colleagues who wish to implement similar approaches.
Offer in-school professional development sessions, possibly in partnership with District Helping Teachers, to build collective efficacy in teaching math for understanding.
2. Strengthen Classroom Practice
Implement low floor–high ceiling tasks and number talks consistently across classrooms to ensure all students can access, engage with, and extend their mathematical thinking.
Support the development of student self-assessment tools to help learners reflect on their math confidence, strategy use, and problem-solving growth over time.
Use formative assessment to guide instruction, identify areas of need, and celebrate progress.
3. Foster Student Voice and Ownership
Continue surveying students about their experiences, attitudes, and confidence in math to monitor shifts and guide instructional adjustments.
Provide opportunities for student reflection and goal setting, especially around problem-solving approaches and strategies.
Highlight student learning through classroom displays, student-led conferences, or school-wide numeracy events.
4. Monitor Progress and Share Learning
Collect and analyze classroom-based evidence of learning (e.g., exit slips, rich math tasks, math journals) to evaluate progress toward our goal.
Share successes and learning with staff through team meetings, staff meetings, and learning celebrations.
Surrey Schools
Formed in 1906, the Surrey School District currently has the largest student enrolment in British Columbia and is one of the few growing districts in the province. It is governed by a publicly elected board of seven trustees.
The district serves the cities of Surrey and White Rock and the rural area of Barnston Island.
