Exploring Scope and Sequence in the Early Years

Area(s) of Focus: technology, math
Division(s): Primary
Level(s): Kindergarten, Grade 1, Grade 2

Exploring scope and sequence in the early years.

As a primary team, we explored how concepts and skills are developed from kindergarten through Grade 2. We were introduced to “scope and sequencing” last year and reflected on our need to discuss how we (as a team) approach student learning/understanding of numbers and operations in the early years. We worked collaboratively to create lessons/tasks on how to address skills/concepts, review student work together, and plan next steps for learning and teaching.

Team Members

  • Heather Going

    Toronto District School Board

  • Jeffrey Lau

    Toronto District School Board

  • Dina Turano

    Toronto District School Board

  • Jamie Ogden

    Toronto District School Board

Professional Learning Goals

  • explored the concept of Scope and Sequence
  • collaborated with colleagues to identify what student learning should look like
  • collaborated with colleagues to identify what concepts and vocabulary should be introduced at what stage
  • collaborated with colleagues to identify what teaching strategies should be implemented and in which sequence
  • determined which manipulatives would best suit each learning stage

Activities and Resources

The Ontario Curriculum: Mathematics.

Ontario FDK program document (Mathematics)

TDSB Expected Practice document

A Guide to Effective Instruction in Mathematics

Scope and Sequence Charts: Origo

Van de Walle, John A. Teaching Student-Centered Mathematics (K-3).

Small, Marion. Eyes on Math.

Unexpected Challenges

On our first day, we started by organizing our work out on large chart paper. We originally divided up and began working on separate sections individually…which of course didn’t allow us to talk and share ideas in a collaborative way.  Once we readjusted our plan, our collaborative work gave each of us great insight in understanding where are students are coming from and where they are going.

Enhancing Student Learning and Development

Our charts explored the scope and sequence of the various math strands.  It is now a very valuable tool for any primary teacher to see where to begin and what tools and strategies to use for effective delivery of curriculum.


Our entire primary division is now able to use the charts (regular program and French Immersion). Our specific project focusses on kindergarten to Grade 2 and our junior division created the link up from grades 3 to 5. We are considering presenting our work at next year’s OAME conference.

Project Evaluation

Our project turned out much better than expected! Once we completed the charts, we realized how much this research will help us with our teaching practice.  Each member now has a great resource regardless of which grade we will be given in the years to come.

If we could have done anything differently, I think we would have kept jot notes on our “side” discussions that came out during our collaborative time together.  We could have used these notes to further our own professional development and PLC discussions for next year.