Coast Metro Math Project Practice Questions Launch
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Practice Questions
What is this resource?
Welcome to a new (2025) resource designed to supplement the Coast Metro Elementary Mathematics Project. This resource was developed in collaboration with the Coast Metro Consortium and the Lower Mainland Math Contacts network of teachers, in response to teacher requests from across the province.
This resource includes two components: 1) support materials for teachers to use to think about and implement effective mathematics practice in their classrooms, and 2) banks of BC curriculum-aligned grade-level practice questions, focusing on the five big ideas in our K-9 mathematics curriculum.
What is Practice?
Image Source: Created by Lower Mainland Mathematics Contacts using Mentimeter
For practice to be effective, it needs to be accessible to all students through choice of materials, number ranges, types of questions, choice of supports and how, when, where, and who students learn with.
What are types of practice?
Students can engage in mathematics practice in many different ways. First, we can consider how students are grouped: whole group, small group, or individual. In mathematics, whole group practice is often embedded within math talks and other instructional routines. You can find more information about these routines on the Coast Metro website here:
https://coastmetro.ca/elementary-math-project/instructional-routines/
Small group practice can occur in many ways and at various points during a lesson or week, for example, students might be working on a practice task during Math Workshop. Math games are another type of small group practice. More information about using math games for small group practice is included in this resource.
Independent practice can occur when a student is using materials, responding to a question or task orally or recording their process and solutions with pictures, numbers, and words on a whiteboard or in a math notebook.
The collection of practice questions included in this resource is intended for independent practice but could also be used for small group practice. Within these types of practice, we also consider a second form of practice: closed and open questions. Closed questions being those with only one correct response, while open questions may have a range of different responses and/or different approaches or strategies.
How can this resource be used in classrooms?
These teacher-created BC curriculum-aligned can be used in many ways to create different forms of practice tasks:
- copy and paste a set of questions onto a page, then photocopy/print for each child with room for students to respond under each question
- print the pdf version of the questions and either print selected pages for students or cut them into strips to glue onto a page of the students’ notebooks to answer and record their thinking on the page
- project them onto a screen to read together and then provide students with individual whiteboards to respond on
- print on cardstock and cut up to put in a basket as a choice task during Math Workshop
- have available for a TTOC or colleague providing coverage for your class
The practice questions are compiled under the following mathematics areas:
Number Concepts, Computational Fluency, Patterning, Algebra, Data, Probability, Geometry, Measurement, and Financial Literacy.
This collection of practice questions is a comprehensive list of example questions that can be adapted and adjusted to create more questions as necessary throughout the school year.
It is intended that Number and Computational Fluency are developed all year long, with regular practice in these areas embedded throughout each week. To this end, we have provided many more practice questions in these areas. Please refer to the Coast Metro “Year at a Glance” documents on each grade level tile to see how Number Concepts and Computational Fluency are developed over the school year:
https://coastmetro.ca/elementary-math-project/
Also note that we have included sets of mixed review practice questions as we know it also important to have spaced review for all areas of the mathematics curriculum.
