2. Apprenticeship and Workplace Mathematics Meeting the Needs of Today’s Students

3. Our Story MathWorks 10 is designed to meet the recommendations of the WNCP for a common math curriculum for the Western & Northern provinces. It is designed to give students the mathematical and critical thinking skills they will need for entry into the trades or direct entry into the work force.

4. Our Story MathWorks 10 is written by a dedicated team of mathematics professionals from Western Canada with years of experience in the classroom. We are the WNCP “conditionally” approved resource for the Apprenticeship and Workplace Mathematics pathway. (Full approval is granted after final edits in May)

5. Achieving the Common Curriculum Framework Principles through: Communication Connections Mental Mathematics and Estimation Problem Solving Reasoning Technology Visualization Critical Thinking Cultural Considerations Diverse Student Needs

6. Motivation A hallmark of MathWorks 10 is its abundance of real world examples that show the relevance of math to the workplace and to student’s lives: be they chefs, interior designers or even nature guides.

7. Motivation Another hallmark feature is the inclusion of culturally specific examples that reflect Canada’s multiethnic composition in particular First Nations, Métis, Inuit and francophone perspectives.

8. Using the Student Resource

9. Introduction

10. Chapter Project

11. Math on the Job

12. Examples/Hints

13. Discuss the Ideas/Mental Math & Estimation

14. Activities

15. Build Your Skills

16. Extend Your Thinking/Puzzle it Out

17. The Roots of Math

18. Reflect on Your Learning

19. Frequently Asked Questions Q: There is more text than I normally see for a math text. Why is that? A: MathWorks 10 is not a typical text in which a brief explanation is given followed by a few worked examples and a set of exercises. Instead, each topic is introduced by a Math on the Job scenario in which a real person is using math in a real job. This section is designed to be read through with the students to situate them in the mathematics involved in the unit. Simple questions about the job situation are designed to be discussed in small groups. These questions tend to activate the student’s prior knowledge and set the stage for further discussion in the Explore the Math where the concepts are developed. In Discuss the Ideas sections, students apply those concepts in a new context. These sections help develop the mathematical concept in a practical situation and, again, are designed to be read through with the class and discussed in small groups.

20. Frequently Asked Questions Q: What is the structure of the lesson? A: Group work is very much a part of the design of MathWorks 10. Most lessons will begin with whole class participation of reading through one of the scenarios, followed by discussion. The Teacher Resource outlines some possible lesson plan situations, but depending on the student’s knowledge about the topic, as with any math class, these can be varied. Many of the classes will involve whole class situations (eg reading Math on the Job), small group discussion, followed by whole class situations (eg reading and explaining Explore the Math), small group discussion, etc.

21. Frequently Asked Questions Q: What are teachers doing in class? A: The teacher will be an active participant in the lessons. It will be his/her job to help the students understand the situation in the Math on the Job, and to explain the Explore sections. The Explore and the Examples given are the “typical” math text sections and teachers may feel most comfortable with these. However, the Explore, and the Discuss sections are more text-based than the presentations of mathematical concepts in typical math books. This is because they are situating the students in a work context. Student will find many of the facts presented in these sections useful and interesting. It will therefore be important that they do read through them for understanding and this will require teacher input. The other typical teacher strategy in lessons using MathWorks 10 will be circulating during discussion and posing of leading questions if student are having difficulty relating to the math presented in a particular situation.

22. Frequently Asked Questions Q: What are students doing? A: Students in this course will be actively involved in hands on situations and will work in groups for a good portion of the time. They will actively explore different mathematical situations in context. Not only will they be required to do some typical calculations, but they will be asked to consider consequences and alternate approaches. Keeping track of their responses and ideas, and organizing their thinking is a part of the course. The Chapter Project and the Activities give the students an opportunity to apply their understanding and to develop ideas in their own learning pattern or style. It is hoped that students will be able to relate to many of the job scenarios in the course and that they will know people involved and can use these as part of their learning.

23. Frequently Asked Questions Q: What about students who are struggling? A: Struggling students can be assisted in various manners. For those who struggle with the mathematical content, it is hoped that situating them in a context where the math is applied may be helpful. Also, a Workbook that supports the content has been developed which provides additional examples and practice. While following the text unit by unit, it briefly presents the material. If a particular topic needs review, this is provided. Completely worked examples are included, and each is followed by similar problems for practice. Worked examples progress from simple to more complex, and the unit ends with a series of related questions. There is accommodation for different learning styles through the different types of activities provided. Students are encouraged to use the internet, persons on the job and other means of data collection and ways of understanding and developing their thinking. A Puzzle that requires creative thinking is included in every chapter as is a bit of history in The Roots of Math section.

24. Frequently Asked Questions Q: What about assessing? A: Much of the assessing throughout MathWorks10 can be informal while listening to student discussions while they are working on assignments. This is typical of most math classes, but possibly made more overt through MathWorks 10 which encourages – requires – discussion. The Activities and the Chapter Project (an alternate one is provided for each chapter in the Teacher’s Resource) provide an opportunity for more formal assessment. A Chapter Test is provided for practice in the Student Workbook, and there is also one included in the Teacher Resource. Over all, the main differences between MathWorks 10 and a typical math 10 text is that there is content in context that must be worked through with student and teacher participation, and that group work and discussion are major focuses.

25. Related Resources Teacher Resource Book: This comprehensive resource includes teaching strategies, complete worked solutions, alternate solutions, sample chapter tests, graphic organizers, blackline masters, ideas for assessment, and much more. Student Resource CD: This is a PDF version of the text. Teacher Resource CD: This is a PDF version of the text. Student Workbook: A separate resource for students is planned for publication in summer 2010. It will be available to accompany the textbook and will offer differentiated learning strategies.

26. Due Dates ResourceDue Date Student Book 06/15/10 Student Book Digital (CD) 06/15/10 Student Book + Digital Book (CD) 06/15/10 Teacher's Resource Book 06/15/10 Teacher's Resource Digital (CD)06/15/10 Teacher's Resource Book + Digital (CD)06/15/10 Student WorkbookSummer 2010

27. Thank You for Your Time