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Implementing the New Mathematics Integrated Resource Package (IRP) British Columbia Ministry of Education Webcast - April 5, 2007.

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Presentation on theme: "Implementing the New Mathematics Integrated Resource Package (IRP) British Columbia Ministry of Education Webcast - April 5, 2007."— Presentation transcript:

1 Implementing the New Mathematics Integrated Resource Package (IRP) British Columbia Ministry of Education Webcast - April 5, 2007

2 Purposes I To respond to some of the questions that arose from the March 8th webcast To identify and explore the 7 processes that form the foundation of the new curriculum

3 Purposes II To consider how the new curriculum supports teaching and learning experiences that include the processes To troubleshoot issues around parent involvement and multi-grade classrooms in teaching and learning mathematics

4 Agenda Reflecting on IRP changes Processes Parent Involvement Multi Grade Classes Questions and Answers

5 Introduction Questions and Answers from the March 8th webcast on the BC K-7 Mathematics IRP

6 The Processes of Mathematics Watch the following video. In groups discuss: What point are the presenters attempting to make? How are these approaches to problem solving addressed in the typical mathematics classroom?

7 Processes Students are expected to: –Communicate in order to learn and express their understanding –Connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines –Demonstrate fluency with mental mathematics and estimation [ ]C,CN,ME,

8 Processes Students are expected to: –develop and apply new mathematics knowledge through problem solving –develop mathematical reasoning –select and use technologies as tools of learning and solving problems. [ ]C,CN,ME,PS,R, T,

9 Processes Students are expected to: –develop visualization skills to assist in processing information, making connections, and solving problems. [ ]C,CN,ME,PS,R, T,V

10 Think Pair Share –Review each of the processes. Ensure that you understand them. –Can you think of an example of how you attend to one or more of these approaches in your mathematics lessons? –How are the processes relevant to a deeper understanding of mathematics?

11 Processes Communication [C] Connection [CN] Mental Math & Estimation [ME] Problem Solving [PS] Reasoning [R] Technology [T] Visualization [V]

12 Processes Watch the video of Jessie explaining his solution to a word problem. Which processes is Jessie showing in his response? What prompts is the interviewer using to encourage Jessie to share his learning?

13 A Look at the Curriculum Compare 2-D shapes to parts of 3-D objects in the environment [C, CN, V] Grade 1 Shape and Space C4

14 Activity With a partner, choose an outcome from the K-7 IRP and consider the processes that are indicated for that outcome. Discuss how those processes can be used to support student learning of the specific outcome.

15 Parent Involvement

16 TABLE TALK In what ways do you see parent involvement contributing to students’ success in mathematics?

17 Some ways to involve parents…

18 Math Family/ Fair Nights School-wide or class evenings where parents are invited to play math games with their children. Feature a strand or a concept with different activity centres for parents to rotate through with their children. Students help in designing these activities.

19 Problem of the week Pose interesting and problematic situations for students to take home and discuss/solve with parents. Problems can be posted the next day for all to see the variety of ways in which the problems were solved.

20 Newsletters Some math programs have letters to parents that accompany each unit or concept. Customizing a newsletter might include topics such as: * making literature connections * making real life connections * helping parents understand why students’ personal strategies are important to conceptual development

21 Lesson Studies Invite parents into classroom to participate in the same lesson as students have learned that day, week, etc. eg. regrouping with base 10 blocks Looking at strategies that are not algorithmic but maybe are as efficient.

22 Alternate Strategies 1000 999 +1 - 456 544 543+1 657 600 50 7 546 500 40 6 215 200 10 5 1418 1300 + 100 + 18

23 Portfolios Students collect samples of their mathematical thinking and strategies to share with parents. Include photos

24 School /Class webpage Ideas for how parents can support their child’s mathematical development at home Discussion of concepts covered in class- misconceptions Links to other web pages Blogs

25 Math Tool Kit Includes a pack of cards and dice. Students are taught games in class and once a week ‘they teach the games to their parents and play the games for homework. Includes a description of how the game contributes to the development of a certain concept.

26 TABLE TALK How can we help parents overcome their own math phobias so they can help their children develop a more positive attitude towards math?

27 New vs Old

28 Publications Achieve BC- Math for Families Helping your child with math at home B.C. Early Numeracy Project Kindergarten - Grade 1 BCAMT brochure

29 When parents meet with teachers, they often ask what they can do to motivate their children in mathematics.

30 So when parents ask.. Here are some things parents can do to build a strong understanding of, and confidence in, mathematics in their children.

31 Purchase puzzles, games, books, and models to be used by the entire family Ask questions that have more than one answer Show children that there are many ways to solve problems Have children draw pictures and diagrams to represent problem situations

32 Monitor children's work and stress the importance of checking homework. Provide time, space, and the necessary tools for mathematics homework, including a calculator.

33 And most of all… …be positive and have fun!!

34 Math for Multi-Grade Classrooms At a Glance Planning Guides Anne Boyd, SD 72

35 New Curriculum – New Opportunity Overview of topics excellent – Key Concepts

36 New Curriculum – New Opportunity MOST HELPFUL: Key Elements for each Grade Level (Useful for prioritizing, planning, and assessing: also comparing content grade-to-grade!)

37 Why “At a Glance”? Numeracy resource teachers receive frequent requests from classroom teachers to provide support for teaching math in multi-age classrooms.

38 How? Design a one to four page document for: each grade from K-7 combined grade configurations (K/1 to 6/7) Multi-grade (4/5/6) (under development) Correlation of new curriculum to current Math Makes Sense texts

39 What is “At a Glance”? Condensed documents that: summarize outcomes for a single grade align topics and learning outcomes across grades identify common outcomes for multiple grades identify unique outcomes for individual grades in the multi-grade classroom











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