1. “Set it, Build it, Grow it” How we said goodbye to traditional units in MPM1D & MPM2D Patricia ClarkPatriciaM.Clark@ocdsb.ca Dianne DreefDianne.Dreef@ocdsb.ca Fiona SmithFiona.Smith@ocdsb.ca Earl of March Secondary School Ottawa Carleton District School Board

2. Mindset shift Teachers From units to linking big ideas From “Bob didn’t get that unit” to “Bob doesn’t get it…yet” From “what strand comes next?” to “what are we building towards?” Students From tossing their notes after the test to “when are we going back to that” From “I didn’t get it” to “I don’t get it….yet” From “what chapter in the textbook?” to “do we need our textbooks today?”

3. Big Ideas What do you consider to be the big ideas in MPM1D and MPM2D? Write them on post-it notes Use your post-it notes and the whiteboards to make connections between big ideas

4. Big Ideas What big ideas were easy for you to connect? What big ideas were more challenging to connect? Did any of the connections surprise you?

5. What was scary? The plan Time Assessment and Evaluation

6. Our Approach MPM1D

7. MPM1D: Compare the two linear relations shown below. Words that would be used Cycle 1 – first differences, constant, starting point, pattern rule, vertical and horizontal axis, scale, dashed line and solid line, arrow Cycle 2 – the rate of change, initial value, equation, independent and dependent variable, continuous, discrete, intersect Cycle 3 – slope, y-intercept, equation, x and y axis, continuous, discrete, parallel

8. Cycle 1: What could the dimensions of a rectangle be that have the following areas? Cycle 2: What would the dimensions of a cube be if its volume is 8x 3 Cycle 2: A square based prism has a volume of 96x 3. If the area of its base is 16x 2, determine the height of the prism.

9. Cycle 1 Investigate the pattern between the perimeter and the side length of a square, if the side length increases by 1 for each new square Investigate the pattern between the area and the side length of a square, if the side length increases by 1 for each new square Cycle 2 Investigate the relationship between the volume of a cylinder and its radius if its radius is continually increased by 1 unit but the height remains constant at 10 units for each new cylinder. Investigate the relationship between the volume of a cylinder and its height if its height is continually increased by 1 unit but the radius remains constant at 5 units for each new cylinder.

10. MPM1D: A rectangle has a length that is three more than its width. Determine the perimeter and the area of the rectangle.

11. Our Approach MPM2D

12. Quadratic example Cycle 1: Properties and solving graphically Cycle 2: Modeling equations and solving based on equation Cycle 3: Manipulating forms of equations to solve Cycle: Rinse and repeat (e.g. introduce quadratic formula, more practice with factoring and completing the square)

13. Example MPM2D

18. Leap Frog

19. Next Steps Work at incorporating this approach in senior academic courses. Designing assessment tools that are more connected.

20. Evidence Record for a student half way through the semester There are marks in several overall expectations for each test. T1 is the first test, T4 is the most recent test.

21. For this student you can see improvement: