British Columbia Ministry of Education Web Cast An Introduction to the Mathematics K to 7 Integrated Resource Package (IRP) March 8, 2007

2 Agenda Background information – Western and Northern Canadian Protocol (WNCP) – WNCP Common Curriculum Framework (CCF) for Grades K to 9 Mathematics Revisions BC Mathematics K to 7 IRP Highlights Drilling Down into a Specific Grade Implementation Timelines April 5, 2007 Web Cast Questions

3 Western and Northern Canadian Protocol (WNCP) WNCP is a partnership between the Education Ministries in AB, BC, MB, NT, NU, SK and YT WNCP Common Curriculum Framework (CCF) for Mathematics published in two documents: 1995 – Kindergarten to Grade – Grades 10 to – Revised Kindergarten to Grade 9

4 Why Did Jurisdictions Decide to Revise the K-12 CCF? Common issues indicated a need to address issues as a collective: Too much content for allotted instructional time Significant research has been done regarding the teaching and learning of mathematics since 1996 Transitions between grades Post-secondary acceptance of secondary courses

5 Why Did Jurisdictions Decide to Revise the K-12 CCF? Research phase for revision was completed in April 2004 indicating: Teach fewer topics in more depth Group outcomes that address similar concepts Avoid outcomes addressed in other subjects Clarify outcome wording

6 Cont’d Increase focus on early numeracy Introduce pre-algebra earlier Introduce some topics later Ensure the flow of concept development Use terminology consistently

7 WNCP K-9 CCF Revision Timelines September Revision of K-9 Mathematics outcomes started January Consultation Draft On-line survey representing 3380 individuals Focus groups representing 2030 individuals June Final version of WNCP Math CCF for K-9 Mathematics

8 K-9 CCF – Focus on the Revisions Philosophy of the WNCP mathematics program remains the same with an emphasis on constructivism making connections within and to mathematics topics concrete, pictorial and symbolic representation of mathematics teaching through problem solving students becoming numerate

9 K-9 CCF – Focus on the Revisions Increased emphasis on the development of conceptual understanding – personal strategies are emphasized – variety of approaches to mathematics topics – achievement indicators to explain expectations – development of number sense is emphasized – mental mathematics strategies emphasized

10 K-9 CCF – Focus on the Revisions Content has been reduced or realigned to allow for more in-depth learning of concepts – K to 3 have separate grade level outcomes – transformations: gr. 4 instead of K – data analysis: gr. 2 instead of K – chance and uncertainty: gr. 5 instead of K – variables and equations: gr. 1 instead of 6

11 K-9 CCF – Focus on the Revisions Mathematical processes remain an integral part of the CCF – Communication [C] – Connection [CN] – Mental Mathematics and Estimation [ME] – Problem Solving [PS] – Reasoning [R] – Technology [T] – Visualization [V]

12 British Columbia Mathematics K to 7 IRP Final version available of the IRP will be available as: – complete K to 7 package – individual grade level format Posters with all of Prescribed Learning Outcomes (PLOs) will be distributed with the final IRP

13 Mathematics K to 7 IRP – Preface Preface describes the content of the IRP General overview of the purpose of each of the sections in the IRP Starting point when looking for information in the IRP

14 Mathematics K to 7 IRP – Introduction Provides the rationale and context upon which the IRP is based Descriptions of the curriculum organizers and mathematical processes Reference list

15 Introduction – Table Talk 1.What is meant by the affective domain? 2.What are some ways number sense can be developed? 3.Why is patterning important in early grades? 4.How are the PLOs organized in the IRP? 5.Where are the Key Concepts located in the IRP? 6. What are the mathematical processes? 7.What is the suggested timeframe for each grade?

16 Mathematics K to 7 IRP – Considerations for Program Delivery Provides additional information to help educators develop their school practices and plan program delivery Contains generic information to all IRPs as well as mathematics specific information

17 Table Talk Instructional Focus – Teaching Through Problem Solving Applying Mathematics With a partner discuss the following: – What does this look like in the classroom? – What are the implications for personal classroom practice? Considerations for Program Delivery

18 Mathematics K to 7 IRP – Prescribed Learning Outcomes (PLO) Legally mandated section of the IRP Student Focused Reporting is based on the PLOs Organized by grade and by curriculum organizer Each PLO includes the mathematical process which is to be emphasized.

19 Mathematics K to 7 IRP – Student Achievement Achievement indicators, taken together as a set, define the specific level of attitudes demonstrated, skills applied, or knowledge acquired by the student in relation to a corresponding prescribed learning outcome Provides information on assessment FOR, AS and OF learning Key elements provide an overview of the content

20 Mathematics K to 7 IRP – Student Achievement

21 Mathematics K to 7 IRP – Classroom Assessment Model Provides a series of assessment units for each grade Addresses all of the PLOs for each grade Only a suggested means of organizing, ordering, and delivering the required content Written by teachers for teachers

22 Mathematics K to 7 IRP – Learning Resources Resources will be updated as they are approved by WNCP WNCP evaluation (English) of resources for K, 1, 4 and 7 occurred in January 2007 Section provides background on resources and a link to the grade collection:

23 Mathematics K to 7 IRP – Glossary Online glossary based on the WNCP CCF for K-9 Mathematics is being developed Glossary contain definitions, images and applets to help explain mathematical definitions and concepts A link to the online glossary will be provided on the Ministry of Education web site

24 Mathematics K to 7 IRP – Glossary

25 Tying it together – Drilling Down in the IRP In your grade group: Let’s look at what a section of this grade looks like from the IRP perspective.

26 Tying it together: Key Elements Key elements provide an high level overview of content in each curriculum organizer Located in the Student Achievement section of the IRP Quick reference for content within each grade What does it look like?

27 Tying it together – Key Elements

28 Tying it together: Step 1 - Key Elements Find the Key Elements for the grade that you are examining today. What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP?

29 Tying it together: PLOs, AIs and Processes PLO, AIs and Mathematical Processes can be viewed together to determine the breadth and depth of an outcome Located in the Student Achievement section of the IRP Together they provide the specifics for student expectations What does it look like?

30 Tying it together - PLOs, AIs and Processes

31 Tying it together: Step 2 - PLOs, AIs and Processes Find a set of outcomes and achievement indicators for the grade that you are examining today. What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP? What are the implications of including mathematical processes and achievement indicators for you as a teacher?

32 Tying it together: Classroom Assessment Model (CAM ) Classroom Assessment Model outlines a series of assessment units Show a model for what the PLOs, AIs and Processes could look like in a classroom What does it look like?

33 Tying it together – Classroom Assessment Model

34 Tying it together: Step 3 – Assessment Overview Table (CAM) Find a Assessment Overview Table for the grade that you are examining today. What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP? What are the implications of the changes for you as a teacher ?

35 Tying it together – Assessment Overview Table (CAM)

36 Tying it together – Now … examining a specific assessment task designed for the PLO – Grade 3- C3 Find the unit(s) where this PLO is likely to occur.

37 Tying it together – Curriculum Correlations (CAM)

38 Tying it together – Assessment Unit (CAM)

39 Tying it together – Assessment Unit (CAM)

40 Tying it together – Step 4 – Assessment Units (CAM) Find an outcome within the grade that you are examining today and in your groups … – determine the learning at previous grades that is tied to the outcome – determine the assessment unit(s) where this outcome is addressed – determine how the assessment unit addresses the combination of the prescribed learning outcome, achievement indicators and mathematical processes How can this information be used to help teachers in their classrooms?

41 Tying it together – Group Discussion How does the CAM support assessment FOR learning and assessment AS learning? Are the achievement indicators and mathematical processes evident in the CAM? Do the units in the CAM support integration of mathematics across subject areas? What are the implications for your current classroom practice?

42 Mathematics K to 7 – Implementation Timelines YearOptional*Full (English and French Resource Available) 2007K , 3, 5, 6K, 1, 4, , 62, , 6 * Note: English resources will be available one year prior to the full implementation (i.e. K, 1, 4, 7 will be available for Sept 2007)

43 Questions?

44 Next Webcast Next mathematics web cast scheduled for April 5, 2007 Possible topics include: – Teaching and Learning Mathematics – Parent involvement – Combined grades Requests for other topics can be sent to:

45 For Further Information about the Mathematics K-7 IRP Richard V. DeMerchant Education Standards British Columbia Ministry of Education 4th Floor Superior St. Victoria BC V8V 1V2 Phone: Fax: