2. What are your thoughts about Diverse Cultural Perspectives; particularly the section on Aboriginal Learners. Do you feel this is a true account of Mi'kmaq-Maliseet students? What are your thoughts about Diverse Cultural Perspectives; particularly the section on Aboriginal Learners. Do you feel this is a true account of Mi'kmaq-Maliseet students? Does not apply to me – went through school as part of a melting pot Experienced prejudice disguised as understanding First Nation culture

3. In your view, what is the intended purpose of having a curriculum? To set standards In your view, what is the intended purpose of having a curriculum? To set standards What are some strengths of having a curriculum to follow? To help teachers keep on track with what the students need – childhood development What are some weaknesses of having a curriculum to follow? Students may not get it the way the curriculum document suggests they should learn.

4. Conceptual Framework

5. Conceptual Framework for K - 9 Mathematics 4 Strands: 1.Number 2.Patterns and Relations - patterns - variables and equations - variables and equations 3. Shape and Space - measurement - 3-D objects and 2-D shapes - transformations 4. Statistics and Probability - data analysis - data analysis - chance and uncertainty - chance and uncertainty

6. There are critical components that students must encounter in a mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics. Students are expected to: communicate in order to learn and express their understanding of mathematics (Communications: C) connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other disciplines (Connections: CN) demonstrate fluency with mental mathematics and estimation (Mental Mathematics and Estimation: ME) develop and apply new mathematical knowledge through problem solving (Problem Solving: PS) develop mathematical reasoning (Reasoning: R) select and use technologies as tools for learning and solving problems (Technology: T) select and use technologies as tools for learning and solving problems (Technology: T) develop visualization skills to assist in processing information, making connections and solving problems (Visualization: V). develop visualization skills to assist in processing information, making connections and solving problems (Visualization: V).

7. Nature of Mathematics

8. Change – mathematics is dynamic, not static (e.g. number sequences) Constancy – many mathematical properties do not change when outside conditions change (e.g. area unchanged regardless of how measured; triangle has 180 o regardless of size) Number Sense – intuition about numbers Relationships – mathematics is used to describe and explain relationships Patterns – recognizing, describing and working with numerical and non-numerical patterns to allow student to make predictions and justify reasoning when problem solving Spatial Sense – visualization, mental imagery and spatial reasoning Uncertainty – an awareness of uncertainty allows students to assess the reliability of data and data interpretation.

9. OUTCOMES AND ACHIEVEMENT INDICATORS

10. Four strands re-visited

11. Curriculum format

13. Example

14. Your Turn Working alone or in pairs use the curriculum to devise an activity you could use to teach PR1 (gr. 4)

16. No Class Halloween!