1. Sustaining Quality Curriculum
Grades
Another key message is about equity: making math “accessible” to all.

2. Equity
Presenters could, at this point, tell a personal story of their journey into “understanding equity”. Participants may also want to share their personal story. Presenter could also lead a discussion about “what equity means, and looks like, in a mathematics class”.

3. Equity
The revised curriculum supports equity by promoting excellence in mathematics education for all students.
One of the key messages in this curriculum was to ensure equity: this includes promoting a broad range of teaching approaches and assessment strategies, providing support for success for all students, and promoting excellence in mathematics education.
This next 12 slides are a “slide show” of quotes, that you can show and have people quietly read to themselves.
Ask participants to consider where they are in their journey of equity while reading the slides.

4. Every student can learn, just not on the same day, in the same way.
Equity
Every student can learn, just not on the same day, in the same way.
George Evans
The following slide show is to encourage participants to reflect on their position re: equity in the classroom.
You might consider putting music to it.
Equity is founded in this belief. As teachers we need to believe this.

5. Equity
Equity does not mean every student does the same thing at the same time in the same way.
Equity is founded in this belief. As teachers we need to truly understand this.

6. Equity Equity does mean valuing all students,
differentiating to respect
their strengths and their needs.
Equity is founded in this belief.

7. Equity
“Children all ready come to us differentiated. It just makes sense that we would differentiate our instruction in response to them.”
Tomlinson, 1999
Equity is founded in this belief.

8. Equity
“A standards-based curriculum implemented with the creative use of classroom strategies can provide a learning environment that both honors the mathematical strengths of all learners and nurtures the areas where students are most challenged.”
EDThoughts 2002 p.7

9. Ministry Support Documents
Equity
…is addressed in
Ministry Support Documents
The ministry supports Equity as demonstrated in the following slide show, which refers to the documents.

10. Equity
“One single instructional or assessment approach will not address the diverse needs of all students. Rather a variety of teaching strategies need to be utilized.”

11. Equity
“All students deserve to become mathematically literate regardless of gender, socio-economic background, language, cultural background, learning ability, or previous mathematical experiences.”

12. Equity
“All people have a right of access to the domain of mathematics.” (p.10)
“All students are able to learn mathematics. Excellence in mathematics requires high expectations and strong support for all students.” (p.10)
TIPS 2004

13. Equity
“All students can learn and be confident in mathematics, given appropriate support and time.” (p. 11)
“ All students have the right to quality supports in learning mathematics to enable them to reach their potential.” (p. 11)
Leading Math Success 2004

14. Equity
“…differentiated instruction represents a promising teaching method that may facilitate both high levels of student engagement and curricular achievement.” (p. 1)
Notable Strategies 2004

15. How can a curriculum document
Equity
How can a curriculum document
address equity?
You can have the participants brainstorm this question. You might expect answers such as: the introduction can refer to: modifying or accommodating special needs, providing assistive devices such as calculators, manipulatives and other tools, assessing using a variety of strategies, providing sample problems and egs where there are multiple entry points, At this point the participants will look at different aspects of the introduction.

16. Equity
TRIPLE EIGHTS
TRIPLE EIGHT: there are 8 sections of the document (7 in the introduction) that can be considered to have an aspect of equity in them. This activity “Triple Eight” allows groups to look at one section.

17. Equity 888 TRIPLE EIGHTS 888 Number around the table, 1 – 8
Join up with the same “number” person at the assigned table.
Your group has 8 minutes to read and summarize/discuss the section of the document of the same number.
TRIPLE EIGHT: there are 8 sections of the introduction that are have an aspect of equity in them. Instructions for this activity are as per slide.
Have tables labelled with the question number.

18. In what ways does this section of the document address “equity”?
TRIPLE EIGHTS 888
In what ways does this section of the document address “equity”?
TRIPLE EIGHT: there are 7 sections of the introduction that are have an aspect of equity in them, the 8th item is referring to the course expectations (wording etc).

19. how each section addresses equity in mathematics education.
Equity Activity
Consider the following sections of the introduction and summarize/ discuss
how each section addresses equity in mathematics education.
1. Roles and Responsibilities in Mathematics Programs: Teachers
2. Courses in Mathematics, Grades 7, 8, 9 and 10
3. Some Considerations for Program Planning in Mathematics: Teaching Approaches
4. Planning Mathematics Programs for Exceptional Students
5. English As a Second Language and English Literacy Development
6. Antidiscrimination Education in Mathematics
7. Selecting Tools and The Role of Technology in Mathematics
8. Assessment and Evaluation of Student Achievement (Basic Considerations)
Equity Activity, done at the table. Suggest that each person read and summarize one of the 8 sections listed, with their equity lens on. (8 minutes). Then have each person share with the rest of the group.
Alternatively, 2 tables can join together, and work in pairs, and share with the “double” group.

20. In what ways does this section of the document address “equity”?
TRIPLE EIGHTS 888
In what ways does this section of the document address “equity”?
TRIPLE EIGHT: there are 8 sections of the introduction that are have an aspect of equity in them. Instructions as per slide above.

21. Return to your home group. share what you have summarized
Equity
888 TRIPLE EIGHTS 888
Return to your home group.
One minute each:
share what you have summarized
TRIPLE EIGHT: there are 8 sections of the introduction that are have an aspect of equity in them. Instructions as per slide above.

22. Consider the learning task
Equity Connection
Consider the learning task
What aspects of the “doing” of this task demonstrate a sensitivity to equity? Could the task be modified to make it more equitable?
Likely answers: use of manipulatives, a variety of answers are acceptable, can work with a partner, entry points for all students, scaffolding provided if needed (diagrams, charts)
More equitable:

23. * Discuss your choice with a neighbor.
RICH LEARNING TASKS
An extension to this problem:
Which model (algebraic, numerical, etc.) would you use to determine the total number of cubes needed to make the first 50 terms?
* Discuss your choice with a neighbor.
Optional extension problem. Often teachers will want to use the formula for an arithmetic series, however, with concrete materials a far simpler approach is possible.

24. MATHEMATICAL MODELS
It takes 52 or 25 cubes to make the first 5 terms so it takes 502 or 2500 cubes to make 50 terms.
An extension to this problem might be to ask students which model (algebraic, numerical, etc.) would they use to determine the total number of cubes needed to make the first 50 terms. Discuss your choice at your table. <pause - after a minute ask for a show of hands for each model>
Struggling students will often choose the physical model. It turns out that the physical model is the best one. <show rest of slide>
There are many other extensions to this problem.
What would be the same or different if …
Mom started the savings with $5?
Sasha and Sarah contributed $2 each week?
Sasha contributed $1 and Sarah contributed $2?
… and so on.

25. RICH LEARNING TASKS … and so on. Other extensions to this problem:
How would this problem change if:
The students started with a $5 donation?
The cost was $2 per car wash?
One student charged $1 and the other charged $2?
… and so on.
Participants could come up with other extensions to this problem, depending on their grade.

26. PARKING LOT www.edu.gov.on.ca
Please place your questions on the Parking Lot using the post it notes provided.
Note that paid parking means you will include something positive to contribute/share as well as your question.

27. Please take a few minutes to fill in the assessment / feedback form.
Remember to have participants fill out evaluation forms/hand in nametags, etc.

28. Wish participants a safe journey home.