implementing the new mathematics integrated resource package (irp) british columbia ministry of...

Implementing the New Mathematics Integrated Resource Package (IRP)

British Columbia Ministry of Education Webcast

- April 5, 2007

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

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

Agenda

• Reflecting on IRP changes

• Processes• Parent Involvement• Multi Grade Classes• Questions and Answers

Introduction

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

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?

ProcessesStudents 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,

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,

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

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?

Processes

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

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?

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

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.

Parent Involvement

TABLE TALK

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

Some ways to involve parents…

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.

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.

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

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.

Alternate Strategies

1000 999 +1- 456 - 456 544 543+1

657 600 50 7546 500 40 6215 200 10 51418 1300 + 100 + 18

Portfolios

• Students collect samples of their mathematical thinking and strategies to share with parents.

• Include photos

School /Class webpage

• Ideas for how parents can support their child’s mathematical development at homehttp://public.sd38.bc.ca:8004/~RGarcia/

• Discussion of concepts covered in class- misconceptions

• Links to other web pages

• Blogs

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.

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?

New vs Old

Publications

• Achieve BC- Math for Families Helping your child with math at

home B.C. Early Numeracy Project Kindergarten - Grade 1

http://www.achievebc.ca

• BCAMT brochurehttp://www.bctf.ca/bcamt/numeracy.html

When parents meet with teachers,

they often ask what they can do to

motivate their children in mathematics.

So when parents ask..

Here are some things parents can do to

build a strong understanding of, and

confidence in, mathematics in their

children.

• 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

• Monitor children's work and stress

the importance of checking homework.

• Provide time, space, and the necessary tools for mathematics homework, including a calculator.

And most of all…

…be positive and have fun!!

Math for Multi-Grade Classrooms

At a Glance Planning Guides

Anne Boyd, SD 72

New Curriculum – New Opportunity

• Overview of topics excellent – Key Concepts

New Curriculum – New Opportunity

• MOST HELPFUL: Key Elements for each Grade Level

(Useful for prioritizing, planning, and assessing: also comparing content grade-to-grade!)

Why “At a Glance”?

Numeracy resource teachers receive frequent requests from classroom teachers to provide support for teaching math in multi-age classrooms.

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

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

Questions?