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SE2 Math FIT Project Sign in and take a name tag . Help yourself to refreshments !

SE2 Math FIT Project Sign in and take a name tag . Help yourself to refreshments !. The Plan. Why are we here? What have we learned? How can we use the ONAP? BREAK Why is the measurement strand so difficult for students? Where do we go from here?. Four Corners. Bull Cat Giraffe

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SE2 Math FIT Project Sign in and take a name tag . Help yourself to refreshments !

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  1. SE2 Math FIT Project Sign in and take a name tag. Help yourself to refreshments!

  2. The Plan • Why are we here? • What have we learned? • How can we use the ONAP? • BREAK • Why is the measurement strand so difficult for students? • Where do we go from here?

  3. Four Corners Bull Cat Giraffe Parrot

  4. Ensuring Equitable Outcomes For All Students Looking For Data Provincial Accountability (EQAO) Family of Schools School Common grade level and division level Classroom Student

  5. Why ONAP? A: Activation of Prior Knowledge B: Concepts and Skills C: Performance Tasks

  6. Alternatives Numeracy Nets CAT

  7. Ensuring Equitable Outcomes For All Students Looking For Data Provincial Accountability (EQAO) Family of Schools School Common grade level and division level Classroom Student

  8. SE2 Math FIT Project • Collect data to identify student strengths and needs in a strand of Mathematics. • Use data to make instructional decisions • Build on successes. • Enable collaboration at the grade team, school, and FOS level. • Build on teachers current content knowledge of curriculum and mathematics. • Raise student achievement.

  9. Collect Information Review Implement Analyze Plan For Improvement The Assessment Cycle

  10. Next Steps Detailed support for working with individual, class and school data can be found in the front matter of the teachers guide pages 12/11 -15.

  11. Focused Acts Of Improvement Collect Information Collect Information Review Review Student Success Implement Implement Analyze Analyze Plan For Improvement Plan For Improvement Random Acts Of Improvement

  12. FOS Data from ONAP (Part B) What does the data tell you about students?

  13. Algebraic Thinking Attributes, Units, and Measurement Sense Measurement Relationships Patterning and Algebra

  14. Data from Performance Tasks in ONAP (Part C) • Discuss the student work sample. • Discuss what the student did well and areas of improvement. • Using the rubric provided, determine the level of achievement. • What feedback would you give this student to improve his/her work? Record this on the sticky note provided.

  15. Feedback • Motivational • Evaluative • Descriptive • What type(s) of feedback do you think are given to students more often?

  16. Descriptive Feedback What feedback would you give this student to improve his/her work? Record this on the sticky note provided.

  17. Next Steps for Performance Based Assessment Tasks Page 18-20

  18. Measurement Sense Attributes, Units, and Measurement Sense Measurement Relationships The Measurement Strand

  19. Big Ideas (Marian Small) • The same objects can be described uisng different measurements. • Any measurement can be determined in more than one way. • There is always value in estimating a measurement, sometimes because an estimate is all you need or all that is possible, and sometimes because an estimate is a useful check on the reasonableness of a measurement. • Familiarity with known benchmark measurements can help you estimate and calculate other measurements.

  20. Big Ideas (Marian Small) • The unit chosen for a measurement affects the numerical value of the measurement; if you use a bigger unit, fewer units are required. • You can be more precise by using a smaller unit, or by using subdivisions of a larger unit. Also, precision is sometimes limited by the measuring tool that is available. • The use of standard measurement units simplifies communication about the size of objects. • Measurement formulas allow us to use measurements that are simpler to access in order to calculate measurements that are more difficult to access.

  21. OV#1: Attributes, Units, and Measurement Sense • Measurement Sense • choose units appropriately to measure attributes of objects • use measurement instruments effectively • use meaningful measurement benchmarks to make sense of measurement units • make reasonable measurement estimates and justify their reasoning • Guide to Effective Instruction in Mathematics: Measurement

  22. Which benchmark would you use for….. … 1 cm? Why? … 1 Gm (a metric unit of distance equal to one million kilometres? Why? …1 L? Why?

  23. Primary EQAO 70% 53% What’s the difference between the two questions?

  24. Junior EQAO 53% 45%

  25. How much Milk? • If it were possible for us to take all the milk consumed in one year by the students in this school and pour in into the classrooms (with doors and windows shut tight), how many classrooms would it fill?

  26. Fermi Questions • What fraction of our city is covered by roads? • How many hairs are on your head? • How many blinks are there in a lifetime?

  27. Process Expectations • Problem solving • Reasoning and proving • Reflecting • Selecting Tools and Computational Strategies • Connecting • Representing • Communicating

  28. OV#2: Measurement Relationships • know and apply measurement formulas • can generalize from investigations in order to develop measurement formulas • can demonstrate relationships among measurement formulas (e.g., squares, rectangles, parallelograms and triangles) • recognize the role of variables in measurement formulas • recognize that formulas can be expressed in more than one way • Guide to Effective Instruction in Mathematics: Measurement

  29. Primary Assessment 83% 53%

  30. Every Year! 56% Why do they struggle?

  31. Junior EQAO 74% Why did they do well?

  32. Junior EQAO 51%

  33. Junior EQAO 50%

  34. Junior EQAO 50%

  35. Grade 9 Applied (77%)

  36. Grade 9 (26%)

  37. Grade 9 (49%)

  38. Looking Back and Forward Formulas Relationships

  39. From Rectangles to Circles

  40. Flexibility is the Goal

  41. Where do we go from here? • Continue the conversations with your grade team or division about integration, explicit language, big ideas etc. of Patterning and Algebra.

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