THE ONTARIO CURRICULUM GRADES 1-8 (read p 1-9 of the mathematics curriculum )

# THE ONTARIO CURRICULUM GRADES 1-8 (read p 1-9 of the mathematics curriculum )

Télécharger la présentation

## THE ONTARIO CURRICULUM GRADES 1-8 (read p 1-9 of the mathematics curriculum )

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
##### Presentation Transcript

1. THE ONTARIO CURRICULUM GRADES 1-8 (read p 1-9 of the mathematics curriculum) FIVE STRANDS: • Number Sense and Numeration • Measurement • Geometry and Spatial Sense • Patterning and Algebra • Data Management and Probability

2. Number Sense and Numeration Counting, numeral representation, more and/or less than, equal to, art-whole relationships, base ten…

3. Measurement Linear measure, perimeter, area, volume, mass, time, money, comparing sizes of objects, non-standard and standard units of measure…

4. Geometry and Spatial Sense Simple and complex shapes (two and three dimensional), transformational geometry (flips, slides, turns), attributes of shapes (vertices, sides, faces), graphing coordinates…

5. Patterning and Algebra Simple repeating patterns, growing patterns, shape designs, sets of numbers, patterns in art, graphs, data collection, equations, relationships, variables…

6. Data Management and Probability Describing and organizing graphs, statistics, trends, estimations, rations, fractions, collecting, presenting and comparing data…

7. NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS(NCTM)Ontario Association of Mathematics Educators (OAME) • The primary professional organization for teacher of mathematics of grades K-12 • 1989- released Curriculum and Evaluation Standards • 1991- released Professional Standards for Teaching Mathematics

8. FIVE PROCESS STANDARDS • Problem Solving • Reasoning and Proof (conceptual vs. procedural) • Communication (oral, written, drawn, kinesthetic… • Connections (within and outside mathematics • Representation (symbols, diagrams, graphs, charts, pictures)

9. SHIFTS IN CLASSROOM ENVIRONMENT • Classrooms as communities and not just collection of individuals • Toward logic and mathematical evidence as verification (away from teacher as authority) • Toward mathematical reasoning (concepts) and away from memorization • Toward conjecturing, inventing, problem solving and creating and away from mechanics of getting the right answer • Toward connecting mathematics to other disciplines