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EDUC 4334: J/I Mathematics

EDUC 4334: J/I Mathematics. Week Two----First Class!. Week 2: September 19 – 23- - L3. Please Retrieve the Ontario Grades 1 – 8 Curriculum: M athematics (2005) On Your Laptops (One way is through the Resources page on my EDUC4334 website) Please also have assignment 1 available.

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EDUC 4334: J/I Mathematics

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  1. EDUC 4334: J/I Mathematics Week Two----First Class!

  2. Week 2: September 19 – 23-- L3 • Please Retrieve the Ontario Grades 1 – 8 Curriculum: Mathematics (2005) On Your Laptops • (One way is through the Resources page on my EDUC4334 website) • Please also have assignment 1 available

  3. Week 2: September 19 – 23-- L3continuing…. • Assignment 1-Getting Started • Ontario Mathematics Curriculum • Strands (Important for Assignment 1!) • Geometry Primer • Using the Jigsaw teaching strategy • Getting started on Problem Solving—with a Problem • Beginning to look at Teaching Through Problem Solving

  4. J/I Math Week 2 Class 3 • An Introduction to the Ontario Math Curriculum • (In order to do assignment 1) • A Look at how the document is structured

  5. Grade 1 – 8 Math Document Structure • Open the Grades 1 – 8 math document • Note its structure (see Table of Contents): • Organized by Grade. • Within each Grade, five math strands are described- • What are the five math strands? • See pages 8 to 10

  6. Grade 1 – 8 Math Document Structure • Locate one grade and one math strand within that grade: • Choose Grade 5 (p. 76) • Note the short descriptions under each strand • Note Process Expectations (p. 77) • Find the Grade 5 Geometry and Spatial Sense strand (p. 82)

  7. Grade 1 – 8 Math Document Structure • For Grade 5 Geometry and Spatial Sense • Note the structure of the expectations; • Overall and the Specific • How many Overall Expectations are there? • How many sections of Specific Expectations are there? • What connection is there between the Overall Expectations and the lists of Specific Expectations? • For Gr 5 GSS, how many Specific Expectations are there under each substrand? • Note: I (DF) refer to the subsections under Specific Expectations as “substrands”

  8. Grade 1 – 8 Math Document Structure • So (Summarizing): • For each grade, five strands of mathematics are identified • In each strand there are Overall and Specific Expectations • For each Overall Expectation there is an associated set of Specific Expectations. • Each set of Specific Expectations falls under the heading of a “sub-strand” (a DF designation) • The number of SE under each sub-strand varies.

  9. J/I Math Week 2 Class 3 • Now we can start assignment 1 • Look at your paper copy version, or online version on Franks’ website • First: Review • Second: Class members to select their grade and sub-strand • BE SURE TO SIGN THE MASTER SHEET TODAY.

  10. J/I Math Week 2 Class 3 • Geometry Primer—Jig Saw Strategy • The Jig Saw teaching strategy • Home groups and expert groups (Home: 4 or 5 to a table) • Intention: ownership and peer learning • Numbering off, 1 to 5 (some groups will just have 4) • Hand out the Expert group topics • Designate Expert group locations; experts get into groups (10 minutes MAXIMUM) • Materials: text, internet geometric paper, manipulatives

  11. J/I Math Week 2 Class 3 • Jig Saw and Geometry, continued: • After 10 minutes: • Experts move back into Home Groups • Share what you learned with other members of the home group • Please do not get sidetracked—you have 15 minutes (20 minutes absolute MAX). • 3-4 Minutes of wrap up: The process of JS.

  12. J/I Math Week 2 Class 3 • Problem Solving—Starting with a Problem • C & R NOT DONE CLASS 3 (TIME) -- SEE CLASS 4 • Clock and Rectangles • The problem (hand out to all) • The clock face (hand out 2-3 to a table) • Review the problem [see Word doc] • What is the problem? • What concepts and strategies initially come to mind? • Start! • Groups will need: chart paper, marker, straightedge (optional)

  13. J/I Math Week 2 Class 3 • Clock and Rectangle Problem (continued) • Work diligently as a collaborative group • Time available to work on the problem depends on when we get started. • Must post group’s work (front) and have 10 minutes for discussion.

  14. J/I Math Week 2 Class 3 • Next Class: • Problem Solving continuation: • The Ontario curriculum processes • Teaching through problem solving • An e-workshop example

  15. J/I Math Week 2 Class 3 • Class Topics Summary • Please see Week 2 Class 4 for more of a review of the Jig Saw teaching strategy • We ran out of time to even begin our Clocks & Rectangles problem this class—see Class 4

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