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Introduction to Ontario Mathematics Curriculum and Problem Solving Strategies for Grades 1-8

In Week 2 of our Mathematics class (September 19-23), we will delve into the Ontario Grades 1-8 Mathematics Curriculum (2005). Students are to review the document structure, focusing on the five math strands and their expectations. Assignments will be introduced, including exploring the Geometry and Spatial Sense strand for Grade 5. The Jigsaw teaching strategy will be utilized to facilitate peer learning, along with collaborative problem-solving activities involving geometric concepts. Students will prepare for discussions and presentations of their findings in groups.

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Introduction to Ontario Mathematics Curriculum and Problem Solving Strategies for Grades 1-8

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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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