Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Second session 9 implementation

Presentation for Grade 9 Teachers regarding the new program of studies

Margo Perry

on 15 April 2010

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Second session 9 implementation

Grade 9 Mathematics Implementation Program of Studies Multiple Representations Begin K-8 Concept Development Time Line 2007 ........ 2008 ........ 2009 ........ 2010 ......... 2011 ........ 2012 ........ 2013 K, Grade1, Grade 4, and Grade 7 Grade 2, Grade 5, Grade 8 Grade 3, Grade 6, Grade 9, Grade 10c
PATs Grade 11 Grade 12 and Diploma Beliefs about Students & Mathematics Learning Affective Domain Goals for Students Mathematical Processes Communication Connections Mental Arithmetic and Estimation Problem Solving Reasoning Technology Visualization Instructional Focus Big Ideas Math 9 How does this relate to the processes and other important ideas in the Front Matter? New topic Circle Geometry Big Ideas outcomes materials o/h or tech or white board geometry tools
bicycle wheel
circular objects
geogebra/geometers' sketchpad
plastic right triangles Prayer for New Beginnings

Lord God,

You have called your servants
to ventures
of which we cannot see the ending,
by paths as yet untrodden,
through perils unknown.

Give us faith to go out with good courage,
not knowing where we go,
but only that your hand is leading us
and your love supporting us;
through Jesus Christ our Lord.


Students learn by attaching meaning to what they
do, and they need to construct their own meaning
of mathematics. This meaning is best developed
when learners encounter mathematical experiences
that proceed from the simple to the complex and
from the concrete to the abstract. At all levels,
students benefit from working with a variety of
materials, tools and contexts when constructing
meaning about new mathematical ideas.
Meaningful student discussions provide essential
links among concrete, pictorial and symbolic
representations of mathematical concepts. Mathematical understanding is fostered when students build on their own experiences and prior knowledge. A positive attitude is an important aspect of the affective domain and has a profound impact on learning. Environments that create a sense of belonging, encourage risk taking and provide opportunities for success help develop and maintain positive attitudes and self-confidence within students. Students with positive attitudes toward learning mathematics are likely to be motivated and prepared to learn, participate willingly in classroom activities, persist in challenging situations and engage in reflective practices. To experience success, students must be taught to set achievable goals and assess themselves as they work toward these goals. The main goals of mathematics education are to
prepare students to:
• use mathematics confidently to solve problems
• communicate and reason mathematically
• appreciate and value mathematics
• make connections between mathematics and its
• commit themselves to lifelong learning
• become mathematically literate adults, using
mathematics to contribute to society. Students who have met these goals will:
• gain understanding and appreciation of the
contributions of mathematics as a science,
philosophy and art
• exhibit a positive attitude toward mathematics
• engage and persevere in mathematical tasks and
• contribute to mathematical discussions
• take risks in performing mathematical tasks
• exhibit curiosity. • Integration of the mathematical processes
within each strand is expected.
• By decreasing emphasis on rote calculation,
drill and practice, and the size of numbers used
in paper and pencil calculations, more time is
available for concept development.
page 8 The goals of all three course sequences are to provide
prerequisite attitudes, knowledge, skills and
understandings for specific post-secondary programs
or direct entry into the work force. All three course
sequences provide students with mathematical
understandings and critical-thinking skills. It is the
choice of topics through which those understandings
and skills are developed that varies among course
sequences. When choosing a course sequence,
students should consider their interests, both current
and future. Students, parents and educators are
encouraged to research the admission requirements
for post-secondary programs of study as they vary by
institution and by year. There are critical components that students must encounter in a mathematics program in order to achieve the goals of mathematics education and embrace lifelong learning in mathematics.
Communication is important in clarifying,
reinforcing and modifying ideas, attitudes and
beliefs about mathematics. Students should be
encouraged to use a variety of forms of
communication while learning mathematics. Communication helps students make connections
among concrete, pictorial, symbolic, oral, written
and mental representations of mathematical ideas. When mathematical ideas are connected to each other or to real-world phenomena, students begin to view mathematics as useful, relevant and integrated. Learning mathematics within contexts and making connections relevant to learners can validate past experiences and increase student willingness to participate and be actively engaged. The brain is constantly looking for and making connections. “Because the learner is constantly searching for connections on many levels, educators need to orchestrate the experiences from which learners extract understanding.… Brain research establishes and confirms that multiple
complex and concrete experiences are essential for meaningful learning and teaching” (Caine and Caine, 1991, p. 5). Mental mathematics and estimation are fundamental
components of number sense. Mental mathematics “provides the cornerstone for
all estimation processes, offering a variety of
alternative algorithms and nonstandard techniques
for finding answers” (Hope, 1988, p. v). Learning through problem solving should be the
focus of mathematics at all grade levels. When
students encounter new situations and respond to
questions of the type How would you …? or How
could you …?, the problem-solving approach is
being modelled. Students develop their own
problem-solving strategies by listening to,
discussing and trying different strategies. If students have already been given
ways to solve the problem, it is not a problem, but
practice. A true problem requires students to use
prior learnings in new ways and contexts. Mathematical reasoning helps students think
logically and make sense of mathematics. Students
need to develop confidence in their abilities to
reason and justify their mathematical thinking.
High-order questions challenge students to think
and develop a sense of wonder about mathematics. Reasoning skills allow students to use a logical
process to analyze a problem, reach a conclusion
and justify or defend that conclusion. Technology contributes to the learning of a wide range of mathematical outcomes and enables students to explore and create patterns, examine relationships, test conjectures and solve problems. Visualization “involves thinking in pictures and
images, and the ability to perceive, transform and
recreate different aspects of the visual-spatial world”
(Armstrong, 1993, p. 10). The use of visualization in
the study of mathematics provides students with
opportunities to understand mathematical concepts
and make connections among them. Visualization is fostered through the use of concrete
materials, technology and a variety of visual
representations. Personal Strategies Mental Mathematics and Estimation Algebra Scan through the Patterns and Relations Strand of the Program of Studies to see what algebra related outcomes are expected at each grade level from k-8 (what knowledge and skills are your students coming into your class with). At what grade do Algebra concepts begin? Notice when the concept of equality is related to balance. At your table,
Read through the Big Ideas for each Unit in the Grade 9 Math Makes Sense
choose a unit to focus on
identify the background knowledge needed for the big ideas
scan the grade 7 to 9 outcomes to see the progression of the outcomes.
Exam View Unit Plan Lessons Math Lab Investigations http://www.learnalberta.ca/Search.aspx?lang=en&search=circle&grade=Grade+9&subject=Mathematics The Unit Planning chart from teacher resource is available in
PDF or Word format. The Word format is editable, so you can
customize the plan to suit your schedule and teaching style.
There is an example of the unit planning chart on your table. Lets look at the teacher resource for this topic.
Don't let me forget to show you
Media items
ProGuide Teacher Resources Agenda for the Day Math Makes Sense Teacher Resource New Topics
• Problem solving, reasoning and connections are
vital to increasing mathematical fluency and
must be integrated throughout the program.
• There is to be a balance among mental
mathematics and estimation, paper and pencil
exercises, and the use of technology, including
calculators and computers. Concepts should be
introduced using manipulatives and be
developed concretely, pictorially and

• Students bring a diversity of learning styles and
cultural backgrounds to the classroom. They
will be at varying developmental stages. Students 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
• develop and apply new mathematical knowledge through problem solving
• develop mathematical reasoning
• select and use technologies as tools for learning and for solving problems
• develop visualization skills to assist in processing information, making
connections and solving problems. Program of Studies Keep a running list of agree, disagree, and yah buts as we go through some of the beliefs from the front matter. After we visit a few of these beliefs and have a minute to think about them, we can have a general discussion about beliefs about students and mathematics learning What are your thoughts on the Beliefs of Students and Mathematical Understanding Well use the same process for Goals,list your agrees, disagrees
and yah buts, then discuss later What are your thoughts on these goals? Lesh, Post and Behr (1987) http://www.learnalberta.ca/content/memg/index.html
Full transcript