Effectively Planning for Mathematics

Hello all, this is my first attempt at creating a blog. It is my ultimate goal to help you understand from what I am learning so far in my Math Part 1 course how to effectively plan for math.

Topics to be covered:

• Big Ideas

• Math Teachers in Ontario need to start with The Ontario Curriculum, Grades 1–8: Mathematics, 2005 (revised) as a guide for teaching math. "The development of mathematical knowledge is a gradual process. A continuous, cohesive program throughout the grades is necessary to help students develop an understanding of the “big ideas” of mathematics – that is, the interrelated concepts that form a framework for learning mathematics in a coherent way." (The Ontario Curriculum, Grades 1–8: Mathematics, 2005 (revised)].

• The Big Ideas flow from Kindergarten to Grade 6 and its a teacher's job to build on students' prior knowledge and help foster understanding so they can go to the next grade and make even more connections to their learning.

• Teachers need to use the Big Ideas as a guide in order to plan and create lessons so that their students can achieve the curriculum expectations.

• Teachers also need to come up with innovative and creative instructional strategies in order to reach all learners, as well develop appropriate methods for assessing students that tie back to the Big Ideas.

• Importance of thoughtful and clear planning
• Day, unit and long-range plans
• Cross-curricular planning

I will also touch on: What I have learned about planning... and the burning questions that are left in my mind...

To create an effective math program for students we must first look at the Big Ideas.

 BIG IDEAS:

Pros: It helps teachers stay organized and focused, teachers can use the Big Ideas to 'chunk' their units, teachers can also use the Big Ideas to communicate expectations to students for their learning of a unit and to their parents on the report card. Using the Big Ideas when planning a unit can also help teachers teaching combined grades teach lessons to both grades as a lot of the Big Ideas are similar and build on each other!

**Students become engaged when they can see the connections between the mathematical concepts they are learning and how they apply to real life situations.**

Therefore, as you can see, starting with the Big Ideas is a Must!