SE2 Math FIT Project

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Why are we here?What have we learned?How can we use the ONAP?BREAKWhy is the measurement strand so

difficult for students?Where do we go from here?

The Plan

Four Corners

BullCatGiraffeParrot

Looking For Data

Family of Schools

School

Comm

on grade level

and division level

Classroom

Student

Provincial Accountability

(EQAO)

Ensuring Equitable Outcomes For All Students

Why ONAP?

A: Activation of Prior

Knowledge

B: Concepts and Skills

C: Performance Tasks

Alternatives

Numeracy Nets

CAT

Looking For Data

Family of Schools

School

Comm

on grade level

and division level

Classroom

Student

Provincial Accountability

(EQAO)

Ensuring Equitable Outcomes For All Students

SE2 Math FIT Project

•Collect data to identify student strengths and needs in a strand of Mathematics.

•Use data to make instructional decisions•Build on successes.•Enable collaboration at the grade team, school, and FOS level.•Build on teachers current content knowledge of curriculum and mathematics.

•Raise student achievement.

The Assessment Cycle

Review

Plan For Improvement

Analyze

Collect Information

Implement

Next StepsDetailed support for working with individual, class and school data can be found in the front matter of the teachers guide pages 12/11 -15.

Collect Information

Implement

Analyze

Plan For Improvement

Review

Random Acts Of Improvement

Collect Information

Implement

Analyze

Plan For Improvement

Review

Focused Acts Of Improvement

Student Success

FOS Data from ONAP (Part B)

What does the data tell you about students?

Patterning and Algebra

Algebraic Thinking

Attributes, Units, and Measurement Sense

Measurement Relationships

Data from Performance Tasks in ONAP (Part C)

1. Discuss the student work sample.2. Discuss what the student did well and areas of

improvement.3. Using the rubric provided, determine the level of

achievement.4. What feedback would you give this student to

improve his/her work? Record this on the sticky note provided.

Feedback

1. Motivational2. Evaluative3. Descriptive

What type(s) of feedback do you think are given to students more often?

Descriptive Feedback

What feedback would you give this student to improve his/her work?

Record this on the sticky note provided.

Next Steps for Performance Based Assessment Tasks

Page 18-20

The Measurement Strand

Measurement Sense

Attributes, Units, and Measurement Sense

Measurement Relationships

Big Ideas (Marian Small)

• The same objects can be described uisng different measurements.

•Any measurement can be determined in more than one way.

•There is always value in estimating a measurement, sometimes because an estimate is all you need or all that is possible, and sometimes because an estimate is a useful check on the reasonableness of a measurement.

•Familiarity with known benchmark measurements can help you estimate and calculate other measurements.

Big Ideas (Marian Small)

•The unit chosen for a measurement affects the numerical value of the measurement; if you use a bigger unit, fewer units are required.

•You can be more precise by using a smaller unit, or by using subdivisions of a larger unit. Also, precision is sometimes limited by the measuring tool that is available.

•The use of standard measurement units simplifies communication about the size of objects.

•Measurement formulas allow us to use measurements that are simpler to access in order to calculate measurements that are more difficult to access.

OV#1: Attributes, Units, and Measurement Sense

Measurement Sense

•choose units appropriately to measure attributes of objects

• use measurement instruments effectively

• use meaningful measurement benchmarks to make sense of measurement units

• make reasonable measurement estimates and justify their reasoning

Guide to Effective Instruction in Mathematics: Measurement

Which benchmark would you use for…..

… 1 cm? Why?

… 1 Gm (a metric unit of distance equal to one million kilometres? Why?

…1 L? Why?

Primary EQAO

70%

What’s the difference between the two questions?

53%

Junior EQAO

53%

45%

How much Milk?

If it were possible for us to take all the milk consumed in one year by the students in this school and pour in into the classrooms (with doors and windows shut tight), how many classrooms would it fill?

Fermi Questions

• What fraction of our city is covered by roads?

• How many hairs are on your head?

• How many blinks are there in a lifetime?

Process Expectations

•Problem solving

•Reasoning and proving

•Reflecting

•Selecting Tools and Computational Strategies

•Connecting

•Representing

•Communicating

OV#2: Measurement Relationships • know and apply measurement formulas

• can generalize from investigations in order to develop measurement formulas

• can demonstrate relationships among measurement formulas (e.g., squares, rectangles, parallelograms and triangles)

• recognize the role of variables in measurement formulas

• recognize that formulas can be expressed in more than one way

Guide to Effective Instruction in Mathematics: Measurement

Primary Assessment

83%

53%

Every Year!

56%

Why do they struggle?

Junior EQAO

74%

Why did they do well?

Junior EQAO

51%

Junior EQAO

50%

Junior EQAO

50%

Grade 9 Applied

(77%)

Grade 9

(26%)

Grade 9

(49%)

Looking Back and ForwardAll About the Relationships

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

-Rectangle (area, perimeter)

-Rectangular prism (volume)

-Parallelogram (area)

-Triangle (area)

-Triangular prism (volume)

-Rectangular and triangular prisms (surface area)*

-Trapezoid (area)

-Right prisms (volume)

-Right prisms (surface area)*

-Circle (circumference, area)

-Cylinder (volume)

-Cylinder (surface area)*

-grams/kilograms

-Millilitres/litres

-Years/decades

-Decades and centuries

-Side lengths of a rectangle and its perimeter/area

-Compare 2-D shapes with same area or perimeter

-12-hour/24-hour clocks

-Capacity/volume

-Conversion of units (m/cm, km/m)

-Length and width of a rectangle and it’s perimeter/area

-Height, the area of the base and the volume of a rectangular prism

-determine 2-D shapes with same area or perimeter

-Conversion from larger to smaller metric units (m to cm, kg to g, L to mL)

-Conversion of units (square metres/square centimetres)

-Areas of a rectangle, parallelograms and triangles through decomposition and composition

-Height, the area of the base, and the volume of a triangular prism

-Conversion between metric units

-Conversion between metric measures of capacity and volume

-Caculating the area of a trapezoid

-Area of composite 2-D shapes

-Height, the area of the base, and the volume of right prisms

-Surface area of right prisms

-Different polygonal prisms with same volume

-conversion involving metric units of area, volume, and capacity

-area of a base and height and volume of a cylinder

For

mul

asR

elat

ions

hips

From Rectangles to Circles

Flexibility is the Goal

1. Continue the conversations with your grade team or division about integration, explicit language, big ideas etc. of Patterning and Algebra.

Where do we go from here?