Mathematics Deanna Robertson Cheryl Schaub What important life skills do you want your children to have to be successful in their future? Why did the Program.
Download ReportTranscript Mathematics Deanna Robertson Cheryl Schaub What important life skills do you want your children to have to be successful in their future? Why did the Program.
Slide 1
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 2
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 3
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 4
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 5
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 6
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 7
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 8
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 9
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 10
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 11
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 12
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 13
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 14
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 15
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 16
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 17
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 18
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 2
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 3
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 4
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 5
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 6
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 7
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 8
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 9
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 10
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 11
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 12
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 13
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 14
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 15
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 16
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 17
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.
Slide 18
Mathematics
Deanna Robertson
Cheryl Schaub
What important life skills do you want your
children to have to be successful in their
future?
Why did the Program of Studies
change?
Background
research
Beyond grade 12
Which is larger?
•
1/10 or 1/12
•
5/11 or 10/19
•
9/10 or 7/8
Number Sense
Key Idea
Number Sense is not directly taught but
constructed by each student in a unique
way. It is developed by providing rich
mathematical experiences.
Number Sense
• committing isolated
facts to memory one
after another
• drill and practice
• relies on thinking, using
relationships among the facts
• focusing on relationships
Conceptual Understanding
Students
with conceptual understanding
know more than isolated facts and methods.
They
understand why a mathematical idea is
important and the kinds of contexts in which it
is useful.
This
enables them to learn new ideas by
connecting those ideas to what they already
know
Personal Strategies
385
+ 242 =
184
– 138 =
4
x 215 =
272
÷8=
Personal Strategies
Students
think about numbers and operations
with numbers in a variety of ways. Students also
problem solve using different strategies.
We
must honor these different ways of thinking
in our teaching of mathematics.
This
means we must provide opportunities for
students to represent their thinking in a variety of
ways rather than prescribing how students will
record mathematics symbolically.
Personal Strategies
Students will develop their own algorithm for
adding, subtracting, multiplying and dividing.
As parents, do:
Honor their procedures
Listen to your student explain their process
Ask questions to help clarify their thinking
As parents, do not:
Force them to do it the “right way”.
How Can Parents Help At Home?
Involve Your Child in Real Life
How old is the tree? How
many trees? How tall is the
tree? Number of leaves?
How much does it grow in a
year? What shapes? How
much space does it take?
How many people? How many
forks, spoons? How big a turkey to
buy? How many carrots to cook?
How many pieces in the pie or
cake?
Practice basic facts. Play I spy
with shapes. Count cars,
trucks, Jeeps.
How many apples do we
need this week? How many
pieces in the watermelon?
How much will it cost?
How many bags will we
need? How long will
shopping take?
Transitioning to High School
Math 20-1
Math 30-1
Math 20-2
Math 30-2
Math 20-3
Math 30-3
Mathematics 10C
(combined course)
Grade 9
Mathematics 10-3
Students are encouraged to choose a course sequence based on their
interests, both current and future.
“-1” Course Sequence
- for post-secondary programs that require the study of calculus
- topics include algebra and number, measurement, relations and
functions, trigonometry and permutations, combinations and
binomial theorem
“-2” Course Sequence
- for post-secondary programs that do not require the study of
calculus
- topics include geometry, measurement, number and logic, logical
reasoning, relations and functions, statistics and probability
“-3” Course Sequence
- for entry into the majority of trades and for direct entry into the
work force
- topics include algebra, geometry, measurement, number, statistics
and probability
Resources
Alberta
Education Mathematics Website for
Parents http://education.alberta.ca/teachers/program/m
ath/parents.aspx
Information regarding Post-Secondary
Acceptance within Alberta http://alis.alberta.ca/ps/ep/aas/ta/mathreq.html
Additional Resources
Marian Small - http://www.onetwoinfinity.ca/
Marilyn Burns - http://www.mathsolutions.com/
Questions?
Thank
you
Frequently Asked Questions
I hated math in school and can’t do it. My oldest son was doing
great at it, but now hates this new math with all the problem
solving. He gets so frustrated when he does his homework. How
can I help him?
Keep a positive attitude, build confidence. It is important that he hears that
you believe that he will learn how to do it.
Develop persistence and be patient – it takes time to teach students how to
think, reason, explain, use different strategies.
Ask questions: How did you do that? Can you explain that? Can you try
another way? What do we know? What do we have to find out? Have you
done another problem like this one?
Reinforce basic skills with games: dice games, Cribbage, Dominoes,
Battleships, card games, computer games
Ask the teacher what he is having trouble with. Is it basic facts, understanding
concepts, explaining? The teacher will have some specific ways to help your
son.
Frequently Asked Questions
Basic facts are not being practiced. How can anyone do any
math if they haven’t memorized the basic facts?
Basic facts are being practiced daily while embedded in problem solving and
fun activities.
Along with being accurate, it is critical that students understand the concepts
and develop number sense. If students don’t know the relationships of
numbers, they will not develop accuracy and efficiency when working with
numbers.
Students who cannot memorize will learn strategies that will give them the
answer. There is only 1 right answer for basic facts, but it does not matter
whether you memorize it or use a personal strategy to find it.
There is no race to see who gets finished fastest. Timed tests develop anxiety
not accuracy.
It takes time to learn concepts, and understand relationships between
numbers.
Some students find memorization very difficult, some students find explaining
their answers very difficult. Memorizing without understanding doesn’t last. It
must make sense, then they will remember it. It takes time to find personal
strategies that they understand and can use. The new program recognizes
this by having grade K – 9 slowly develop the same concepts.
Frequently Asked Questions
Universities and high schools keep saying that students are
arriving with fewer and fewer skills all the time. How will this
program address this?
It is important that we teach students how to make sense of information and
how to work persistently to solve real life problems.
This program was developed to solve that problem. Students will be more
prepared. In Kindergarten to grade 9, students are taught how to think and
reason to understand concepts and to make sense of mathematical ideas.
Students develop personal strategies to solve problems. Students will be more
prepared to handle the more complex and abstract concepts in junior and
senior high.
As adults, most of the math we use is mental mathematics and estimation. We
use math for shopping, reviewing bank and credit card statements, paying
bills, etc. If we need one, a calculator is always near by. Should we spend 4
years of school drilling students how to do long division by hand? Students
need to understand it, know when to use it, and estimate a reasonable
answer.
Geometry and measurement are equally important as an adult when
following directions, buying rugs and paint, assembling BBQs, furniture,
building decks, doing repairs, etc.
Data analysis and identifying patterns also important to make sense of data
and make valid interpretations of the huge amount of information we have
available today.