1. Changing Perspectives in Mathematics Grades Primary to 3

2.  Take a minute, reflect on your own experience learning mathematics.  How do you feel about mathematics?  If you had to use one word to describe mathematics, what would it be? Effective Teaching and Learning

3. Students will  use mathematics confidently to solve problems  read, write, listen, and speak using mathematics language and symbols  develop a positive attitude toward mathematics  be confident in their ability to be successful in mathematics  appreciate and value the importance of mathematics in everyday life  use mathematics everyday

4. Begin the lesson with a problem Draw out the procedures used Teach the procedure Provide problems that use that procedure Teaching Through Problem Solving

5. Why are we adopting this mathematics curriculum? What will my child be learning? Is this “new” mathematics? How will this change impact my child? Important Questions

6.  teacher feedback – time to teach and learn  parent feedback – students need to learn important topics to prepare them for life, future studies, and work  research over the last 10 years on how students learn mathematics and what topics are developmentally appropriate for students at a particular age  agreement that we need to focus on numeracy in grades Primary to 3 to build a solid foundation in mathematics  21 st century expectations for learning, work, and life Why are we adopting this curriculum?

7. Students will learn mathematics in five different areas that we call strands. The five strands are  Number (N)  Patterns and Relations (PR)  Measurement (M)  Geometry (G)  Statistics and Probability (SP) What will my child be learning?

8. Number (N)

9. To develop sound understanding of number, students will learn to  say number names in order  count  skip count  recognize quantities at a glance  represent quantities in a variety of ways using concrete materials, pictures, coins, words, expressions, and symbols  break numbers apart  estimate  compare and order numbers  recognize special numbers - odd and even  count money (coins)  solve addition and subtraction story problems (grades 1-3)  learn and quickly recall basic addition facts (grade 2) and subtraction facts (grade 3)  add and subtract larger numbers (up to 3-digits) by the end of grade 3  solve multiplication and division story problems (grade 3)  begin to represent the basic multiplication and division facts to 5 x 5 with models, pictures, and words (grade 3) Early Numeracy

10. 012345678910 Number with Meaning and Models

11. Is this “new” math?

12. Students will be expected to  solve problems to learn mathematics  use concrete materials to model their thinking  draw pictures to show their thinking  talk about and explain their thinking  use symbols to record their thinking They will be completing active, hands-on and minds-on during mathematics learning tasks. Fewer Topics, Greater Depth

13. 7 may be represented as seven 7 What does greater depth look like?

14. Seven is  more than 1  less than 10  1 more than 6  1 less than 8  2 more than 5  2 less than 9  3 less than 10  3 more than 4  7 and 0 make 7  6 and 1 make 7  5 and 2 make 7  4 and 3 make 7  3 and 4 make 7  2 and 5 make 7  0 and 7 make 7  1 and 1 and 1 and 1 and 1 and 1 and 1 and 1 make 7  2 and 2 and 2 and 1 make 7  3 and 3 and 1 make 7  3 and 2 and 2 make 7 What does greater depth look like?

15. 7 = 77 < 9 7 ≠ 66 < 7 4 + ? = 7 7 > 4 7 = 6 + ?8 > 7 7 = ? – 2 6 + 1 = ? – 2 ? – 3 = 7 4 + 3 = ? + 2 ? + 3 = 7 10 – 3 = 4 + ? 9 - ? = 7 4 + 3 ≠ 7 – 1 What does greater depth look like?

16. 7 + 0 = 716 – 9 = 7 6 + 1 = 715 – 8 = 7 5 + 2 = 714 – 7 = 7 4 + 3 = 7 13 – 7 = 7 3 + 4 = 712 – 7 = 7 2 + 5 = 711 – 4 = 7 1 + 6 = 710 – 3 = 7 0 + 7 = 7 9 – 2 = 7 8 – 1 = 7 7 – 0 = 7 Continued Focus – Learning the Basic Facts

17. How will this impact my child?

18. GradeDate of Implementation P–3September 2013 4–6September 2014 7–9September 2015 10September 2013 11September 2014 12September 2015 Implementation Schedule

19.  Students entering Primary in September 2013 will start school with the new curriculum.  Students entering grades 1 to 3 have been well prepared for the new curriculum. Although in some cases they may explore numbers of the same size as the year before, they will be exploring them in different ways and going more deeply into topics.  Students who enter grade 3 in September 2013 will continue with the new curriculum because the new grade 4 curriculum will be introduced in September 2014.

20.  show a positive attitude and be enthusiastic about mathematics  talk to your child about his/her learning of mathematics  show confidence in your child’s ability to solve problems  encourage your child to “stick to it” when solving problems  celebrate success in mathematics learning  keep in touch with your child’s teacher How can I support my child’s learning in mathematics?

21. Provide opportunities for your child to use and to see you use mathematics at home.  count things (plates, cups, books, toys)  build with blocks  do puzzles of all kinds (jigsaw, hidden picture, matching)  play board games and logic games  sort things (laundry, dishes, cutlery, toys)  look for and talk about patterns and shapes  use a recipe and cook together  solve problems together  read books about mathematics Mathematics is Everywhere!

22. Provide opportunities for your child to use and to see you use mathematics at home.  estimate and measure (height, mass, length, ingredients for a recipe, or produce in the grocery store)  talk about prices and money when you shop  play music and say counting rhymes  read maps and talk about distance  talk about time, schedules, and calendars  compare two objects and talk about how they are the same and how they are different Mathematics is Everywhere!