British Columbia Ministry of EducationWeb Cast

An Introduction to the Mathematics K to 7 Integrated Resource Package (IRP)

March 8, 2007

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Agenda

Background information– Western and Northern Canadian Protocol (WNCP)– WNCP Common Curriculum Framework (CCF) for

Grades K to 9 Mathematics Revisions BC Mathematics K to 7 IRP Highlights Drilling Down into a Specific Grade Implementation Timelines April 5, 2007 Web Cast Questions

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Western and Northern Canadian Protocol (WNCP)

• WNCP is a partnership between the Education Ministries in AB, BC, MB, NT, NU, SK and YT

• WNCP Common Curriculum Framework (CCF) for Mathematics published in two documents:

• 1995 – Kindergarten to Grade 9

• 1996 – Grades 10 to 12

• 2006 – Revised Kindergarten to Grade 9

www.wncp.ca

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Why Did Jurisdictions Decide to Revise the K-12 CCF?

• Common issues indicated a need to address issues as a collective:

• Too much content for allotted instructional time

• Significant research has been done regarding the teaching and learning of mathematics since 1996

• Transitions between grades

• Post-secondary acceptance of secondary courses

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Why Did Jurisdictions Decide to Revise the K-12 CCF?

• Research phase for revision was completed in April 2004 indicating:

• Teach fewer topics in more depth

• Group outcomes that address similar concepts

• Avoid outcomes addressed in other subjects

• Clarify outcome wording

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Cont’d

• Increase focus on early numeracy

• Introduce pre-algebra earlier

• Introduce some topics later

• Ensure the flow of concept development

• Use terminology consistently

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WNCP K-9 CCF Revision Timelines

• September 2004 - Revision of K-9 Mathematics outcomes started

• January 2005 - Consultation Draft

• On-line survey representing 3380 individuals

• Focus groups representing 2030 individuals

• June 2006 - Final version of WNCP Math CCF for K-9

Mathematics

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K-9 CCF – Focus on the Revisions

Philosophy of the WNCP mathematics program remains the same with an emphasis on

• constructivism

• making connections within and to mathematics topics

• concrete, pictorial and symbolic representation of mathematics

• teaching through problem solving

• students becoming numerate

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K-9 CCF – Focus on the Revisions

Increased emphasis on the development of conceptual understanding

– personal strategies are emphasized

– variety of approaches to mathematics topics

– achievement indicators to explain expectations

– development of number sense is emphasized

– mental mathematics strategies emphasized

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K-9 CCF – Focus on the Revisions

Content has been reduced or realigned to allow for more in-depth learning of concepts

– K to 3 have separate grade level outcomes

– transformations: gr. 4 instead of K

– data analysis: gr. 2 instead of K

– chance and uncertainty: gr. 5 instead of K

– variables and equations: gr. 1 instead of 6

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K-9 CCF – Focus on the Revisions

• Mathematical processes remain an integral part of the CCF

– Communication [C]

– Connection [CN]

– Mental Mathematics and Estimation [ME]

– Problem Solving [PS]

– Reasoning [R]

– Technology [T]

– Visualization [V]

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British Columbia Mathematics K to 7 IRP

Final version available of the IRP will be available as:– complete K to 7 package– individual grade level format

Posters with all of Prescribed Learning Outcomes (PLOs) will be distributed with the final IRP

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Mathematics K to 7 IRP – Preface

Preface describes the content of the IRP

General overview of the purpose of each of the sections in the IRP

Starting point when looking for information in the IRP

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Mathematics K to 7 IRP – Introduction

Provides the rationale and context upon which the IRP is based

Descriptions of the curriculum organizers and mathematical processes

Reference list

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Introduction – Table Talk

1.What is meant by the affective domain?

2.What are some ways number sense can be developed?

3.Why is patterning important in early grades?

4.How are the PLOs organized in the IRP?

5.Where are the Key Concepts located in the IRP?

6. What are the mathematical processes?

7.What is the suggested timeframe for each grade?

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Mathematics K to 7 IRP – Considerations for Program Delivery

Provides additional information to help educators develop their school practices and plan program delivery

Contains generic information to all IRPs as well as mathematics specific information

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Table Talk

Instructional Focus– Teaching Through Problem Solving

Applying Mathematics

With a partner discuss the following:– What does this look like in the classroom?– What are the implications for personal classroom

practice?

Considerations for Program Delivery

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Mathematics K to 7 IRP – Prescribed Learning Outcomes (PLO)

Legally mandated section of the IRP

Student Focused

Reporting is based on the PLOs

Organized by grade and by curriculum organizer

Each PLO includes the mathematical process which is to be emphasized.

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Mathematics K to 7 IRP – Student Achievement

Achievement indicators, taken together as a set, define the specific level of attitudes demonstrated, skills applied, or knowledge acquired by the student in relation to a corresponding prescribed learning outcome

Provides information on assessment FOR, AS and OF learning

Key elements provide an overview of the content

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Mathematics K to 7 IRP – Student Achievement

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Mathematics K to 7 IRP – Classroom Assessment Model

Provides a series of assessment units for each grade

Addresses all of the PLOs for each grade

Only a suggested means of organizing, ordering, and delivering the required content

Written by teachers for teachers

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Mathematics K to 7 IRP – Learning Resources

Resources will be updated as they are approved by WNCP

WNCP evaluation (English) of resources for K, 1, 4 and 7 occurred in January 2007

Section provides background on resources and a link to

the grade collection: www.bced.gov.bc.ca/irp_resources/lr/resource/gradcoll.htm

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Mathematics K to 7 IRP – Glossary

Online glossary based on the WNCP CCF for K-9 Mathematics is being developed

Glossary contain definitions, images and applets to help explain mathematical definitions and concepts

A link to the online glossary will be provided on the Ministry of Education web site

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Mathematics K to 7 IRP – Glossary

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Tying it together –Drilling Down in the IRP

In your grade group:

Let’s look at what a section of this grade looks like from the IRP perspective.

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Tying it together:Key Elements

Key elements provide an high level overview of content in each curriculum organizer

Located in the Student Achievement section of the IRP

Quick reference for content within each grade

What does it look like?

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Tying it together – Key Elements

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Tying it together:Step 1 - Key Elements

Find the Key Elements for the grade that you are examining today.

What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP?

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Tying it together:PLOs, AIs and Processes

PLO, AIs and Mathematical Processes can be viewed together to determine the breadth and depth of an outcome

Located in the Student Achievement section of the IRP

Together they provide the specifics for student expectations

What does it look like?

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Tying it together - PLOs, AIs and Processes

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Tying it together:Step 2 - PLOs, AIs and Processes

Find a set of outcomes and achievement indicators for the grade that you are examining today.

What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP?

What are the implications of including mathematical processes and achievement indicators for you as a teacher?

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Tying it together:Classroom Assessment Model

(CAM)

Classroom Assessment Model outlines a series of assessment units

Show a model for what the PLOs, AIs and Processes could look like in a classroom

What does it look like?

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Tying it together –Classroom Assessment Model

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Tying it together: Step 3 – Assessment Overview Table (CAM)

Find a Assessment Overview Table for the grade that you are examining today.

What has changed and what is the same between the 1995 IRP for your grade and the 2007 IRP?

What are the implications of the changes for you as a teacher ?

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Tying it together – Assessment Overview Table (CAM)

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Tying it together –

Now … examining a specific assessment task designed for the PLO – Grade 3- C3

Find the unit(s) where this PLO is likely to occur.

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Tying it together –Curriculum Correlations (CAM)

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Tying it together –Assessment Unit (CAM)

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Tying it together –Assessment Unit (CAM)

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Tying it together –Step 4 – Assessment Units (CAM)

Find an outcome within the grade that you are examining today and in your groups …

– determine the learning at previous grades that is tied to the outcome

– determine the assessment unit(s) where this outcome is addressed

– determine how the assessment unit addresses the combination of the prescribed learning outcome, achievement indicators and mathematical processes

How can this information be used to help teachers in their classrooms?

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Tying it together –Group Discussion

How does the CAM support assessment FOR learning and assessment AS learning?

Are the achievement indicators and mathematical processes evident in the CAM?

Do the units in the CAM support integration of mathematics across subject areas?

What are the implications for your current classroom practice?

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Mathematics K to 7 – Implementation Timelines

Year Optional* Full(English and French

Resource Available)

2007 K - 7

2008 2, 3, 5, 6 K, 1, 4, 7

2009 3, 6 2, 5

2010 3, 6

* Note: English resources will be available one year prior to the full implementation (i.e. K, 1, 4, 7 will be available for Sept 2007)

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Questions?

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Next Webcast

Next mathematics web cast scheduled for April 5, 2007

Possible topics include:– Teaching and Learning Mathematics– Parent involvement– Combined grades

Requests for other topics can be sent to:

Richard.DeMerchant@gov.bc.ca

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For Further Information about the Mathematics K-7 IRP

Richard V. DeMerchantEducation Standards

British Columbia Ministry of Education4th Floor - 620 Superior St.

Victoria BC V8V 1V2Phone: 250 387 4426

Fax: 250 356 2316Email: richard.demerchant@gov.bc.ca