We were able to have meaningful conversations that pushed our learning forward and share experiences that brought more life to the knowledge we were building together. Digitized version of our Kindergarten 2 Year Overview.First draft of our two-year continuum.
They can also make connections between their learning and life beyond the classroom. We began this learning journey with a simple conversation: How can we assess and support children in the new two-year kindergarten program in a responsive and developmental appropriate manner? When children achieve proficiency, they are demonstrating some or all of these strands of mathematical proficiency identified by the National Research Council.5 To paraphrase these strands, we can say that children:For example, children who have achieved proficiency not only know 5 + 7 = 12 as a “fact,” but they also understand the other relationships within this equation. For example, children may make use of the commutative property to count on from the larger number, to use a known fact, or to add up over 10. We spent a lot of time looking at the look-fors and made sure that we all had a common understanding of them and that they were developmentally appropriate for our learners. The process of creating our continuum and the learning, growth and successes as a team were a valuable process which we feel could also be shared through our Professional Learning Teams. The Ontario Curriculum Grades 1 - 8 Mathematics : PDF: Lessons.
This book explores spatial reasoning as integral and foundational to math understanding. Precursors (e.g., basic components of counting or the key idea of magnitude) could appear to the left of the figure if we had included kindergarten. Principals are also responsible for ensuring that every student who has an Individual Education Plan (IEP) is receiving the modifications and/or accommodations described in their plan – in other words, for ensuring that the IEP is properly developed, implemented, and monitored. Our team had the desire to delve deeper into the kindergarten program document with a specific focus on mathematics. In relation to “use the working document to guide math instruction and modify based on the success and reflection of the practical application,” we realized that we did not explicitly use this document throughout the TLC learning when teaching and learning with our young learners. 0000193572 00000 n
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The Ontario Curriculum The Kindergarten Program; Mathematics: Grades 1 to 8 EQAO 6 Ways to Support Your Child’s Mathematical Development. Below you will find all the expectations for Grade One Mathematics, Language Arts, Science, Social Studies, the Arts, Health & Physical Education in Ontario. Our administration and math consultants supported this project and assisted us in gaining release time for our DECE partners to join us on this learning journey. We continued to work on this continuum as a whole team and/or in small groups using our personal time as well.In March, the team extended an invitation to our curriculum department to join us in this learning opportunity.
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By involving others in the community, teachers and principals can position mathematics learning as collaborative and experiential. Students & Parents School Cash Online Going Google Resources Homework Help NCDSB Community Involvement and Christian Service Ontario Catholic School Graduate Expectations Ontario Catholic School Trustees Association Parents Corner - Links A Parent's Guide to the Fundamentals of Math School Bus - Delays & Cancellations School Year Calendar Student Accident Insurance . The curriculum document was further explored and unpacked, through professional dialogues, to gain a deeper knowledge and understanding of the new program. 0000199917 00000 n
As our understanding deepened, we were able to select many mathematical concepts that could be clustered together to enhance student learning. The continuum would directly support educators while planning and assessing, and responding to students’ needs, as well as the differentiation of instruction. 0000194330 00000 n
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The continua, therefore, allow for a variation in paths that the children in the videos took as they progressed mathematically. When children shift to counting more efficiently & tracking, they may still use their fingers or marks on a page, but these are used to track their mental count. 0000186886 00000 n
The achievement charts provide guidelines for assessing students' work.