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1 Welcome to Module 6 Classroom Resources and Management

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2 Setting the Stage for Learning We will learn about the following topics: Developing a mathematical community Arranging and organizing the classroom Choosing and using resources Structuring a mathematics classroom

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3 Getting Started Consider the term “mathematical community”. In your table groups, brainstorm ideas about the meaning of the term. Record your ideas on chart paper. Be ready to present your ideas.

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4 Key Messages Young children, even infants, are developing mathematicians. They are naturally inclined to seek new learning through solving problems.

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5 Key Messages From the first day of school, the teacher’s role is to create an inviting mathematics environment, where students feel comfortable sharing their ideas, challenging others, explaining their thinking, seeking advice from others, and taking risks.

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6 Key Messages The first impression that students receive when they walk into a classroom is of the physical set-up. If the classroom is designed to stimulate learning and affect attitudes towards learning, it will convey to students, from the moment they arrive, a positive message about learning mathematics.

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7 Key Messages An effective mathematics program integrates a variety of resources in order to enhance student understanding, learning, and engagement. Such resources include manipulatives, children’s literature, computer software, and calculators.

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8 Key Messages Substantial amounts of time and resources are needed to create an effective learning environment. Teachers need extended periods of mathematics in order to provide time for exploration, guided instruction, shared learning, student discussion, and reflection.

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9 Key Messages All learners need opportunities to reflect on their experiences in a variety of ways in order to make personal connections and deepen understandings. The teacher needs to schedule time for sharing understandings and celebrating accomplishments.

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10 Developing a Mathematical Community Teachers have the opportunity to extend students’ positive tendency for, and disposition towards, mathematizing. dumptrucks not dumptrucks

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11 Developing a Mathematical Community To do this, they must create a community of mathematics learners in an environment of respect, responsibility, engagement, and high expectations.

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12 Developing a Mathematical Community If an environment of this type is not established, then students will not feel safe enough to take the risks necessary to deepen their mathematical understanding.

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13 Developing a Mathematical Community They will not ask the questions needed to clarify understanding, extend knowledge, and develop an interest and curiosity about mathematics.

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14 Developing a Mathematical Community Groups 1 – 3 will work on Conditions for a Positive Learning Environment. Groups 4 – 5 will work on First Steps. Divide into 5 groups.

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15 Developing a Mathematical Community Groups 1 – 3 will complete jigsaw puzzle pieces cut from chart paper. Each group will be responsible for three puzzle pieces. These groups will complete puzzle pieces for the following topics:

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16 Developing a Mathematical Community Group 1: Learning Styles (p. 7.4) Immersion (p. 7.5) Models of Math (p. 7.5) Group 2: Varied Opportunities (p. 7.6) Expectations (p. 7.6) Shared Responsibility (p. 7.7) Group 3: Feedback (p. 7.7) Acceptance of Ideas (p. 7.8) Engagement, Interest (p. 7.8)

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17 Developing a Mathematical Community Groups 4 and 5 will work on First Steps by completing “footsteps” cut from chart paper. Each group will complete three “footsteps”. These groups are responsible for making “footsteps” for:

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18 Developing a Mathematical Community Group 4:Introduction (pp. 7.8–7.9) Respect (p. 7.9) Being Valued (p. 7.9) Group 5:Relationships (p. 7.10) Problem Solving (p. 7.10) Expectations (p. 7.10)

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19 Developing a Mathematical Community …beginning with the First Steps.

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20 Developing a Mathematical Community lead to

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21 Working on It Arranging and Organizing the Classroom

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22 Arranging and Organizing the Classroom The first impression that students receive when they walk into a classroom is of the physical set-up.

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23 Arranging and Organizing the Classroom If the classroom is designed to stimulate learning and affect attitudes towards learning, it will convey to students, from the moment they arrive, a positive message about learning mathematics.

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24 Arranging and Organizing the Classroom The arrangement of furniture, the types and quality of the visual displays, and the organization of materials should reassure students that theirs will be a safe and interesting learning environment, in which mathematics is valued and visible.

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25 Arranging and Organizing the Classroom Complete BLM 6.1 as you read pages 7.11–7.16. Reflect on your own classroom and consider its arrangement and organization.

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26 Choosing and Using Resources An effective mathematics program integrates a variety of resources in order to enhance student understanding, learning, and engagement. Such resources include manipulatives, children’s literature, computer software, and calculators.

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27 Choosing and Using Resources Students who make their own models of mathematical ideas gain a powerful means of building understanding and explaining their thinking to others.

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28 Choosing and Using Resources Group 1:Manipulatives (pp. 7.17–7.24) Group 2:Literature (pp. 7.25–7.28) Group 3:Software and Calculators (pp. 7.28–7.31) Form three groups. Learn about the following resources:

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29 Choosing and Using Resources Each group summarizes reasons for using the resource and the guidelines for its use. Record your ideas on BLM 6.2. After you have completed your work, return to your table groups and share your information about the resources.

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30 Structuring a Mathematics Class build bridges from the concrete to the abstract; In the mathematics classroom, teachers must devote sufficient time to focusing on students’ understanding and helping students as they: 3

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31 Structuring a Mathematics Class make connections between mathematics and the real world;

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32 Structuring a Mathematics Class develop problem-solving and communication skills;

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33 Structuring a Mathematics Class develop their ability to reason mathematically.

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34 Structuring a Mathematics Class Mathematical topics and ideas should be addressed over a time period long enough for students to consolidate their learning and begin to develop fluency.

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35 Structuring a Mathematics Class Continuity is important; switching quickly from topic to topic does not enhance student learning.

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36 Structuring a Mathematics Class The most effective mathematics programs are delivered in uninterrupted blocks of time that provide a balance and range of teaching strategies.

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37 Structuring a Mathematics Class In making scheduling decisions, teachers should ensure that students have sufficient blocks of time every day for mathematics and that mathematics is threaded throughout the day.

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38 Structuring a Mathematics Class In Junior and Senior Kindergarten, there should be focused math time of 20 minutes each day, in addition to consolidation activities at centres within the classroom. Refer to pages 7.43–7.54 for more information on time considerations and integrated learning activities in the Kindergarten program.

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39 Structuring a Mathematics Class In Grades 1 to 6, a minimum of one hour per day should be allocated to mathematics.

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40 Structuring a Mathematics Class Group 1: Instructional Groupings (pp. 7.33–7.36) Group 2: The Three-Part Lesson (pp. 7.36–7.38) Group 3: Learning Centres / Calendar Time (pp. 7.38–7.40) Group 4: Math Moments / “Math-aerobics” (pp. 7.41–7.43) Divide into four groups. Read and summarize information from the guide on the following topics. Record your summary on chart paper to present to the whole group.

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41 Reflecting and Connecting In your classroom… In your table group, examine the resources included in the appendices of Chapter 7. Pick one or more resources to try in your classroom. Be prepared to share your thoughts about the resource(s) at the next session.

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