Slide 1

The Revised Mathematics Program of StudiesMath 10 Cohort

Resource ReviewGoalsCreate a cohort of Math 10C teachers in CESDGain common understanding of implementation for Sept 2010Develop common understanding around key changes and reasons for changeBring concerns to the forefrontWork with publishers to make informed decisions

Is there a resource that would fit my teaching style & enhance student understanding of Math 10C?

Essential Question:

Todays AgendaWelcome & IntroductionsWhy the Change?Pearson Education PresentationLunchMcGraw Hill Ryerson PresentationReflection & DiscussionWrap Up

Chicken McNuggetsMcDonalds sells Chicken McNuggets in boxes of 6, 9, or 20. Obviously one could purchase exactly 15 McNuggets by buying a box of 6 and a box of 9.

Could you purchase exactly 17 McNuggets?

How would you purchase exactly 53 McNuggets?

What is the largest number for which it is impossible to purchase exactly that number of McNuggets?Chicken McNuggetsCould you purchase exactly 17 McNuggets?Answer: No we could not purchase exactly 17 McNuggets

How would you purchase exactly 53 McNuggets?Answer: Yes, we could purchase one box of 20, 1 box of 9 and 4 boxes of 20 or: one box of 20, 3 boxes of 9 and 1 box of 6What is the largest number for which it is impossible to purchase exactly that number of McNuggets? Answer: The largest number for which it is impossible to purchase exactly that number of McNuggets is 43.Chicken McNuggetsExtensionWhat if the McNuggets were available in boxes of 7, 11 and 17?

What is the largest number for which it is impossible to purchase exactly that number of McNuggets?What did you have to know to answer the question?

Personal Strategies

Why Change?

Revision ProcessAlberta is lead for Mathematics in Western and Northern Canadian ProtocolExtensive consultationsGuiding PrinciplesImprove transition from Grade 9 to Grade 10 Mathematics

Reduce number of topics in the 1012 Mathematics program

Provide greater opportunity for transfer between the course sequences

Develop programs that facilitate transition from high school to post-secondary institutions, apprenticeship programs and the workforce

Feedback from Alberta StakeholdersTransferability between the middle and upper course sequences at the Grade 12 level

Need for the middle sequence to provide access to post-secondary educational opportunities

To meet these needs, the middle sequence required an increased treatment of algebra

Therefore, Alberta withdrew from the WNCP for the middle pathway (Foundations of Mathematics) and developed its own middle course sequence, Mathematics 20-2 and 30-2Alberta Program of StudiesBased on the WNCP Common Curriculum FrameworkApproved Spring 2008Available at www.education.gov.ab.ca

Changes to the K12 Programs of StudyContent more depth less breadthLearning through problem solvingMental mathematics and estimationPersonal strategiesAlgebraic reasoning

Philosophy and PedagogyConceptual understanding

Active learning

Learning through problem solving

Concepts develop from simple to complex and from concrete to pictorial to symbolic

Multiple solutions and multiple solution methods

Seven mathematical processesImplementation Timelines201020112012Provincial Implementation (English and French)Grade 10Grade 11Grade 12

Withdrawal DatesDateCoursesAugust 31, 2010Pure Mathematics 10Applied Mathematics 10Prep Mathematics 10Mathematics 14August 31, 2011Pure Mathematics 20Applied Mathematics 20Mathematics 24August 31, 2012Pure Mathematics 30Applied Mathematics 30

Course Structure

Mathematics 20-4Mathematics 10-4Mathematics 31Typical ProgressionPossible ProgressionMathematics 9Mathematics 20-1Mathematics 20-2Mathematics 20-3Mathematics 30-1Mathematics 10-3Mathematics 30-3Mathematics 30-2Mathematics 10CNote: A student must pass Grade 9 Mathematics to take Mathematics 10C.Transitioning from Grade 9 to Grade 10Successfully complete Grade 9 MathematicsMathematics 10C Mathematics 10-3

Unsuccessful in Grade 9 MathematicsMathematics 10-3 and continue in -3 course sequenceMathematics 10-3 then Mathematics 10CMathematics 10-4, if appropriateCourses Eligible for Retroactive Credits Registered CourseReported FailedSemester/School Year: A AlternativeCourse PassedSemester/School Year: B AlternativeRetroactive CreditsSemester/School Year: B Mathematics 10CMathematics 20-3Mathematics 10-3Mathematics 10-3Mathematics 20-4Mathematics 10-4Mathematics 20-1Mathematics 30-2Mathematics 20-2Mathematics 20-2Mathematics 30-3Mathematics 20-3 20Post-secondary AcceptancePost-secondary representatives involved in revisions throughout the process

Representatives were part of committee which developed outcomes for -2 course sequence

Ongoing dialogue with faculties to achieve acceptance

Apprenticeship and Industry Training BoardApprenticeship Entrance Requirements have been developedFinal decision released in one year

Combined Grade 10 CourseThis course is designed to develop students mathematical understandings and critical thinking skills necessary to transition into either the -1 or -2 course sequenceStudents taking the Foundations of Mathematics and Pre-calculus Grade 10 course will- be going on to either the Foundations or Pre-calculus course sequences- be quite diverse in their skill levels- have a wide variety of post-secondary and career aspirations

Consequently, this will be a challenging course for teachers to teach and there will have to be support for teachers in moving from the current pedagogy used in Pure Math 10.Students will have to be brought forward from where they are.

Topics include:Direct and indirect measurementProportional reasoning Algebraic reasoning Number senseRelations and functions

Achievement IndicatorsEvidence a student has fully met the learning outcome

May include suggestions of tasks

One possible set of indicatorsAIs describe what evidence a teacher might look for to determine whether or not the student has fully met the learning outcomeMay also include suggestions as to the types of tasks that would provide evidence of having met the learning outcome Achievement indicators are an integral part of the CCFAchievement Indicators are provided for each outcome. Achievement indicators help teachers to begin planning with the end in mind.Each group of achievement indicators is one example of a representative list of the depth, breadth and expectations of the outcome. This is NOT a checklist. When looking at the resource do NOT look for everything that is in the AIs and then find the resource lacking if something is not included.Resources do not need to address every AI just the intent.Other achievement indicators could be used provided they address the outcome and reflect a similar scopeResources can include different AIs it is not extraneous content. Something is considered extraneous content only if it increases the breadth or depth.Context need to be included in the resource as this is not included in the achievement indicators

A Sample Outcome 10C2. Demonstrate an understanding of relations and functions.[C, R, V]2.1 Explain, using examples, why some relations are not functions but all functions are relations.2.2 Determine if a set of ordered pairs represents a function.2.3 Sort a set of graphs as functions or non-functions.2.4 Generalize and explain rules for determining whether graphs and sets of ordered pairs represent functions.Approved PublishersMath 10 CombinedMcGraw-Hill RyersonPearson Educational Press

Apprenticeship and Workplace Mathematics Grades 10, 11 and 12Pacific Educational Press Publishing

26Supports for ImplementationAuthorized Student Basic and Teaching ResourcesMathematics 10C: Pearson (E+F) and McGraw-Hill-3 Course Sequence: Pacific Educational Press (E+F)-1 Course Sequence: one resource (E+F)-2 Course Sequence: one resource (E+F)

Standards DocumentsMathematics 10C and 10-3

High School Information PackageEducation Web site: select Teachers, then Mathematics, then Information Packagehttp://education.alberta.ca/teachers/program/math/info.aspx

ThoughtsThe following slide is a suggested list of discussion questions.

Please choose a recorder at your location

Summarize the big ideas of your discussion questions

Choose a reporter who will share with the larger group28DiscussWhat are your initial thoughts?From a teacher perspectiveFrom a student perspective

What are your concerns?From a teacher perspectiveFrom a student perspective

What will you need to be successful?From a teacher perspectiveFrom a student perspective

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Break

Please Welcome Pearson Education

Lunch

Please Welcome McGraw Hill Ryerson

Reflection & DiscussionAs an individual, in pairs, or as a table, please complete the form found on our wiki.

Go to http://cesdhsmath.wikispaces.comClick on Resources in the left menuGoogle Form should appear ~ Overall Recommendations for Math 10C ResourceNext Steps